[House Report 113-424]
[From the U.S. Government Publishing Office]
113th Congress Report
HOUSE OF REPRESENTATIVES
2d Session 113-424
======================================================================
STRENGTHENING EDUCATION THROUGH RESEARCH ACT
_______
April 29, 2014.--Committed to the Committee of the Whole House on the
State of the Union and ordered to be printed
_______
Mr. Kline, from the Committee on Education and the Workforce, submitted
the following
R E P O R T
[To accompany H.R. 4366]
[Including cost estimate of the Congressional Budget Office]
The Committee on Education and the Workforce, to whom was
referred the bill (H.R. 4366) to strengthen the Federal
education research system to make research and evaluations more
timely and relevant to State and local needs in order to
increase student achievement, having considered the same,
report favorably thereon with an amendment and recommend that
the bill as amended do pass.
The amendment is as follows:
Strike all after the enacting clause and insert the
following:
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Strengthening Education through
Research Act''.
SEC. 2. TABLE OF CONTENTS.
Sec. 1. Short title.
Sec. 2. Table of contents.
TITLE I--EDUCATION SCIENCES REFORM
Sec. 101. References.
Sec. 102. Definitions.
Part A--The Institute of Education Sciences
Sec. 111. Establishment.
Sec. 112. Functions.
Sec. 113. Delegation.
Sec. 114. Office of the Director.
Sec. 115. Priorities.
Sec. 116. National Board for Education Sciences.
Sec. 117. Commissioners of the National Education Centers.
Sec. 118. Transparency.
Sec. 119. Competitive awards.
Part B--National Center for Education Research
Sec. 131. Establishment.
Sec. 132. Duties.
Sec. 133. Standards for conduct and evaluation of research.
Part C--National Center for Education Statistics
Sec. 151. Establishment.
Sec. 152. Duties.
Sec. 153. Performance of duties.
Sec. 154. Reports.
Sec. 155. Dissemination.
Sec. 156. Cooperative education statistics systems.
Part D--National Center for Education Evaluation and Regional
Assistance
Sec. 171. Establishment.
Sec. 172. Commissioner for Education Evaluation and Regional
Assistance.
Sec. 173. Evaluations.
Sec. 174. Regional educational laboratories for research, development,
dissemination, and evaluation.
Part E--National Center for Special Education Research
Sec. 175. Establishment.
Sec. 176. Commissioner for Special Education Research.
Sec. 177. Duties.
Part F--General Provisions
Sec. 182. Prohibitions.
Sec. 183. Confidentiality.
Sec. 184. Availability of data.
Sec. 185. Performance management.
Sec. 186. Authority to publish.
Sec. 187. Repeals.
Sec. 188. Fellowships.
Sec. 189. Authorization of appropriations.
TITLE II--EDUCATIONAL TECHNICAL ASSISTANCE
Sec. 201. References.
Sec. 202. Definitions.
Sec. 203. Comprehensive centers.
Sec. 204. Evaluations.
Sec. 205. Existing technical assistance providers.
Sec. 206. Regional advisory committees.
Sec. 207. Priorities.
Sec. 208. Grant program for statewide longitudinal data systems.
Sec. 209. Authorization of appropriations.
TITLE III--NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS
Sec. 301. References.
Sec. 302. National assessment governing board.
Sec. 303. National assessment of educational progress.
Sec. 304. Definitions.
Sec. 305. Authorization of appropriations.
TITLE IV--EVALUATION PLAN
Sec. 401. Research and evaluation.
TITLE I--EDUCATION SCIENCES REFORM
SEC. 101. REFERENCES.
Except as otherwise expressly provided, whenever in this title an
amendment or repeal is expressed in terms of an amendment to, or repeal
of, a section or other provision, the reference shall be considered to
be made to a section or other provision of the Education Sciences
Reform Act of 2002 (20 U.S.C. 9501 et seq.).
SEC. 102. DEFINITIONS.
Section 102 (20 U.S.C. 9501) is amended--
(1) in paragraph (5), by striking ``Affairs'' and inserting
``Education'';
(2) in paragraph (10)--
(A) by inserting ``or other information, in a timely
manner and'' after ``evaluations,'' and
(B) by inserting ``school leaders,'' after
``teachers,'';
(3) in paragraph (12), by inserting ``, school leaders,''
after ``teachers'';
(4) by striking paragraph (13);
(5) by redesignating paragraphs (14) and (15) as paragraphs
(13) and (14), respectively;
(6) by inserting after paragraph (14), as so redesignated,
the following:
``(15) Minority-serving institution.--The term `minority-
serving institution' means an institution of higher education
described in section 371(a) of the Higher Education Act of 1965
(20 U.S.C. 1067q(a)).'';
(7) by amending paragraph (18) to read as follows:
``(18) Principles of scientific research.--The term
`principles of scientific research' means principles of
research that--
``(A) apply rigorous, systematic, and objective
methodology to obtain reliable and valid knowledge
relevant to education activities and programs;
``(B) present findings and make claims that are
appropriate to, and supported by, the methods that have
been employed; and
``(C) include, appropriate to the research being
conducted--
``(i) use of systematic, empirical methods
that draw on observation or experiment;
``(ii) use of data analyses that are adequate
to support the general findings;
``(iii) reliance on measurements or
observational methods that provide reliable and
generalizable findings;
``(iv) strong claims of causal relationships,
only with research designs that eliminate
plausible competing explanations for observed
results, such as, but not limited to, random-
assignment experiments;
``(v) presentation of studies and methods in
sufficient detail and clarity to allow for
replication or, at a minimum, to offer the
opportunity to build systematically on the
findings of the research;
``(vi) acceptance by a peer-reviewed journal
or critique by a panel of independent experts
through a comparably rigorous, objective, and
scientific review; and
``(vii) consistency of findings across
multiple studies or sites to support the
generality of results and conclusions.'';
(8) in paragraph (20), by striking ``scientifically based
research standards'' and inserting ``the principles of
scientific research''; and
(9) by adding at the end the following:
``(24) School leader.--The term `school leader' means a
principal, assistant principal, or other individual who is--
``(A) an employee or officer of--
``(i) an elementary school or secondary
school;
``(ii) a local educational agency serving an
elementary school or secondary school; or
``(iii) another entity operating the
elementary school or secondary school; and
``(B) responsible for the daily instructional
leadership and managerial operations of the elementary
school or secondary school.''.
PART A--THE INSTITUTE OF EDUCATION SCIENCES
SEC. 111. ESTABLISHMENT.
Section 111 (20 U.S.C. 9511) is amended--
(1) in subsection (b)(2)--
(A) in the matter preceding subparagraph (A)--
(i) by striking ``and wide dissemination
activities'' and inserting ``and, consistent
with section 114(j), wide dissemination and
utilization activities'' and
(ii) by striking ``(including in technology
areas)''; and
(B) in subparagraph (B), by inserting ``disability,''
after ``gender,''.
SEC. 112. FUNCTIONS.
Section 112 (20 U.S.C. 9512) is amended--
(1) in paragraph (1)--
(A) by inserting ``(including evaluations of impact
and implementation)'' after ``education evaluation'';
and
(B) by inserting before the semicolon the following
``and utilization''; and
(2) in paragraph (2)--
(A) by inserting ``, consistent with section
114(j),'' after ``disseminate''; and
(B) by adding before the semicolon the following:
``and scientifically valid education evaluations
carried out under this title''.
SEC. 113. DELEGATION.
Section 113 (20 U.S.C. 9513) is amended--
(1) in subsection (a)--
(A) by striking paragraph (1);
(B) by redesignating paragraphs (2) through (5) as
paragraphs (1) through (4), respectively; and
(C) in paragraph (2), as so redesignated, by striking
``of the National Assessment of Educational Progress
Authorization Act'';
(2) in subsection (b), by striking ``Secretary may assign the
Institute responsibility for administering'' and inserting
``Director may accept requests from the Secretary for the
Institute to administer''; and
(3) by adding at the end the following:
``(c) Contract Acquisition.--With respect to any contract entered
into under this title, the Director shall be consulted--
``(1) during the procurement process; and
``(2) in the management of such contract's performance, which
shall be consistent with the requirements of the performance
management system described in section 185.''.
SEC. 114. OFFICE OF THE DIRECTOR.
Section 114 (20 U.S.C. 9514) is amended--
(1) in subsection (a), by striking ``Except as provided in
subsection (b)(2), the'' and inserting ``The'';
(2) in subsection (b)--
(A) in paragraph (1), by inserting before the period
the following: ``, except that if a successor to the
Director has not been appointed as of the date of
expiration of the Director's term, the Director may
serve for an additional 1-year period, beginning on the
day after the date of expiration of the Director's
term, or until a successor has been appointed under
subsection (a), whichever occurs first'';
(B) by amending paragraph (2) to read as follows:
``(2) Reappointment.--A Director may be reappointed under
subsection (a) for one additional term.''; and
(C) in paragraph (3)--
(i) in the heading, by striking ``Subsequent
directors'' and inserting ``Recommendations'';
and
(ii) by striking ``, other than a Director
appointed under paragraph (2)'';
(3) in subsection (f)--
(A) in paragraph (3), by inserting before the period
the following: ``, and, as appropriate, with such
research and activities carried out by public and
private entities, to avoid duplicative or overlapping
efforts'';
(B) in paragraph (4), by inserting ``, and the use of
evidence'' after ``statistics activities'';
(C) in paragraph (5)--
(i) by inserting ``and maintain'' after
``establish''; and
(ii) by inserting ``and subsection (h)''
after ``section 116(b)(3)'';
(D) in paragraph (7), by inserting ``disability,''
after ``gender,'';
(E) in paragraph (8), by striking ``historically
Black colleges or universities'' and inserting
``minority-serving institutions'';
(F) by amending paragraph (9) to read as follows:
``(9) To coordinate with the Secretary to ensure that the
results of the Institute's work are coordinated with, and
utilized by, the Department's technical assistance providers
and dissemination networks.'';
(G) by striking paragraphs (10) and (11);
(H) by redesignating paragraph (12) as paragraph
(10);
(4) by redesignating subsection (h) as subsection (i);
(5) by inserting after subsection (g), the following:
``(h) Peer-review System.--The Director shall establish and maintain
a peer-review system involving highly-qualified individuals, including
practitioners, as appropriate, with an in-depth knowledge of the
subject to be investigated, for--
``(1) reviewing and evaluating each application for a grant
or cooperative agreement under this title that exceeds
$100,000; and
``(2) evaluating and assessing all reports and other products
that exceed $100,000 to be published and publicly released by
the Institute.'';
(6) in subsection (i), as so redesignated--
(A) by striking ``the products and''; and
(B) by striking ``certify that evidence-based claims
about those products and'' and inserting ``determine
whether evidence-based claims in those''; and
(7) by adding at the end the following:
``(j) Relevance, Dissemination, and Utilization.--To ensure all
activities authorized under this title are rigorous, relevant, and
useful for researchers, policymakers, practitioners, and the public,
the Director shall--
``(1) ensure such activities address significant challenges
faced by practitioners, and increase knowledge in the field of
education;
``(2) ensure that the information, products, and publications
of the Institute are--
``(A) prepared and widely disseminated--
``(i) in a timely fashion; and
``(ii) in forms that are understandable,
easily accessible, and usable, or adaptable for
use in, the improvement of educational
practice; and
``(B) widely disseminated through electronic
transfer, and other means, such as posting to the
Institute's website or other relevant place;
``(3) promote the utilization of the information, products,
and publications of the Institute, including through the use of
dissemination networks and technical assistance providers,
within the Institute and the Department; and
``(4) monitor and manage the performance of all activities
authorized under this title in accordance with section 185.''.
SEC. 115. PRIORITIES.
Section 115 (20 U.S.C. 9515) is amended--
(1) in subsection (a)--
(A) in the matter preceding paragraph (1)--
(i) by striking ``(taking into consideration
long-term research and development on core
issues conducted through the national research
and development centers)'' and inserting ``at
least once every 6 years''; and
(ii) by striking ``such as'' and inserting
``including'';
(B) in paragraph (1)--
(i) by inserting ``ensuring that all children
have the ability to obtain a high-quality
education, particularly'' before ``closing'';
(ii) by striking ``especially achievement
gaps between'';
(iii) by striking ``nonminority children''
and inserting ``nonminority children, disabled
and nondisabled children,'';
(iv) by striking ``and between
disadvantaged'' and inserting ``and
disadvantaged'';
(v) by striking ``and'' at the end;
(C) by striking paragraph (2); and
(D) by adding at the end the following:
``(2) improving the quality of early childhood education;
``(3) improving education in elementary and secondary
schools, particularly among low-performing students and
schools; and
``(4) improving access to, opportunities for, and completion
of postsecondary education.''; and
(2) in subsection (d), by striking ``by means of the
Internet'' and inserting ``by electronic means such as posting
in an easily accessible manner on the Institute's website''.
SEC. 116. NATIONAL BOARD FOR EDUCATION SCIENCES.
Section 116 (20 U.S.C. 9516) is amended--
(1) in subsection (b)--
(A) in paragraph (2), by striking ``to guide the work
of the Institute'' and inserting ``, and to advise, and
provide input to, the Director on the activities of the
Institute on an ongoing basis'';
(B) in paragraph (3), by inserting ``under section
114(h)'' after ``procedures'';
(C) in paragraph (8), by inserting ``disability,''
after ``gender,''
(D) in paragraph (9)--
(i) by striking ``To solicit'' and inserting
``To ensure all activities of the Institute are
relevant to education policy and practice by
soliciting, on an ongoing basis,''; and
(ii) by striking ``consistent with'' and
inserting ``consistent with section 114(j)
and'';
(E) in paragraph (11)--
(i) by inserting ``the Institute's'' after
``enhance''; and
(ii) by striking ``among other Federal and
State research agencies'' and inserting ``with
public and private entities to improve the work
of the Institute''; and
(F) by adding at the end the following:
``(13) To conduct the evaluations required under subsection
(d).'';
(2) in subsection (c)--
(A) in paragraph (2)--
(i) by inserting ``Board,'' before ``National
Academy'';
(ii) by striking ``and the National Science
Advisor'' and inserting ``the National Science
Advisor, and other entities and organizations
that have knowledge of individuals who are
highly-qualified to appraise education
research, statistics, evaluations, or
development'';
(B) in paragraph (4)--
(i) in subparagraph (A)--
(I) in clause (i), by striking ``,
which may include those researchers
recommended by the National Academy of
Sciences'';
(II) by redesignating clause (ii) as
clause (iii);
(III) by inserting after clause (i),
the following:
``(ii) Not fewer than 2 practitioners who are
knowledgeable about the education needs of the
United States, who may include school based
professional educators, teachers, school
leaders, local educational agency
superintendents, and members of local boards of
education or Bureau-funded school boards.'';
and
(IV) in clause (iii), as so
redesignated--
(aa) by striking ``school-
based professional
educators,'';
(bb) by striking ``local
educational agency
superintendents,'';
(cc) by striking
``principals,'';
(dd) by striking ``or
local''; and
(ee) by striking ``or Bureau-
funded school boards''; and
(ii) in subparagraph (B)--
(I) in the matter preceding clause
(i), by inserting ``beginning on the
date of appointment of the member,''
after ``4 years,'';
(II) by striking clause (i);
(III) by redesignating clause (ii) as
clause (i);
(IV) in clause (i), as so
redesignated, by striking the period
and inserting ``; and''; and
(V) by adding at the end the
following:
``(ii) in a case in which a successor to a
member has not been appointed as of the date of
expiration of the member's term, the member may
serve for an additional 1-year period,
beginning on the day after the date of
expiration of the member's term, or until a
successor has been appointed under paragraph
(1), whichever occurs first.'';
(iii) by striking subparagraph (C); and
(iv) by redesignating subparagraph (D) as
subparagraph (C);
(C) in paragraph (8)--
(i) by redesignating subparagraphs (A)
through (E) as subparagraphs (B) through (F),
respectively;
(ii) by inserting before subparagraph (B), as
so redesignated, the following:
``(A) In general.--In the exercise of its duties
under section 116(b) and in accordance with the Federal
Advisory Committee Act (5 U.S.C. App.), the Board shall
be independent of the Director and the other offices
and officers of the Institute.'';
(iii) in subparagraph (B), as so
redesignated, by inserting before the period at
the end the following: ``for a term of not more
than 6 years, and who may be reappointed by the
Board for 1 additional term of not more than 6
years''; and
(iv) by adding at the end the following:
``(G) Subcommittees.--The Board may establish
standing or temporary subcommittees to make
recommendations to the Board for carrying out
activities authorized under this title.'';
(3) by striking subsection (d);
(4) by redesignating subsection (e) as subsection (d);
(5) in subsection (d), as so redesignated--
(A) in the subsection heading, by striking ``Annual''
and inserting ``Evaluation'';
(B) by striking ``The Board'' and inserting the
following:
``(1) In general.--The Board'';
(C) by striking ``not later than July 1 of each year,
a'' and inserting ``and make widely available to the
public (including by electronic means such as posting
in an easily accessible manner on the Institute's
website), a triennial''; and
(D) by adding at the end the following:
``(2) Requirements.--An evaluation report described in
paragraph (1) shall include--
``(A) subject to paragraph (3), an evaluation of the
activities authorized for each of the National
Education Centers, which--
``(i) uses the performance management system
described in section 185; and
``(ii) is conducted by an independent entity;
``(B) a review of the Institute to ensure its work,
consistent with the requirements of section 114(j), is
timely, rigorous, and relevant;
``(C) any recommendations regarding actions that may
be taken to enhance the ability of the Institute and
the National Education Centers to carry out their
priorities and missions; and
``(D) a summary of the major research findings of the
Institute and the activities carried out under section
113(b) during the 3 preceding fiscal years.
``(3) National center for education evaluation and regional
assistance.--With respect to the National Center for Education
Evaluation and Regional Assistance, an evaluation report
described in paragraph (1) shall contain--
``(A) an evaluation described in paragraph (2)(A) of
the activities authorized for such Center, except for
the regional educational laboratories established under
section 174; and
``(B) a summative or interim evaluation, whichever is
most recent, for each such laboratory conducted under
section 174(i) on or after the date of enactment of the
Strengthening Education through Research Act or, in a
case in which such an evaluation is not available for a
laboratory, the most recent evaluation for the
laboratory conducted prior to the date of enactment of
the Strengthening Education through Research Act.'';
and
(6) by striking subsection (f).
SEC. 117. COMMISSIONERS OF THE NATIONAL EDUCATION CENTERS.
Section 117 (20 U.S.C. 9517) is amended--
(1) in subsection (a)--
(A) in paragraph (1), by striking ``Except as
provided in subsection (b), each'' and inserting
``Each'';
(B) in paragraph (2)--
(i) by striking ``Except as provided in
subsection (b), each'' and inserting ``Each'';
and
(ii) by inserting ``, statistics,'' after
``research'';
(C) in paragraph (3), by striking ``Except as
provided in subsection (b), each'' and inserting
``Each'';
(2) by striking subsection (b);
(3) by redesignating subsections (c) and (d) as subsections
(b) and (c), respectively; and
(4) in subsection (c), as so redesignated, by striking ``,
except the Commissioner for Education Statistics,''.
SEC. 118. TRANSPARENCY.
(a) In General.--Section 119 (20 U.S.C. 9519) is amended to read as
follows:
``SEC. 119. TRANSPARENCY.
``Not later than 120 days after awarding a grant, contract, or
cooperative agreement under this title in excess of $100,000, the
Director shall make publicly available (including through electronic
means such as posting in an easily accessible manner on the Institute's
website) a description of the grant, contract, or cooperative
agreement, including, at a minimum, the amount, duration, recipient,
and the purpose of the grant, contract, or cooperative agreement.''.
(b) Conforming Amendment.--The table of contents in section 1 of the
Act of November 5, 2002 (Public Law 107-279; 116 Stat. 1940) is amended
by striking the item relating to section 119 and inserting the
following:
``Sec. 119. Transparency.''.
SEC. 119. COMPETITIVE AWARDS.
Section 120 (20 U.S.C. 9520) is amended by striking ``when
practicable'' and inserting ``consistent with section 114(h)''.
PART B--NATIONAL CENTER FOR EDUCATION RESEARCH
SEC. 131. ESTABLISHMENT.
Section 131(b) (20 U.S.C. 9531(b)) is amended--
(1) by amending paragraph (1) to read as follows:
``(1) to sponsor sustained research that will lead to the
accumulation of knowledge and understanding of education,
consistent with the priorities described in section 115;'';
(2) by striking ``and'' at the end of paragraph (3);
(3) in paragraph (4), by striking the period and inserting
``; and''; and
(4) by adding at the end the following:
``(5) consistent with section 114(j), to widely disseminate
and promote utilization of the work of the Research Center.''.
SEC. 132. DUTIES.
Section 133 (20 U.S.C. 9533) is amended--
(1) in subsection (a)--
(A) in paragraph (1), by striking ``peer-review
standards and'';
(B) by striking paragraph (2);
(C) by redesignating paragraph (3) as paragraph (2);
(D) by striking paragraph (4);
(E) by redesignating paragraphs (5) through (9) as
paragraphs (3) through (7), respectively;
(F) in paragraph (3), as so redesignated, by
inserting ``in the implementation of programs carried
out by the Department and other agencies'' before
``within the Federal Government'';
(G) in paragraph (5), as so redesignated, by striking
``disseminate, through the National Center for
Education Evaluation and Regional Assistance,'' and
inserting ``widely disseminate, consistent with section
114(j),'';
(H) in paragraph (6), as so redesignated--
(i) by striking ``Director'' and inserting
``Board''; and
(ii) by striking ``of a biennial report, as
described in section 119'' and inserting ``and
dissemination of each evaluation report under
section 116(d)'';
(I) by redesignating paragraphs (10) and (11) as
paragraphs (9) and (10), respectively;
(J) by inserting after paragraph (7), as so
redesignated, the following:
``(8) to the extent time and resources allow, when findings
from previous research under this part provoke relevant follow
up questions, carry out research initiatives on such follow up
questions;'';
(K) by amending paragraph (9), as so redesignated, to
read as follows:
``(9) carry out research initiatives, including rigorous,
peer-reviewed, large-scale, long-term, and broadly applicable
empirical research, regarding the impact of technology on
education, including online education and hybrid learning;'';
(L) in paragraph (10), as so redesignated, by
striking the period and inserting ``; and''; and
(M) by adding at the end the following:
``(11) to the extent feasible, carry out research on the
quality of implementation of practices and strategies
determined to be effective through scientifically valid
research.''.
(2) by amending subsection (b) to read as follows:
``(b) Plan.--The Research Commissioner shall propose to the Director
and, subject to the approval of the Director, implement a research plan
for the activities of the Research Center that--
``(1) is consistent with the priorities and mission of the
Institute and the mission of the Research Center described in
section 131(b), and includes the activities described in
subsection (a);
``(2) is carried out and, as appropriate, updated and
modified, including through the use of the results of the
Research Center's most recent evaluation report under section
116(d);
``(3) describes how the Research Center will use the
performance management system described in section 185 to
assess and improve the activities of the Center;
``(4) meets the procedures for peer review established and
maintained by the Director under section 114(f)(5) and the
standards of research described in section 134; and
``(5) includes both basic research and applied research,
which shall include research conducted through field-initiated
research and ongoing research initiatives.'';
(3) by redesignating subsection (c) as subsection (d);
(4) by inserting after subsection (b), as so amended, the
following:
``(c) Grants, Contracts, and Cooperative Agreements.--
``(1) In general.--The Research Commissioner may award grants
to, or enter into contracts or cooperative agreements, with
eligible applicants to carry out research under subsection (a).
``(2) Eligibility.--For purposes of this subsection, the term
`eligible applicant' means an applicant that has the ability
and capacity to conduct scientifically valid research.
``(3) Applications.--
``(A) In general.--An eligible applicant that wishes
to receive a grant, or enter into a contract or
cooperative agreement, under this section shall submit
an application to the Research Commissioner at such
time, in such manner, and containing such information
as the Research Commissioner may require.
``(B) Content.--An application submitted under
subparagraph (A) shall describe how the eligible
applicant will address and demonstrate progress on the
requirements of the performance management system
described in section 185, with respect to the
activities that will be carried out under the grant,
contract, or cooperative agreement.''; and
(5) in subsection (d), as redesignated by paragraph (3)--
(A) by amending paragraph (1) to read as follows:
``(1) Support.--In carrying out activities under subsection
(a)(2), the Research Commissioner shall support national
research and development centers that address topics of
importance and relevance in the field of education across the
country and are consistent with the Institute's priorities
under section 115.'';
(B) by striking paragraphs (2), (3), and (5);
(C) by redesignating paragraphs (4), (6), and (7) as
paragraph (2), (3), and (4), respectively;
(D) by amending paragraph (2), as so redesignated--
(i) in the matter preceding subparagraph (A),
by striking ``5 additional'' and inserting ``2
additional'';
(ii) in subparagraph (B), by striking the
period and inserting ``; and''; and
(iii) by adding at the end the following:
``(C) demonstrates progress on the requirements of
the performance management system described in section
185.'';
(E) in paragraph (3), as so redesignated, by striking
``paragraphs (4) and (5)'' and inserting ``paragraph
(2)''; and
(F) by amending paragraph (4), as so redesignated, to
read as follows:
``(4) Disaggregation.--To the extent feasible and when
relevant to the research being conducted, research conducted
under this subsection shall be disaggregated and cross-
tabulated by age, race, gender, disability status, English
learner status, and socioeconomic background.''.
SEC. 133. STANDARDS FOR CONDUCT AND EVALUATION OF RESEARCH.
Section 134 (20 U.S.C. 9534) is amended--
(1) in subsection (a)--
(A) in paragraph (1), by striking ``based'' and
inserting ``valid''; and
(B) in paragraph (2), by striking ``and wide
dissemination activities'' and inserting ``and,
consistent with section 114(j), wide dissemination and
utilization activities'';
(2) by striking subsection (b); and
(3) by redesignating subsection (c) as subsection (b).
PART C--NATIONAL CENTER FOR EDUCATION STATISTICS
SEC. 151. ESTABLISHMENT.
Section 151(b) (20 U.S.C. 9541(b)) is amended--
(1) in paragraph (2), by inserting ``and consistent with the
privacy protections under section 183'' after ``manner''; and
(2) in paragraph (3)--
(A) in subparagraph (A), by inserting ``disability,''
after ``cultural,''; and
(B) by amending subparagraph (B) to read as follows:
``(B) consistent with section 114(j), is relevant,
timely, and widely disseminated.''.
SEC. 152. DUTIES.
Section 153 (20 U.S.C. 9543) is amended--
(1) in subsection (a)--
(A) in the matter preceding paragraph (1), by
inserting ``, consistent with the privacy protections
under section 183,'' after ``Center shall'';
(B) in paragraph (1)--
(i) by amending subparagraph (D) to read as
follows:
``(D) secondary school graduation and completion
rates, including the four-year adjusted cohort
graduation rate (as defined in section
200.19(b)(1)(i)(A) of title 34, Code of Federal
Regulations, as such section was in effect on November
28, 2008) and the extended-year adjusted cohort
graduation rate (as defined in section
200.19(b)(1)(v)(A) of title 34, Code of Federal
Regulations, as such section was in effect on November
28, 2008), and school dropout rates, and adult
literacy;'';
(ii) in subparagraph (E), by striking ``and
opportunity for,'' and inserting ``opportunity
for, and completion of'';
(iii) by amending subparagraph (F) to read as
follows:
``(F) teaching, including information on pre-service
preparation, professional development, teacher
distribution, and teacher and school leader
evaluation;'';
(iv) in subparagraph (G), by inserting ``and
school leaders'' before the semicolon;
(v) in subparagraph (H), by inserting ``,
climate, and in- and out-of-school suspensions
and expulsions'' before ``, including
information regarding'';
(vi) by amending subparagraph (K) to read as
follows:
``(K) the access to, and use of, technology to
improve elementary schools and secondary schools;'';
(vii) in subparagraph (L), by striking ``and
opportunity for,'' and inserting ``opportunity
for, and quality of'';
(viii) in subparagraph (M), by striking
``such programs during school recesses'' and
inserting ``summer school''; and
(ix) in subparagraph (N), by striking
``vocational'' and inserting ``career'';
(C) in paragraph (3), by striking ``when such
disaggregated information will facilitate educational
and policy decisionmaking'' and inserting ``so long as
any reported information does not reveal individually
identifiable information'';
(D) in paragraph (4), by inserting before the
semicolon the following: ``, and the implementation
(with the assistance of the Department and other
Federal officials who have statutory authority to
provide assistance on applicable privacy laws,
regulations, and policies) of appropriate privacy
protections'';
(E) in paragraph (5), by striking ``promote linkages
across States,'';
(F) in paragraph (6)--
(i) by striking ``Third'' and inserting
``Trends in''; and
(ii) by inserting ``and the Program for
International Student Assessment'' after
``Science Study'';
(G) in paragraph (7), by inserting before the
semicolon the following: ``, ensuring such collections
protect student privacy consistent with section 183'';
(H) by amending paragraph (8) to read as follows:
``(8) assisting the Board in the preparation and
dissemination of each evaluation report under section 116(d);
and''; and
(I) by striking paragraph (9);
(2) by redesignating subsection (b) as subsection (c); and
(3) by inserting after subsection (a) the following:
``(b) Plan.--The Statistics Commissioner shall propose to the
Director and, subject to the approval of the Director, implement a plan
for activities of the Statistics Center that--
``(1) is consistent with the priorities and mission of the
Institute and the mission of the Statistics Center described in
section 151(b);
``(2) is carried out and, as appropriate, updated and
modified, including through the use of the results of the
Statistic Center's most recent evaluation report under section
116(d); and
``(3) describes how the Statistics Center will use the
performance management system described in section 185 to
assess and improve the activities of the Center.''.
SEC. 153. PERFORMANCE OF DUTIES.
Section 154 (20 U.S.C. 9544) is amended--
(1) in subsection (a)--
(A) by striking ``In carrying'' and inserting the
following:
``(1) In general.--In carrying''; and
(B) by adding at the end the following:
``(2) Eligibility.--For purposes of this section, the term
`eligible applicant' means an applicant that has the ability
and capacity to carry out activities under this part.
``(3) Applications.--
``(A) In general.--An eligible applicant that wishes
to receive a grant, or enter into a contract or
cooperative agreement, under this section shall submit
an application to the Statistics Commissioner at such
time, in such manner, and containing such information
as the Statistics Commissioner may require.
``(B) Contents.--An application submitted under
subparagraph (A) shall describe how the eligible
applicant will address and demonstrate progress on the
requirements of the performance management system
described in section 185, with respect to the
activities that will be carried out under the grant,
contract, or cooperative agreement.'';
(2) in subsection (b)(2)(A), by striking ``vocational and''
and inserting ``career and technical education programs,''; and
(3) in subsection (c), by striking ``5 years'' the second
place it appears and inserting ``2 years if the recipient
demonstrates progress on the requirements of the performance
management system described in section 185, with respect to the
activities carried out under the grant, contract, or
cooperative agreement received under this section''.
SEC. 154. REPORTS.
Section 155 (20 U.S.C. 9545) is amended--
(1) in subsection (a), by inserting ``(consistent with
section 114(h))'' after ``review''; and
(2) in subsection (b), by striking ``2003'' and inserting
``2015''.
SEC. 155. DISSEMINATION.
Section 156 (20 U.S.C. 9546) is amended--
(1) in subsection (c), by adding at the end the following:
``Such projects shall adhere to student privacy requirements
under section 183.''; and
(2) in subsection (e)--
(A) in paragraph (1), by adding at the end the
following: ``Before receiving access to educational
data under this paragraph, a Federal agency shall
describe to the Statistics Center the specific research
intent for use of the data, how access to the data may
meet such research intent, and how the Federal agency
will protect the confidentiality of the data consistent
with the requirements of section 183.'';
(B) in paragraph (2)--
(i) by inserting ``and consistent with
section 183'' after ``may prescribe''; and
(ii) by adding at the end the following:
``Before receiving access to data under this
paragraph, an interested party shall describe
to the Statistics Center the specific research
intent for use of the data, how access to the
data may meet such research intent, and how the
party will protect the confidentiality of the
data consistent with the requirements of
section 183.''; and
(C) by adding at the end the following:
``(3) Denial authority.--The Statistics Center shall have the
authority to deny any requests for access to data under
paragraph (1) or (2) for any scientific deficiencies in the
proposed research design or research intent for use of the
data, or if the request would introduce risk of a privacy
violation or misuse of data.''.
SEC. 156. COOPERATIVE EDUCATION STATISTICS SYSTEMS.
(a) In General.--Section 157 (20 U.S.C. 9547) is amended--
(1) in the heading, by striking ``systems'' and inserting
``partnerships'';
(2) by striking ``national cooperative education statistics
systems'' and inserting ``cooperative education statistics
partnerships'';
(3) by striking ``producing and maintaining, with the
cooperation'' and inserting ``reviewing and improving, with the
voluntary participation'';
(4) by striking ``comparable and uniform'' and inserting
``data quality standards, which may include establishing
voluntary guidelines to standardize'';
(5) by striking ``adult education, and libraries,'' and
inserting ``and adult education''; and
(6) by adding at the end the following: ``No student data
shall be collected by the partnerships established under this
section, nor shall such partnerships establish a national
student data system.''.
(b) Conforming Amendment.--The table of contents in section 1 of the
Act of November 5, 2002 (Public Law 107-279; 116 Stat. 1940) is amended
by striking the item relating to section 157 and inserting the
following:
``Sec. 157. Cooperative education statistics partnerships.''.
PART D--NATIONAL CENTER FOR EDUCATION EVALUATION AND REGIONAL
ASSISTANCE
SEC. 171. ESTABLISHMENT.
Section 171 (20 U.S.C. 9561) is amended--
(1) in subsection (b)--
(A) by striking paragraph (1);
(B) by redesignating paragraphs (2), (3), and (4) as
paragraphs (1), (2), and (3), respectively;
(C) in paragraph (1), as so redesignated, by striking
``of such programs'' and all that follows through
``science)'' and inserting ``and to evaluate the
implementation of such programs'';
(D) in paragraph (2), as so redesignated, by striking
``and wide dissemination of results of'' and inserting
``and, consistent with section 114(j), the wide
dissemination and utilization of results of all''; and
(2) by striking subsection (c).
SEC. 172. COMMISSIONER FOR EDUCATION EVALUATION AND REGIONAL
ASSISTANCE.
Section 172 (20 U.S.C. 9562) is amended--
(1) in subsection (a)--
(A) by amending paragraph (2) to read as follows:
``(2) widely disseminate, consistent with section 114(j), all
information on scientifically valid research and statistics
supported by the Institute and all scientifically valid
education evaluations supported by the Institute, particularly
to State educational agencies and local educational agencies,
to institutions of higher education, to the public, the media,
voluntary organizations, professional associations, and other
constituencies, especially with respect to the priorities
described in section 115;'';
(B) in paragraph (3), by inserting ``, consistent
with section 114(j)'' after ``timely, and efficient
manner'';
(C) in paragraph (4)--
(i) by striking ``development and
dissemination'' and inserting ``development,
dissemination, and utilization''; and
(ii) by striking ``the provision of technical
assistance,'';
(D) in paragraph (5), by inserting ``and'' after the
semicolon;
(E) in paragraph (6)--
(i) by striking ``Director'' and inserting
``Board'';
(ii) by striking ``preparation of a biennial
report'' and inserting ``preparation and
dissemination of each evaluation report''; and
(iii) by striking ``119; and'' and inserting
``116(d).'';
(F) by striking paragraph (7);
(2) in subsection (b)(1)--
(A) by inserting ``all'' before ``information
disseminated''; and
(B) by striking ``, which may include'' and all that
follows through ``of this Act)'';
(3) by striking subsection (c) and redesignating subsection
(d) as subsection (e); and
(4) by inserting after subsection (b) the following:
``(c) Plan.--The Evaluation and Regional Assistance Commissioner
shall propose to the Director and, subject to the approval of the
Director, implement a plan for the activities of the National Center
for Education Evaluation and Regional Assistance that--
``(1) is consistent with the priorities and mission of the
Institute and the mission of the Center described in section
171(b);
``(2) is carried out and, as appropriate, updated and
modified, including through the use of the results of the
Center's most recent evaluation report under section 116(d);
and
``(3) describes how the Center will use the performance
management system described in section 185 to assess and
improve the activities of the Center.
``(d) Grants, Contracts, and Cooperative Agreements.--
``(1) In general.--In carrying out the duties under this
part, the Evaluation and Regional Assistance Commissioner may--
``(A) award grants, contracts, or cooperative
agreements to eligible applicants to carry out the
activities under this part; and
``(B) provide technical assistance.
``(2) Eligibility.--For purposes of this section, the term
`eligible applicant' means an applicant that has the ability
and capacity to carry out activities under this part.
``(3) Entities to conduct evaluations.--In awarding grants,
contracts, or cooperative agreements under paragraph (1) to
carry out activities under section 173, the Evaluation and
Regional Assistance Commissioner shall make such awards to
eligible applicants with the ability and capacity to conduct
scientifically valid education evaluations.
``(4) Applications.--
``(A) In general.--An eligible applicant that wishes
to receive a grant, contract, or cooperative agreement
under paragraph (1) shall submit an application to the
Evaluation and Regional Assistance Commissioner at such
time, in such manner, and containing such information
as the Commissioner may require.
``(B) Contents.--An application submitted under
subparagraph (A) shall describe how the eligible
applicant will address and demonstrate progress on the
requirements of the performance management system
described in section 185, with respect to the
activities carried out under such grant, contract, or
cooperative agreement.
``(5) Duration.--Notwithstanding any other provision of law,
the grants, contracts, and cooperative agreements under
paragraph (1) may be awarded, on a competitive basis, for a
period of not more than 5 years, and may be renewed at the
discretion of the Evaluation and Regional Assistance
Commissioner for an additional period of not more than 2 years
if the recipient demonstrates progress on the requirements of
the performance management system described in section 185,
with respect to the activities carried out under the grant,
contract, or cooperative agreement.'';
(5) in subsection (e), as so redesignated--
(A) in paragraph (1), by striking ``There is
established'' and all that follows through ``Regional
Assistance'' and inserting ``The Evaluation and
Regional Assistance Commissioner may establish'';
(B) in paragraph (2)(A), by inserting ``all'' before
``products''; and
(C) in paragraph (2)(B)(ii), by striking ``2002'' and
all that follows through the period and inserting
``2002.''.
SEC. 173. EVALUATIONS.
Section 173 (20 U.S.C. 9563) is amended--
(1) in subsection (a)--
(A) in paragraph (1)--
(i) in the matter preceding subparagraph (A),
by striking ``may'' and inserting ``shall'';
(ii) in subparagraph (A), by striking
``evaluations'' and inserting ``high-quality
evaluations, including impact evaluations that
use rigorous methodologies that permit the
strongest possible causal inferences,'';
(iii) in subparagraph (B), by inserting
before the semicolon at the end the following:
``, including programs under part A of such
title (20 U.S.C. 6311 et seq.)'';
(iv) by striking subparagraph (C) and
redesignating subparagraph (D) as subparagraph
(C);
(v) by striking subparagraph (E) and
redesignating subparagraphs (F) and (G) as
subparagraphs (D) and (H), respectively; and
(vi) by inserting after subparagraph (D), as
so redesignated, the following:
``(E) provide evaluation findings in an
understandable, easily accessible, and usable format to
support program improvement;
``(F) support the evaluation activities described in
section 401 of the Strengthening Education through
Research Act that are carried about by the Director;
and
``(G) to the extent feasible--
``(i) examine evaluations conducted or
supported by others to determine the quality
and relevance of the evidence of effectiveness
generated by those evaluations, with the
approval of the Director;
``(ii) review and supplement Federal
education program evaluations, particularly
such evaluations by the Department, to
determine or enhance the quality and relevance
of the evidence generated by those evaluations;
``(iii) conduct implementation evaluations
that promote continuous improvement and inform
policymaking;
``(iv) evaluate the short- and long-term
effects and cost efficiencies across programs
assisted or authorized under Federal law and
administrated by the Department; and
``(v) synthesize the results of evaluation
studies for and across Federal education
programs, policies, and practices.''; and
(B) in paragraph (2)--
(i) in subparagraph (A), by striking ``and''
at the end;
(ii) in subparagraph (B), by striking the
period and inserting ``under section 114(h);
and''; and
(iii) by adding at the end the following:
``(C) be widely disseminated, consistent with section
114(j).''; and
(2) in subsection (b), by striking ``contracts'' and
inserting ``grants, contracts, or cooperative agreements''.
SEC. 174. REGIONAL EDUCATIONAL LABORATORIES FOR RESEARCH, DEVELOPMENT,
DISSEMINATION, AND EVALUATION.
(a) In General.--Section 174 (20 U.S.C. 9564) is amended--
(1) in the section heading by striking ``technical
assistance'' and inserting ``evaluation'';
(2) in subsection (a)--
(A) by striking ``Director'' and inserting
``Evaluation and Regional Assistance Commissioner'';
(B) by striking ``contracts'' and inserting ``grants,
contracts, or cooperative agreements''; and
(C) by inserting ``not more than'' before ``10
regional'';
(3) in subsection (c)--
(A) by striking ``The Director'' and inserting the
following:
``(1) In general.--The Evaluation and Regional Assistance
Commissioner'';
(B) by striking ``contracts under this section with
research organizations, institutions, agencies,
institutions of higher education,'' and inserting
``grants, contracts, or cooperative agreements under
this section with public or private, nonprofit or for-
profit research organizations, other organizations, or
institutions of higher education,'';
(C) by striking ``or individuals,'';
(D) by striking ``, including regional entities'' and
all that follows through ``107-110))''; and
(E) by adding at the end the following:
``(2) Definition.--For purposes of this section, the term
`eligible applicant' means an entity described in paragraph
(1).'';
(4) by striking subsections (d) through (j) and inserting the
following:
``(d) Applications.--
``(1) Submission.--
``(A) In general.--Each eligible applicant desiring a
contract grant, contract, or cooperative agreement
under this section shall submit an application at such
time, in such manner, and containing such information
as the Evaluation and Regional Assistance Commissioner
may reasonably require.
``(B) Input.--To ensure that applications submitted
under this paragraph are reflective of the needs of the
regions to be served, each eligible applicant
submitting such an application shall seek input from
State educational agencies and local educational
agencies in the region that the award will serve, and
other individuals with knowledge of the region's needs.
Such individuals may include members of the regional
advisory committee for the region under section 206(a).
``(2) Plan.--
``(A) In general.--Each application submitted under
paragraph (1) shall contain a plan for the activities
of the regional educational laboratory to be
established under this section, which shall be updated,
modified, and improved, as appropriate, on an ongoing
basis, including by using the results of the
laboratory's interim evaluation under subsection
(i)(3).
``(B) Contents.--A plan described in subparagraph (A)
shall address--
``(i) the priorities for applied research,
development, evaluations, and wide
dissemination established under section 207;
``(ii) the needs of State educational
agencies and local educational agencies, on an
ongoing basis, using available State and local
data, including the relevant results of the
region's assessment under section 206(e); and
``(iii) if available, demonstrated support
from State educational agencies and local
educational agencies in the region, such as
letters of support or signed memoranda of
understanding.
``(3) Non-federal support.--In conducting a competition for
grants, contracts, or cooperative agreements under subsection
(a), the Evaluation and Regional Assistance Commissioner shall
give priority to eligible applicants that will provide a
portion of non-Federal funds to maximize support for activities
of the regional educational laboratories to be established
under this section.
``(e) Awarding Grants, Contracts, or Cooperative Agreements.--
``(1) Assurances.--In awarding grants, contracts, or
cooperative agreements under this section, the Evaluation and
Regional Assistance Commissioner shall--
``(A) make such an award for not more than a 5-year
period;
``(B) ensure that regional educational laboratories
established under this section have strong and
effective governance, organization, management, and
administration, and employ qualified staff; and
``(C) ensure that each such laboratory has the
flexibility to respond in a timely fashion to the needs
of the laboratory's region, including--
``(i) through using the results of the
laboratory's interim evaluation under
subsection (i)(3) to improve and modify the
activities of the laboratory before the end of
the award period; and
``(ii) through sharing preliminary results of
the laboratory's research, as appropriate, to
increase the relevance and usefulness of the
research.
``(2) Coordination.--To ensure coordination and prevent
unnecessary duplication of activities among the regions, the
Evaluation and Regional Assistance Commissioner shall--
``(A) share information about the activities of each
regional educational laboratory with each other
regional educational laboratory, the Department, the
Director, and the National Board for Education
Sciences;
``(B) ensure, where appropriate, that the activities
of each regional educational laboratory established
under this section also serve national interests;
``(C) ensure each such regional educational
laboratory establishes strong partnerships among
practitioners, policymakers, researchers, and others,
so that such partnerships are continued in the absence
of Federal support; and
``(D) enable, where appropriate, for such a
laboratory to work in a region being served by another
laboratory or to carry out a project that extends
beyond the region served by the laboratory.
``(3) Collaboration with technical assistance providers.--
Each regional educational laboratory established under this
section shall, on an ongoing basis, coordinate its activities,
collaborate, and regularly exchange information with the
comprehensive centers (established in section 203) in the
region in which the center is located, and with comprehensive
centers located outside of its region, as appropriate.
``(4) Outreach.--
``(A) In general.--In conducting competitions for
grants, contracts, or cooperative agreements under this
section, the Evaluation and Regional Assistance
Commissioner shall--
``(i) by making information and technical
assistance relating to the competition widely
available, actively encourage eligible
applicants to compete for such an award; and
``(ii) seek input from the chief executive
officers of States, chief State school
officers, educators, parents, superintendents,
and other individuals with knowledge of the
needs of the regions to be served by the
awards, regarding--
``(I) the needs in the regions for
applied research, evaluation,
development, and wide-dissemination
activities authorized by this title;
and
``(II) how such needs may be
addressed most effectively.
``(B) Regional advisory committees.--The individuals
described in subparagraph (A)(ii) may include members
of the regional advisory committees established under
section 206(a).
``(5) Performance management.--Before the Evaluation and
Regional Assistance Commissioner awards a grant, contract, or
cooperative agreement under this section, the Director shall
establish measurable performance indicators for assessing the
ongoing progress and performance of the regional educational
laboratories established with such awards that address--
``(A) the requirements of the performance management
system described in section 185; and
``(B) the relevant results of the regional
assessments under section 206(e) .
``(6) Standards.--The Evaluation and Regional Assistance
Commissioner shall adhere to the Institute's system for
technical and peer review under section 114(h) in reviewing the
applied research activities and research-based reports of the
regional educational laboratories.
``(7) Required consideration.--In determining whether to
award a grant, contract, or cooperative agreement under this
section to an eligible applicant that previously established a
regional educational laboratory under this section, the
Evaluation and Regional Assistance Commissioner shall consider
the results of such laboratory's summative evaluation under
subsection (i)(2).
``(f) Mission.--Each regional educational laboratory established
under this section shall--
``(1) conduct applied research, development, and evaluation
activities with State educational agencies, local educational
agencies, and, as appropriate, schools funded by the Bureau;
``(2) widely disseminate such work, consistent with section
114(j); and
``(3) develop the capacity of State educational agencies,
local educational agencies, and, as appropriate, schools funded
by the Bureau to carry out the activities described in
paragraphs (1) and (2).
``(g) Activities.--To carry out the mission described in subsection
(f), each regional educational laboratory established under this
section shall carry out the following activities:
``(1) Conduct, widely disseminate, and promote utilization of
applied research, development activities, evaluations, and
other scientifically valid research.
``(2) Develop and improve the plan for the laboratory under
subsection (d)(2) for serving the region of the laboratory, and
as appropriate, national needs, on an ongoing basis, which
shall include seeking input and incorporating feedback from the
representatives of State educational agencies and local
educational agencies in the region, and other individuals with
knowledge of the region's needs. Such representatives and other
individuals may include members of the regional advisory
committee for the region established under section 206(a).
``(3) Ensure research and related products are relevant and
responsive to the needs of the region, including by using the
relevant results of the region's assessment under section
206(e).
``(h) Governing Board.--
``(1) In general.--Each regional educational laboratory
established under this section may establish a governing board
to improve the management of activities that the laboratory
carries out under this section.
``(2) Board duties.--A Board established under paragraph (1)
shall coordinate and align its work with the work of the
regional advisory committee for the region established under
section 206.
``(i) Evaluations.--
``(1) In general.--The Evaluation and Regional Assistance
Commissioner shall--
``(A) provide for ongoing summative and interim
evaluations described in paragraphs (2) and (3),
respectively, of each of the regional educational
laboratories established under this section in carrying
out the full range of duties described in this section;
and
``(B) transmit the results of such evaluations,
through appropriate means, to the appropriate
congressional committees, the Director, and the public.
``(2) Summative evaluations.--The Evaluation and Regional
Assistance Commissioner shall ensure each regional educational
laboratory established under this section is evaluated by an
independent entity at the end of the period of the grant,
contract, or cooperative agreement that established such
laboratory, which shall--
``(A) be completed in a timely fashion;
``(B) assess how well the laboratory is meeting the
measurable performance indicators established under
subsection (e)(5); and
``(C) consider the extent to which the laboratory
ensures that the activities of such laboratory are
relevant and useful to the work of State and local
practitioners and policymakers.
``(3) Interim evaluations.--The Evaluation and Regional
Assistance Commissioner shall ensure each regional educational
laboratory established under this section is evaluated at the
midpoint of the period of the grant, contract, or cooperative
agreement that established such laboratory, which shall--
``(A) assess how well such laboratory is meeting the
performance indicators described in subsection (e)(5);
and
``(B) be used to improve the effectiveness of such
laboratory in carrying out its plan under subsection
(d)(2).
``(j) Continuation of Awards; Recompetition.--
``(1) Continuation of awards.--The Evaluation and Regional
Assistance Commissioner shall continue awards made to each
eligible applicant for the support of regional educational
laboratories established under this section prior to the date
of enactment of the Strengthening Education through Research
Act, as such awards were in effect on the day before the date
of enactment of the Strengthening Education through Research
Act, for the duration of those awards, in accordance with the
terms and agreements of such awards.
``(2) Recompetition.--Not later than the end of the period of
the awards described in paragraph (1), the Evaluation and
Regional Assistance Commissioner shall--
``(A) hold a competition to make grants, contracts,
or cooperative agreements under this section to
eligible applicants, which may include eligible
applicants that held awards described in paragraph (1);
and
``(B) in determining whether to select an eligible
applicant that held an award described in paragraph (1)
for an award under subparagraph (A) of this paragraph,
consider the results of the summative evaluation under
subsection (i)(2) of the laboratory established with
the eligible applicant's award described in paragraph
(1).'';
(5) by striking subsection (l);
(6) by redesignating subsections (m), (n), and (o) as
subsections (l), (m), and (n), respectively;
(7) in subsection (l), as so redesignated, by inserting ``and
local'' after ``achieve State'';
(8) by amending subsection (m), as so redesignated, to read
as follows:
``(m) Annual Report.--Each regional educational laboratory
established under this section shall submit to the Evaluation and
Regional Assistance Commissioner an annual report containing such
information as the Commissioner may require, but which shall include,
at a minimum, the following:
``(1) A summary of the laboratory's activities and products
developed during the previous year.
``(2) A listing of the State educational agencies, local
educational agencies, and schools the laboratory assisted
during the previous year.
``(3) Using the measurable performance indicators established
under subsection (e)(5), a description of how well the
laboratory is meeting educational needs of the region served by
the laboratory.
``(4) Any changes to the laboratory's plan under subsection
(d)(2) to improve its activities in the remaining years of the
grant, contract, or cooperative agreement.''; and
(9) by adding at the end the following new subsection:
``(o) Appropriations Reservation.--Of the amounts appropriated under
section 194(a), the Evaluation and Regional Assistance Commissioner
shall reserve 16.13 percent of such funds to carry out this section, of
which the Commissioner shall use not less than 25 percent to serve
rural areas (including schools funded by the Bureau which are located
in rural areas).''.
(b) Conforming Amendment.--The table of contents in section 1 of the
Act of November 5, 2002 (Public Law 107-279; 116 Stat. 1940) is amended
by striking the item relating to section 174 and inserting the
following:
``Sec. 174. Regional educational laboratories for research,
development, dissemination, and evaluation.''.
PART E--NATIONAL CENTER FOR SPECIAL EDUCATION RESEARCH
SEC. 175. ESTABLISHMENT.
Section 175(b) (20 U.S.C. 9567(b)) is amended--
(1) in paragraph (1), by striking ``and children'' and
inserting ``children, and youth'';
(2) in paragraph (2), by striking ``and'' at the end;
(3) in paragraph (3), by striking the period at the end and
inserting a semicolon; and
(4) by adding at the end the following:
``(4) to promote quality and integrity through the use of
accepted practices of scientific inquiry to obtain knowledge
and understanding of the validity of education theories,
practices, or conditions with respect to special education
research and evaluation described in paragraphs (1) through
(3); and
``(5) to promote scientifically valid research findings in
special education that may provide the basis for improving
academic instruction and lifelong learning.''.
SEC. 176. COMMISSIONER FOR SPECIAL EDUCATION RESEARCH.
Section 176 (20 U.S.C. 9567a) is amended by inserting ``and youth''
after ``children''.
SEC. 177. DUTIES.
Section 177 (20 U.S.C. 9567b) is amended--
(1) in subsection (a)--
(A) in paragraph (1)(A), by inserting ``and youth''
after ``children'';
(B) in paragraph (2), by striking ``scientifically
based educational practices'' and inserting
``educational practices, including the use of
technology based on scientifically valid research,'';
(C) in paragraph (4), by striking ``based'' and
inserting ``valid'';
(D) in paragraph (10), by inserting before the
semicolon the following: ``, including how secondary
school credentials are related to postsecondary and
employment outcomes'';
(E) by redesignating paragraphs (11) through (15) and
paragraphs (16) and (17) as paragraphs (12) through
(16), respectively, and paragraphs (18) and (19),
respectively;
(F) by inserting after paragraph (10), the following:
``(11) examine the participation and outcomes of students
with disabilities in secondary and postsecondary career and
technical education programs;'';
(G) in paragraph (14), as so redesignated, by
inserting ``and professional development'' after
``preparation'';
(H) in paragraph (16), as so redesignated, by
striking ``help parents'' and inserting ``examine the
methods by which parents may'';
(I) by inserting after paragraph (16), as so
redesignated, the following:
``(17) assist the Board in the preparation and dissemination
of each evaluation report under section 116(d);'';
(J) in paragraph (18), as so redesignated, by
striking ``and'' at the end;
(K) by amending paragraph (19), as so redesignated,
to read as follows:
``(19) examine the needs of children with disabilities who
are English learners, gifted and talented, or who have other
unique learning needs; and''; and
(L) by adding at the end the following:
``(20) examine innovations in the field of special education,
such as multi-tiered systems of support.'';
(2) in subsection (c)--
(A) in the matter preceding paragraph (1)--
(i) by inserting ``for the activities of the
Special Education Research Center'' after
``research plan''; and
(ii) by inserting ``and, subject to the
approval of the Director, implement such plan''
after ``Services'';
(B) in paragraph (1), by inserting ``described in
section 175(b)'' after ``Center'';
(C) by amending paragraph (2) to read as follows:
``(2) is carried out, and, as appropriate, updated and
modified, including by using the results of the Special
Education Research Center's most recent evaluation report under
section 116(d);'';
(D) by striking paragraph (5);
(E) by redesignating paragraphs (3), (4), and (6) as
paragraphs (4), (5), and (7), respectively;
(F) by inserting after paragraph (2), as so amended,
the following:
``(3) provides for research that addresses significant
questions of practice where such research is lacking;'';
(G) in paragraph (5), as so redesignated, by striking
``and types of children with'' and inserting ``,
student subgroups, and types of''; and
(H) by inserting after paragraph (5), as so
redesignated and amended, the following:
``(6) describes how the Special Education Research Center
will use the performance management system described in section
185 to assess and improve the activities of the Center; and'';
(3) in subsection (d)--
(A) in paragraph (1), by striking ``Director'' and
inserting ``Special Education Research Commissioner'';
(B) by amending paragraph (3) to read as follows:
``(3) Applications.--
``(A) In general.--An eligible applicant that wishes
to receive a grant, or enter into a contract or
cooperative agreement, under this section shall submit
an application to the Special Education Research
Commissioner at such time, in such manner, and
containing such information as the Special Education
Research Commissioner may require.
``(B) Contents.--An application submitted under
subparagraph (A) shall describe how the eligible
applicant will address and demonstrate progress on the
requirements of the performance management system
described in section 185, with respect to the
activities that will be carried out under such grant,
contract, or cooperative agreement.''; and
(C) by adding at the end the following:
``(4) Duration.--Notwithstanding any other provision of law,
the grants, contracts, and cooperative agreements under this
section may be awarded, on a competitive basis, for a period of
not more than 5 years, and may be renewed at the discretion of
the Special Education Research Commissioner for an additional
period of not more than 2 years if the recipient demonstrates
progress on the requirements of the performance management
system described in section 185, with respect to the activities
carried out under the grant, contract, or cooperative agreement
received under this section.'';
(4) by amending subsection (e) to read as follows:
``(e) Dissemination.--The Special Education Research Center shall
synthesize and, consistent with section 114(j), widely disseminate and
promote utilization of the findings and results of special education
research conducted or supported by the Special Education Research
Center.''; and
(5) in subsection (f), by striking ``part such sums as may be
necessary for each of fiscal years 2005 through 2010.'' and
inserting ``part--
``(1) for fiscal year 2015, $54,000,000;
``(2) for fiscal year 2016, $54,108,000;
``(3) for fiscal year 2017, $55,298,376;
``(4) for fiscal year 2018, $56,625,537;
``(5) for fiscal year 2019, $58,154,426; and
``(6) for fiscal year 2020, $65,645,169.''.
PART F--GENERAL PROVISIONS
SEC. 182. PROHIBITIONS.
Section 182 (20 U.S.C. 9572) is amended--
(1) in subsection (b)--
(A) by striking ``or control'' and inserting
``control, or coerce''; and
(B) by inserting ``specific academic standards or
assessments,'' after ``the curriculum,''
(3) in subsection (c)--
(A) by inserting ``coerce,'' after ``approve,'' and
(B) by striking ``an elementary school or secondary
school'' and inserting ``early education, or in an
elementary school, secondary school, or institution of
higher education''.
SEC. 183. CONFIDENTIALITY.
Section 183 (20 U.S.C. 9573) is amended--
(1) in subsection (b)--
(A) by striking ``their families, and information
with respect to individual schools,'' and inserting
``and their families''; and
(B) by inserting before the period at the end the
following: ``, and that any disclosed information with
respect to individual schools not reveal such
individually identifiable information'';
(2) in subsection (d)(2), by inserting ``, including
voluntary and uncompensated services under section 190'' after
``providing services''; and
(3) in subsection (e)(1), in the matter preceding
subparagraph (A), by inserting ``and Director'' after
``Secretary''.
SEC. 184. AVAILABILITY OF DATA.
Section 184 (20 U.S.C. 9574) is amended by striking ``use of the
Internet'' and inserting ``electronic means, such as posting to the
Institute's website in an easily accessible manner''.
SEC. 185. PERFORMANCE MANAGEMENT.
Section 185 (20 U.S.C. 9575) is amended to read as follows:
``SEC. 185. PERFORMANCE MANAGEMENT.
``The Director shall establish a system for managing the performance
of all activities authorized under this title to promote continuous
improvement of the activities and to ensure the effective use of
Federal funds by--
``(1) developing and using measurable performance indicators,
including timelines, to evaluate and improve the effectiveness
of the activities;
``(2) using the performance indicators described in paragraph
(1) to inform funding decisions, including the awarding and
continuation of all grants, contracts, and cooperative
agreements under this title;
``(3) establishing and improving formal feedback mechanisms
to--
``(A) anticipate and meet stakeholder needs; and
``(B) incorporate, on an ongoing basis, the feedback
of such stakeholders into the activities authorized
under this title; and
``(4) promoting the wide dissemination and utilization,
consistent with section 114(j), of all information, products,
and publications of the Institute.''.
SEC. 186. AUTHORITY TO PUBLISH.
Section 186(b) (20 U.S.C. 9576) is amended by striking ``any
information to be published under this section before publication'' and
inserting ``publications under this section before the public release
of such publications''.
SEC. 187. REPEALS.
(a) Repeals.--Sections 187 (20 U.S.C. 9577) and 193 (20 U.S.C. 9583)
are repealed.
(b) Conforming Amendments.--The table of contents in section 1 of the
Act of November 5, 2002 (Public Law 107-279; 116 Stat. 1940) is amended
by striking the items relating to sections 187 and 193.
SEC. 188. FELLOWSHIPS.
Section 189 (20 U.S.C. 9579) is amended--
(1) by inserting ``and the mission of each National Education
Center authorized under this title'' after ``related to
education''; and
(2) by striking ``historically Black colleges and
universities'' and inserting ``minority-serving institutions''.
SEC. 189. AUTHORIZATION OF APPROPRIATIONS.
Section 194 (20 U.S.C. 9584) is amended--
(1) by amending subsection (a) to read as follows:
``(a) In General.--There are authorized to be appropriated to
administer and carry out this title (except part E)--
``(1) for fiscal year 2015, $337,343,000;
``(2) for fiscal year 2016, $338,017,686;
``(3) for fiscal year 2017, $345,454,075;
``(4) for fiscal year 2018, $353,744,974;
``(5) for fiscal year 2019, $363,296,087; and
``(6) for fiscal year 2020, $368,745,528.''.
(2) by striking subsection (b) and inserting the following:
``(b) Reservations.--Of the amounts appropriated under subsection (a)
for each fiscal year--
``(1) not less than the amount provided to the National
Center for Education Statistics (as such Center was in
existence on the day before the date of enactment of the
Strengthening Education through Research Act) for fiscal year
2014 shall be provided to the National Center for Education
Statistics, as authorized under part C; and
``(2) not more than the lesser of 2 percent of such funds or
$2,000,000 shall be made available to carry out section 116
(relating to the National Board for Education Sciences).''.
TITLE II--EDUCATIONAL TECHNICAL ASSISTANCE
SEC. 201. REFERENCES.
Except as otherwise expressly provided, whenever in this title an
amendment or repeal is expressed in terms of an amendment to, or repeal
of, a section or other provision, the reference shall be considered to
be made to a section or other provision of the Educational Technical
Assistance Act of 2002 (20 U.S.C. 9601 et seq.).
SEC. 202. DEFINITIONS.
Section 202 (20 U.S.C. 9601) is amended--
(1) by redesignating paragraph (2) as paragraph (3); and
(2) by inserting after paragraph (1), the following:
``(2) School leader.--The term `school leader' has the
meaning given the term in section 102.''.
SEC. 203. COMPREHENSIVE CENTERS.
Section 203 (20 U.S.C. 9602)--
(1) by amending subsection (a) to read as follows:
``(a) Authorization.--
``(1) In general.--Subject to paragraph (3), the Secretary is
authorized to award not more than 17 grants, contracts, or
cooperative agreements to eligible applicants to establish
comprehensive centers.
``(2) Mission.--The mission of the comprehensive centers is
to provide State educational agencies and local educational
agencies technical assistance, analysis, and training to build
their capacity in implementing the requirements of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301
et seq.) and other Federal education laws, and research-based
practices.
``(3) Regions.--In awarding grants, contracts, or cooperative
agreements under paragraph (1), the Secretary--
``(A) shall establish at least one comprehensive
center for each of the 10 geographic regions served by
the regional educational laboratories established under
section 941(h) of the Educational Research,
Development, Dissemination, and Improvement Act of 1994
(as such provision existed on the day before the date
of enactment of this Act); and
``(B) may establish additional comprehensive
centers--
``(i) for one or more of the regions
described in subparagraph (A); or
``(ii) to serve the Nation as a whole by
providing technical assistance on a particular
content area of importance to the Nation, as
determined by the Secretary with the advice of
the regional advisory committees established
under section 206(a).
``(4) Nation.--In the case of a comprehensive center
established to serve the Nation as described in paragraph
(3)(B)(ii), the Nation shall be considered to be a region
served by such Center.
``(5) Award period.--A grant, contract, or cooperative
agreement under this section may be awarded, on a competitive
basis, for a period of not more than 5 years.
``(6) Responsiveness.--The Secretary shall ensure that each
comprehensive center established under this section has the
ability to respond in a timely fashion to the needs of State
educational agencies and local educational agencies, including
through using the results of the center's interim evaluation
under section 204(c), to improve and modify the activities of
the center before the end of the award period.'';
(2) in subsection (b)--
(A) in paragraph (1)--
(i) by inserting ``, contracts, or
cooperative agreements'' after ``Grants'';
(ii) by striking ``research organizations,
institutions, agencies, institutions of higher
education,'' and inserting ``public or private,
nonprofit or for-profit research organizations,
other organizations, or institutions of higher
education,'';
(iii) by striking ``, or individuals,'';
(iv) by striking ``subsection (f)'' and
inserting ``subsection (e)''; and
(v) by striking ``, including regional'' and
all that follows through ``107-110))''; and
(B) by striking paragraphs (2) and (3) and inserting
the following:
``(2) Outreach.--
``(A) In general.--In conducting competitions for
grants, contracts, or cooperative agreements under this
section, the Secretary shall--
``(i) by making widely available information
and technical assistance relating to the
competition, actively encourage eligible
applicants to compete for such awards; and
``(ii) seek input from chief executive
officers of States, chief State school
officers, educators, parents, superintendents,
and other individuals with knowledge of the
needs of the regions to be served by the
awards, regarding--
``(I) the needs in the regions for
technical assistance authorized under
this title; and
``(II) how such needs may be
addressed most effectively.
``(B) Regional advisory committees.--The individuals
described in subparagraph (A)(ii) may include members
of the regional advisory committees established under
section 206(a).
``(3) Performance management.--Before awarding a grant,
contract, or cooperative agreement under this section, the
Secretary shall establish measurable performance indicators to
be used to assess the ongoing progress and performance of the
comprehensive centers to be established under this title that
address--
``(A) paragraphs (1) through (3) of the performance
management system described in section 185; and
``(B) the relevant results of the regional
assessments under section 206(e).
``(4) Required consideration.--In determining whether to
award a grant, contract, or cooperative agreement under this
section to an eligible applicant that previously established a
comprehensive center under this section, the Secretary shall
consider the results of such center's summative evaluation
under section 204(b).
``(5) Continuation of awards.--
``(A) Continuation of awards.--The Secretary shall
continue awards made to each eligible applicant for the
support of comprehensive centers established under this
section prior to the date of enactment of the
Strengthening Education through Research Act, as such
awards were in effect on the day before the date of
enactment of the Strengthening Education through
Research Act, for the duration of those awards, in
accordance with the terms and agreements of such
awards.
``(B) Recompetition.--Not later than the end of the
period of the awards described in subparagraph (A), the
Secretary shall--
``(i) hold a competition to make grants,
contracts, or cooperative agreements under this
section to eligible applicants, which may
include eligible applicants that held awards
described in subparagraph (A); and
``(ii) in determining whether to select an
eligible applicant that held an award described
in subparagraph (A) for an award under clause
(i) of this subparagraph, consider the results
of the summative evaluation under section
204(b) of the center established with the
eligible applicant's award described in
subparagraph (A).
``(6) Eligible applicant defined.--For purposes of this
section, the term `eligible applicant' means an entity
described in paragraph (1).'';
(3) by amending subsection (c) to read as follows:
``(c) Applications.--
``(1) Submission.--
``(A) In general.--Each eligible applicant seeking a
grant, contract, or cooperative agreement under this
section shall submit an application at such time, in
such manner, and containing such additional information
as the Secretary may reasonably require.
``(B) Input.--To ensure that applications submitted
under this paragraph are reflective of the needs of the
regions to be served, each eligible applicant
submitting such an application shall seek input from
State educational agencies and local educational
agencies in the region that the award will serve, and
other individuals with knowledge of the region's needs.
Such individuals may include members of the regional
advisory committee for the region under section 206(a).
``(2) Plan.--
``(A) In general.--Each application submitted under
paragraph (1) shall contain a plan for the
comprehensive center to be established under this
section, which shall be updated, modified, and
improved, as appropriate, on an ongoing basis,
including by using the results of the center's interim
evaluation under section 204(c).
``(B) Contents.--A plan described in subparagraph (A)
shall address--
``(i) the priorities for technical assistance
established under section 207;
``(ii) the needs of State educational
agencies and local educational agencies, on an
ongoing basis, using available State and local
data, including the relevant results of the
regional assessments under section 206(e); and
``(iii) if available, demonstrated support
from State educational agencies and local
educational agencies, such as letters of
support or signed memoranda of understanding.
``(3) Non-federal support.--In conducting a competition for
grants, contracts, or cooperative agreements under subsection
(a), the Secretary shall give priority to eligible applicants
that will provide a portion of non-Federal funds to maximize
support for activities of the comprehensive centers to be
established under this section.'';
(4) in subsection (d), by inserting ``the number of low-
performing schools in the region,'' after ``economically
disadvantaged students,'';
(5) by striking subsection (e) and redesignating subsections
(f), (g), and (h) as subsections (e), (f), and (g),
respectively;
(6) in subsection (e), as so redesignated--
(A) in paragraph (1)--
(i) by striking ``support dissemination and
technical assistance activities by'' and
inserting ``support State educational agencies
and local educational agencies, including by'';
(ii) in subparagraph (A)(i), by inserting
``and other Federal education laws'' before the
semicolon;
(iii) in subparagraph (A)(ii)--
(I) in the matter preceding subclause
(I), by striking ``and assessment
tools'' and inserting ``, assessment
tools, and other educational
strategies'';
(II) in subclause (I), by striking
``mathematics, science,'' and inserting
``mathematics and science, which may
include computer science or
engineering,''; and
(III) in subclause (III), by
inserting ``, including innovative
tools and methods'' before the
semicolon;
(iv) by striking subparagraph (A)(iii) and
inserting the following:
``(iii) the replication and adaptation of
exemplary practices and innovative methods that
have an evidence base of effectiveness; and'';
(v) in subparagraph (B)--
(I) by inserting ``, consistent with
section 114(j),'' after
``disseminating''; and
(II) by striking ``(as described''
and all that follows through ``is
located''; and
(vi) by amending subparagraph (C) to read as
follows:
``(C) ensuring activities carried out under this
section are relevant and responsive to the needs of the
region being served, including by using the relevant
results of the regional assessments under section
206(e).''; and
(B) in paragraph (2)--
(i) by inserting ``, on an ongoing basis,''
after ``this section shall''; and
(ii) by inserting ``or other regional
educational laboratories or comprehensive
centers, as appropriate,'' after ``center is
located,''; and
(7) by amending subsections (f) and (g), as each so
redesignated, to read as follows:
``(f) Comprehensive Center Advisory Board.--A comprehensive center
established under this section may establish an advisory board to
support and monitor the priorities and activities of such center. An
advisory board established under this subsection shall coordinate and
align its work with the work of the regional advisory committee of the
region served by such center established under section 206.
``(g) Report to the Secretary.--Each comprehensive center established
under this section shall submit to the Secretary an annual report, at
such time, in such manner, and containing such information as the
Secretary may require, which shall include the following:
``(1) A summary of the center's activities and products
developed during the previous year.
``(2) A listing of the State educational agencies, local
educational agencies, and schools the center assisted during
the previous year.
``(3) Using the measurable performance indicators established
under subsection (b)(3), a description of how well the center
is meeting educational needs of the region served by the
center.
``(4) Any changes to the center's plan under subsection
(c)(2) to improve its activities in the remaining years of the
grant, contract, or cooperative agreement.''.
SEC. 204. EVALUATIONS.
Section 204 (20 U.S.C. 9603) is amended to read as follows:
``SEC. 204. EVALUATIONS.
``(a) In General.--The Secretary shall--
``(1) provide for ongoing summative and interim evaluations
described in subsections (b) and (c), respectively, of each of
the comprehensive centers established under this title in
carrying out the full range of duties of the center under this
title; and
``(2) transmit the results of such evaluations, through
appropriate means, to the appropriate congressional committees,
the Director of the Institute of Education Sciences, and the
public.
``(b) Summative Evaluation.--The Secretary shall ensure each
comprehensive center established under this title is evaluated by an
independent entity at the end of the period of the grant, contract, or
cooperative agreement that established such center, which shall--
``(1) be completed in a timely fashion;
``(2) assess how well the center is meeting the measurable
performance indicators established under section 203(b)(3); and
``(3) consider the extent to which the center ensures that
the technical assistance of such center is relevant and useful
to the work of State and local practitioners and policymakers.
``(c) Interim Evaluation.--The Secretary shall ensure that each
comprehensive center established under this title is evaluated at the
midpoint of the period of the grant, contract, or cooperative agreement
that established such center, which shall--
``(1) assess how well such center is meeting the measurable
performance indicators established under section 203(b)(3); and
``(2) be used to improve the effectiveness of such center in
carrying out its plan under section 203(c)(2).''.
SEC. 205. EXISTING TECHNICAL ASSISTANCE PROVIDERS.
(a) Repeal.--Section 205 (20 U.S.C. 9604) is repealed.
(b) Conforming Amendment.--The table of contents in section 1 of the
Act of November 5, 2002 (Public Law 107-279; 116 Stat. 1940) is amended
by striking the item relating to section 205.
SEC. 206. REGIONAL ADVISORY COMMITTEES.
Section 206 (20 U.S.C. 9605) is amended--
(1) in subsection (a)--
(A) by striking ``Beginning in 2004, the'' and
inserting ``The''; and
(B) by striking ``of the Education Sciences Reform
Act of 2002'';
(2) by striking subsection (c) and redesignating subsections
(b) and (d) as subsections (d) and (e), respectively;
(3) by inserting the following after subsection (a):
``(b) Mission.--The mission of each regional advisory committee
established under subsection (a) shall be to--
``(1) support, strengthen, and, as appropriate, align the
work of the regional educational laboratories established under
section 174 and the comprehensive centers established under
this title; and
``(2) ensure that the regional educational laboratories and
comprehensive centers are meeting the needs of their regions.
``(c) Duties.--Each advisory committee established under subsection
(a) shall--
``(1) conduct, on at least a biennial basis, a needs
assessments of the region served by the committee, as described
in subsection (e);
``(2) to ensure the activities of the regional educational
laboratory and comprehensive centers serving the region of the
committee are responsive to the needs of such region, provide
ongoing input to the laboratory and centers on planning and
carrying out their activities under section 174 and this title,
respectively;
``(3) maintain a high standard of quality in the performance
of the activities of the laboratory and centers, respectively;
and
``(4) support the continuous improvement of the laboratory
and centers in the region served by the committee, especially
in meeting the measurable performance indicators established
under sections 174(e)(4) and 203(b)(3), respectively.'';
(4) by amending subsection (d), as so redesignated, to read
as follows:
``(d) Membership.--
``(1) Composition.--The membership of each regional advisory
committee shall--
``(A) not exceed 25 members;
``(B) include the chief State school officer, or such
officer's designee, or other State official, of States
within the region of the committee who have primary
responsibility under State law for elementary and
secondary education in the State;
``(C) include representatives of local educational
agencies, including rural and urban local educational
agencies, that represent the geographic diversity of
the region; and
``(D) include researchers.
``(2) Eligibility.--The membership of each regional advisory
committee may include the following:
``(A) Representatives of institutions of higher
education.
``(B) Parents.
``(C) Practicing educators, including classroom
teachers, school leaders, administrators, school board
members, and other local school officials.
``(D) Representatives of business.
``(E) Policymakers.
``(F) Representatives from the regional educational
laboratory and comprehensive centers in the region.
``(3) Recommendations.--In choosing individuals for
membership on a regional advisory committee, the Secretary
shall consult with, and solicit recommendations from, the chief
executive officers of States, chief State school officers,
local educational agencies, and other education stakeholders
within the applicable region.
``(4) Special rule.--The total number of members on each
committee who are selected under subparagraphs (B) and (C) of
paragraph (1), in the aggregate, shall exceed the total number
of members who are selected under paragraph (2),
collectively.'';
(5) in subsection (e), as so redesignated--
(A) in paragraph (1)--
(i) by inserting ``, at least on a biennial
basis,'' after ``assess''; and
(ii) by inserting ``, strengths, and
weaknesses'' after ``educational needs'';
(B) in paragraph (2)--
(i) by striking ``State school officers,''
and all that follows through ``within the
region)'' and inserting ``State school
officers, local educational agencies,
representatives of public charter schools,
educators, parents, and others within the
region'';
(ii) by striking ``of the Education Sciences
Reform Act of 2002 and section 203 of this
title'' and inserting ``and section 203''; and
(iii) by striking ``and'' at the end;
(C) by redesignating paragraph (3) as paragraph (4);
(D) by inserting after paragraph (2) the following
new paragraph:
``(3) use available State and local data, consistent with
privacy protections under section 183, to determine regional
educational needs; and''.
SEC. 207. PRIORITIES.
Section 207 (20 U.S.C. 9606) is amended--
(1) by inserting ``Director and'' before ``Secretary shall
establish'';
(2) by striking ``of the Education Sciences Reform Act of
2002'';
(3) by striking ``of this title'';
(4) by striking ``to address, taking onto account'' and
inserting ``, respectively, using the results of''; and
(5) by striking ``relevant regional'' and all that follows
through ``Secretary deems appropriate'' and inserting
``relevant regional and national surveys of educational
needs''.
SEC. 208. GRANT PROGRAM FOR STATEWIDE LONGITUDINAL DATA SYSTEMS.
Section 208 (20 U.S.C. 9607) is amended--
(1) in subsection (a)--
(A) by inserting before the period at the end the
following: ``, the Higher Education Act of 1965 (20
U.S.C. 1001 et seq.), and the Individuals with
Disabilities Education Act (20 U.S.C. 1400 et seq.)'';
and
(B) by adding at the end the following: ``State
educational agencies receiving a grant under this
section may provide subgrants to local educational
agencies to improve the capacity of local educational
agencies to carry out the activities authorized under
this section.'';
(2) by redesignating subsections (c), (d), and (e) as
subsections (d), (e), and (g), respectively;
(3) by inserting after subsection (b), the following:
``(c) Performance Management.--Before awarding a grant under this
section, the Secretary shall establish measurable performance
indicators--
``(1) to be used to assess the ongoing progress and
performance of State educational agencies receiving a grant
under this section; and
``(2) that address paragraphs (1) through (3) of the
performance management system described in section 185.'';
(4) in subsection (d), as so redesignated--
(A) in paragraph (1), by striking ``, promotes
linkages across States,'';
(B) in paragraph (2)--
(i) in the matter preceding subparagraph (A),
by inserting ``supports school improvement
and'' after ``data that'';
(ii) in subparagraph (A), by striking ``and
other reporting requirements and close
achievement gaps; and'' and inserting ``, other
reporting requirements, close achievement gaps,
and improve teaching;'';
(iii) in subparagraph (B), by striking ``and
close achievement gaps'' and by inserting ``,
close achievement gaps, and improve teaching'';
and
(iv) by inserting after subparagraph (B) the
following:
``(C) to align statewide longitudinal data systems
from early education through postsecondary education
(including pre-service preparation programs), and the
workforce, consistent with privacy protections under
section 183;''; and
(C) by striking paragraph (3) and inserting the
following:
``(3) ensures the protection of student privacy, and includes
a review of how State educational agencies, local educational
agencies, and others that will have access to the statewide
data systems under this section will adhere to Federal privacy
laws and protections, consistent with section 183, in the
building, maintenance, and use of such data systems;
``(4) ensures State educational agencies receiving a grant
under this section support professional development that builds
the capacity of teachers and school leaders to use data
effectively; and
``(5) gives priority to State educational agencies that
leverage the use of longitudinal data systems to improve
student achievement and growth, including such State
educational agencies that--
``(A) meet the voluntary standards and guidelines
described in section 153(a)(5);
``(B) define the roles of State educational agencies,
local educational agencies, and others in providing
timely access to data under the statewide data systems,
consistent with privacy protections in section 183; and
``(C) demonstrate the capacity to share teacher and
school leader performance data, including student
achievement and growth data, with local educational
agencies and teacher and school leader preparation
programs.'';
(5) by inserting after subsection (e), as so redesignated,
the following:
``(f) Renewal of Awards.--The Secretary may renew a grant awarded to
a State educational agency under this section for a period not to
exceed 3 years, if the State educational agency has demonstrated
progress on the measurable performance indicators established under
subsection (c).''; and
(6) by amending subsection (g), as so redesignated, to read
as follows:
``(g) Reports.--
``(1) First report.--Not later than 1 year after the date of
enactment of the Strengthening Education through Research Act,
the Secretary shall prepare and make publicly available a
report on the implementation and effectiveness of the
activities carried out by State educational agencies receiving
a grant under this section, including--
``(A) information on progress in the development and
use of statewide longitudinal data systems described in
this section;
``(B) information on best practices and areas for
improvement in such development and use; and
``(C) how the State educational agencies are adhering
to Federal privacy laws and protections in the
building, maintenance, and use of such data systems.
``(2) Succeeding reports.--Every succeeding 3 years after the
report is made publicly available under paragraph (1), the
Secretary shall prepare and make publicly available a report on
the implementation and effectiveness of the activities carried
out by State educational agencies receiving a grant under this
section, including--
``(A) information on the requirements of
subparagraphs (A) through (C) of paragraph (1); and
``(B) the progress, in the aggregate, State
educational agencies are making on the measurable
performance indicators established under subsection
(c).''.
SEC. 209. AUTHORIZATION OF APPROPRIATIONS.
Section 209 (20 U.S.C. 9608) is amended to read as follows:
``SEC. 209. AUTHORIZATION OF APPROPRIATIONS.
``There are authorized to be appropriated to carry out this title--
``(1) for fiscal year 2015, $82,984,000;
``(2) for fiscal year 2016, $83,149,968;
``(3) for fiscal year 2017, $84,979,268;
``(4) for fiscal year 2018, $87,018,769;
``(5) for fiscal year 2019, $89,368,277; and
``(6) for fiscal year 2020, $90,708,801.''.
TITLE III--NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS
SEC. 301. REFERENCES.
Except as otherwise expressly provided, whenever in this title an
amendment or repeal is expressed in terms of an amendment to, or repeal
of, a section or other provision, the reference shall be considered to
be made to a section or other provision of the National Assessment of
Educational Progress Authorization Act (20 U.S.C. 9621 et seq.).
SEC. 302. NATIONAL ASSESSMENT GOVERNING BOARD.
Section 302 (20 U.S.C. 9621) is amended--
(1) in subsection (a), by striking ``shall formulate policy
guidelines'' and inserting ``shall oversee and set policies, in
a manner consistent with subsection (e) and accepted
professional standards,'';
(2) in subsection (b)(1)(L)--
(A) by striking ``principals'' and inserting
``leaders''; and
(B) by striking ``principal'' both places it appears
and inserting ``leader'';
(3) in subsection (c), by striking paragraph (4);
(4) in subsection (d)--
(A) in paragraph (1)--
(i) in subparagraph (A), by inserting ``the
Assessment Board after consultation with''
before ``organizations''; and
(ii) in subparagraph (B)--
(I) by striking ``Each organization
submitting nominations to the Secretary
with'' and inserting ``With''; and
(II) by inserting ``, the Assessment
Board'' after ``particular vacancy'';
and
(B) in paragraph (2)--
(i) by striking ``that each organization
described in paragraph (1)(A) submit additional
nominations'' and inserting ``additional
nominations from the Assessment Board or each
organization described in paragraph (1)(A)'';
and
(ii) by striking ``such organization'' and
inserting ``the Assessment Board''; and
(5) in subsection (e)(1)--
(A) in subparagraph (A)--
(i) by inserting ``in consultation with the
Commissioner for Education Statistics,'' before
``select'';
(ii) by inserting ``and grades or ages''
before ``to be''; and
(iii) by inserting ``, and determine the year
in which such assessments will be conducted''
after ``assessed'';
(B) in subparagraph (D), by inserting ``school
leaders,'' after ``teachers,'';
(C) in subparagraph (E), by striking ``design'' and
inserting ``provide input on'';
(D) by redesignating subparagraph (J) as subparagraph
(K);
(E) by inserting after subparagraph (I), the
following:
``(J) provide input to the Director on annual budget
requests for the National Assessment of Educational
Progress; and'';
(F) in subparagraph (K), as so redesignated--
(i) by striking ``plan and execute the
initial public release of''; and
(ii) by inserting ``release the initial''
before ``National''; and
(G) in the matter following subparagraph (K), as so
amended and redesignated, by striking ``subparagraph
(J)'' and inserting ``subparagraph (K)''.
SEC. 303. NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS.
Section 303 (20 U.S.C. 9622) is amended--
(1) in subsection (a), by striking ``with the advice of the
Assessment Board established under section 302'' and inserting
``in a manner consistent with accepted professional standards
and the policies set forth by the Assessment Board under
section 302(a)'';
(2) in subsection (b)(2)--
(A) in subparagraph (D), by inserting ``and
consistent with section 302(e)(1)(A)'' after
``resources allow'';
(B) by striking ``and'' at the end of subparagraph
(G);
(C) by striking the period and inserting ``; and'' at
the end of subparagraph (H); and
(D) by adding at the end the following new
subparagraph:
``(I) determine, after taking into account section
302(e)(1)(I), the content of initial and subsequent
reports of all assessments authorized under this
section and ensure that such reports are valid and
reliable.'';
(3) in subsection (c)(2)--
(A) in subparagraph (B), by striking ``of Education''
after ``Secretary''; and
(B) in subparagraph (D)--
(i) by striking ``Chairman of the House''
before ``Committee on Education'';
(ii) by inserting ``of the House of
Representatives'' after ``Workforce'';
(iii) by striking ``Chairman of the Senate''
before ``Committee on Health''; and
(iv) by inserting ``of the Senate'' after
``Pensions'';
(4) in subsection (d)(1), by inserting before the period, the
following: ``, except as required under section 1112(b)(1)(F)
of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6312(b)(1)(F))'';
(5) in subsection (e)--
(A) in paragraph (1), by striking ``or age''; and
(B) in paragraph (2)--
(i) in subparagraph (A)--
(I) by striking ``shall'' and all
that follows through ``be'' and insert
``shall be'';
(II) by redesignating subclauses (I)
and (II) as clauses (i) and (ii),
respectively (and by moving the margins
2 ems to the left); and
(III) in clause (ii) (as so
redesignated), by striking ``, or the
age of the students, as the case may
be'';
(ii) in subparagraph (B)--
(I) by striking ``After the
determinations described in
subparagraph (A), devising'' and
inserting ``The Assessment Board shall,
in making the determination described
in subparagraph (A), use''; and
(II) by inserting after ``approach''
the following: ``, providing for the
active participation of teachers,
school leaders, curriculum specialists,
local school administrators, parents,
and concerned members of the general
public''; and
(iii) in subparagraph (D), by inserting
``Assessment'' before ``Board''; and
(6) in subsection (g)(2)--
(A) in the heading, by striking ``affairs'' and
inserting ``education''; and
(B) by striking ``Affairs'' and inserting
``Education''.
SEC. 304. DEFINITIONS.
Section 304 (20 U.S.C. 9623) is amended--
(1) in paragraph (1), by striking ``(1)'' and inserting ``(1)
Director.--'';
(2) in paragraph (2), by striking ``(2)'' and inserting ``(2)
State.--''; and
(3) by redesignating paragraphs (1) and (2) (as so amended)
as paragraphs (2) and (5), respectively;
(4) by inserting before paragraph (2) (as so redesignated)
the following new paragraph:
``(1) In general.--The terms `elementary school', `local
educational agency', and `secondary school' have the meanings
given those terms in section 9101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801).''; and
(5) by inserting after paragraph (2) (as so redesignated),
the following new paragraphs:
``(3) School leader.--The term `school leader' has the
meaning given the term in section 102.
``(4) Secretary.--The term `Secretary' means the Secretary of
Education.''.
SEC. 305. AUTHORIZATION OF APPROPRIATIONS.
Section 305(a) (20 U.S.C. 9624(a)) is amended to read as follows:
``(a) In General.--There are authorized to be appropriated--
``(1) for fiscal year 2015--
``(A) $8,235,000 to carry out section 302 (relating
to the National Assessment Governing Board); and
``(B) $132,000,000 to carry out section 303 (relating
to the National Assessment of Educational Progress);
``(2) for fiscal year 2016--
``(A) $8,251,470 to carry out section 302 (relating
to the National Assessment Governing Board); and
``(B) $132,264,000 to carry out section 303 (relating
to the National Assessment of Educational Progress);
``(3) for fiscal year 2017--
``(A) $8,433,002 to carry out section 302 (relating
to the National Assessment Governing Board); and
``(B) $135,173,808 to carry out section 303 (relating
to the National Assessment of Educational Progress);
``(4) for fiscal year 2018--
``(A) $8,635,395 to carry out section 302 (relating
to the National Assessment Governing Board); and
``(B) $138,417,979 to carry out section 303 (relating
to the National Assessment of Educational Progress);
``(5) for fiscal year 2019--
``(A) $8,868,550 to carry out section 302 (relating
to the National Assessment Governing Board); and
``(B) $142,155,266 to carry out section 303 (relating
to the National Assessment of Educational Progress);
and
``(6) for fiscal year 2020--
``(A) $9,001,578 to carry out section 302 (relating
to the National Assessment Governing Board); and
``(B) $144,287,595 to carry out section 303 (relating
to the National Assessment of Educational Progress).''.
TITLE IV--EVALUATION PLAN
SEC. 401. RESEARCH AND EVALUATION.
(a) In General.--The Institute of Education Sciences shall be the
primary entity for conducting research on and evaluations of Federal
education programs within the Department of Education to ensure the
rigor and independence of such research and evaluation.
(b) Flexible Authority.--
(1) Reservation.--Notwithstanding any other provision of law
in the Elementary and Secondary Education Act of 1965 (20
U.S.C. et seq.) related to evaluation, the Secretary of
Education, in consultation with the Director of the Institute
of Education Sciences--
(A) may, for purposes of carrying out the activities
described in paragraph (2)(B)--
(i) reserve not more than 0.5 percent of the
total amount of funds appropriated for each
program authorized under the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6301
et seq.), other than part A of title I of such
Act (20 U.S.C. 6311 et seq.) and section 1501
of such Act (20 U.S.C. 6491); and
(ii) reserve, in the manner described in
subparagraph (B), an amount equal to not more
than 0.1 percent of the total amount of funds
appropriated for--
(I) part A of title I of the
Elementary and Secondary Education Act
of 1965 (20 U.S.C. 6311 et seq.); and
(II) section 1501 of such Act (20
U.S.C. 6491); and
(B) in reserving the amount described in subparagraph
(A)(ii)--
(i) shall reserve up to the total amount of
funds appropriated for section 1501 of the
Elementary and Secondary Education Act of 1965
(20 U.S.C. 6491); and
(ii) may, in a case in which the total amount
of funds appropriated for such section 1501 (20
U.S.C. 6491) is less than the amount described
in subparagraph (A)(ii), reserve the amount of
funds appropriated for part A of title I of the
Elementary and Secondary Education Act of 1965
(20 U.S.C. 6311 et seq.) that is needed for the
sum of the total amount of funds appropriated
for such section 1501 (20 U.S.C. 6491) and such
amount of funds appropriated for such part A of
title I (20 U.S.C. 6311 et seq.) to equal the
amount described in subparagraph (A)(ii).
(2) Authorized activities.--If funds are reserved under
paragraph (1)--
(A) neither the Secretary of Education nor the
Director of the Institute of Education Sciences shall--
(i) carry out evaluations under section 1501
of the Elementary and Secondary Education Act
of 1965 (20 U.S.C. 6491); or
(ii) reserve funds for evaluation activities
under section 3111(c)(1)(C) of such Act (20
U.S.C. 6821); and
(B) the Secretary of Education, in consultation with
the Director of the Institute of Education Sciences--
(i) shall use the funds reserved under
paragraph (1) to carry out high-quality
evaluations (consistent with the requirements
of section 173(a) of the Education Sciences
Reform Act of 2002 (20 U.S.C. 9563(a)), as
amended by this Act, and the evaluation plan
described in subsection (c) of this section) of
programs authorized under the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6301
et seq.); and
(ii) may use the funds reserved under
paragraph (1) to--
(I) increase the usefulness of the
evaluations conducted under clause (i)
to promote continuous improvement of
programs under the Elementary and
Secondary Education Act of 1965 (20
U.S.C. 6301 et seq.); or
(II) assist grantees of such programs
in collecting and analyzing data and
other activities related to conducting
high-quality evaluations under clause
(i).
(3) Dissemination.--The Secretary of Education or the
Director of the Institute of Education Sciences shall
disseminate evaluation findings, consistent with section 114(j)
of the Education Sciences Reform Act of 2002 (20 U.S.C.
9514(j)), as amended by this Act, of evaluations carried out
under paragraph (2)(B)(i).
(4) Consolidation.--The Secretary of Education, in
consultation with the Director of the Institute of Education
Sciences--
(A) may consolidate the funds reserved under
paragraph (1) for purposes of carrying out the
activities under paragraph (2)(B); and
(B) shall not be required to evaluate under paragraph
(2)(B)(i) each program authorized under the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6301 et
seq.) each year.
(c) Evaluation Plan.--The Director of the Institute of Education
Sciences, in consultation with the Secretary of Education, shall, on a
biennial basis, develop, submit to Congress, and make publicly
available an evaluation plan, that--
(1) describes the specific activities that will be carried
out under subsection (b)(2)(B) for the 2-year period applicable
to the plan, and the timelines of such activities; and
(2) contains the results of the activities carried out under
subsection (b)(2)(B) for the most recent 2-year period.
(d) Rule of Construction.--Nothing in this section shall be construed
to affect section 173(b) of the Education Sciences Reform Act of 2002
(20 U.S.C. 9563(b)), as amended by this Act.
H.R. 4366, THE STRENGTHENING EDUCATION THROUGH RESEARCH ACT
COMMITTEE REPORT
Purpose
H.R. 4366, the Strengthening Education through Research Act
(SETRA), amends the Education Sciences Reform Act of 2002
(ESRA), which created the Institute for Education Sciences
(IES), a semi-autonomous research arm of the Department of
Education. ESRA also updated provisions authorizing technical
assistance activities in the department, as well as the
National Assessment of Educational Progress (NAEP). SETRA
improves existing law and reflects principles for understanding
the important federal role in conducting research on and
evaluations of federal education programs and other research-
based strategies, including establishing responsible
authorization levels; streamlining and improving the relevance
of research and technical assistance functions; ensuring
research focused on educational equity and closing achievement
gaps; enhancing privacy protections; and strengthening the
independence of IES and the National Assessment Governing
Board, the entity overseeing NAEP.
Committee Action
H.R. 4366 reflects work by the Committee on Education and
the Workforce to reauthorize ESRA. The bill builds upon the
committee's ongoing efforts to examine federal investments in
education research since 2011.
112TH CONGRESS
Hearings
On November 16, 2011, the Subcommittee on Early Childhood,
Elementary, and Secondary Education held a hearing entitled
``Education Research: Identifying Effective Programs to Support
Students and Teachers.'' The purpose of the hearing was to
examine the federal role in supporting education research and
evaluation; discuss the role of the private and non-profit
sector in supporting education research; and explore how
states, school districts, and other practitioners use data
gleaned from research to improve student achievement.
Testifying before the subcommittee were Dr. Grover J. ``Russ''
Whitehurst, Senior Fellow and Director of the Brown Center on
Education Policy, Brookings Institution, Washington, D.C.; Dr.
Caroline Hoxby, the Scott and Donya Bommer Professor of
Economics, Stanford University, Stanford, CA; Mr. Steve
Fleischman, Deputy Executive Officer, Education Northwest,
Portland, OR; and Dr. Eric Smith, Former Florida Commissioner
of Education, Florida Department of Education, Annapolis, MD.
113TH CONGRESS
Hearings
On September 10, 2013, the Committee on Education and the
Workforce held a hearing entitled ``Education Research:
Exploring Opportunities to Strengthen the Institute of
Education Sciences.'' The purpose of the hearing was to examine
the unique role IES plays in supporting education research and
evaluation; discuss the research needs of states and school
districts and how IES can be improved to better help them meet
these needs; and identify issues that need to be addressed
through reauthorization of ESRA. Testifying before the
committee were Mr. George A. Scott, Director for Education,
Workforce, and Income Security Issues, U.S. Government
Accountability Office, Washington, D.C.; Dr. Bridget Terry
Long, Xander Professor of Education and Economics and Academic
Dean, Harvard Graduate School of Education, Chair, National
Board for Education Sciences, Institute of Education Sciences,
Cambridge, MA; Dr. James Kemple, Executive Director, Research
Alliance for New York City Schools, New York University, New
York, NY; and Ms. Kathy Christie, Vice President, Knowledge/
Information Management & Dissemination, Education Commission of
the States, Denver, CO.
Legislative Action
On April 2, 2014, Rep. Todd Rokita (R-IN), Chairman John
Kline (R-MN), Ranking Member George Miller (D-CA), and Rep.
Carolyn McCarthy (D-NY) introduced H.R. 4366, the Strengthening
Education through Research Act. This bill reauthorizes and
improves upon ESRA. H.R. 4366 is cosponsored by Rep. Susan
Brooks (R-IN), Rep. Larry Bucshon (R-IN), Rep. Bradley Byrne
(R-AL), Rep. Brett Guthrie (R-KY), Rep. Joseph Heck (R-NV),
Rep. Ruben Hinojosa (D-TX), Rep. Luke Messer (R-IN), Rep.
Thomas Petri (R-WI), Rep. Glenn Thompson (R-PA), Rep. Tim
Walberg (R-MI), and Rep. Joe Wilson (R-SC).
On April 8, 2014, the Committee on Education and the
Workforce considered H.R. 4366, the Strengthening Education
through Research Act, in legislative session and reported the
bill favorably, as amended, to the House of Representatives by
a voice vote.
The committee considered and adopted the following
amendment to H.R. 4366:
Rep. Todd Rokita (R-IN) offered an amendment in the nature
of a substitute. The amendment passed by a voice vote.
The committee received letters of support for H.R. 4366
from the following organizations: American Association of
School Administrators, Center for Research and Reform in
Education, Council of Chief State School Officers, Data Quality
Campaign, Knowledge Alliance, LEARN Coalition, National
Assessment Governing Board, Success for All Foundation, and the
Workforce Data Quality Campaign.
Summary
H.R. 4366, the Strengthening Education through Research Act
(SETRA) represents the first reauthorization of the Education
Sciences Reform Act (ESRA). H.R. 4366 proposes to strengthen
the Institute of Education Sciences (IES) by the following:
Improving and streamlining the federal education
research system.
Increasing relevance of education research while
maintaining rigor.
Maintaining a research focus on educational
equity.
Promoting accountability for federal education
programs.
Maintaining independence from politics and bias.
Protecting student and individual privacy.
Continuing the National Assessment of Educational
Progress (NAEP) to measure student achievement.
Establishing responsible authorization levels.
IMPROVING AND STREAMLINING THE FEDERAL EDUCATION
RESEARCH SYSTEM
IES operates a federal research system consisting of four
research centers: (1) the National Center for Education
Research (NCER); (2) the National Center for Education
Statistics (NCES); (3) the National Center for Education
Evaluation and Regional Assistance (NCEE); and (4) the National
Center for Special Education Research (NCSER). Within NCEE,
there are 10 Regional Educational Laboratories (RELs), and
within NCER and NCSER, there are 16 Research and Development
Centers (R&D centers). RELs conduct applied education research
on improving academic achievement and disseminate results to
federal, state, and local policymakers, and R&D centers conduct
basic research on topics of national importance.
Outside of IES, the Department of Education operates the
Comprehensive Centers (CCs) program, a technical assistance
system designed to help states implement federal laws,
including the Elementary and Secondary Education Act (ESEA) and
the Individuals with Disabilities Education Act (IDEA); improve
low-performing schools; and produce research and products on
specific areas of expertise. There are currently 22 CCs in
operation, including 15 regional centers and seven content-
focused centers. SETRA streamlines and focuses these programs
to create a more effective and efficient network of research.
Reorganizing Regional Educational Laboratories and
Comprehensive Centers: The bill streamlines the system of 10
regional labs operated by IES and the system of 22 CCs and
clarifies each entity's responsibilities by the following:
Distinguishing the responsibilities of the RELs
and CCs, which currently have overlapping duties. Under the
bill, the RELs will be limited to conducting and disseminating
applied research to help states and districts apply and
evaluate research-based practices, while the CCs will provide
technical assistance to states to help school districts and
schools in meeting the goals of the ESEA and other federal
education laws.
Aligning the regions of states each entity serves
to ensure coordination of activities and to prevent
duplication.
Reducing the number of CCs from 22 to 17 to
eliminate duplication of efforts. The bill also caps the number
of CCs at 17 and the RELs at 10 to ensure the entities clearly
serve each of the 10 regions and the nation, as well as to curb
unnecessary growth.
Requiring ongoing independent evaluations of both
entities based on measurable performance indicators to ensure
their effectiveness and relevance to the field.
Streamlining R&D Centers: NCER currently operates a system
of 10 R&D Centers to conduct basic research on topics of
national importance. The bill eliminates the specific topics
listed in statute that must be examined and the number of
required centers, providing more flexibility in the number and
types of topics that may be pursued. In order to ensure diverse
topics are investigated, the legislation ensures IES will
conduct research on educational equity, closing achievement
gaps, and in each of the education levels: early childhood, K-
12, and postsecondary education.
Enhancing Coordination with Public and Private Entities:
IES is headed by a presidentially-appointed, Senate-confirmed
director and supported by the independent National Board for
Education Sciences. The bill enhances the board's role in
providing suggestions to the director on how to improve
strategic partnerships with public and private entities
conducting research in order to eliminate duplication of
efforts. It also ensures limited taxpayer dollars are spent
effectively by requiring the director take into consideration
other scientifically valid research performed by public and
private entities when making awards in order to avoid
duplication and overlap.
INCREASING RELEVANCE OF EDUCATION RESEARCH WHILE MAINTAINING RIGOR
A 2013 Government Accountability Office (GAO) report found
there is often a significant delay in IES's efforts to
disseminate key data and findings to education officials,
leading to concerns about the agency's ability to produce
timely and relevant research that meet various needs. SETRA
increases the relevance of IES' work, while maintaining
scientific rigor.
Moving to a Definition of Scientifically Valid Research:
H.R. 4366 replaces ``scientifically based research standards''
(SBR) with the term ``scientifically valid research'' (SVR),
which is consistent with previous congressional action in the
Higher Education Act (HEA) and the Head Start Act. The move to
SVR upholds a strong standard of research but is more inclusive
than the current definition of SBR. This allows for a wider
range of acceptable research methodologies to be utilized by
IES. For example, the new definition allows IES to support a
variety of research designs that eliminate plausible competing
explanations for observed results, in addition to random-
assignment experiments, to help increase the relevance of the
agency's work.
Ensuring Relevance, Utilization, and Dissemination of IES
Priorities and Products: The bill refocuses IES's efforts to
ensure services are high quality and relevant to the education
field. This is accomplished in several ways:
The director must ensure all IES work is relevant,
utilized, and widely-disseminated through various means and to
various audiences including researchers, practitioners, and
policymakers.
The IES board must include at least two
practitioners to advise the director on education research
needs in the classroom.
The work of IES and its four centers must include
research on the impact of education initiatives and how they
are implemented.
Practitioners and policymakers at the state and
local levels as well as researchers must be partners in
providing input into and feedback on the activities of IES,
particularly the RELs and CCs, to ensure the work will help
improve student achievement on the ground.
The director and the IES board must regularly
monitor and evaluate the activities of IES to ensure they are
relevant, timely, utilized, and meet the needs of stakeholders.
Updating Uses of Funds and Data Collection at the Centers:
The bill updates the uses of funds and data collection at the
four centers to ensure research is focused on modern and
significant needs in education. Examples include the following:
Adding options for research around online and
hybrid learning.
Modernizing data collection from antiquated
references, such as ``in-service professional development''
(referencing course work) and ``highly qualified teachers,'' to
information around professional development, pre-service
preparation, and teacher evaluation and distribution.
Requiring dissemination of the Program for
International Student Assessment (PISA) exam results in
addition to the Trends in International Mathematics and Science
Study (TIMSS) results to compare student achievement in the
United States to foreign nations.
Moving from a focus on providing grants to build
K-12 statewide longitudinal data systems to using such systems
to support school improvement, close achievement gaps, and
improve teaching. States would align early childhood, K-12,
postsecondary, and workforce data systems; protect the
confidentiality and privacy of data; and support school
districts, if they choose, to build the capacity of local data
systems aligned with state systems.
MAINTAINING A RESEARCH FOCUS ON EDUCATIONAL EQUITY
Current law supports research to improve the quality of
education for historically disadvantaged students. SETRA
maintains this focus and strengthens it in several key areas.
Ensuring Research Focuses on Closing Achievement Gaps:
SETRA requires a focus on ensuring all children obtain a high-
quality education. H.R. 4366 prioritizes closing achievement
gaps between disabled and nondisabled children and educational
completion at all levels, including early childhood, elementary
and secondary education, and postsecondary education. In
exchange, the bill provides greater flexibility to IES in its
establishment and topical focus of R&D Centers, while ensuring
their work reflects the priorities set by the director.
Strengthening Research on Special Education: The bill
enables NCSER to support research on effective special
education practice; innovations in the special education field;
professional development of all personnel; examining the needs
of children with disabilities who are English learners, gifted
and talented, or who have other unique learning needs; and
postsecondary and employment outcomes for special education
students, including those in career and technical education
programs.
Supporting Research at Minority-Serving Institutions:
Current law supports fellowships for new researchers at
institutions of higher education, including Historically Black
Colleges and Universities. The bill updates this language to
``minority-serving institutions'' and requires such fellowships
to serve the mission of each national education centers.
Collecting Information on Educational Access: The bill
updates the NCES data collection regarding topics of
educational equity.
PROMOTING ACCOUNTABILITY FOR FEDERAL EDUCATION PROGRAMS
Education research plays an important role in assessing and
reviewing the quality of educational programs and strategies.
It provides information to help parents make decisions about
their children's education and allows taxpayers and
policymakers to evaluate whether federal, state, and local
dollars are being used effectively. The 2013 GAO report found
IES does not always properly evaluate the efficacy of its own
programs and research arms, so the agency does not know if the
mandated goal of providing usable research and information to
policymakers and practitioners is being met. H.R. 4366 improves
accountability of federal education programs.
Increasing Accountability: The bill evaluates federal
investments in education research by:
Requiring an evaluation of each of the four
centers every three years by an independent contractor.
Expanding the requirements of the performance
management system at IES to require the director to set
measureable performance indicators for the management of each
center and grant, contract, or cooperative agreement. The
indicators will include ensuring timeliness of product
development and publication, as well as ensuring stakeholders
are formally contributing feedback to all IES activities on an
ongoing basis to increase their relevance and usefulness.
Allowing for renewal of grants, contracts, and
cooperative agreements funded out of the centers only if they
demonstrate progress on their performance indicators. Current
law allows for automatic renewal of awards at NCER for a period
of five years. The legislation expands the renewal authority to
all the centers but only for an additional two years and only
if entities have demonstrated progress on their performance
indicators under the performance management system.
Requiring Transparency: The bill requires IES to report on
its activities and those of each center, including the
following:
A strategic plan for each center to prevent
overlap of priorities and activities.
A posting of the amount, duration, recipient, and
purpose of all grants, contracts, and cooperative agreements
awarded at IES within 120 days of award.
A reporting of the activities the secretary asks
the director to undertake. Current law allows the secretary to
request additional assignments of the director. The bill
requires any assignments completed under this authority be
publicly reported.
MAINTAINING INDEPENDENCE FROM POLITICS AND BIAS
IES is designed to provide national leadership on education
research free from political bias or pressure from a particular
administration or Congress. SETRA maintains and strengthens the
independence of IES.
Designating IES as the Primary Evaluation Arm of the
Department: Current law is unclear about which entity is
responsible for conducting evaluations of federal education
programs, specifically those funded under ESEA. The bill
designates IES, independent from the department, as the primary
entity for research on and evaluations of federal education
programs administered by the department.
IES Director-Appointed NCES Commissioner: Under current
law, the NCES commissioner is the only commissioner at IES who
is presidentially-appointed and Senate confirmed. The bill
aligns the appointment of the NCES commissioner with the
director-appointed nature of the other centers. This will help
insulate all IES commissioners from political influence.
Providing More Authority to the Director: As noted, current
law allows the secretary to request additional work assignments
of the director. The bill clarifies the director may accept
additional assignments as appropriate and requires they are
reported in the triennial evaluation report.
Involving the Director in the Contracting Process: More
than 50 percent of all IES awards are contracts awarded by the
department's contracting office, subject to different
regulations and oversight than grants and cooperative
agreements. While it is appropriate for IES to utilize many
departmental functions, the director should be involved in the
contracting awards process and the performance management of
such contracts. The bill requires the secretary to consult with
the director or appropriate designee in both the award and
performance management processes of all contracts to ensure
objectivity in the awards and quality of the award recipients.
Increasing Evaluation Authority: Current ESEA law allows
the secretary to reserve funds for program evaluation, but
there is no role for the IES director in these efforts.
Additionally, the 2013 GAO report states IES has limited
ability to prioritize evaluations, and the department's ESEA
program requirements prevent the agency from combining
evaluation funds across programs to conduct the most important
evaluations. This bill specifies new authorities for ESEA
program evaluation in several places:
Allows the secretary, in consultation with the IES
director, to reserve 0.5 percent of funds for each ESEA program
(in line with current law) and 0.1 percent of the combination
of Title I, Part A funds and the funds set aside for Title I
evaluation, to carry out high-quality evaluations and to
increase their usefulness.
Specifies the total funds appropriated for the
Title I evaluation must be used to meet the 0.1 percent
reservation amount before any Title I, Part A funds may be
used.
Enables the secretary to combine the reserved
funds to increase the funds available for high-quality
evaluations of each program over time.
Requires the director and secretary to develop a
biennial plan for ESEA program evaluations and to disseminate
all evaluation results publicly.
PROTECTING STUDENT AND INDIVIDUAL PRIVACY
While the extensive student data collected and reported by
the IES is helpful and necessary to understand many aspects of
early childhood, K-12, and postsecondary education, all privacy
protections must be adhered to in these endeavors. To this end,
SETRA strengthens and protects student and individual privacy.
Strengthening Privacy Language: The bill provides for
extensive protection of individually identifiable information,
particularly with regard to data collection at NCES and
statewide longitudinal data systems.
Clarifying Data Access Requirements: NCES has authority to
share data with other federal agencies and interested research
parties, provided they adhere to all privacy requirements. The
bill clarifies interested parties and agencies requesting data
access must explain the intent for use of the data, how data
access can meet those intended purposes, and how they will
protect the data. The bill also clarifies NCES can deny access
to data if there are scientific deficiencies in the research
design or research intent for use of the data or if there is
potential for privacy violations or misuse of data.
Prohibiting National Database and Endorsement of Curricula:
Current law is clear no federal funds under the Act can be used
to establish a nationwide database of individually identifiable
information or to endorse, approve, or sanction any curricula
at any level of education. The bill strengthens this language
in several places. Additionally, the bill makes clear any
cooperative education statistics partnerships established under
the bill are voluntary.
CONTINUING NAEP TO MEASURE STUDENT ACHIEVEMENT
The state of education is a topic of great interest to
policymakers, superintendents, school leaders, teachers, and
parents. Impartial, trusted information is critical to
understanding whether the nation's schools are successfully
educating students and raising performance levels. NAEP is
uniquely designed to provide this information, providing what
is known as the ``Nation's Report Card,'' a yardstick for
measuring the progress of a sample of students' education
across the country. Additionally, the NAEP long-term trend
assessment allows the math and reading performance of today's
students to be compared with statistics since the early 1970s.
SETRA improves NAEP and the National Assessment Governing
Board (NAGB), by focusing on the following:
Clarifying NAGB, as the independent governing
board of NAEP, has the responsibility for publicly releasing
NAEP results to ensure they are free from politics.
Clarifying NCES has the responsibility for the
content of the NAEP reports, ensuring they are valid and
reliable.
Strengthening NAGB's role in overseeing and
setting policy, consistent with its statutory duties, for NAEP,
particularly in terms of the subject areas and grades or ages
to be assessed and the year in which such assessments will be
conducted.
Designating NAGB as the entity responsible for
nominating members of its board to be appointed by the
secretary, allowing the secretary to request additional names
from other organizations if the original nominations are not
satisfactory.
Enabling NAGB to provide input to the IES director
on the annual budget for NAEP.
ESTABLISHING RESPONSIBLE AUTHORIZATION LEVELS
SETRA authorizes funding for federal education research
activities in a responsible, disciplined way. The bill includes
overall authorization levels for each of the fiscal years (FY)
2015-2020 in line with the Bipartisan Budget Act of 2013 and
the nondefense discretionary caps set by the Budget Control Act
of 2011 (BCA). Specifically, the bill uses FY 2014 appropriated
figures for the FY 2015 authorization and increases
authorization levels each year through FY 2020 at the same
percentage rate increase as those dictated by the BCA for
nondefense discretionary spending. While the bill provides for
an increase of 10.4 percent over current FY 2014 levels, it
authorizes funding levels at $97 million below current
authorized levels for FY 2003-2008. Funding for NCSER is given
a disproportionate increase in the final year to offset
significant decreases the center received in FY 2011.
Committee Views
Introduction
The federal government has been involved in education
research since 1867 when Congress created a Department of
Education to collect information on schools and teaching to
help states establish effective school systems. The role and
scope of federal education research has changed over time. Most
recently, the federal government's fundamental education
research activities are defined by the Education Sciences
Reform Act (ESRA). Enacted in 2002, ESRA created the Institute
of Education Sciences (IES), a semi-autonomous agency under the
department responsible for providing parents, educators,
students, researchers, policymakers, and the general public
with information on the condition and progress of education,
educational practices that improve student access to and
achievement in education from early childhood to postsecondary
levels, and the effectiveness of federal education programs.
IES replaced the department's Office of Education Research and
Improvement, which was widely seen to produce research that was
politically motivated and lacking in scientific rigor.
In 2002 Congress reauthorized two additional laws with
ESRA. The Educational Technical Assistance Act of 2002
authorized the Comprehensive Centers (CC) and the Statewide
Longitudinal Data Systems (SLDS) programs. The National
Assessment of Educational Progress Authorization Act authorized
the National Assessment of Educational Progress (NAEP), the
largest nationally representative and continuing assessment of
American students' knowledge of various subject areas (such as
math, reading, science, writing, the arts, civics, economics,
geography, U.S. history, and technology), and the National
Assessment Governing Board (NAGB), which is the entity created
to oversee the NAEP test and release of the results.
Since passage of ESRA, there has been broad bipartisan
consensus that the quality of education research has increased
dramatically. IES required stringent standards be applied to
education research, much like those at the National Science
Foundation and the National Institutes of Health. IES has
helped researchers and state and local leaders learn about
important topics, such as teacher effectiveness, rural
education, education technology, reading and math
interventions, school choice, and student achievement. IES also
conducts large-scale evaluations of federal education programs,
including Titles I and II of the Elementary and Secondary
Education Act (ESEA), the D.C. Opportunity Scholarship program,
and various aspects of the Individuals with Disabilities
Education Act (IDEA), to examine whether taxpayer dollars are
being used effectively.
In 2013 the Government Accountability Office (GAO) released
a report, ``EDUCATION RESEARCH: Further Improvements Needed to
Ensure Relevance and Assess Dissemination Efforts,'' which
examined several aspects of IES. The report found the agency
has significantly improved the quality of education research
over the last decade, but more could be done to ensure the
relevance and timeliness of its research, assess program
dissemination efforts, and give the department statutory
authority to combine ESEA program funds to conduct high-quality
evaluations. The Committee on Education and the Workforce is
moving forward with legislation to address these concerns and
improve IES. H.R. 4366 ensures timely, relevant, and useful
research reaches the audiences that need it most to increase
student achievement.
Prioritizing research at all education levels
For decades, state and local policymakers have advocated
for a greater emphasis on early childhood and higher education
research, noting an overwhelming majority of IES' activities
are targeted to K-12 education. The bill recognizes the
importance of requiring IES to expand the purview of its
research foci. To ensure diverse topics are covered, H.R. 4366
requires IES to conduct research in each of the education
levels: early childhood, K-12, and postsecondary education.
Additionally, H.R. 4366 strengthens the mission of IES to
address the need for research on ensuring all children have the
ability to obtain a high-quality education, and particularly
research on closing the achievement gap between high-performing
and low-performing children, minority and nonminority children,
disabled and nondisabled children, and disadvantaged children
and such children's more advantaged peers. The bill places an
emphasis on the commitment and mission of IES to provide
education leaders with unbiased research products that can
improve educational equity and effectiveness for all students,
and help close the achievement gap. The missions and activities
of each of the four research centers also focus on this IES
mission to emphasize the importance of improving educational
outcomes for all children.
Maintaining IES independence
When IES was established in 2002, Congress made an effort
to insulate education research activities from political
influence. The current IES governance structure allows the
agency to provide national leadership free from political
pressures from a particular administration or Congress. This
independence is vital in helping the general public trust the
information produced by the agency. IES is operated by a
presidentially-appointed, Senate-confirmed director, whose six-
year term aims to distinguish the agency's work from the
department's and the president's term. The National Board for
Education Sciences (NBES), also presidentially-appointed, is
responsible for advising the director and considers and
approves priorities that guide the work of IES. The bill
includes language to emphasize NBES is independent from the
director and other officers and offices of the Institute. To
maintain a robust system of checks and balances, the
independent NBES will also advise the director on the
priorities and activities of the Institute on an ongoing basis
to ensure one individual is not setting the national research
agenda. NBES will also ensure IES activities are regularly
evaluated by an independent source in order to improve the
effectiveness of IES as a whole.
H.R. 4366 designates IES as the primary entity responsible
for conducting research and conducting evaluations of federal
education programs administered by the department to ensure
objectivity and quality in evaluating the taxpayer investments
in federal programs. The bill empowers the director to accept
additional work assignments from the Secretary of Education,
only as the director deems appropriate, and involves the
director in the contract awards process. Over 50 percent of IES
awards are contracts awarded by the department's contracting
office. While it is appropriate for IES to utilize many
department functions, the director should be involved in the
contract awards process and the performance management of such
contracts. Dr. Grover ``Russ'' Whitehurst, former IES Director,
explained the importance of IES' independence in a 2011 hearing
entitled ``Education Research: Identifying Effective Programs
to Support Students and Teachers:''
``Independence Is Fundamental--One of the most
important advances in the Education Sciences Reform Act
was to create a greater degree of independence between
the Department's research arm and the political
leadership of the Department. I needed every bit of
independence granted me by statute along with a fair
amount of grit to keep my office and its functions from
being politicized. . . Anything you can do to further
arm future IES directors with independence from
political direction will be positive. At the same time,
the IES director needs to be inside the tent in order
for the Department to benefit from education research
and to have education research informed by insights on
federal policies.''
Increasing relevance of research while maintaining rigor
Since 2002, IES substantially increased the quality and
scientific rigor of education research. This was due largely to
changes in standards for scientific research and to the
rigorous peer review process IES put in place for all grants
and cooperative agreements. H.R. 4366 maintains the peer review
process and standardizes it across all the research centers to
promote a high standard of quality and consistency in all
research it funds. Before IES was established, the National
Research Council in a 1999 book entitled ``Improving Student
Learning: A Strategic Plan for Education Research and Its
Utilization'' concluded:
``One striking fact is the complex world of
education--unlike defense, health care, or industrial
production--does not rest on a strong research base. In
no other field are personal experience and ideology so
frequently relied on to make policy choices, and in no
other field is the research base so inadequate and
little used.''
Since then, multiple sources have lauded the quality,
rigor, and credibility of IES research. The 2007 Office of
Management and Budget assessment of IES rated the agency as
``effective,'' the highest rating a program can receive. The
report concluded:
``Since its creation by the Education Sciences Reform
Act of 2002, IES has transformed the quality and rigor
of education research within the Department of
Education and increased the demand for scientifically
based evidence of effectiveness in the education field
as a whole.''
GAO's 2013 report on IES confirmed these findings:
``Stakeholders told us that IES's research standards
had improved [the Department of] Education's research
and had a positive influence on education research
generally. More specifically, several stakeholders told
us that IES products, such as its publications of
education statistics reports, were useful for their
work.''
Although the current state of research has improved in
rigor, it is not always relevant and useful to the needs of
state and local education leaders and policymakers. In 2002,
the No Child Left Behind Act called for the use of
``scientifically based research'' (SBR) as the foundation for
classroom instruction, infusing a new strict programmatic
standard that prioritized random-assignment experiments and
evaluations of programs. Since passage of the law, critics have
contended the new standard is too strict and limits the ability
of states, school districts, and schools to implement programs
and practices that have not undergone rigorous evaluations.
Many existing programs are effective in increasing student
achievement, although they did not meet the definition of SBR.
Since the passage of both laws, only a limited number of
programs have been found to meet the SBR definition. In a 2013
hearing entitled ``Education Research: Exploring Opportunities
to Strengthen the Institute of Education Sciences,'' Dr. James
Kemple, Executive Director of the Research Alliance for New
York City Schools at New York University, stated, ``I would . .
. describe IES as a work in progress. There are several areas
where the Institute could be improved. First, in some cases, I
believe IES has promoted scientific rigor at the expense of
policy and practical relevance.'' At the same hearing, Ms.
Cathy Kristie, Vice President of Knowledge/Information
Management & Dissemination for the Education Commission of the
States, commented on the Regional Educational Laboratory (REL)
program designed to conduct applied research to help states and
school districts apply research in the classroom.
``Past RELs seemed uneven in production of resources,
particularly those that might remain relevant and
useful long after individual instances of technical
assistance or convenings. Resource development or
projects seemed to take a long time to come to
fruition, and by the time they did, sometimes the
window of opportunity to inform decisions had passed.''
The 2013 GAO report on IES also found:
``[Stakeholders] . . . have raised concerns about the
applicability of some of the research and products . .
. produced, as well as their timeliness. . . [T]eachers
we spoke with told us it would be helpful if IES-
supported groups produced more products that synthesize
research findings so that they are more applicable to
classroom practice, similar to research-based products
they use from professional associations or other
intermediary organizations.''
In addition, IES could improve the relevance and timeliness
of its products. Many effective education programs exist that
do not meet the criteria of SBR, so critics have highlighted
the need for some flexibility and change. H.R. 4366, at the
recommendation of many groups including the Knowledge Alliance
and NBES, replaces SBR with a definition of ``scientifically
valid research'' (SVR), which is utilized in the HEA and the
Head Start Act. SVR upholds a strong standard of research, but
is more inclusive than SBR in allowing for a range of research
methodologies to be used by IES beyond randomized controlled
trials (RCT).
At the same time, the committee recognizes RCTs are the
gold standard in the field in terms of impact evaluations and
intends a priority should remain on research showing clear
causal links between strategies and outcomes. Further, the
definition of SVR in SETRA upholds a commitment to the use of
strong scientific methodology in determining what works in
education, such as RCTs. Such a balance between rigor and
relevance is consistent with the evidence standards established
and recently issued in the National Science Foundation/IES
Common Guidelines for Education Research and Development, as
well as with the criteria for ``strong'' and ``moderate''
evidence of effectiveness included in the recent changes to the
Department of Education General Administrative Regulations.
SETRA infuses the ideas of relevance and utilization of
research, timeliness, and wide dissemination of products,
throughout all IES programs, including the four research
centers, the RELs, and CCs, the technical assistance arm of the
department designed to help states implement federal laws. It
is neither practical nor helpful to invest in research unless
it is used by stakeholders. H.R. 4366 places a new requirement
on the director to ensure all activities of IES are rigorous,
timely, relevant, and useful for researchers, policymakers, and
the public, ensuring research efforts address significant
challenges faced by practitioners. It also requires all
products to be widely-disseminated and the director to promote
the utilization of information, products, and publications of
IES, signaling mere dissemination is insufficient and IES must
help stakeholders use the research it supports. Both IES as a
whole and each research center and program will be formally
evaluated on their abilities to meet these requirements. The
NBES will be responsible for independently contracting for
these evaluations. Practitioners, including state and local
leaders, will be required partners in setting the research
agenda of RELs and CCs to ensure the actual research needs of
the region drive the applied research and technical assistance
plan. Additionally, NBES understands the importance of the
dissemination and communication role of IES and is committed to
improving it. Dr. Bridget Terry Long, the Academic Dean and
Xander Professor of Education and Economics at the Harvard
Graduate School of Education and Chair of NBES, testified at
the 2013 education research hearing and vocalized the board's
efforts around better dissemination:
``While IES is a strong producer and supporter of
information of value, it is still building capacity and
expertise on how to disseminate that information,
including methods that use the latest technology and
outreach methods. This is a challenging feat. Unlike
many other fields, education has large range of
stakeholders and multiple audiences to address,
including policymakers; practitioners from teachers to
superintendents to state agencies; researchers; and
students and their families. Each group needs different
kinds of information in different forms. The Board and
IES staff believe strongly in the dissemination role of
IES, and we have held a number of discussions on how to
improve efforts.''
H.R. 4366 reflects a robust focus on relevance,
utilization, and timely dissemination of research and includes
language to support NBES, IES, and the department to improve in
these areas.
Streamlining Multiple Research Entities
IES carries out its mission and directives through four
research centers:
National Center for Education Research (NCER):
NCER includes 10 active national R&D centers around the country
supporting topics from early childhood to adult education. The
center is also responsible for maintaining standards for
conduct and evaluation of research.
National Center for Education Statistics (NCES):
NCES is responsible for collecting and analyzing data related
to education.
National Center for Education Evaluation and
Regional Assistance (NCEE): NCEE conducts large-scale
evaluations of federal education programs and practices,
provides research-based technical assistance to educators and
policymakers through a network of 10 RELs around the country,
and supports the synthesis and widespread dissemination of the
results of research and evaluation.
National Center for Special Education Research
(NCSER): NCSER sponsors special education research designed to
expand knowledge about infants, toddlers, and children with
disabilities, including through six R&D centers. The center was
created by the last reauthorization of the IDEA in 2004.
In addition to the 10 RELs and 16 R&D centers, the
department operates 22 CCs to provide technical assistance to
states on the implementation of federal laws and the use of
research-based information and strategies in various content
areas, including building state capacity, college and career
readiness, school turnaround, and great teachers and leaders.
The system has been criticized for its lack of timeliness and
relevance, and duplication in the missions and purposes of each
entity. There is often confusion, especially between the REL
and CC programs, about the clarity of their missions and which
entity is responsible for what tasks. In the 2011 hearing on
education research, Dr. Whitehurst elaborated on this point:
``The Regional Educational Lab Program (the RELs) Is
Broken and Should be Fixed--. . . . [Y]ear in and year
out, the RELs have pulled down a significant proportion
of the total federal investment in education R&D with
little to show of value from that investment and a lot
to show that should be an embarrassment. . . . [RELs]
have multiple masters (including the federal
government, their own boards, the governors and state
legislatures in their region), they vary substantially
in their capabilities, and they have no easy way to
prioritize among various claims on their resources.''
The 2013 GAO report on IES discussed issues with the R&D
centers, stating:
``[T]he research topics and the products produced by
the R&D Centers primarily reflect the priorities of
researchers, according to many of the researchers we
spoke with, even though the Centers have multiple
audiences, including policymakers and practitioners.
Stakeholder groups representing policymakers and
practitioners also said that the R&D Centers could do
more to adapt their research findings to formats
readily accessible by these audiences, such as by
producing nontechnical reports and shorter research
summaries.''
H.R. 4366 streamlines and updates these entities to create
a more effective and efficient network of research and
technical assistance. In terms of the R&D centers, current law
requires no less than eight centers focused on a required list
of topics in statute. This has led to constraints in the type
of research upon which these centers focus. The bill eliminates
the statutorily designated topics that must be examined and the
number of required centers, providing more flexibility in the
number of and types of topics that may be researched. However,
the topics of research must cohere with the research priorities
set by the director, which include a focus on educational
equity in early childhood, elementary, secondary, and
postsecondary education. It is the committee's intent that
topics of importance, relevance, and national significance tied
to the broad mission of IES will be pursued. The federal
research agenda, as set by multiple stakeholders, will
necessarily change over time as new understandings and ideas
emerge, and as needs in the field change. IES should have the
flexibility to adapt accordingly.
H.R. 4366 changes and clarifies the missions and activities
of the RELs and CCs to address duplication and overlap and to
clarify the intended audience of each program. The bill
specifies RELs are solely responsible for conducting and
disseminating applied research to help states and districts
apply and evaluate research in the classroom. CCs will be
limited to providing technical assistance to states and
districts in meeting the goals of ESEA, IDEA, and other federal
laws, as well as implementing research-based strategies in
certain content areas. The regions in the country served by the
RELs and CCs will be aligned to ensure coordination of
activities, and the bill creates one regional advisory
committee for both entities in each region to ensure the RELs
and CCs produce work reflective of and responsive to regional
needs.
Currently, the RELs and CCs each have their own required
advisory boards, and each region also has been served
periodically by a regional advisory committee as required by
statute. The various governing bodies for each REL and CC have
led to confusion as to whom they are ultimately accountable--
IES, their boards, or stakeholders in the region--and has
created fragmentation and lack of communication between the REL
and CC in each region and with stakeholders on the ground.
Establishing one advisory committee for each region will help
restore a focused and relevant regional plan. It is not
intended for the regional advisory committee to control,
manage, and assess the activities of the RELs and CCs, but to
highlight regional needs, ensure such needs are being met, and
help the entities coordinate their efforts and activities.
And lastly, the bill reduces the overall number of the CCs
and caps the number of RELs and CCs at 10 and 17, respectively,
to encourage competition that drives improvement among the
entities and curbs duplication. The intent of the committee is
to ensure each of the 10 regions are served by one REL and one
CC, with an allowance for additional regional or national CCs
focused on content. Through these changes, the federal
government will fund successful and relevant initiatives and
take a critical eye to existing programs before expanding and
creating new ones.
H.R. 4366 acknowledges the unique and important federal
role of IES in conducting education research, while also
demonstrating an understanding of the shared responsibility
with the public and private sector in these endeavors. Dr.
Bridget Terry Long explained the distinct role of IES research
in the aforementioned 2013 education research hearing:
``While there are private foundations and other
organizations that support educational research, most
focus on only a handful of topics and fund projects of
limited size. But education is all encompassing, from
the wide array of types of students, environments,
needs, and goals, and there is much work to be done.
With a national platform, IES has the unique ability to
leverage researcher and practitioner expertise by
signaling and providing incentives to conduct studies
on issues of importance for the country.''
However, Dr. Caroline Hoxby, the Scott and Donya Bommer
Professor of Economics at Stanford University and the Director
of Economics of Education at the National Bureau of Economic
Research, describes the unique and important research
contributions of the public and private sector in the 2011
research hearing:
``Philanthropic institutions also play a vital role
in education research. In some ways, their role
parallels the federal role except that philanthropies
should focus more on trial programs that are innovative
and less on established programs funded by the
government. This is because the government uses money
that taxpayers are obliged to pay while philanthropic
organizations use money that their donors freely give .
. . . [U]niversity-based researchers are primarily
responsible not only for developing new and more
scientific methods of evaluation, but also testing
them, validating them in an array of applications, and
training people to use them . . . . [T]he federal
government and philanthropies should share in the
support of university-based education research. Why? If
the government and philanthropies do not have `skin in
the game,' they will not attract university researchers
to study the policies or develop the methods that are
important to them (the government and
philanthropies).''
The bill enhances IES coordination with research efforts in
the public and private sectors. The director must ensure
research activities within IES are coordinated with research by
public and private entities, as appropriate, to avoid
duplication and overlapping efforts. NBES must recommend ways
to enhance IES partnerships with public and private entities to
improve the work of IES. With this new focus, the public and
private sectors have a stake in and responsibility for shaping
the federal education research agenda in a way that maximizes
investments and touches on a broad array of topics.
Modernizing data collection efforts
One of the oldest and most successful responsibilities of
the federal government in the research space has been to
collect and compile statistics. NCES has been collecting survey
data on students and schools for decades, and these data are
well-respected. Dr. Hoxby, in the 2011 hearing, elaborated on
this key role, stating, ``Because there are enormous economies
of scale and scope in data collection [across the U.S.] and
because cross-state comparisons are so important to research,
it is important that the federal government and not just state
governments collect data and make it available in a timely
way.'' Additionally, NCES must continue its publication of
descriptive reports on education to inform the public about how
U.S. students are performing.
H.R. 4366 recognizes and continues this integral role of
NCES and IES and updates the uses of funds and data collection
across the four research centers to reflect modern and
significant education needs. The bill adds requirements for
collection of the standardized four-year adjusted cohort
graduation rate and extended-year adjusted cohort graduation
rate to ensure high school graduation rates from state to state
are comparable.
The bill adds a new focus on data collection around
completion of postsecondary education, not just access to it.
It requires new data collections around school safety and
climate issues, including in-school and out-of-school
suspensions, as well as access to and use of technology to
improve students' learning, with options for research around
online and hybrid learning in place at NCER. A new focus on
collecting data on teacher and school leader evaluations,
distribution, and pre-service preparation across the country
will discontinue the emphasis placed on input requirements such
as ``highly qualified teacher'' requirements, which have little
to do with teacher effectiveness. Lastly, the bill recognizes
the importance of illustrating student achievement results
internationally by requiring the dissemination of the Program
for International Student Assessment (PISA) exam results along
with the Trends in International Mathematics and Science Study
(TIMSS) results.
Promoting accountability of federal education programs
One of the main purposes for the federal role in education
research is to evaluate the quality of federal education
programs to determine whether taxpayer dollars are being used
effectively. High-quality evaluations can also provide
information to states and school districts to help them improve
over time and address practices needing attention. At the same
time, IES needs to evaluate the effectiveness of its own
programs, especially the RELs which take up a substantial
portion of IES' budget. The 2013 GAO report found:
``IES requires RELs to report some information about
relevance and dissemination that could be used to
evaluate their efforts, but this information has not
been collected in a consistent manner and is therefore
difficult for IES to use to improve program management
. . . . According to officials, IES has no plans to
conduct formal evaluations for the current group of
RELs and R & D Centers to comprehensively assess their
relevance and dissemination activities. IES is still in
the process of conducting a mandated evaluation of the
prior group of RELs, whose contracts ended in 2011 . .
. . However, it will not include an assessment of REL
dissemination activities . . . . IES has no further
plans to evaluate the REL program beyond the
forthcoming evaluation of the prior group. Officials
told us although there was a clear requirement in ESRA
for this evaluation, they did not believe that the law
required any subsequent evaluation of the REL
program.''
H.R. 4366 requires high-quality, robust evaluations of each
of the four research centers every three years by an
independent contractor. The overall performance management
system of IES is strengthened to focus on continuous
improvement of IES activities and effective use of federal
funds. This will be done by requiring the centers are evaluated
on measurable performance indicators set forth by the director.
Additionally, they will be evaluated on their ability to
provide relevant, useful information in a timely manner that
formally incorporates feedback from stakeholders to ensure
their needs are being met. Additionally, to address the
aforementioned concerns of the GAO report related to REL
evaluation, the bill requires summative and interim evaluations
to occur for the RELs and CCs to help improve their activities.
If an existing REL or CC decides to re-compete for a new award,
the evaluation results will be considered in the awards
process.
The 2013 GAO report on IES found it has limited ability to
prioritize evaluations, and the ESEA program requirements
prevent the department from combining evaluation funds across
programs to conduct the most important evaluations. SETRA
recognizes the pivotal role of IES in helping to conduct ESEA
evaluations. The bill allows the secretary, in consultation
with the director, to reserve 0.5 percent of the funds for each
ESEA program to carry out high-quality evaluations and increase
their usefulness. An exception to this would be Title I, Part A
evaluations. ESEA currently authorizes a reservation for a
national assessment of Title I, but the assessment has not been
helpful in identifying if activities under Title I are
effective in increasing student achievement. The bill enables
the secretary, in consultation with the director, to reserve
0.1 percent of the combination of Title I, Part A funds and the
funds set aside for Title I evaluation. It further specifies
the total funds appropriated for the Title I evaluation must be
used to meet the 0.1 percent reservation amount before any
Title I, Part A funds may be used. Lastly, in order to ensure
high-quality evaluations of all future ESEA programs, H.R. 4366
requires the director and secretary to develop a biennial ESEA
evaluation plan and dissemination plan, enables combining
reserved funds to increase annual funding available for
evaluations, and requires dissemination of all evaluation
results. It is critical taxpayers, policymakers, states, school
districts, and teachers know whether federal education program
dollars are helping improve education.
Protecting student and individual privacy
Currently, across the U.S., there is an intensive focus on
protecting the privacy of student information and guarding
individually identifiable information. At the same time, it is
important to collect data, such as student achievement data, to
see how effective the education system is in giving students
the skills needed for success in postsecondary education and
the workforce. In a response to the Fordham Center on Law and
Information Policy Report entitled ``Children's Educational
Records and Privacy: A Study of Elementary and Secondary School
State Reporting Systems,'' the Data Quality Campaign explained
this dichotomy:
``Privacy absolutely must be protected. Data must
also be available to inform the educational process.
States also have an increasingly important role to play
in leading education reform and in providing
educational supports and need data for these purposes.
All of these objectives can be harmonized and achieved.
. . . Protecting the privacy, security and
confidentiality of student data is not in contradiction
with effective data use. Rather, it is an essential
component of effective data use.''
The Fordham report also raised a number of important
concerns about protecting individual data and ensuring
personally identifiable data should only be available to those
organizations and/or individuals who have a true need to use
the data. H.R. 4366 makes important strides to address these
concerns.
SETRA provides extensive protection of individually
identifiable information, consistent with current privacy laws,
particularly with regard to data collection at NCES. The bill
also reinforces provisions that punish violators of student
privacy. NCES has authority to share data with other federal
agencies and interested research parties provided they adhere
to all privacy requirements. The bill is specific in how such
access might be granted. Interested parties and agencies
requesting data access must explain the intent for use of the
data, how data access can meet those intended purposes, and how
they will protect the data. H.R. 4366 also empowers NCES to
deny data access if there are deficiencies in the research
design or intent for use of the data or if the center sees
potential for privacy violations of misuse of the data.
H.R. 4366 continues and strengthens prohibitions around a
national database of individually identifiable information and
endorsement of curriculum. The bill strengthens language to
ensure no federal funds can be used to create such a national
database. It also aligns prohibition language about federal
interference with curriculum with similar language in ESEA,
denying federal officials the ability to endorse, approve,
sanction, mandate, direct, control, or coerce state and local
curriculum, programs of instruction, specific academic
standards or assessments, or allocation of resources.
Additionally, the bill makes changes to cooperative education
statistics partnerships established under the bill, ensuring
they are voluntary and do not collect any student data.
Prioritizing special education research
H.R. 4366 recognizes the importance of NCSER as the primary
entity engaged in special education research. The bill
maintains the separate center and authorization for NCSER. It
includes important policy changes to address requests from the
special education community, including the Council for
Exceptional Children and the National Center for Learning
Disabilities. The bill ensures NCSER supports research on:
effective special education practices; innovations in special
education; professional development of all personnel; the
learning needs of children with disabilities who are English
learners, gifted and talent, or who have other unique learning
needs; and postsecondary and employment outcomes for special
education students, including those in career and technical
education programs. Additionally, it emphasizes the elimination
of the achievement gap between students with and without
disabilities; increases dissemination and collaboration with
the Office of Special Education and Rehabilitative Services;
and ensures peer reviewers have expertise in areas relevant to
grant applications. Most importantly, SETRA proposes to
prioritize funding for special education research, as NCSER
suffered a 30 percent cut to its budget in FY 2011. The bill
will allow for increased funding for NCSER each year the bill
is authorized and authorizes a 12.9 percent increase for
funding in the last year of the bill.
Modernizing statewide longitudinal data systems
The Statewide Longitudinal Data Systems (SLDS) program was
created by the George W. Bush administration, and the Obama
administration added substantial funding through the American
Recovery and Reinvestment Act of 2009. The ability for states
to build systems to house and organize student data, while
protecting privacy, has been an important goal of several
administrations. In his testimony at the 2011 research hearing,
Dr. Whitehurst explains the importance of SLDS:
``In the near future all states will have data
warehouses with longitudinal student achievement data
linked to a variety of education input variables.
However, having data available and being able to use it
are two different things. Only a few states have the
staff capacity within their state education office to
conduct analyses of longitudinal data to address policy
questions. This means that most policy initiatives fly
blind, both in original design and subsequent
appraisal.''
Forty-seven states, the District of Columbia, Puerto Rico,
and the U.S. Virgin Islands received at least one grant to
build a SLDS. H.R. 4366 emphasizes the need to focus on how to
use the data within the systems, rather than building the data
system itself. The bill enables states to house data consistent
with the requirements of ESEA, HEA, and IDEA. It also allows
states to subgrant funds to school districts to align their
local data systems with the state system. Additionally, it
requires grants awarded be used to support school improvement,
improve teaching, ensure student privacy, and align early
education through postsecondary education and workforce
systems. H.R. 4366 also prioritizes state applications that
demonstrate the capacity to share teacher and school leader
performance data with school districts and teacher and school
leader preparation programs. For the first time, states will be
evaluated on the implementation and effectiveness of the
activities carried out by SLDS, their ability to protect
student data and privacy, and performance indicators
established by the secretary for the systems. Overall, the
changes reflect a move to use the data to improve teaching and
student achievement.
Fellowships and minority-serving institutions
Current law supports fellowships for new researchers at
institutions of higher education, including Historically Black
Colleges and Universities (HBCU). The bill updates HBCUs to
``minority-serving institutions,'' as defined by the HEA. This
definition is broader and more current, while still including
HBCUs. SETRA requires such fellowships serve the mission of
each national education center. Both changes ensure a broad
range of institutions, researchers, and topics are supported;
increase diversity in the field; and support building a
pipeline of new researchers.
Continuing the national assessment of educational progress
Policymakers, researchers, states, school districts,
teachers, school leaders, and the public have long praised the
National Assessment of Educational Progress (NAEP) on its
ability to impart trusted, non-biased information on how well
the nation's schools are educating students and raising
achievement levels. Commonly known as the ``Nation's Report
Card,'' NAEP measures samples of students from state to state
against a common standard. The most recognizable tests are in
reading and math for grades 4, 8, and 12. However, NAEP also
administers long-term trend assessments in reading and math at
ages 9, 13, and 17 to compare achievement of current students
with those dating back to the early 1970s. Additionally, NAEP
can be administered in grades 4, 8, and 12 in writing,
sciences, civics, history, geography, economics, foreign
languages, technology, and arts. Overall, NAEP provides a
comprehensive picture of student achievement in the U.S. across
multiple grades and subject areas.
The National Assessment Governing Board (NAGB) is
responsible for overseeing and setting policy for NAEP. H.R.
4366 clarifies NAGB, in consultation with the Commissioner for
Education Statistics, is responsible for selecting the subject
areas and grades or ages to be assessed and determining the
year in which such assessments will be conducted, in line with
the current law requirements under the NAEP section. The bill
also authorizes NAGB to provide input to the director on NAEP
annual budget requests for submission to the secretary. It is
the committee's intent that the NAGB will provide input to the
director on the budget requests before the budget is released
to the public.
The committee intends the changes to the NAEP sections of
H.R. 4366 to align the legislation to 25 years of practice and
to provide accuracy and clarity of the roles of NCES and NAGB
with regards to NAEP and NAEP reports. The changes throughout
H.R. 4366 are not intended to conflict with those related to
NAEP and NAGB, specifically with regard to the release of the
NAEP reports. H.R. 4366 maintains the goal of shielding NAEP
from political influence and bias. NAGB should continue to
protect the credibility and integrity of NAEP, while NCES
should execute the assessment itself. The committee intends
NAGB to be responsible for the initial release of the NAEP
reports and NCES to be responsible for the content of initial
and subsequent NAEP reports to ensure such reports are valid
and reliable. Overall, the amendments to the NAEP sections of
H.R. 4366 serve to ``[strengthen] the checks and balances that
were a part of the original conception of the current
governance structure for NAEP,'' as stated by David Driscoll,
the chair of NAGB, in a letter of support for SETRA.
Establishing responsible authorization levels
H.R. 4366 restores fiscal discipline to the federal
education research system, while recognizing the importance of
education research. The bill authorizes funding in line with
the Bipartisan Budget Act of 2013 and the nondefense
discretionary caps set by the Budget Control Act of 2011 (BCA)
for FY 2015-2020. The bill uses FY 2014 appropriated figures
for the FY 2015 authorization and increases authorization
levels each year through FY 2020 at the same percentage rate
increase as those dictated by the BCA for nondefense
discretionary spending. These increases represent a bipartisan
approach to promoting reasonable funding increases in education
research over time, just as the budget agreement reflects
reasonable increases in nondefense discretionary spending over
time. While the bill provides an increase of 10.4 percent over
current FY 2014 levels, SETRA authorizes funding for FY 2015-FY
2020 at $97 million below current authorized funding levels set
in 2003. It restores sensible and practical spending to
education research. Funding for NCSER would receive a
disproportionate increase in the final year to offset
significant decreases in FY 2011. The bill is fiscally
responsible and refocuses the federal role in education
research on core programs, which provide important information
to parents, educators, students, researchers, policymakers, and
the general public.
Conclusion
The Strengthening Education through Research Act recognizes
the importance of education research by continuing to
strengthen the key federal role in collecting and disseminating
information and statistics on education, conducting research,
and providing federal program evaluations. The information
collected and disseminated by IES helps states and school
districts identify and implement successful education
practices. Education research also provides taxpayers with
valuable information about the federal investment in education
and helps parents make informed decisions about their
children's learning experience.
H.R. 4366 recognizes the important IES achievements and
contributions to high-quality research in education over the
last 12 years. However, it also makes some changes to current
law, recognizing ESRA is overdue for improvement. SETRA
addresses several weaknesses in the law highlighted by the 2013
GAO report. For example, the bill enhances the relevance and
utilization of research supported by IES. Additionally, the
bill ensures IES regularly evaluates the efficacy of its
programs and research arms, potentially decreasing unnecessary
costs and redundancies. The bill encourages quality education
research by supporting program evaluation and technical
assistance efforts in helping states and school districts
identify effective strategies for their schools. Lastly, SETRA
streamlines the mission and work of IES to reduce duplication,
overlap, and unchecked growth. H.R. 4366 advances smart,
fiscally-responsible policies that ensure education research is
timely, relevant, and useful to states and local school
districts.
Section-by-Section Analysis
TITLE I--EDUCATION SCIENCES REFORM
Section 1--Short title
States the short title of the bill as the Strengthening
Education through Research Act.
Section 2--Table of contents
Lists the Table of Contents of the bill.
Section 101--References
References the Education Sciences Reforms Act of 2002.
Section 102--Definitions
Amends Section 102 (20 U.S.C. 9501) by making a change to
the definition of ``Bureau,'' ``dissemination,''
``scientifically based research standards,'' and
``scientifically valid research.'' Removes the definition of
``Historically Black College or University'' and adds
definitions of ``minority-serving institution,'' ``principles
of scientific research,'' and ``school leader.''
Part A--The Institute of Education Sciences
Section 111--Establishment
Amends Section 111 (20 U.S.C. 9511) to ensure the mission
of IES includes dissemination and utilization activities
consistent with section 114(j) and clarifies all IES activities
are free from disability bias, among other things.
Section 112--Functions
Amends Section 112 (20 U.S.C. 9512) to include evaluations
of impact and implementation, make dissemination and
utilization activities consistent with section 114(j), and
specify dissemination of scientifically valid education
evaluations.
Section 113--Delegation
Amends Section 113 (20 U.S.C. 9513) to delete subsection
(a)(1), allow the director to accept requests from the
secretary at his or her discretion for other activities of IES,
and require consultation with the director regarding contract
acquisition and performance management.
Section 114--Office of the Director
Amends Section 114 (20 U.S.C. 9514) to grant an extension
period of one year to the director's term in the event of a
failure to find a successor; allow for reappointment of the
director for an additional term; clarify the recommendations
the board may make to the president with respect to the
appointment of a director; and clarify the responsibilities of
the director in coordinating IES research activities with
public and private entities. This will ensure IES work is
disseminated and utilized by the Department of Education's
technical assistance providers and dissemination networks,
centralizing the IES peer review process and ensuring the
relevance, dissemination, and utilization of all IES research.
Section 115--Priorities
Amends Section 115 (20 U.S.C. 9515) to clarify the
priorities of IES and clarifies that the director will propose
priorities to the board at least once every six years. The
priorities will include ensuring all children have access to a
high-quality education, clarifying a focus on closing the
achievement gap between disabled and nondisabled children, and
improving the quality of early childhood education, K-12
education, and postsecondary education.
Section 116--National Board for Education Sciences
Amends Section 116 (20 U.S.C. 9516) to clarify the board's
responsibilities in providing input on IES activities,
improving coordination with public and private entities,
conducting evaluations of IES and the research centers, and
ensuring relevance and dissemination of IES activities.
Clarifies who may give advice regarding board appointments,
ensures two practitioners are on the board, clarifies term
limitations of the board and executive director, ensures
independence of the board, allows for flexibility in board
organization into smaller subcommittees, and requires the board
to contract for research center evaluations.
Section 117--Commissioners of the National Education Centers
Amends Section 117 (20 U.S.C. 9517) to clarify appointment
of the commissioners of all the research centers, stating the
Statistics Center Commissioner is appointed by the director.
Section 118--Transparency
Amends Section 119 (20 U.S.C. 9519) to require transparent
reporting of all IES awards over $100,000.
Section 120--Competitive awards
Amends Section 120 (20 U.S.C. 9520) to make awarding
competitive grants, contracts, and cooperative agreements
consistent with section 114(h).
Part B--National Center for Education Research
Section 131--Establishment
Amends Section 131(b) (20 U.S.C. 9531(b)) to advance the
priorities described in section 115 and disseminate all
research of the center, consistent with section 114(j).
Section 132--Duties
Amends Section 133 (20 U.S.C. 9533) to clarify the duties
of the Commissioner for Education Research.
Section 133--Standards for conduct and evaluation of research
Amends Section 134 (20 U.S.C. 9534) to specify the use of
scientifically valid research standards within the center and
to ensure dissemination and utilization activities are
consistent with section 114(j).
Part C--National Center for Education Statistics
Section 151--Establishment
Amends Section 151(b) (20 U.S.C. 9541(b)) to ensure privacy
protection in all reports and such reports are disseminated
consistent with section 114(j).
Section 152--Duties
Amends Section 153 (20 U.S.C. 9543) to ensure privacy
protection across all Statistics Center work and amends the
duties of the Statistics Commissioner.
Section 153--Performance of duties
Amends Section 154 (20 U.S.C. 9544) to require applications
from entities that wish to receive a grant, or enter into a
contract or cooperative agreement under this section.
Section 154--Reports
Amends Section 155 (20 U.S.C. 9545) to ensure all reports
are reviewed consistent with section 114(h) requirements.
Section 155--Dissemination
Amends Section 156 (20 U.S.C. 9546) to ensure adherence to
student privacy requirements in all joint statistical projects
and clarify who may access data housed by the Statistics
Center.
Section 156--Cooperative education statistics systems
Amends Section 157 (20 U.S.C. 9547) to clarify cooperative
education statistics partnerships allow for voluntary
partnerships aimed at creating data quality standards and to
ensure such partnerships do not collect data or create a
national student data system.
Part D--National Center for Education Evaluation and
Regional Assistance
Section 171--Establishment
Amends Section 171 (20 U.S.C. 9561) to allow for evaluation
of implementation of federal education programs and to make
dissemination activities consistent with section 114(j).
Section 172--Commissioner for education evaluation and regional
assistance
Amends Section 172 (20 U.S.C. 9562) to require wide
dissemination of all center research and statistics consistent
with section 114(j), especially of those items that relate to
the priorities listed in section 115. Also requires
applications from entities that wish to receive a grant, or
enter into a contract or cooperative agreement under this
section.
Section 173--Evaluations
Amends Section 173 (20 U.S.C. 9563) to require high-quality
evaluations, including impact evaluations, consistent with the
center's mission, list other evaluation activities the center
may support, and require dissemination of each center
evaluation.
Section 174--Regional educational laboratories for research,
development, dissemination, and technical assistance
Amends Section 174 (20 U.S.C. 9564) to cap the regional
educational laboratories program at 10 awards; change the list
of entities with whom the Evaluation and Regional Assistance
Commissioner may enter into grants, contracts, or cooperative
agreements; specify the requirements all eligible applicants
must adhere to; stipulate the activities of each regional
educational laboratory; dictate how new awards must be made;
amend the annual report each awardee must submit; and require
an appropriation reservation for the regional educational
laboratory program. Also requires interim and summative
evaluations of each regional educational laboratory.
Part E--National Center for Special Education Research
Section 175--Establishment
Amends Section 175(b) (20 U.S.C. 9567(b)) to update the
mission of the National Center for Special Education Research
to promote quality and integrity with respect to special
education research and scientifically valid research findings
in special education.
Section 176--Commissioner for Special Education Research
Amends Section 176 (20 U.S.C. 9567a) to include youth with
disabilities in the list of the Commissioner's required
subjects of expertise.
Section 177--Duties
Amends Section 177 (20 U.S.C. 9567b) to expand the duties
of the Special Education Research Commissioner.
Part F--General Provisions
Section 182--Prohibitions
Amends Section 182 (20 U.S.C. 9572) to prohibit the federal
government from coercing specific academic standards or
assessments within a state or local educational agency or from
coercing any curriculum to be used in early education, K-12
schools or an institution of higher education.
Section 183--Confidentiality
Amends Section 183 (20 U.S.C. 9573) to allow for
identification of specific schools in IES publications so long
as no individual's identifiable information is disclosed. Also
clarifies volunteers at IES or those who provide uncompensated
services are subject to punishment for privacy violations.
Section 184--Availability of data
Amends Section 184 (20 U.S.C. 9574) to broaden the
dissemination of IES data through electronic means.
Section 185--Performance management
Amends Section 185 (20 U.S.C. 9575) to require the director
to improve the performance management system governing all IES
activities, to include developing measureable performance
indicators to evaluate and improve activities and establishing
formal feedback mechanisms to meet stakeholder needs.
Section 186--Authority to publish
Amends Section 186(b) (20 U.S.C. 9576(b)) to clarify the
director must provide the secretary and other relevant offices
with an advance copy of publications under this section before
their public release.
Section 187--Repeals
Repeals Sections 187 (20 U.S.C. 9577) and 193 (20 U.S.C.
9583).
Section 188--Fellowships
Amends Section 189 (20 U.S.C. 9579) to specify fellowships
established under this section within institutions of higher
education, including minority-serving institutions, must relate
to education and the mission of each national education center.
Section 189--Authorization of appropriations
Amends Section 194 (20 U.S.C. 9584) regarding the
authorization of appropriations for this title.
TITLE II--EDUCATIONAL TECHNICAL ASSISTANCE
Section 201--References
References the Educational Technical Assistance Act of
2002.
Section 202--Definitions
Amends Section 202 (20 U.S.C. 9601) to define ``school
leader.''
Section 203--Comprehensive centers
Amends Section 203 (20 U.S.C. 9602) to cap the
comprehensive centers program at 17 centers; clarify the
regions each center shall serve; change the list of entities
with whom the secretary may enter into grants, contracts, or
cooperative agreements; specify the requirements all eligible
applicants must adhere to, including the responsiveness to
regional needs of each center; stipulate the activities of each
comprehensive center; dictate how new awards must be made; and
amend the annual report each award must submit.
Section 204--Evaluations
Amends Section 204 (20 U.S.C. 9603) to require interim and
summative evaluations of each comprehensive center.
Section 205--Existing technical assistance providers
Repeals Section 205 (20 U.S.C. 9604).
Section 206--Regional advisory committees
Amends Section 206 (20 U.S.C. 9605) to update the mission,
duties, and membership of regional advisory committees.
Section 207--Priorities
Amends Section 207 (20 U.S.C. 9606) to require the
secretary and director to establish priorities for regional
educational laboratories and comprehensive centers using the
relevant results of national and regional surveys of
educational needs.
Section 208--Grant program for statewide longitudinal data systems
Amends Section 208 (20 U.S.C. 9607) to require data systems
to be consistent with requirements of the Elementary and
Secondary Education Act, Higher Education Act, and the
Individuals with Disabilities Education Act; allow for
subgranting of funds to local educational agencies; add a
performance management system for data systems; require systems
align early education through postsecondary education and the
workforce data, consistent with privacy protections; prioritize
applications that demonstrate capacity to share teacher and
school leader data with local educational agencies and teacher
and school leader preparation programs; and require reports on
the implementation and effectiveness of the activities carried
out under the grants in this section.
Section 209--Authorization of appropriations
Amends Section 209 (20 U.S.C. 9608) regarding the
authorization of appropriations for this title.
TITLE III--NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS
Section 301--References
References the National Assessment of Educational Progress
Authorization Act.
Section 302--National Assessment Governing Board
Amends Section 302 (20 U.S.C. 9621) to clarify that the
National Assessment Governing Board oversees and sets policies
for the National Assessment of Educational Progress in line
with its duties; specify school leaders as members of the
Assessment Board; eliminate the conforming provision; clarify
how vacancies on the Assessment Board are filled; and expand
and clarify the duties of the Assessment Board.
Section 303--National Assessment of Educational Progress
Amends Section 303 (20 U.S.C. 9622) to clarify the role of
the Commissioner for Education Statistics with regard to the
National Assessment of Educational Progress and dictate the
commissioner is responsible for the content of initial and
subsequent National Assessment of Educational Progress reports
to ensure validity and reliability. Requires schools to
participate in the National Assessment of Educational Progress
as required by the Elementary and Secondary Education Act and
clarifies the national consensus approach in setting
achievement levels for the test.
Section 304--Definitions
Amends Section 304 (20 U.S.C. 9623) to define ``elementary
school,'' ``secondary school,'' and ``school leader.''
Section 305--Authorization of appropriations
Amends Section 305(a) (20 U.S.C. 9624(a)) regarding the
authorization of appropriations for this title.
TITLE IV--AMENDATORY PROVISIONS
Section 401--Research and evaluation
States the IES shall be the primary entity for conducting
research on and evaluations of federal education programs
within the Department of Education to ensure the rigor and
independence of such research and evaluation. Details authority
for reservation and consolidation of funds to carry out high-
quality evaluations of programs authorized under the Elementary
and Secondary Education Act. Specifies requirements related to
the development of a biennial evaluation plan and the
dissemination of evaluation findings.
Explanation of Amendments
The amendments, including the amendment in the nature of a
substitute, are explained in the body of this report.
Application of Law to the Legislative Branch
Section 102(b)(3) of Public Law 104-1 requires a
description of the application of this bill to the legislative
branch. H.R. 4366 reflects principles for understanding the
important federal role in conducting research on and
evaluations of federal education programs and other research-
based strategies.
Unfunded Mandate Statement
Section 423 of the Congressional Budget and Impoundment
Control Act (as amended by Section 101(a)(2) of the Unfunded
Mandates Reform Act, P.L. 104-4) requires a statement of
whether the provisions of the reported bill include unfunded
mandates. This issue is addressed in the CBO letter.
Earmark Statement
H.R. 4366 does not contain any congressional earmarks,
limited tax benefits, or limited tariff benefits as defined in
clause 9 of House Rule XXI.
Roll Call Votes
Clause 3(b) of rule XIII of the Rules of the House of
Representatives requires the Committee Report to include for
each record vote on a motion to report the measure or matter
and on any amendments offered to the measure or matter the
total number of votes for and against and the names of the
Members voting for and against. No record votes were taken for
H.R. 4366.
Statement of General Performance Goals and Objectives
In accordance with clause (3)(c) of House Rule XIII, the
goal of H.R. 4366 is to improve research on and evaluations of
federal education programs. The committee expects the U.S.
Department of Education to comply with these provisions and
implement the law in accordance with the stated goal.
Duplication of Federal Programs
No provision of H.R. 4366 establishes or reauthorizes a
program of the Federal Government known to be duplicative of
another Federal program, a program that was included in any
report from the Government Accountability Office to Congress
pursuant to section 21 of Public Law 111-139, or a program
related to a program identified in the most recent Catalog of
Federal Domestic Assistance.
Disclosure of Directed Rule Makings
The committee estimates that enacting H.R. 4366 does not
specifically direct the completion of any specific rule makings
within the meaning of 5 U.S.C. 551.
Statement of Oversight Findings and Recommendations of the Committee
In compliance with clause 3(c)(1) of rule XIII and clause
2(b)(1) of rule X of the Rules of the House of Representatives,
the committee's oversight findings and recommendations are
reflected in the body of this report.
New Budget Authority and CBO Cost Estimate
With respect to the requirements of clause 3(c)(2) of rule
XIII of the Rules of the House of Representatives and section
308(a) of the Congressional Budget Act of 1974 and with respect
to requirements of clause 3(c)(3) of rule XIII of the Rules of
the House of Representatives and section 402 of the
Congressional Budget Act of 1974, the committee has received
the following estimate for H.R. 4366 from the Director of the
Congressional Budget Office:
U.S. Congress,
Congressional Budget Office,
Washington, DC, April 21, 2014.
Hon. John Kline,
Chairman, Committee on Education and the Workforce,
House of Representatives, Washington, DC.
Dear Mr. Chairman: The Congressional Budget Office has
prepared the enclosed cost estimate for H.R. 4366, the
Strengthening Education through Research Act.
If you wish further details on this estimate, we will be
pleased to provide them. The CBO staff contact is Justin
Humphrey.
Sincerely,
Douglas W. Elmendorf,
Director.
Enclosure.
H.R. 4366--Strengthening Education through Research Act
Summary: H.R. 4366 would amend and reauthorize the
Education Sciences Reform Act of 2002 (ESRA) through fiscal
year 2020. (This authorization would automatically be extended
one year through 2021 under the General Education Provisions
Act.) The bill would authorize the appropriation of $615
million for fiscal year 2015 and $3.8 billion over the 2015-
2019 period to support federal educational research,
statistical analysis, and other activities.
CBO estimates that implementing the bill would cost $2.0
billion over the 2015-2019 period, assuming the appropriation
of the authorized amounts. Enacting the bill would have no
impact on direct spending or revenues; therefore, pay-as-you-go
procedures do not apply.
H.R. 4366 contains no intergovernmental or private-sector
mandates as defined in the Unfunded Mandates Reform Act (UMRA).
Estimated cost to the Federal Government: As shown in the
following table, the costs of this legislation fall within
budget function 500 (education, training, employment, and
social services). For this estimate, CBO assumes that spending
will follow historical patterns for the affected programs.
----------------------------------------------------------------------------------------------------------------
By fiscal year, in millions of dollars--
-------------------------------------------------------
2015 2016 2017 2018 2019 2015-2019
----------------------------------------------------------------------------------------------------------------
CHANGES IN SPENDING SUBJECT TO APPROPRIATION
Title I--Education Sciences Reform:
Authorization Level................................. 391 392 401 410 421 2,016
Estimated Outlays................................... 39 157 275 396 403 1,270
Title II--Educational Technical Assistance:
Authorization Level................................. 83 83 85 87 89 518
Estimated Outlays................................... 8 33 58 84 85 269
Title III--National Assessment of Educational Progress:
Authorization Level................................. 140 141 144 147 151 876
Estimated Outlays................................... 14 56 99 142 144 455
Total Changes:
Authorization Level............................. 615 616 629 644 662 3,844
Estimated Outlays............................... 61 246 432 622 633 1,995
----------------------------------------------------------------------------------------------------------------
Note: Components may not add to totals because of rounding.
Basis of estimate: H.R. 4366 would authorize the
appropriation of $615 million in fiscal year 2015 and $3.8
billion for the 2015-2019 period. Based on historical spending
patterns, CBO estimates that fully implementing the bill would
cost $2.0 billion over the 2015-2019 period, assuming the
appropriation of the specified amounts.
For fiscal year 2014, the Congress appropriated $615
million for programs in ESRA. All of the previous
authorizations for programs in ESRA expired in either 2008 or
2010.
Title I--Education Sciences Reform
Title I would reauthorize funding for the Institute of
Education Sciences, an independent institute within the
Department of Education that conducts and oversees education
research. H.R. 4366 would authorize a total of $391 million for
fiscal year 2015, including $54 million for the National Center
for Special Education Research and $337 million for the rest of
title I. The Congress appropriated the same level of funding
for those activities in fiscal year 2014. The bill would
authorize funding of $2.0 billion over five years for those
activities. CBO estimates that implementing this title would
cost about $1.3 billion over the 2015-2019 period.
Title II--Educational Technical Assistance
Title II would reauthorize the Educational Technical
Assistance Act (ETAA), which authorizes two grant programs at
the Department of Education. The first program provides funds
to states to develop and expand longitudinal data systems. The
second provides funds to local organizations to provide
technical assistance for and evaluation of issues such as
meeting requirements in the Elementary and Secondary Education
Act. The bill would authorize the appropriation of $83 million
for fiscal year 2015 and $518 million over five years; and CBO
estimates that implementing this title would cost about $270
million over the 2015-2019 period. The Congress appropriated
$83 million for those purposes in fiscal year 2014.
Title III--National Assessment of Educational Progress
Title III would reauthorize the National Assessment of
Educational Progress (NAEP) Authorization Act. This act
authorizes funding for overseeing and administering a series of
assessments of student achievement in mathematics and reading.
For fiscal year 2015, H.R. 4366 would authorize the
appropriation of $140 million: $8 million for the National
Assessment Governing Board, which oversees the administration
of the NAEP, and $132 million for administration of the
assessments. The Congress appropriated similar funding levels
for those activities in fiscal year 2014. The bill would
authorize funding of $876 million over five years for those
activities; CBO estimates that implementing this title would
cost $455 million over the 2015-2019 period.
Intergovernmental and private-sector impact: H.R. 4366
contains no intergovernmental or private-sector mandates as
defined in UMRA and would impose no costs on state, local, or
tribal governments. State and local governments could benefit
from grants authorized in the bill for education research and
related activities. Any costs associated with receiving such
grants would be incurred voluntarily as a condition of
receiving federal assistance.
Estimate prepared by: Federal Costs: Justin Humphrey;
Impact on State, Local, and Tribal Governments: J'nell L.
Blanco; Impact on the Private Sector: Chung Kim.
Estimate approved by: Peter H. Fontaine, Assistant Director
for Budget Analysis.
Committee Cost Estimate
Clause 3(d)(1) of rule XIII of the Rules of the House of
Representatives requires an estimate and a comparison of the
costs that would be incurred in carrying out H.R. 4366.
However, clause 3(d)(2)(B) of that rule provides that this
requirement does not apply when the committee has included in
its report a timely submitted cost estimate of the bill
prepared by the Director of the Congressional Budget Office
under section 402 of the Congressional Budget Act.
Changes in Existing Law Made by the Bill, as Reported
In compliance with clause 3(e) of rule XIII of the Rules of
the House of Representatives, changes in existing law made by
the bill, as reported, are shown as follows (existing law
proposed to be omitted is enclosed in black brackets, new
matter is printed in italic, existing law in which no change is
proposed is shown in roman):
PUBLIC LAW 107-279
SECTION 1. TABLE OF CONTENTS.
The table of contents for this Act is as follows:
* * * * * * *
TITLE I--EDUCATION SCIENCES REFORM
* * * * * * *
Part A--The Institute of Education Sciences
* * * * * * *
[Sec. 119. Biennial report.]
Sec. 119. Transparency.
* * * * * * *
Part C--National Center for Education Statistics
* * * * * * *
[Sec. 157. Cooperative education statistics systems.]
Sec. 157. Cooperative education statistics partnerships.
* * * * * * *
Part D--National Center for Education Evaluation and Regional Assistance
* * * * * * *
[Sec. 174. Regional educational laboratories for research, development,
dissemination, and technical assistance.]
Sec. 174. Regional educational laboratories for research, development,
dissemination, and evaluation.
* * * * * * *
Part F--General Provisions
* * * * * * *
[Sec. 187. Vacancies.]
* * * * * * *
[Sec. 193. Removal.]
* * * * * * *
TITLE II--EDUCATIONAL TECHNICAL ASSISTANCE
* * * * * * *
[Sec. 205. Existing technical assistance providers.]
* * * * * * *
TITLE I--EDUCATION SCIENCES REFORM
SEC. 101. SHORT TITLE.
This title may be cited as the ``Education Sciences Reform
Act of 2002''.
SEC. 102. DEFINITIONS.
In this title:
(1) * * *
* * * * * * *
(5) Bureau.--The term ``Bureau'' means the Bureau of
Indian [Affairs] Education.
* * * * * * *
(10) Dissemination.--The term ``dissemination'' means
the communication and transfer of the results of
scientifically valid research, statistics, and
evaluations, or other information, in a timely manner
and in forms that are understandable, easily
accessible, and usable, or adaptable for use in, the
improvement of educational practice by teachers, school
leaders, administrators, librarians, other
practitioners, researchers, parents, policymakers, and
the public, through technical assistance, publications,
electronic transfer, and other means.
* * * * * * *
(12) Field-initiated research.--The term ``field-
initiated research'' means basic research or applied
research in which specific questions and methods of
study are generated by investigators (including
teachers, school leaders, and other practitioners) and
that conforms to standards of scientifically valid
research.
[(13) Historically black college or university.--The
term ``historically Black college or university'' means
a part B institution as defined in section 322 of the
Higher Education Act of 1965 (20 U.S.C. 1061).]
[(14)] (13) Institute.--The term ``Institute'' means
the Institute of Education Sciences established under
section 111.
[(15)] (14) Institution of higher education.--The
term ``institution of higher education'' has the
meaning given that term in section 101(a) of the Higher
Education Act of 1965 (20 U.S.C. 1001(a)).
(15) Minority-serving institution.--The term
``minority-serving institution'' means an institution
of higher education described in section 371(a) of the
Higher Education Act of 1965 (20 U.S.C. 1067q(a)).
* * * * * * *
[(18) Scientifically based research standards.--(A)
The term ``scientifically based research standards''
means research standards that--
[(i) apply rigorous, systematic, and
objective methodology to obtain reliable and
valid knowledge relevant to education
activities and programs; and
[(ii) present findings and make claims that
are appropriate to and supported by the methods
that have been employed.
[(B) The term includes, appropriate to the research
being conducted--
[(i) employing systematic, empirical methods
that draw on observation or experiment;
[(ii) involving data analyses that are
adequate to support the general findings;
[(iii) relying on measurements or
observational methods that provide reliable
data;
[(iv) making claims of causal relationships
only in random assignment experiments or other
designs (to the extent such designs
substantially eliminate plausible competing
explanations for the obtained results);
[(v) ensuring that studies and methods are
presented in sufficient detail and clarity to
allow for replication or, at a minimum, to
offer the opportunity to build systematically
on the findings of the research;
[(vi) obtaining acceptance by a peer-reviewed
journal or approval by a panel of independent
experts through a comparably rigorous,
objective, and scientific review; and
[(vii) using research designs and methods
appropriate to the research question posed.]
(18) Principles of scientific research.--The term
``principles of scientific research'' means principles
of research that--
(A) apply rigorous, systematic, and objective
methodology to obtain reliable and valid
knowledge relevant to education activities and
programs;
(B) present findings and make claims that are
appropriate to, and supported by, the methods
that have been employed; and
(C) include, appropriate to the research
being conducted--
(i) use of systematic, empirical
methods that draw on observation or
experiment;
(ii) use of data analyses that are
adequate to support the general
findings;
(iii) reliance on measurements or
observational methods that provide
reliable and generalizable findings;
(iv) strong claims of causal
relationships, only with research
designs that eliminate plausible
competing explanations for observed
results, such as, but not limited to,
random-assignment experiments;
(v) presentation of studies and
methods in sufficient detail and
clarity to allow for replication or, at
a minimum, to offer the opportunity to
build systematically on the findings of
the research;
(vi) acceptance by a peer-reviewed
journal or critique by a panel of
independent experts through a
comparably rigorous, objective, and
scientific review; and
(vii) consistency of findings across
multiple studies or sites to support
the generality of results and
conclusions.
* * * * * * *
(20) Scientifically valid research.--The term
``scientifically valid research'' includes applied
research, basic research, and field-initiated research
in which the rationale, design, and interpretation are
soundly developed in accordance with [scientifically
based research standards] the principles of scientific
research.
* * * * * * *
(24) School leader.--The term ``school leader'' means
a principal, assistant principal, or other individual
who is--
(A) an employee or officer of--
(i) an elementary school or secondary
school;
(ii) a local educational agency
serving an elementary school or
secondary school; or
(iii) another entity operating the
elementary school or secondary school;
and
(B) responsible for the daily instructional
leadership and managerial operations of the
elementary school or secondary school.
PART A--THE INSTITUTE OF EDUCATION SCIENCES
SEC. 111. ESTABLISHMENT.
(a) * * *
(b) Mission.--
(1) * * *
(2) Carrying out mission.--In carrying out the
mission described in paragraph (1), the Institute shall
compile statistics, develop products, and conduct
research, evaluations, [and wide dissemination
activities] and, consistent with section 114(j), wide
dissemination and utilization activities in areas of
demonstrated national need [(including in technology
areas)] that are supported by Federal funds
appropriated to the Institute and ensure that such
activities--
(A) * * *
(B) are objective, secular, neutral, and
nonideological and are free of partisan
political influence and racial, cultural,
gender, disability, or regional bias.
* * * * * * *
SEC. 112. FUNCTIONS.
From funds appropriated under section 194, the Institute,
directly or through grants, contracts, or cooperative
agreements, shall--
(1) conduct and support scientifically valid research
activities, including basic research and applied
research, statistics activities, scientifically valid
education evaluation (including evaluations of impact
and implementation), development, and wide
dissemination and utilization;
(2) widely disseminate, consistent with section
114(j), the findings and results of scientifically
valid research in education and scientifically valid
education evaluations carried out under this title;
* * * * * * *
SEC. 113. DELEGATION.
(a) Delegation of Authority.--Notwithstanding section 412 of
the Department of Education Organization Act (20 U.S.C. 3472),
the Secretary shall delegate to the Director all functions for
carrying out this title (other than administrative and support
functions), except that--
[(1) nothing in this title or in the National
Assessment of Educational Progress Authorization Act
(except section 302(e)(1)(J) of such Act) shall be
construed to alter or diminish the role,
responsibilities, or authority of the National
Assessment Governing Board with respect to the National
Assessment of Educational Progress (including with
respect to the methodologies of the National Assessment
of Educational Progress described in section
302(e)(1)(E)) from those authorized by the National
Education Statistics Act of 1994 (20 U.S.C. 9001 et
seq.) on the day before the date of enactment of this
Act;]
[(2)] (1) members of the National Assessment
Governing Board shall continue to be appointed by the
Secretary;
[(3)] (2) section 302(f)(1) [of the National
Assessment of Educational Progress Authorization Act]
shall apply to the National Assessment Governing Board
in the exercise of its responsibilities under this Act;
[(4)] (3) sections 115 and 116 shall not apply to the
National Assessment of Educational Progress; and
[(5)] (4) sections 115 and 116 shall not apply to the
National Assessment Governing Board.
(b) Other Activities.--The [Secretary may assign the
Institute responsibility for administering] Director may accept
requests from the Secretary for the Institute to administer
other activities, if those activities are consistent with--
(1) * * *
* * * * * * *
(c) Contract Acquisition.--With respect to any contract
entered into under this title, the Director shall be
consulted--
(1) during the procurement process; and
(2) in the management of such contract's performance,
which shall be consistent with the requirements of the
performance management system described in section 185.
SEC. 114. OFFICE OF THE DIRECTOR.
(a) Appointment.--[Except as provided in subsection (b)(2),
the] The President, by and with the advice and consent of the
Senate, shall appoint the Director of the Institute.
(b) Term.--
(1) In general.--The Director shall serve for a term
of 6 years, beginning on the date of appointment of the
Director, except that if a successor to the Director
has not been appointed as of the date of expiration of
the Director's term, the Director may serve for an
additional 1-year period, beginning on the day after
the date of expiration of the Director's term, or until
a successor has been appointed under subsection (a),
whichever occurs first.
[(2) First director.--The President, without the
advice and consent of the Senate, may appoint the
Assistant Secretary for the Office of Educational
Research and Improvement (as such office existed on the
day before the date of enactment of this Act) to serve
as the first Director of the Institute.]
(2) Reappointment.--A Director may be reappointed
under subsection (a) for one additional term.
(3) [Subsequent directors] Recommendations.--The
Board may make recommendations to the President with
respect to the appointment of a Director under
subsection (a)[, other than a Director appointed under
paragraph (2)].
* * * * * * *
(f) Duties.--The duties of the Director shall include the
following:
(1) * * *
* * * * * * *
(3) To coordinate education research and related
activities carried out by the Institute with such
research and activities carried out by other agencies
within the Department and the Federal Government, and,
as appropriate, with such research and activities
carried out by public and private entities, to avoid
duplicative or overlapping efforts.
(4) To advise the Secretary on research, evaluation,
and statistics activities, and the use of evidence
relevant to the activities of the Department.
(5) To establish and maintain necessary procedures
for technical and scientific peer review of the
activities of the Institute, consistent with section
116(b)(3) and subsection (h).
* * * * * * *
(7) To ensure that activities conducted or supported
by the Institute are objective, secular, neutral, and
nonideological and are free of partisan political
influence and racial, cultural, gender, disability, or
regional bias.
(8) To undertake initiatives and programs to increase
the participation of researchers and institutions that
have been historically underutilized in Federal
education research activities of the Institute,
including [historically Black colleges or universities]
minority-serving institutions or other institutions of
higher education with large numbers of minority
students.
[(9) To coordinate with the Secretary to promote and
provide for the coordination of research and
development activities and technical assistance
activities between the Institute and comprehensive
centers.
[(10) To solicit and consider the recommendations of
education stakeholders, in order to ensure that there
is broad and regular public and professional input from
the educational field in the planning and carrying out
of the Institute's activities.
[(11) To coordinate the wide dissemination of
information on scientifically valid research.]
(9) To coordinate with the Secretary to ensure that
the results of the Institute's work are coordinated
with, and utilized by, the Department's technical
assistance providers and dissemination networks.
[(12)] (10) To carry out and support other activities
consistent with the priorities and mission of the
Institute.
* * * * * * *
(h) Peer-review System.--The Director shall establish and
maintain a peer-review system involving highly-qualified
individuals, including practitioners, as appropriate, with an
in-depth knowledge of the subject to be investigated, for--
(1) reviewing and evaluating each application for a
grant or cooperative agreement under this title that
exceeds $100,000; and
(2) evaluating and assessing all reports and other
products that exceed $100,000 to be published and
publicly released by the Institute.
[(h)] (i) Review.--The Director may, when requested by other
officers of the Department, and shall, when directed by the
Secretary, review [the products and] publications of other
offices of the Department to [certify that evidence-based
claims about those products and] determine whether evidence-
based claims in those publications are scientifically valid.
(j) Relevance, Dissemination, and Utilization.--To ensure all
activities authorized under this title are rigorous, relevant,
and useful for researchers, policymakers, practitioners, and
the public, the Director shall--
(1) ensure such activities address significant
challenges faced by practitioners, and increase
knowledge in the field of education;
(2) ensure that the information, products, and
publications of the Institute are--
(A) prepared and widely disseminated--
(i) in a timely fashion; and
(ii) in forms that are
understandable, easily accessible, and
usable, or adaptable for use in, the
improvement of educational practice;
and
(B) widely disseminated through electronic
transfer, and other means, such as posting to
the Institute's website or other relevant
place;
(3) promote the utilization of the information,
products, and publications of the Institute, including
through the use of dissemination networks and technical
assistance providers, within the Institute and the
Department; and
(4) monitor and manage the performance of all
activities authorized under this title in accordance
with section 185.
SEC. 115. PRIORITIES.
(a) Proposal.--The Director shall propose to the Board
priorities for the Institute [(taking into consideration long-
term research and development on core issues conducted through
the national research and development centers)] at least once
every 6 years. The Director shall identify topics that may
require long-term research and topics that are focused on
understanding and solving particular education problems and
issues, including those associated with the goals and
requirements of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6301 et seq.), the Individuals with
Disabilities Education Act (20 U.S.C. 1400 et seq.), and the
Higher Education Act of 1965 (20 U.S.C. 1001 et seq.), [such
as] including--
(1) ensuring that all children have the ability to
obtain a high-quality education, particularly closing
the achievement gap between high-performing and low-
performing children, [especially achievement gaps
between] minority and [nonminority children]
nonminority children, disabled and nondisabled
children, [and between disadvantaged] and disadvantaged
children and such children's more advantaged peers;
[and]
[(2) ensuring--
[(A) that all children have the ability to
obtain a high-quality education (from early
childhood through postsecondary education) and
reach, at a minimum, proficiency on challenging
State academic achievement standards and State
academic assessments, particularly in
mathematics, science, and reading or language
arts;
[(B) access to, and opportunities for,
postsecondary education; and
[(C) the efficacy, impact on academic
achievement, and cost-effectiveness of
technology use within the Nation's schools.]
(2) improving the quality of early childhood
education;
(3) improving education in elementary and secondary
schools, particularly among low-performing students and
schools; and
(4) improving access to, opportunities for, and
completion of postsecondary education.
* * * * * * *
(d) Public Availability and Comment.--
(1) Priorities.--Before submitting to the Board
proposed priorities for the Institute, the Director
shall make such priorities available to the public for
comment for not less than 60 days (including [by means
of the Internet] by electronic means such as posting in
an easily accessible manner on the Institute's website
and through publishing such priorities in the Federal
Register). The Director shall provide to the Board a
copy of each such comment submitted.
* * * * * * *
SEC. 116. NATIONAL BOARD FOR EDUCATION SCIENCES.
(a) * * *
(b) Duties.--The duties of the Board shall be the following:
(1) * * *
(2) To consider and approve priorities proposed by
the Director under section 115 [to guide the work of
the Institute], and to advise, and provide input to,
the Director on the activities of the Institute on an
ongoing basis.
(3) To review and approve procedures under section
114(h) for technical and scientific peer review of the
activities of the Institute.
* * * * * * *
(8) To advise the Director on ensuring that
activities conducted or supported by the Institute are
objective, secular, neutral, and nonideological and are
free of partisan political influence and racial,
cultural, gender, disability, or regional bias.
(9) [To solicit] To ensure all activities of the
Institute are relevant to education policy and practice
by soliciting, on an ongoing basis, advice and
information from those in the educational field,
particularly practitioners and researchers, to
recommend to the Director topics that require long-
term, sustained, systematic, programmatic, and
integrated research efforts, including knowledge
utilization and wide dissemination of research,
[consistent with] consistent with section 114(j) and
the priorities and mission of the Institute.
* * * * * * *
(11) To recommend to the Director ways to enhance the
Institute's strategic partnerships and collaborative
efforts [among other Federal and State research
agencies] with public and private entities to improve
the work of the Institute.
* * * * * * *
(13) To conduct the evaluations required under
subsection (d).
(c) Composition.--
(1) * * *
(2) Advice.--The President shall solicit advice
regarding individuals to serve on the Board from the
Board, National Academy of Sciences, the National
Science Board, [and the National Science Advisor] the
National Science Advisor, and other entities and
organizations that have knowledge of individuals who
are highly-qualified to appraise education research,
statistics, evaluations, or development.
* * * * * * *
(4) Appointed membership.--
(A) Qualifications.--Members appointed under
paragraph (1) shall be highly qualified to
appraise education research, statistics,
evaluations, or development, and shall include
the following individuals:
(i) Not fewer than 8 researchers in
the field of statistics, evaluation,
social sciences, or physical and
biological sciences[, which may include
those researchers recommended by the
National Academy of Sciences].
(ii) Not fewer than 2 practitioners
who are knowledgeable about the
education needs of the United States,
who may include school based
professional educators, teachers,
school leaders, local educational
agency superintendents, and members of
local boards of education or Bureau-
funded school boards.
[(ii)] (iii) Individuals who are
knowledgeable about the educational
needs of the United States, who may
include [school-based professional
educators,] parents (including parents
with experience in promoting parental
involvement in education), Chief State
School Officers, State postsecondary
education executives, presidents of
institutions of higher education,
[local educational agency
superintendents,] early childhood
experts, special education experts,
[principals,] members of State [or
local] boards of education [or Bureau-
funded school boards], and individuals
from business and industry with
experience in promoting private sector
involvement in education.
* * * * * * *
(B) Terms.--Each member appointed under
paragraph (1) shall serve for a term of 4
years, beginning on the date of appointment of
the member, except that--
[(i) the terms of the initial members
appointed under such paragraph shall
(as determined by a random selection
process at the time of appointment) be
for staggered terms of--
[(I) 4 years for each of 5
members;
[(II) 3 years for each of 5
members; and
[(III) 2 years for each of 5
members; and]
[(ii)] (i) no member appointed under
such paragraph shall serve for more
than 2 consecutive terms[.]; and
(ii) in a case in which a successor
to a member has not been appointed as
of the date of expiration of the
member's term, the member may serve for
an additional 1-year period, beginning
on the day after the date of expiration
of the member's term, or until a
successor has been appointed under
paragraph (1), whichever occurs first.
[(C) Unexpired terms.--Any member appointed
to fill a vacancy occurring before the
expiration of the term for which the member's
predecessor was appointed shall be appointed
only for the remainder of that term.]
[(D)] (C) Conflict of interest.--A voting
member of the Board shall be considered a
special Government employee for the purposes of
the Ethics in Government Act of 1978.
* * * * * * *
(8) Powers of the board.--
(A) In general.--In the exercise of its
duties under section 116(b) and in accordance
with the Federal Advisory Committee Act (5
U.S.C. App.), the Board shall be independent of
the Director and the other offices and officers
of the Institute.
[(A)] (B) Executive director.--The Board
shall have an Executive Director who shall be
appointed by the Board for a term of not more
than 6 years, and who may be reappointed by the
Board for 1 additional term of not more than 6
years.
[(B)] (C) Additional staff.--The Board shall
utilize such additional staff as may be
appointed or assigned by the Director, in
consultation with the Chair and the Executive
Director.
[(C)] (D) Detail of personnel.--The Board may
use the services and facilities of any
department or agency of the Federal Government.
Upon the request of the Board, the head of any
Federal department or agency may detail any of
the personnel of that department or agency to
the Board to assist the Board in carrying out
this Act.
[(D)] (E) Contracts.--The Board may enter
into contracts or make other arrangements as
may be necessary to carry out its functions.
[(E)] (F) Information.--The Board may, to the
extent otherwise permitted by law, obtain
directly from any executive department or
agency of the Federal Government such
information as the Board determines necessary
to carry out its functions.
(G) Subcommittees.--The Board may establish
standing or temporary subcommittees to make
recommendations to the Board for carrying out
activities authorized under this title.
* * * * * * *
[(d) Standing Committees.--
[(1) Establishment.--The Board may establish standing
committees--
[(A) that will each serve 1 of the National
Education Centers; and
[(B) to advise, consult with, and make
recommendations to the Director and the
Commissioner of the appropriate National
Education Center.
[(2) Membership.--A majority of the members of each
standing committee shall be voting members of the Board
whose expertise is needed for the functioning of the
committee. In addition, the membership of each standing
committee may include, as appropriate--
[(A) experts and scientists in research,
statistics, evaluation, or development who are
recognized in their discipline as highly
qualified to represent such discipline and who
are not members of the Board, but who may have
been recommended by the Commissioner of the
appropriate National Education Center and
approved by the Board;
[(B) ex officio members of the Board; and
[(C) policymakers and expert practitioners
with knowledge of, and experience using, the
results of research, evaluation, and statistics
who are not members of the Board, but who may
have been recommended by the Commissioner of
the appropriate National Education Center and
approved by the Board.
[(3) Duties.--Each standing committee shall--
[(A) review and comment, at the discretion of
the Board or the standing committee, on any
grant, contract, or cooperative agreement
entered into (or proposed to be entered into)
by the applicable National Education Center;
[(B) prepare for, and submit to, the Board an
annual evaluation of the operations of the
applicable National Education Center;
[(C) review and comment on the relevant plan
for activities to be undertaken by the
applicable National Education Center for each
fiscal year; and
[(D) report periodically to the Board
regarding the activities of the committee and
the applicable National Education Center.
[(e) Annual.--The Board] (d) Evaluation Report.--
(1) In general.--The Board shall submit to the
Director, the Secretary, and the appropriate
congressional committees, [not later than July 1 of
each year, a] and make widely available to the public
(including by electronic means such as posting in an
easily accessible manner on the Institute's website), a
triennial report that assesses the effectiveness of the
Institute in carrying out its priorities and mission,
especially as such priorities and mission relate to
carrying out scientifically valid research, conducting
unbiased evaluations, collecting and reporting accurate
education statistics, and translating research into
practice.
(2) Requirements.--An evaluation report described in
paragraph (1) shall include--
(A) subject to paragraph (3), an evaluation
of the activities authorized for each of the
National Education Centers, which--
(i) uses the performance management
system described in section 185; and
(ii) is conducted by an independent
entity;
(B) a review of the Institute to ensure its
work, consistent with the requirements of
section 114(j), is timely, rigorous, and
relevant;
(C) any recommendations regarding actions
that may be taken to enhance the ability of the
Institute and the National Education Centers to
carry out their priorities and missions; and
(D) a summary of the major research findings
of the Institute and the activities carried out
under section 113(b) during the 3 preceding
fiscal years.
(3) National center for education evaluation and
regional assistance.--With respect to the National
Center for Education Evaluation and Regional
Assistance, an evaluation report described in paragraph
(1) shall contain--
(A) an evaluation described in paragraph
(2)(A) of the activities authorized for such
Center, except for the regional educational
laboratories established under section 174; and
(B) a summative or interim evaluation,
whichever is most recent, for each such
laboratory conducted under section 174(i) on or
after the date of enactment of the
Strengthening Education through Research Act
or, in a case in which such an evaluation is
not available for a laboratory, the most recent
evaluation for the laboratory conducted prior
to the date of enactment of the Strengthening
Education through Research Act.
[(f) Recommendations.--The Board shall submit to the
Director, the Secretary, and the appropriate congressional
committees a report that includes any recommendations regarding
any actions that may be taken to enhance the ability of the
Institute to carry out its priorities and mission. The Board
shall submit an interim report not later than 3 years after the
date of enactment of this Act and a final report not later than
5 years after such date of enactment.]
SEC. 117. COMMISSIONERS OF THE NATIONAL EDUCATION CENTERS.
(a) Appointment of Commissioners.--
(1) In general.--[Except as provided in subsection
(b), each] Each of the National Education Centers shall
be headed by a Commissioner appointed by the Director.
In appointing Commissioners, the Director shall seek to
promote continuity in leadership of the National
Education Centers and shall consider individuals
recommended by the Board. The Director may appoint a
Commissioner to carry out the functions of a National
Education Center without regard to the provisions of
title 5, United States Code, governing appointments in
the competitive service, and the provisions of chapter
51 and subchapter III of chapter 53 of such title
relating to classification and General Schedule pay
rates.
(2) Pay and qualifications.--[Except as provided in
subsection (b), each] Each Commissioner shall--
(A) * * *
(B) be highly qualified in the field of
education research, statistics, or evaluation.
(3) Service.--[Except as provided in subsection (b),
each] Each Commissioner shall report to the Director. A
Commissioner shall serve for a period of not more than
6 years, except that a Commissioner--
(A) * * *
* * * * * * *
[(b) Appointment of Commissioner for Education Statistics.--
The National Center for Education Statistics shall be headed by
a Commissioner for Education Statistics who shall be appointed
by the President and who shall--
[(1) have substantial knowledge of programs assisted
by the National Center for Education Statistics;
[(2) receive the rate of basic pay for level IV of
the Executive Schedule; and
[(3) serve for a term of 6 years, with the term to
expire every sixth June 21, beginning in 2003.]
[(c)] (b) Coordination.--Each Commissioner of a National
Education Center shall coordinate with each of the other
Commissioners of the National Education Centers in carrying out
such Commissioner's duties under this title.
[(d)] (c) Supervision and Approval.--Each Commissioner[,
except the Commissioner for Education Statistics,] shall carry
out such Commissioner's duties under this title under the
supervision and subject to the approval of the Director.
* * * * * * *
[SEC. 119. BIENNIAL REPORT.
[The Director shall, on a biennial basis, transmit to the
President, the Board, and the appropriate congressional
committees, and make widely available to the public (including
by means of the Internet), a report containing the following:
[(1) A description of the activities carried out by
and through the National Education Centers during the
prior fiscal years.
[(2) A summary of each grant, contract, and
cooperative agreement in excess of $100,000 funded
through the National Education Centers during the prior
fiscal years, including, at a minimum, the amount,
duration, recipient, purpose of the award, and the
relationship, if any, to the priorities and mission of
the Institute, which shall be available in a user-
friendly electronic database.
[(3) A description of how the activities of the
National Education Centers are consistent with the
principles of scientifically valid research and the
priorities and mission of the Institute.
[(4) Such additional comments, recommendations, and
materials as the Director considers appropriate.]
SEC. 119. TRANSPARENCY.
Not later than 120 days after awarding a grant, contract, or
cooperative agreement under this title in excess of $100,000,
the Director shall make publicly available (including through
electronic means such as posting in an easily accessible manner
on the Institute's website) a description of the grant,
contract, or cooperative agreement, including, at a minimum,
the amount, duration, recipient, and the purpose of the grant,
contract, or cooperative agreement.
SEC. 120. COMPETITIVE AWARDS.
Activities carried out under this Act through grants,
contracts, or cooperative agreements, at a minimum, shall be
awarded on a competitive basis and, [when practicable]
consistent with section 114(h), through a process of peer
review.
PART B--NATIONAL CENTER FOR EDUCATION RESEARCH
SEC. 131. ESTABLISHMENT.
(a) * * *
(b) Mission.--The mission of the Research Center is--
[(1) to sponsor sustained research that will lead to
the accumulation of knowledge and understanding of
education, to--
[(A) ensure that all children have access to
a high-quality education;
[(B) improve student academic achievement,
including through the use of educational
technology;
[(C) close the achievement gap between high-
performing and low-performing students through
the improvement of teaching and learning of
reading, writing, mathematics, science, and
other academic subjects; and
[(D) improve access to, and opportunity for,
postsecondary education;]
(1) to sponsor sustained research that will lead to
the accumulation of knowledge and understanding of
education, consistent with the priorities described in
section 115;
* * * * * * *
(3) to promote quality and integrity through the use
of accepted practices of scientific inquiry to obtain
knowledge and understanding of the validity of
education theories, practices, or conditions; [and]
(4) to promote scientifically valid research findings
that can provide the basis for improving academic
instruction and lifelong learning[.]; and
(5) consistent with section 114(j), to widely
disseminate and promote utilization of the work of the
Research Center.
* * * * * * *
SEC. 133. DUTIES.
(a) General Duties.--The Research Center shall--
(1) maintain published [peer-review standards and]
standards for the conduct and evaluation of all
research and development carried out under the auspices
of the Research Center in accordance with this part;
[(2) propose to the Director a research plan that--
[(A) is consistent with the priorities and
mission of the Institute and the mission of the
Research Center and includes the activities
described in paragraph (3); and
[(B) shall be carried out pursuant to
paragraph (4) and, as appropriate, be updated
and modified;]
[(3)] (2) carry out specific, long-term research
activities that are consistent with the priorities and
mission of the Institute, and are approved by the
Director;
[(4) implement the plan proposed under paragraph (2)
to carry out scientifically valid research that--
[(A) uses objective and measurable
indicators, including timelines, that are used
to assess the progress and results of such
research;
[(B) meets the procedures for peer review
established by the Director under section
114(f)(5) and the standards of research
described in section 134; and
[(C) includes both basic research and applied
research, which shall include research
conducted through field-initiated research and
ongoing research initiatives;]
[(5)] (3) promote the use of scientifically valid
research in the implementation of programs carried out
by the Department and other agencies within the Federal
Government, including active participation in
interagency research projects described in section 118;
[(6)] (4) ensure that research conducted under the
direction of the Research Center is relevant to
education practice and policy;
[(7)] (5) synthesize and [disseminate, through the
National Center for Education Evaluation and Regional
Assistance,] widely disseminate, consistent with
section 114(j), the findings and results of education
research conducted or supported by the Research Center;
[(8)] (6) assist the [Director] Board in the
preparation [of a biennial report, as described in
section 119] and dissemination of each evaluation
report under section 116(d);
[(9)] (7) carry out research on successful State and
local education reform activities, including those that
result in increased academic achievement and in closing
the achievement gap, as approved by the Director;
(8) to the extent time and resources allow, when
findings from previous research under this part provoke
relevant follow up questions, carry out research
initiatives on such follow up questions;
[(10) carry out research initiatives regarding the
impact of technology, including--
[(A) research into how technology affects
student achievement;
[(B) long-term research into cognition and
learning issues as they relate to the uses of
technology;
[(C) rigorous, peer-reviewed, large-scale,
long-term, and broadly applicable empirical
research that is designed to determine which
approaches to the use of technology are most
effective and cost-efficient in practice and
under what conditions; and
[(D) field-based research on how teachers
implement technology and Internet-based
resources in the classroom, including an
understanding how these resources are being
accessed, put to use, and the effectiveness of
such resources; and]
(9) carry out research initiatives, including
rigorous, peer-reviewed, large-scale, long-term, and
broadly applicable empirical research, regarding the
impact of technology on education, including online
education and hybrid learning;
[(11)] (10) carry out research that is rigorous,
peer-reviewed, and large scale to determine which
methods of mathematics and science teaching are most
effective, cost efficient, and able to be applied,
duplicated, and scaled up for use in elementary and
secondary classrooms, including in low-performing
schools, to improve the teaching of, and student
achievement in, mathematics and science as required
under the Elementary and Secondary Education Act of
1965 (20 U[.]; and S.C. 6301 et seq.).
(11) to the extent feasible, carry out research on
the quality of implementation of practices and
strategies determined to be effective through
scientifically valid research.
[(b) Eligibility.--Research carried out under subsection (a)
through contracts, grants, or cooperative agreements shall be
carried out only by recipients with the ability and capacity to
conduct scientifically valid research.]
(b) Plan.--The Research Commissioner shall propose to the
Director and, subject to the approval of the Director,
implement a research plan for the activities of the Research
Center that--
(1) is consistent with the priorities and mission of
the Institute and the mission of the Research Center
described in section 131(b), and includes the
activities described in subsection (a);
(2) is carried out and, as appropriate, updated and
modified, including through the use of the results of
the Research Center's most recent evaluation report
under section 116(d);
(3) describes how the Research Center will use the
performance management system described in section 185
to assess and improve the activities of the Center;
(4) meets the procedures for peer review established
and maintained by the Director under section 114(f)(5)
and the standards of research described in section 134;
and
(5) includes both basic research and applied
research, which shall include research conducted
through field-initiated research and ongoing research
initiatives.
(c) Grants, Contracts, and Cooperative Agreements.--
(1) In general.--The Research Commissioner may award
grants to, or enter into contracts or cooperative
agreements, with eligible applicants to carry out
research under subsection (a).
(2) Eligibility.--For purposes of this subsection,
the term ``eligible applicant'' means an applicant that
has the ability and capacity to conduct scientifically
valid research.
(3) Applications.--
(A) In general.--An eligible applicant that
wishes to receive a grant, or enter into a
contract or cooperative agreement, under this
section shall submit an application to the
Research Commissioner at such time, in such
manner, and containing such information as the
Research Commissioner may require.
(B) Content.--An application submitted under
subparagraph (A) shall describe how the
eligible applicant will address and demonstrate
progress on the requirements of the performance
management system described in section 185,
with respect to the activities that will be
carried out under the grant, contract, or
cooperative agreement.
[(c)] (d) National Research and Development Centers.--
[(1) Support.--In carrying out activities under
subsection (a)(3), the Research Commissioner shall
support not less than 8 national research and
development centers. The Research Commissioner shall
assign each of the 8 national research and development
centers not less than 1 of the topics described in
paragraph (2). In addition, the Research Commissioner
may assign each of the 8 national research and
development centers additional topics of research
consistent with the mission and priorities of the
Institute and the mission of the Research Center.]
(1) Support.--In carrying out activities under
subsection (a)(2), the Research Commissioner shall
support national research and development centers that
address topics of importance and relevance in the field
of education across the country and are consistent with
the Institute's priorities under section 115.
[(2) Topics of research.--The Research Commissioner
shall support the following topics of research, through
national research and development centers or through
other means:
[(A) Adult literacy.
[(B) Assessment, standards, and
accountability research.
[(C) Early childhood development and
education.
[(D) English language learners research.
[(E) Improving low achieving schools.
[(F) Innovation in education reform.
[(G) State and local policy.
[(H) Postsecondary education and training.
[(I) Rural education.
[(J) Teacher quality.
[(K) Reading and literacy.
[(3) Duties of centers.--The national research and
development centers shall address areas of national
need, including in educational technology areas. The
Research Commissioner may support additional national
research and development centers to address topics of
research not described in paragraph (2) if such topics
are consistent with the priorities and mission of the
Institute and the mission of the Research Center. The
research carried out by the centers shall incorporate
the potential or existing role of educational
technology, where appropriate, in achieving the goals
of each center.]
[(4)] (2) Scope.--Support for a national research and
development center shall be for a period of not more
than 5 years, shall be of sufficient size and scope to
be effective, and notwithstanding section 134(b), may
be renewed without competition for not more than [5
additional] 2 additional years if the Director, in
consultation with the Research Commissioner and the
Board, determines that the research of the national
research and development center--
(A) * * *
(B) merits renewal (applying the procedures
and standards established in section 134)[.];
and
(C) demonstrates progress on the requirements
of the performance management system described
in section 185.
[(5) Limit.--No national research and development
center may be supported under this subsection for a
period of more than 10 years without submitting to a
competitive process for the award of the support.]
[(6)] (3) Continuation of awards.--The Director shall
continue awards made to the national research and
development centers that are in effect on the day
before the date of enactment of this Act in accordance
with the terms of those awards and may renew them in
accordance with [paragraphs (4) and (5)] paragraph (2).
[(7) Disaggregation.--To the extent feasible,
research conducted under this subsection shall be
disaggregated by age, race, gender, and socioeconomic
background.]
(4) Disaggregation.--To the extent feasible and when
relevant to the research being conducted, research
conducted under this subsection shall be disaggregated
and cross-tabulated by age, race, gender, disability
status, English learner status, and socioeconomic
background.
* * * * * * *
SEC. 134. STANDARDS FOR CONDUCT AND EVALUATION OF RESEARCH.
(a) In General.--In carrying out this part, the Research
Commissioner shall--
(1) ensure that all research conducted under the
direction of the Research Center follows scientifically
[based] valid research standards;
(2) develop such other standards as may be necessary
to govern the conduct and evaluation of all research,
development, [and wide dissemination activities] and,
consistent with section 114(j), wide dissemination and
utilization activities carried out by the Research
Center to assure that such activities meet the highest
standards of professional excellence;
* * * * * * *
[(b) Peer Review.--
[(1) In general.--The Director shall establish a peer
review system, involving highly qualified individuals
with an in-depth knowledge of the subject to be
investigated, for reviewing and evaluating all
applications for grants and cooperative agreements that
exceed $100,000, and for evaluating and assessing the
products of research by all recipients of grants and
cooperative agreements under this Act.
[(2) Evaluation.--The Research Commissioner shall--
[(A) develop the procedures to be used in
evaluating applications for research grants,
cooperative agreements, and contracts, and
specify the criteria and factors (including, as
applicable, the use of longitudinal data
linking test scores, enrollment, and graduation
rates over time) which shall be considered in
making such evaluations; and
[(B) evaluate the performance of each
recipient of an award of a research grant,
contract, or cooperative agreement at the
conclusion of the award.]
[(c)] (b) Long-Term Research.--The Research Commissioner
shall ensure that not less than 50 percent of the funds made
available for research for each fiscal year shall be used to
fund long-term research programs of not less than 5 years,
which support the priorities and mission of the Institute and
the mission of the Research Center.
PART C--NATIONAL CENTER FOR EDUCATION STATISTICS
SEC. 151. ESTABLISHMENT.
(a) * * *
(b) Mission.--The mission of the Statistics Center shall be--
(1) * * *
(2) to report education information and statistics in
a timely manner and consistent with the privacy
protections under section 183; and
(3) to collect, analyze, and report education
information and statistics in a manner that--
(A) is objective, secular, neutral, and
nonideological and is free of partisan
political influence and racial, cultural,
disability, gender, or regional bias; and
[(B) is relevant and useful to practitioners,
researchers, policymakers, and the public.]
(B) consistent with section 114(j), is
relevant, timely, and widely disseminated.
* * * * * * *
SEC. 153. DUTIES.
(a) General Duties.--The Statistics Center shall, consistent
with the privacy protections under section 183, collect,
report, analyze, and disseminate statistical data related to
education in the United States and in other nations,
including--
(1) collecting, acquiring, compiling (where
appropriate, on a State-by-State basis), and
disseminating full and complete statistics
(disaggregated by the population characteristics
described in paragraph (3)) on the condition and
progress of education, at the preschool, elementary,
secondary, postsecondary, and adult levels in the
United States, including data on--
(A) * * *
* * * * * * *
[(D) secondary school completions, dropouts,
and adult literacy and reading skills;]
(D) secondary school graduation and
completion rates, including the four-year
adjusted cohort graduation rate (as defined in
section 200.19(b)(1)(i)(A) of title 34, Code of
Federal Regulations, as such section was in
effect on November 28, 2008) and the extended-
year adjusted cohort graduation rate (as
defined in section 200.19(b)(1)(v)(A) of title
34, Code of Federal Regulations, as such
section was in effect on November 28, 2008),
and school dropout rates, and adult literacy;
(E) access to, [and opportunity for,]
opportunity for, and completion of
postsecondary education, including data on
financial aid to postsecondary students;
[(F) teaching, including--
[(i) data on in-service professional
development, including a comparison of
courses taken in the core academic
areas of reading, mathematics, and
science with courses in noncore
academic areas, including technology
courses; and
[(ii) the percentage of teachers who
are highly qualified (as such term is
defined in section 9101 of the
Elementary and Secondary Education Act
of 1965 (20 U.S.C. 7801)) in each State
and, where feasible, in each local
educational agency and school;]
(F) teaching, including information on pre-
service preparation, professional development,
teacher distribution, and teacher and school
leader evaluation;
(G) instruction, the conditions of the
education workplace, and the supply of, and
demand for, teachers and school leaders;
(H) the incidence, frequency, seriousness,
and nature of violence affecting students,
school personnel, and other individuals
participating in school activities, as well as
other indices of school safety, climate, and
in- and out-of-school suspensions and
expulsions, including information regarding--
(i) * * *
* * * * * * *
[(K) the existence and use of educational
technology and access to the Internet by
students and teachers in elementary schools and
secondary schools;]
(K) the access to, and use of, technology to
improve elementary schools and secondary
schools;
(L) access to, [and opportunity for,]
opportunity for, and quality of early childhood
education;
(M) the availability of, and access to,
before-school and after-school programs
(including [such programs during school
recesses] summer school);
(N) student participation in and completion
of secondary and postsecondary [vocational]
career and technical education programs by
specific program area; and
* * * * * * *
(3) collecting, analyzing, cross-tabulating, and
reporting, to the extent feasible, information by
gender, race, ethnicity, socioeconomic status, limited
English proficiency, mobility, disability, urban,
rural, suburban districts, and other population
characteristics, [when such disaggregated information
will facilitate educational and policy decisionmaking]
so long as any reported information does not reveal
individually identifiable information;
(4) assisting public and private educational
agencies, organizations, and institutions in improving
and automating statistical and data collection
activities, which may include assisting State
educational agencies and local educational agencies
with the disaggregation of data and with the
development of longitudinal student data systems, and
the implementation (with the assistance of the
Department and other Federal officials who have
statutory authority to provide assistance on applicable
privacy laws, regulations, and policies) of appropriate
privacy protections;
(5) determining voluntary standards and guidelines to
assist State educational agencies in developing
statewide longitudinal data systems that link
individual student data consistent with the
requirements of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 6301 et seq.), [promote linkages
across States,] and protect student privacy consistent
with section 183, to improve student academic
achievement and close achievement gaps;
(6) acquiring and disseminating data on educational
activities and student achievement (such as the [Third]
Trends in International Math and Science Study and the
Program for International Student Assessment) in the
United States compared with foreign nations;
(7) conducting longitudinal and special data
collections necessary to report on the condition and
progress of education, ensuring such collections
protect student privacy consistent with section 183;
[(8) assisting the Director in the preparation of a
biennial report, as described in section 119; and
[(9) determining, in consultation with the National
Research Council of the National Academies, methodology
by which States may accurately measure graduation rates
(defined as the percentage of students who graduate
from secondary school with a regular diploma in the
standard number of years), school completion rates, and
dropout rates.]
(8) assisting the Board in the preparation and
dissemination of each evaluation report under section
116(d); and
(b) Plan.--The Statistics Commissioner shall propose to the
Director and, subject to the approval of the Director,
implement a plan for activities of the Statistics Center that--
(1) is consistent with the priorities and mission of
the Institute and the mission of the Statistics Center
described in section 151(b);
(2) is carried out and, as appropriate, updated and
modified, including through the use of the results of
the Statistic Center's most recent evaluation report
under section 116(d); and
(3) describes how the Statistics Center will use the
performance management system described in section 185
to assess and improve the activities of the Center.
[(b)] (c) Training Program.--The Statistics Commissioner may
establish a program to train employees of public and private
educational agencies, organizations, and institutions in the
use of standard statistical procedures and concepts, and may
establish a fellowship program to appoint such employees as
temporary fellows at the Statistics Center, in order to assist
the Statistics Center in carrying out its duties.
* * * * * * *
SEC. 154. PERFORMANCE OF DUTIES.
(a) Grants, Contracts, and Cooperative Agreements.--[In
carrying]
(1) In general.--In carrying out the duties under
this part, the Statistics Commissioner, may award
grants, enter into contracts and cooperative
agreements, and provide technical assistance.
(2) Eligibility.--For purposes of this section, the
term ``eligible applicant'' means an applicant that has
the ability and capacity to carry out activities under
this part.
(3) Applications.--
(A) In general.--An eligible applicant that
wishes to receive a grant, or enter into a
contract or cooperative agreement, under this
section shall submit an application to the
Statistics Commissioner at such time, in such
manner, and containing such information as the
Statistics Commissioner may require.
(B) Contents.--An application submitted under
subparagraph (A) shall describe how the
eligible applicant will address and demonstrate
progress on the requirements of the performance
management system described in section 185,
with respect to the activities that will be
carried out under the grant, contract, or
cooperative agreement.
(b) Gathering Information.--
(1) * * *
(2) Source of information.--The Statistics
Commissioner may, as appropriate, use information
collected--
(A) from States, local educational agencies,
public and private schools, preschools,
institutions of higher education, [vocational
and] career and technical education programs,
adult education programs, libraries,
administrators, teachers, students, the general
public, and other individuals, organizations,
agencies, and institutions (including
information collected by States and local
educational agencies for their own use); and
* * * * * * *
(c) Duration.--Notwithstanding any other provision of law,
the grants, contracts, and cooperative agreements under this
section may be awarded, on a competitive basis, for a period of
not more than 5 years, and may be renewed at the discretion of
the Statistics Commissioner for an additional period of not
more than [5 years] 2 years if the recipient demonstrates
progress on the requirements of the performance management
system described in section 185, with respect to the activities
carried out under the grant, contract, or cooperative agreement
received under this section.
SEC. 155. REPORTS.
(a) Procedures for Issuance of Reports.--The Statistics
Commissioner, shall establish procedures, in accordance with
section 186, to ensure that the reports issued under this
section are relevant, of high quality, useful to customers,
subject to rigorous peer review (consistent with section
114(h)), produced in a timely fashion, and free from any
partisan political influence.
(b) Report on Condition and Progress of Education.--Not later
than June 1, [2003] 2015, and each June 1 thereafter, the
Statistics Commissioner, shall submit to the President and the
appropriate congressional committees a statistical report on
the condition and progress of education in the United States.
* * * * * * *
SEC. 156. DISSEMINATION.
(a) * * *
* * * * * * *
(c) Joint Statistical Projects.--The Statistics Center may
engage in joint statistical projects related to the mission of
the Center, or other statistical purposes authorized by law,
with nonprofit organizations or agencies, and the cost of such
projects shall be shared equitably as determined by the
Secretary. Such projects shall adhere to student privacy
requirements under section 183.
* * * * * * *
(e) Access.--
(1) Other agencies.--The Statistics Center shall,
consistent with section 183, cooperate with other
Federal agencies having a need for educational data in
providing access to educational data received by the
Statistics Center. Before receiving access to
educational data under this paragraph, a Federal agency
shall describe to the Statistics Center the specific
research intent for use of the data, how access to the
data may meet such research intent, and how the Federal
agency will protect the confidentiality of the data
consistent with the requirements of section 183.
(2) Interested parties.--The Statistics Center shall,
in accordance with such terms and conditions as the
Center may prescribe and consistent with section 183,
provide all interested parties, including public and
private agencies, parents, and other individuals,
direct access, in the most appropriate form (including,
where possible, electronically), to data collected by
the Statistics Center for the purposes of research and
acquiring statistical information. Before receiving
access to data under this paragraph, an interested
party shall describe to the Statistics Center the
specific research intent for use of the data, how
access to the data may meet such research intent, and
how the party will protect the confidentiality of the
data consistent with the requirements of section 183.
(3) Denial authority.--The Statistics Center shall
have the authority to deny any requests for access to
data under paragraph (1) or (2) for any scientific
deficiencies in the proposed research design or
research intent for use of the data, or if the request
would introduce risk of a privacy violation or misuse
of data.
SEC. 157. COOPERATIVE EDUCATION STATISTICS [SYSTEMS] PARTNERSHIPS.
The Statistics Center may establish 1 or more [national
cooperative education statistics systems] cooperative education
statistics partnerships for the purpose of [producing and
maintaining, with the cooperation] reviewing and improving,
with the voluntary participation of the States, [comparable and
uniform] data quality standards, which may include establishing
voluntary guidelines to standardize information and data on
early childhood education, elementary and secondary education,
postsecondary education, [adult education, and libraries,] and
adult education that are useful for policymaking at the
Federal, State, and local levels. No student data shall be
collected by the partnerships established under this section,
nor shall such partnerships establish a national student data
system.
* * * * * * *
PART D--NATIONAL CENTER FOR EDUCATION EVALUATION AND REGIONAL
ASSISTANCE
SEC. 171. ESTABLISHMENT.
(a) * * *
(b) Mission.--The mission of the National Center for
Education Evaluation and Regional Assistance shall be--
[(1) to provide technical assistance;]
[(2)] (1) to conduct evaluations of Federal education
programs administered by the Secretary (and as time and
resources allow, other education programs) to determine
the impact [of such programs (especially on student
academic achievement in the core academic areas of
reading, mathematics, and science)] and to evaluate the
implementation of such programs;
[(3)] (2) to support synthesis [and wide
dissemination of results of] and, consistent with
section 114(j), the wide dissemination and utilization
of results of all evaluation, research, and products
developed; and
[(4)] (3) to encourage the use of scientifically
valid education research and evaluation throughout the
United States.
[(c) Grants, Contracts, and Cooperative Agreements.--In
carrying out the duties under this part, the Director may award
grants, enter into contracts and cooperative agreements, and
provide technical assistance.]
SEC. 172. COMMISSIONER FOR EDUCATION EVALUATION AND REGIONAL
ASSISTANCE.
(a) In General.--The National Center for Education Evaluation
and Regional Assistance shall be headed by a Commissioner for
Education Evaluation and Regional Assistance (in this part
referred to as the ``Evaluation and Regional Assistance
Commissioner'') who is highly qualified and has demonstrated a
capacity to carry out the mission of the Center and shall--
(1) * * *
[(2) widely disseminate information on scientifically
valid research, statistics, and evaluation on
education, particularly to State educational agencies
and local educational agencies, to institutions of
higher education, to the public, the media, voluntary
organizations, professional associations, and other
constituencies, especially with respect to information
relating to, at a minimum--
[(A) the core academic areas of reading,
mathematics, and science;
[(B) closing the achievement gap between
high-performing students and low-performing
students;
[(C) educational practices that improve
academic achievement and promote learning;
[(D) education technology, including
software; and
[(E) those topics covered by the Educational
Resources Information Center Clearinghouses
(established under section 941(f) of the
Educational Research, Development,
Dissemination, and Improvement Act of 1994 (20
U.S.C. 6041(f)) (as such provision was in
effect on the day before the date of enactment
of this Act);]
(2) widely disseminate, consistent with section
114(j), all information on scientifically valid
research and statistics supported by the Institute and
all scientifically valid education evaluations
supported by the Institute, particularly to State
educational agencies and local educational agencies, to
institutions of higher education, to the public, the
media, voluntary organizations, professional
associations, and other constituencies, especially with
respect to the priorities described in section 115;
(3) make such information accessible in a user-
friendly, timely, and efficient manner, consistent with
section 114(j) (including through use of a searchable
Internet-based online database that shall include all
topics covered in paragraph (2)(E)) to schools,
institutions of higher education, educators (including
early childhood educators), parents, administrators,
policymakers, researchers, public and private entities
(including providers of early childhood services),
entities responsible for carrying out technical
assistance through the Department, and the general
public;
(4) support the regional educational laboratories in
conducting applied research, the [development and
dissemination] development, dissemination, and
utilization of educational research, products and
processes, [the provision of technical assistance,] and
other activities to serve the educational needs of such
laboratories' regions;
(5) manage the National Library of Education
described in subsection (d), and other sources of
digital information on education research; and
(6) assist the [Director] Board in the [preparation
of a biennial report] preparation and dissemination of
each evaluation report, described in section [119; and]
116(d).
[(7) award a contract for a prekindergarten through
grade 12 mathematics and science teacher
clearinghouse.]
(b) Additional Duties.--In carrying out subsection (a), the
Evaluation and Regional Assistance Commissioner shall--
(1) ensure that all information disseminated under
this section is provided in a cost-effective,
nonduplicative manner that includes the most current
research findings[, which may include through the
continuation of individual clearinghouses authorized
under the Educational Research, Development,
Dissemination, and Improvement Act of 1994 (title IX of
the Goals 2000: Educate America Act; 20 U.S.C. 6001 et
seq.) (as such Act existed on the day before the date
of enactment of this Act)];
* * * * * * *
[(c) Continuation.--The Director shall continue awards for
the support of the Educational Resources Information Center
Clearinghouses and contracts for regional educational
laboratories (established under subsections (f) and (h) of
section 941 of the Educational Research, Development,
Dissemination, and Improvement Act of 1994 (20 U.S.C. 6041(f)
and (h)) (as such awards were in effect on the day before the
date of enactment of this Act)) for the duration of those
awards, in accordance with the terms and agreements of such
awards.]
(c) Plan.--The Evaluation and Regional Assistance
Commissioner shall propose to the Director and, subject to the
approval of the Director, implement a plan for the activities
of the National Center for Education Evaluation and Regional
Assistance that--
(1) is consistent with the priorities and mission of
the Institute and the mission of the Center described
in section 171(b);
(2) is carried out and, as appropriate, updated and
modified, including through the use of the results of
the Center's most recent evaluation report under
section 116(d); and
(3) describes how the Center will use the performance
management system described in section 185 to assess
and improve the activities of the Center.
(d) Grants, Contracts, and Cooperative Agreements.--
(1) In general.--In carrying out the duties under
this part, the Evaluation and Regional Assistance
Commissioner may--
(A) award grants, contracts, or cooperative
agreements to eligible applicants to carry out
the activities under this part; and
(B) provide technical assistance.
(2) Eligibility.--For purposes of this section, the
term ``eligible applicant'' means an applicant that has
the ability and capacity to carry out activities under
this part.
(3) Entities to conduct evaluations.--In awarding
grants, contracts, or cooperative agreements under
paragraph (1) to carry out activities under section
173, the Evaluation and Regional Assistance
Commissioner shall make such awards to eligible
applicants with the ability and capacity to conduct
scientifically valid education evaluations.
(4) Applications.--
(A) In general.--An eligible applicant that
wishes to receive a grant, contract, or
cooperative agreement under paragraph (1) shall
submit an application to the Evaluation and
Regional Assistance Commissioner at such time,
in such manner, and containing such information
as the Commissioner may require.
(B) Contents.--An application submitted under
subparagraph (A) shall describe how the
eligible applicant will address and demonstrate
progress on the requirements of the performance
management system described in section 185,
with respect to the activities carried out
under such grant, contract, or cooperative
agreement.
(5) Duration.--Notwithstanding any other provision of
law, the grants, contracts, and cooperative agreements
under paragraph (1) may be awarded, on a competitive
basis, for a period of not more than 5 years, and may
be renewed at the discretion of the Evaluation and
Regional Assistance Commissioner for an additional
period of not more than 2 years if the recipient
demonstrates progress on the requirements of the
performance management system described in section 185,
with respect to the activities carried out under the
grant, contract, or cooperative agreement.
[(d)] (e) National Library of Education.--
(1) Establishment.--[There is established within the
National Center for Education Evaluation and Regional
Assistance] The Evaluation and Regional Assistance
Commissioner may establish a National Library of
Education that shall--
(A) * * *
* * * * * * *
(2) Information.--The information collected and
archived by the National Library of Education shall
include--
(A) all products and publications developed
through, or supported by, the Institute; and
(B) other relevant and useful education-
related research, statistics, and evaluation
materials and other information, projects, and
publications that are--
(i) * * *
(ii) developed by the Department,
other Federal agencies, or entities
(including entities supported under the
Educational Technical Assistance Act of
[2002 and the Educational Resources
Information Center Clearinghouses
(established under section 941(f) of
the Educational Research, Development,
Dissemination, and Improvement Act of
1994 (20 U.S.C. 6041(f)) (as such
provision was in effect on the day
before the date of enactment of this
Act))).] 2002.
SEC. 173. EVALUATIONS.
(a) In General.--
(1) Requirements.--In carrying out its missions, the
National Center for Education Evaluation and Regional
Assistance [may] shall--
(A) conduct or support [evaluations] high-
quality evaluations, including impact
evaluations that use rigorous methodologies
that permit the strongest possible causal
inferences, consistent with the Center's
mission as described in section 171(b);
(B) evaluate programs under title I of the
Elementary and Secondary Education Act of 1965
(20 U.S.C. 6301 et seq.), including programs
under part A of such title (20 U.S.C. 6311 et
seq.);
[(C) to the extent practicable, examine
evaluations conducted or supported by others in
order to determine the quality and relevance of
the evidence of effectiveness generated by
those evaluations, with the approval of the
Director;]
[(D)] (C) coordinate the activities of the
National Center for Education Evaluation and
Regional Assistance with other evaluation
activities in the Department;
[(E) review and, where feasible, supplement
Federal education program evaluations,
particularly those by the Department, to
determine or enhance the quality and relevance
of the evidence generated by those
evaluations;]
[(F)] (D) establish evaluation methodology;
and
(E) provide evaluation findings in an
understandable, easily accessible, and usable
format to support program improvement;
(F) support the evaluation activities
described in section 401 of the Strengthening
Education through Research Act that are carried
about by the Director; and
(G) to the extent feasible--
(i) examine evaluations conducted or
supported by others to determine the
quality and relevance of the evidence
of effectiveness generated by those
evaluations, with the approval of the
Director;
(ii) review and supplement Federal
education program evaluations,
particularly such evaluations by the
Department, to determine or enhance the
quality and relevance of the evidence
generated by those evaluations;
(iii) conduct implementation
evaluations that promote continuous
improvement and inform policymaking;
(iv) evaluate the short- and long-
term effects and cost efficiencies
across programs assisted or authorized
under Federal law and administrated by
the Department; and
(v) synthesize the results of
evaluation studies for and across
Federal education programs, policies,
and practices.
[(G)] (H) assist the Director in the
preparation of the biennial report, as
described in section 119.
(2) Additional requirements.--Each evaluation
conducted by the National Center for Education
Evaluation and Regional Assistance pursuant to
paragraph (1) shall--
(A) adhere to the highest possible standards
of quality for conducting scientifically valid
education evaluation; [and]
(B) be subject to rigorous peer-review[.]
under section 114(h); and
(C) be widely disseminated, consistent with
section 114(j).
(b) Administration of Evaluations Under Title I of the
Elementary and Secondary Education Act of 1965.--The Evaluation
and Regional Assistance Commissioner, consistent with the
mission of the National Center for Education Evaluation and
Regional Assistance under section 171(b), shall administer all
operations and [contracts] grants, contracts, or cooperative
agreements associated with evaluations authorized by part E of
title I of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6491 et seq.) and administered by the Department as
of the date of enactment of this Act.
SEC. 174. REGIONAL EDUCATIONAL LABORATORIES FOR RESEARCH, DEVELOPMENT,
DISSEMINATION, AND [TECHNICAL ASSISTANCE]
EVALUATION.
(a) Regional Educational Laboratories.--The [Director]
Evaluation and Regional Assistance Commissioner shall enter
into [contracts] grants, contracts, or cooperative agreements
with entities to establish a networked system of not more than
10 regional educational laboratories that serve the needs of
each region of the United States in accordance with the
provisions of this section. The amount of assistance allocated
to each laboratory by the Evaluation and Regional Assistance
Commissioner shall reflect the number of local educational
agencies and the number of school-age children within the
region served by such laboratory, as well as the cost of
providing services within the geographic area encompassed by
the region.
* * * * * * *
(c) Eligible Applicants.--[The Director]
(1) In general.--The Evaluation and Regional
Assistance Commissioner may enter into [contracts under
this section with research organizations, institutions,
agencies, institutions of higher education,] grants,
contracts, or cooperative agreements under this section
with public or private, nonprofit or for-profit
research organizations, other organizations, or
institutions of higher education, or partnerships among
such entities, [or individuals,] with the demonstrated
ability or capacity to carry out the activities
described in this section[, including regional entities
that carried out activities under the Educational
Research, Development, Dissemination, and Improvement
Act of 1994 (as such Act existed on the day before the
date of enactment of this Act) and title XIII of the
Elementary and Secondary Education Act of 1965 (as such
title existed on the day before the date of enactment
of the No Child Left Behind Act of 2001 (Public Law
107-110))].
(2) Definition.--For purposes of this section, the
term ``eligible applicant'' means an entity described
in paragraph (1).
[(d) Applications.--
[(1) Submission.--Each applicant desiring a contract
under this section shall submit an application at such
time, in such manner, and containing such information
as the Director may reasonably require.
[(2) Plan.--Each application submitted under
paragraph (1) shall contain a 5-year plan for carrying
out the activities described in this section in a
manner that addresses the priorities established under
section 207 and addresses the needs of all States (and
to the extent practicable, of local educational
agencies) within the region to be served by the
regional educational laboratory, on an ongoing basis.
[(e) Entering into Contracts.--
[(1) In general.--In entering into contracts under
this section, the Director shall--
[(A) enter into contracts for a 5-year
period; and
[(B) ensure that regional educational
laboratories established under this section
have strong and effective governance,
organization, management, and administration,
and employ qualified staff.
[(2) Coordination.--In order to ensure coordination
and prevent unnecessary duplication of activities among
the regions, the Evaluation and Regional Assistance
Commissioner shall--
[(A) share information about the activities
of each regional educational laboratory awarded
a contract under this section with each other
regional educational laboratory awarded a
contract under this section and with the
Department of Education, including the Director
and the Board;
[(B) oversee a strategic plan for ensuring
that each regional educational laboratory
awarded a contract under this section increases
collaboration and resource-sharing in such
activities;
[(C) ensure, where appropriate, that the
activities of each regional educational
laboratory awarded a contract under this
section also serve national interests; and
[(D) ensure that each regional educational
laboratory awarded a contract under this
section coordinates such laboratory's
activities with the activities of each other
regional technical assistance provider.
[(3) Outreach.--In conducting competitions for
contracts under this section, the Director shall--
[(A) actively encourage eligible entities to
compete for such awards by making information
and technical assistance relating to the
competition widely available; and
[(B) seek input from the chief executive
officers of States, chief State school
officers, educators, and parents regarding the
need for applied research, wide dissemination,
training, technical assistance, and development
activities authorized by this title in the
regions to be served by the regional
educational laboratories and how those
educational needs could be addressed most
effectively.
[(4) Objectives and indicators.--Before entering into
a contract under this section, the Director shall
design specific objectives and measurable indicators to
be used to assess the particular programs or
initiatives, and ongoing progress and performance, of
the regional educational laboratories, in order to
ensure that the educational needs of the region are
being met and that the latest and best research and
proven practices are being carried out as part of
school improvement efforts.
[(5) Standards.--The Evaluation and Regional
Assistance Commissioner shall establish a system for
technical and peer review to ensure that applied
research activities, research-based reports, and
products of the regional educational laboratories are
consistent with the research standards described in
section 134 and the evaluation standards adhered to
pursuant to section 173(a)(2)(A).
[(f) Central Mission and Primary Function.--Each regional
educational laboratory awarded a contract under this section
shall support applied research, development, wide
dissemination, and technical assistance activities by--
[(1) providing training (which may include supporting
internships and fellowships and providing stipends) and
technical assistance to State educational agencies,
local educational agencies, school boards, schools
funded by the Bureau as appropriate, and State boards
of education regarding, at a minimum--
[(A) the administration and implementation of
programs under the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6301 et seq.);
[(B) scientifically valid research in
education on teaching methods, assessment
tools, and high quality, challenging curriculum
frameworks for use by teachers and
administrators in, at a minimum--
[(i) the core academic subjects of
mathematics, science, and reading;
[(ii) English language acquisition;
[(iii) education technology; and
[(iv) the replication and adaption of
exemplary and promising practices and
new educational methods, including
professional development strategies and
the use of educational technology to
improve teaching and learning; and
[(C) the facilitation of communication
between educational experts, school officials,
and teachers, parents, and librarians, to
enable such individuals to assist schools to
develop a plan to meet the State education
goals;
[(2) developing and widely disseminating, including
through Internet-based means, scientifically valid
research, information, reports, and publications that
are usable for improving academic achievement, closing
achievement gaps, and encouraging and sustaining school
improvement, to--
[(A) schools, districts, institutions of
higher education, educators (including early
childhood educators and librarians), parents,
policymakers, and other constituencies, as
appropriate, within the region in which the
regional educational laboratory is located; and
[(B) the National Center for Education
Evaluation and Regional Assistance;
[(3) developing a plan for identifying and serving
the needs of the region by conducting a continuing
survey of the educational needs, strengths, and
weaknesses within the region, including a process of
open hearings to solicit the views of schools,
teachers, administrators, parents, local educational
agencies, librarians, and State educational agencies
within the region;
[(4) in the event such quality applied research does
not exist as determined by the regional educational
laboratory or the Department, carrying out applied
research projects that are designed to serve the
particular educational needs (in prekindergarten
through grade 16) of the region in which the regional
educational laboratory is located, that reflect
findings from scientifically valid research, and that
result in user-friendly, replicable school-based
classroom applications geared toward promoting
increased student achievement, including using applied
research to assist in solving site-specific problems
and assisting in development activities (including
high-quality and on-going professional development and
effective parental involvement strategies);
[(5) supporting and serving the educational
development activities and needs of the region by
providing educational applied research in usable forms
to promote school-improvement, academic achievement,
and the closing of achievement gaps and contributing to
the current base of education knowledge by addressing
enduring problems in elementary and secondary education
and access to postsecondary education;
[(6) collaborating and coordinating services with
other technical assistance providers funded by the
Department of Education;
[(7) assisting in gathering information on school
finance systems to promote improved access to
educational opportunities and to better serve all
public school students;
[(8) assisting in gathering information on
alternative administrative structures that are more
conducive to planning, implementing, and sustaining
school reform and improved academic achievement;
[(9) bringing teams of experts together to develop
and implement school improvement plans and strategies,
especially in low-performing or high poverty schools;
and
[(10) developing innovative approaches to the
application of technology in education that are
unlikely to originate from within the private sector,
but which could result in the development of new forms
of education software, education content, and
technology-enabled pedagogy.
[(g) Activities.--Each regional educational laboratory
awarded a contract under this section shall carry out the
following activities:
[(1) Collaborate with the National Education Centers
in order to--
[(A) maximize the use of research conducted
through the National Education Centers in the
work of such laboratory;
[(B) keep the National Education Centers
apprised of the work of the regional
educational laboratory in the field; and
[(C) inform the National Education Centers
about additional research needs identified in
the field.
[(2) Consult with the State educational agencies and
local educational agencies in the region in developing
the plan for serving the region.
[(3) Develop strategies to utilize schools as
critical components in reforming education and
revitalizing rural communities in the United States.
[(4) Report and disseminate information on overcoming
the obstacles faced by educators and schools in high
poverty, urban, and rural areas.
[(5) Identify successful educational programs that
have either been developed by such laboratory in
carrying out such laboratory's functions or that have
been developed or used by others within the region
served by the laboratory and make such information
available to the Secretary and the network of regional
educational laboratories so that such programs may be
considered for inclusion in the national education
dissemination system.
[(h) Governing Board and Allocation.--
[(1) In general.--In carrying out its
responsibilities, each regional educational laboratory
awarded a contract under this section, in keeping with
the terms and conditions of such laboratory's contract,
shall--
[(A) establish a governing board that--
[(i) reflects a balanced
representation of--
[(I) the States in the
region;
[(II) the interests and
concerns of regional
constituencies; and
[(III) technical expertise;
[(ii) includes the chief State school
officer or such officer's designee of
each State represented in such board's
region;
[(iii) includes--
[(I) representatives
nominated by chief executive
officers of States and State
organizations of
superintendents, principals,
institutions of higher
education, teachers, parents,
businesses, and researchers; or
[(II) other representatives
of the organizations described
in subclause (I), as required
by State law in effect on the
day before the date of
enactment of this Act;
[(iv) is the sole entity that--
[(I) guides and directs the
laboratory in carrying out the
provisions of this subsection
and satisfying the terms and
conditions of the contract
award;
[(II) determines the regional
agenda of the laboratory;
[(III) engages in an ongoing
dialogue with the Evaluation
and Regional Assistance
Commissioner concerning the
laboratory's goals, activities,
and priorities; and
[(IV) determines at the start
of the contract period, subject
to the requirements of this
section and in consultation
with the Evaluation and
Regional Assistance
Commissioner, the mission of
the regional educational
laboratory for the duration of
the contract period;
[(v) ensures that the regional
educational laboratory attains and
maintains a high level of quality in
the laboratory's work and products;
[(vi) establishes standards to ensure
that the regional educational
laboratory has strong and effective
governance, organization, management,
and administration, and employs
qualified staff;
[(vii) directs the regional
educational laboratory to carry out the
laboratory's duties in a manner that
will make progress toward achieving the
State education goals and reforming
schools and educational systems; and
[(viii) conducts a continuing survey
of the educational needs, strengths,
and weaknesses within the region,
including a process of open hearings to
solicit the views of schools and
teachers; and
[(B) allocate the regional educational
laboratory's resources to and within each State
in a manner which reflects the need for
assistance, taking into account such factors as
the proportion of economically disadvantaged
students, the increased cost burden of service
delivery in areas of sparse populations, and
any special initiatives being undertaken by
State, intermediate, local educational
agencies, or Bureau-funded schools, as
appropriate, which may require special
assistance from the laboratory.
[(2) Special rule.--If a regional educational
laboratory needs flexibility in order to meet the
requirements of paragraph (1)(A)(i), the regional
educational laboratory may select not more than 10
percent of the governing board from individuals outside
those representatives nominated in accordance with
paragraph (1)(A)(iii).
[(i) Duties of Governing Board.--In order to improve the
efficiency and effectiveness of the regional educational
laboratories, the governing boards of the regional educational
laboratories shall establish and maintain a network to--
[(1) share information about the activities each
laboratory is carrying out;
[(2) plan joint activities that would meet the needs
of multiple regions;
[(3) create a strategic plan for the development of
activities undertaken by the laboratories to reduce
redundancy and increase collaboration and resource-
sharing in such activities; and
[(4) otherwise devise means by which the work of the
individual laboratories could serve national, as well
as regional, needs.
[(j) Evaluations.--The Evaluation and Regional Assistance
Commissioner shall provide for independent evaluations of each
of the regional educational laboratories in carrying out the
duties described in this section in the third year that such
laboratory receives assistance under this section in accordance
with the standards developed by the Evaluation and Regional
Assistance Commissioner and approved by the Board and shall
transmit the results of such evaluations to the relevant
committees of Congress, the Board, and the appropriate regional
educational laboratory governing board.]
(d) Applications.--
(1) Submission.--
(A) In general.--Each eligible applicant
desiring a contract grant, contract, or
cooperative agreement under this section shall
submit an application at such time, in such
manner, and containing such information as the
Evaluation and Regional Assistance Commissioner
may reasonably require.
(B) Input.--To ensure that applications
submitted under this paragraph are reflective
of the needs of the regions to be served, each
eligible applicant submitting such an
application shall seek input from State
educational agencies and local educational
agencies in the region that the award will
serve, and other individuals with knowledge of
the region's needs. Such individuals may
include members of the regional advisory
committee for the region under section 206(a).
(2) Plan.--
(A) In general.--Each application submitted
under paragraph (1) shall contain a plan for
the activities of the regional educational
laboratory to be established under this
section, which shall be updated, modified, and
improved, as appropriate, on an ongoing basis,
including by using the results of the
laboratory's interim evaluation under
subsection (i)(3).
(B) Contents.--A plan described in
subparagraph (A) shall address--
(i) the priorities for applied
research, development, evaluations, and
wide dissemination established under
section 207;
(ii) the needs of State educational
agencies and local educational
agencies, on an ongoing basis, using
available State and local data,
including the relevant results of the
region's assessment under section
206(e); and
(iii) if available, demonstrated
support from State educational agencies
and local educational agencies in the
region, such as letters of support or
signed memoranda of understanding.
(3) Non-federal support.--In conducting a competition
for grants, contracts, or cooperative agreements under
subsection (a), the Evaluation and Regional Assistance
Commissioner shall give priority to eligible applicants
that will provide a portion of non-Federal funds to
maximize support for activities of the regional
educational laboratories to be established under this
section.
(e) Awarding Grants, Contracts, or Cooperative Agreements.--
(1) Assurances.--In awarding grants, contracts, or
cooperative agreements under this section, the
Evaluation and Regional Assistance Commissioner shall--
(A) make such an award for not more than a 5-
year period;
(B) ensure that regional educational
laboratories established under this section
have strong and effective governance,
organization, management, and administration,
and employ qualified staff; and
(C) ensure that each such laboratory has the
flexibility to respond in a timely fashion to
the needs of the laboratory's region,
including--
(i) through using the results of the
laboratory's interim evaluation under
subsection (i)(3) to improve and modify
the activities of the laboratory before
the end of the award period; and
(ii) through sharing preliminary
results of the laboratory's research,
as appropriate, to increase the
relevance and usefulness of the
research.
(2) Coordination.--To ensure coordination and prevent
unnecessary duplication of activities among the
regions, the Evaluation and Regional Assistance
Commissioner shall--
(A) share information about the activities of
each regional educational laboratory with each
other regional educational laboratory, the
Department, the Director, and the National
Board for Education Sciences;
(B) ensure, where appropriate, that the
activities of each regional educational
laboratory established under this section also
serve national interests;
(C) ensure each such regional educational
laboratory establishes strong partnerships
among practitioners, policymakers, researchers,
and others, so that such partnerships are
continued in the absence of Federal support;
and
(D) enable, where appropriate, for such a
laboratory to work in a region being served by
another laboratory or to carry out a project
that extends beyond the region served by the
laboratory.
(3) Collaboration with technical assistance
providers.--Each regional educational laboratory
established under this section shall, on an ongoing
basis, coordinate its activities, collaborate, and
regularly exchange information with the comprehensive
centers (established in section 203) in the region in
which the center is located, and with comprehensive
centers located outside of its region, as appropriate.
(4) Outreach.--
(A) In general.--In conducting competitions
for grants, contracts, or cooperative
agreements under this section, the Evaluation
and Regional Assistance Commissioner shall--
(i) by making information and
technical assistance relating to the
competition widely available, actively
encourage eligible applicants to
compete for such an award; and
(ii) seek input from the chief
executive officers of States, chief
State school officers, educators,
parents, superintendents, and other
individuals with knowledge of the needs
of the regions to be served by the
awards, regarding--
(I) the needs in the regions
for applied research,
evaluation, development, and
wide-dissemination activities
authorized by this title; and
(II) how such needs may be
addressed most effectively.
(B) Regional advisory committees.--The
individuals described in subparagraph (A)(ii)
may include members of the regional advisory
committees established under section 206(a).
(5) Performance management.--Before the Evaluation
and Regional Assistance Commissioner awards a grant,
contract, or cooperative agreement under this section,
the Director shall establish measurable performance
indicators for assessing the ongoing progress and
performance of the regional educational laboratories
established with such awards that address--
(A) the requirements of the performance
management system described in section 185; and
(B) the relevant results of the regional
assessments under section 206(e).
(6) Standards.--The Evaluation and Regional
Assistance Commissioner shall adhere to the Institute's
system for technical and peer review under section
114(h) in reviewing the applied research activities and
research-based reports of the regional educational
laboratories.
(7) Required consideration.--In determining whether
to award a grant, contract, or cooperative agreement
under this section to an eligible applicant that
previously established a regional educational
laboratory under this section, the Evaluation and
Regional Assistance Commissioner shall consider the
results of such laboratory's summative evaluation under
subsection (i)(2).
(f) Mission.--Each regional educational laboratory
established under this section shall--
(1) conduct applied research, development, and
evaluation activities with State educational agencies,
local educational agencies, and, as appropriate,
schools funded by the Bureau;
(2) widely disseminate such work, consistent with
section 114(j); and
(3) develop the capacity of State educational
agencies, local educational agencies, and, as
appropriate, schools funded by the Bureau to carry out
the activities described in paragraphs (1) and (2).
(g) Activities.--To carry out the mission described in
subsection (f), each regional educational laboratory
established under this section shall carry out the following
activities:
(1) Conduct, widely disseminate, and promote
utilization of applied research, development
activities, evaluations, and other scientifically valid
research.
(2) Develop and improve the plan for the laboratory
under subsection (d)(2) for serving the region of the
laboratory, and as appropriate, national needs, on an
ongoing basis, which shall include seeking input and
incorporating feedback from the representatives of
State educational agencies and local educational
agencies in the region, and other individuals with
knowledge of the region's needs. Such representatives
and other individuals may include members of the
regional advisory committee for the region established
under section 206(a).
(3) Ensure research and related products are relevant
and responsive to the needs of the region, including by
using the relevant results of the region's assessment
under section 206(e).
(h) Governing Board.--
(1) In general.--Each regional educational laboratory
established under this section may establish a
governing board to improve the management of activities
that the laboratory carries out under this section.
(2) Board duties.--A Board established under
paragraph (1) shall coordinate and align its work with
the work of the regional advisory committee for the
region established under section 206.
(i) Evaluations.--
(1) In general.--The Evaluation and Regional
Assistance Commissioner shall--
(A) provide for ongoing summative and interim
evaluations described in paragraphs (2) and
(3), respectively, of each of the regional
educational laboratories established under this
section in carrying out the full range of
duties described in this section; and
(B) transmit the results of such evaluations,
through appropriate means, to the appropriate
congressional committees, the Director, and the
public.
(2) Summative evaluations.--The Evaluation and
Regional Assistance Commissioner shall ensure each
regional educational laboratory established under this
section is evaluated by an independent entity at the
end of the period of the grant, contract, or
cooperative agreement that established such laboratory,
which shall--
(A) be completed in a timely fashion;
(B) assess how well the laboratory is meeting
the measurable performance indicators
established under subsection (e)(5); and
(C) consider the extent to which the
laboratory ensures that the activities of such
laboratory are relevant and useful to the work
of State and local practitioners and
policymakers.
(3) Interim evaluations.--The Evaluation and Regional
Assistance Commissioner shall ensure each regional
educational laboratory established under this section
is evaluated at the midpoint of the period of the
grant, contract, or cooperative agreement that
established such laboratory, which shall--
(A) assess how well such laboratory is
meeting the performance indicators described in
subsection (e)(5); and
(B) be used to improve the effectiveness of
such laboratory in carrying out its plan under
subsection (d)(2).
(j) Continuation of Awards; Recompetition.--
(1) Continuation of awards.--The Evaluation and
Regional Assistance Commissioner shall continue awards
made to each eligible applicant for the support of
regional educational laboratories established under
this section prior to the date of enactment of the
Strengthening Education through Research Act, as such
awards were in effect on the day before the date of
enactment of the Strengthening Education through
Research Act, for the duration of those awards, in
accordance with the terms and agreements of such
awards.
(2) Recompetition.--Not later than the end of the
period of the awards described in paragraph (1), the
Evaluation and Regional Assistance Commissioner shall--
(A) hold a competition to make grants,
contracts, or cooperative agreements under this
section to eligible applicants, which may
include eligible applicants that held awards
described in paragraph (1); and
(B) in determining whether to select an
eligible applicant that held an award described
in paragraph (1) for an award under
subparagraph (A) of this paragraph, consider
the results of the summative evaluation under
subsection (i)(2) of the laboratory established
with the eligible applicant's award described
in paragraph (1).
* * * * * * *
[(l) Advance Payment System.--Each regional educational
laboratory awarded a contract under this section shall
participate in the advance payment system at the Department of
Education.]
[(m)] (l) Additional Projects.--In addition to activities
authorized under this section, the Director is authorized to
enter into contracts or agreements with a regional educational
laboratory for the purpose of carrying out additional projects
to enable such regional educational laboratory to assist in
efforts to achieve State and local education goals and for
other purposes.
[(n) Annual Report and Plan.--Not later than July 1 of each
year, each regional educational laboratory awarded a contract
under this section shall submit to the Evaluation and Regional
Assistance Commissioner--
[(1) a plan covering the succeeding fiscal year, in
which such laboratory's mission, activities, and scope
of work are described, including a general description
of the plans such laboratory expects to submit in the
remaining years of such laboratory's contract; and
[(2) a report of how well such laboratory is meeting
the needs of the region, including a summary of
activities during the preceding year, a list of
entities served, a list of products, and any other
information that the regional educational laboratory
may consider relevant or the Evaluation and Regional
Assistance Commissioner may require.]
(m) Annual Report.--Each regional educational laboratory
established under this section shall submit to the Evaluation
and Regional Assistance Commissioner an annual report
containing such information as the Commissioner may require,
but which shall include, at a minimum, the following:
(1) A summary of the laboratory's activities and
products developed during the previous year.
(2) A listing of the State educational agencies,
local educational agencies, and schools the laboratory
assisted during the previous year.
(3) Using the measurable performance indicators
established under subsection (e)(5), a description of
how well the laboratory is meeting educational needs of
the region served by the laboratory.
(4) Any changes to the laboratory's plan under
subsection (d)(2) to improve its activities in the
remaining years of the grant, contract, or cooperative
agreement.
[(o)] (n) Construction.--Nothing in this section shall be
construed to require any modifications in a regional
educational laboratory contract in effect on the day before the
date of enactment of this Act.
(o) Appropriations Reservation.--Of the amounts appropriated
under section 194(a), the Evaluation and Regional Assistance
Commissioner shall reserve 16.13 percent of such funds to carry
out this section, of which the Commissioner shall use not less
than 25 percent to serve rural areas (including schools funded
by the Bureau which are located in rural areas).
PART E--NATIONAL CENTER FOR SPECIAL EDUCATION RESEARCH
SEC. 175. ESTABLISHMENT.
(a) * * *
(b) Mission.--The mission of the Special Education Research
Center is--
(1) to sponsor research to expand knowledge and
understanding of the needs of infants, toddlers, [and
children] children, and youth with disabilities in
order to improve the developmental, educational, and
transitional results of such individuals;
(2) to sponsor research to improve services provided
under, and support the implementation of, the
Individuals with Disabilities Education Act (20 U.S.C.
1400 et seq.); [and]
(3) to evaluate the implementation and effectiveness
of the Individuals with Disabilities Education Act in
coordination with the National Center for Education
Evaluation and Regional Assistance[.];
(4) to promote quality and integrity through the use
of accepted practices of scientific inquiry to obtain
knowledge and understanding of the validity of
education theories, practices, or conditions with
respect to special education research and evaluation
described in paragraphs (1) through (3); and
(5) to promote scientifically valid research findings
in special education that may provide the basis for
improving academic instruction and lifelong learning.
* * * * * * *
SEC. 176. COMMISSIONER FOR SPECIAL EDUCATION RESEARCH.
The Special Education Research Center shall be headed by a
Commissioner for Special Education Research (in this part
referred to as the ``Special Education Research Commissioner'')
who shall have substantial knowledge of the Special Education
Research Center's activities, including a high level of
expertise in the fields of research, research management, and
the education of children and youth with disabilities.
SEC. 177. DUTIES.
(a) General Duties.--The Special Education Research Center
shall carry out research activities under this part consistent
with the mission described in section 175(b), such as
activities that--
(1) improve services provided under the Individuals
with Disabilities Education Act in order to improve--
(A) academic achievement, functional
outcomes, and educational results for children
and youth with disabilities; and
* * * * * * *
(2) identify [scientifically based educational
practices] educational practices, including the use of
technology based on scientifically valid research, that
support learning and improve academic achievement,
functional outcomes, and educational results for all
students with disabilities;
* * * * * * *
(4) identify scientifically [based] valid related
services and interventions that promote participation
and progress in the general education curriculum and
general education settings;
* * * * * * *
(10) examine and improve secondary and postsecondary
education and transitional outcomes and results for
children with disabilities, including how secondary
school credentials are related to postsecondary and
employment outcomes;
(11) examine the participation and outcomes of
students with disabilities in secondary and
postsecondary career and technical education programs;
[(11)] (12) examine methods of early intervention for
children with disabilities, including children with
multiple or complex developmental delays;
[(12)] (13) examine and incorporate universal design
concepts in the development of standards, assessments,
curricula, and instructional methods to improve
educational and transitional results for children with
disabilities;
[(13)] (14) improve the preparation and professional
development of personnel, including early intervention
personnel, who provide educational and related services
to children with disabilities to increase the academic
achievement and functional performance of students with
disabilities;
[(14)] (15) examine the excess costs of educating a
child with a disability and expenses associated with
high cost special education and related services;
[(15) help parents] (16) examine the methods by which
parents may improve educational results for their
children, particularly related to transition issues;
(17) assist the Board in the preparation and
dissemination of each evaluation report under section
116(d);
[(16)] (18) address the unique needs of children with
significant cognitive disabilities; [and]
[(17) examine the special needs of limited English
proficient children with disabilities.]
(19) examine the needs of children with disabilities
who are English learners, gifted and talented, or who
have other unique learning needs; and
(20) examine innovations in the field of special
education, such as multi-tiered systems of support.
* * * * * * *
(c) Plan.--The Special Education Research Commissioner shall
propose to the Director a research plan for the activities of
the Special Education Research Center, developed in
collaboration with the Assistant Secretary for Special
Education and Rehabilitative Services and, subject to the
approval of the Director, implement such plan, that--
(1) is consistent with the priorities and mission of
the Institute and the mission of the Special Education
Research Center described in section 175(b);
[(2) is carried out, updated, and modified, as
appropriate;]
(2) is carried out, and, as appropriate, updated and
modified, including by using the results of the Special
Education Research Center's most recent evaluation
report under section 116(d);
(3) provides for research that addresses significant
questions of practice where such research is lacking;
[(3)] (4) is consistent with the purposes of the
Individuals with Disabilities Education Act;
[(4)] (5) contains an appropriate balance across all
age ranges [and types of children with], student
subgroups, and types of disabilities;
[(5) provides for research that is objective and uses
measurable indicators to assess its progress and
results; and]
(6) describes how the Special Education Research
Center will use the performance management system
described in section 185 to assess and improve the
activities of the Center; and
[(6)] (7) is coordinated with the comprehensive plan
developed under section 681 of the Individuals with
Disabilities Education Act.
(d) Grants, Contracts, and Cooperative Agreements.--
(1) In general.--In carrying out the duties under
this section, the [Director] Special Education Research
Commissioner may award grants to, or enter into
contracts or cooperative agreements with, eligible
applicants.
* * * * * * *
[(3) Applications.--An eligible applicant that wishes
to receive a grant, or enter into a contract or
cooperative agreement, under this section shall submit
an application to the Director at such time, in such
manner, and containing such information as the Director
may require.]
(3) Applications.--
(A) In general.--An eligible applicant that
wishes to receive a grant, or enter into a
contract or cooperative agreement, under this
section shall submit an application to the
Special Education Research Commissioner at such
time, in such manner, and containing such
information as the Special Education Research
Commissioner may require.
(B) Contents.--An application submitted under
subparagraph (A) shall describe how the
eligible applicant will address and demonstrate
progress on the requirements of the performance
management system described in section 185,
with respect to the activities that will be
carried out under such grant, contract, or
cooperative agreement.
(4) Duration.--Notwithstanding any other provision of
law, the grants, contracts, and cooperative agreements
under this section may be awarded, on a competitive
basis, for a period of not more than 5 years, and may
be renewed at the discretion of the Special Education
Research Commissioner for an additional period of not
more than 2 years if the recipient demonstrates
progress on the requirements of the performance
management system described in section 185, with
respect to the activities carried out under the grant,
contract, or cooperative agreement received under this
section.
[(e) Dissemination.--The Special Education Research Center
shall--
[(1) synthesize and disseminate, through the National
Center for Education Evaluation and Regional
Assistance, the findings and results of special
education research conducted or supported by the
Special Education Research Center; and
[(2) assist the Director in the preparation of a
biennial report, as described in section 119.]
(e) Dissemination.--The Special Education Research Center
shall synthesize and, consistent with section 114(j), widely
disseminate and promote utilization of the findings and results
of special education research conducted or supported by the
Special Education Research Center.
(f) Authorization of Appropriations.--There are authorized to
be appropriated to carry out this [part such sums as may be
necessary for each of fiscal years 2005 through 2010.] part--
(1) for fiscal year 2015, $54,000,000;
(2) for fiscal year 2016, $54,108,000;
(3) for fiscal year 2017, $55,298,376;
(4) for fiscal year 2018, $56,625,537;
(5) for fiscal year 2019, $58,154,426; and
(6) for fiscal year 2020, $65,645,169.
PART F--GENERAL PROVISIONS
* * * * * * *
SEC. 182. PROHIBITIONS.
(a) * * *
(b) Federal Government and Use of Federal Funds.--Nothing in
this title may be construed to authorize an officer or employee
of the Federal Government to mandate, direct, [or control]
control, or coerce the curriculum, specific academic standards
or assessments, program of instruction, or allocation of State
or local resources of a State, local educational agency, or
school, or to mandate a State, or any subdivision thereof, to
spend any funds or incur any costs not provided for under this
title.
(c) Endorsement of Curriculum.--Notwithstanding any other
provision of Federal law, no funds provided under this title to
the Institute, including any office, board, committee, or
center of the Institute, may be used by the Institute to
endorse, approve, coerce, or sanction any curriculum designed
to be used in [an elementary school or secondary school] early
education, or in an elementary school, secondary school, or
institution of higher education.
* * * * * * *
SEC. 183. CONFIDENTIALITY.
(a) * * *
(b) Student Information.--The Director shall ensure that all
individually identifiable information about students, their
academic achievements, [their families, and information with
respect to individual schools,] and their families shall remain
confidential in accordance with section 552a of title 5, United
States Code, the confidentiality standards of subsection (c) of
this section, and sections 444 and 445 of the General Education
Provisions Act (20 U.S.C. 1232g, 1232h), and that any disclosed
information with respect to individual schools not reveal such
individually identifiable information.
* * * * * * *
(d) Administration.--
(1) * * *
(2) Employee or staff violations.--Whoever, being or
having been an employee or staff member of the
Department, having taken or subscribed the oath of
office, or having sworn to observe the limitations
imposed by subsection (c)(2), knowingly publishes or
communicates any individually identifiable information
(as defined in paragraph (5)(A)), the disclosure of
which is prohibited by subsection (c)(2), and that
comes into such employee or staff's possession by
reason of employment (or otherwise providing services,
including voluntary and uncompensated services under
section 190) under this title, shall be found guilty of
a class E felony and imprisoned for not more than five
years, or fined as specified in section 3571 of title
18, United States Code, or both.
* * * * * * *
(e) Investigation and Prosecution of Terrorism.--
(1) In General.--Notwithstanding subsections (a) and
(b), the Attorney General (or any Federal officer or
employee, in a position not lower than an Assistant
Attorney General, designated by the Attorney General)
may submit a written application to a court of
competent jurisdiction for an ex parte order requiring
the Secretary and Director to permit the Attorney
General (or his designee) to--
(A) * * *
* * * * * * *
SEC. 184. AVAILABILITY OF DATA.
Subject to section 183, data collected by the Institute,
including any office, board, committee, or center of the
Institute, in carrying out the priorities and mission of the
Institute, shall be made available to the public, including
through [use of the Internet] electronic means, such as posting
to the Institute's website in an easily accessible manner.
[SEC. 185. PERFORMANCE MANAGEMENT.
[The Director shall ensure that all activities conducted or
supported by the Institute or a National Education Center make
customer service a priority. The Director shall ensure a high
level of customer satisfaction through the following methods:
[(1) Establishing and improving feedback mechanisms
in order to anticipate customer needs.
[(2) Disseminating information in a timely fashion
and in formats that are easily accessible and usable by
researchers, practitioners, and the general public.
[(3) Utilizing the most modern technology and other
methods available, including arrangements to use data
collected electronically by States and local
educational agencies, to ensure the efficient
collection and timely distribution of information,
including data and reports.
[(4) Establishing and measuring performance against a
set of indicators for the quality of data collected,
analyzed, and reported.
[(5) Continuously improving management strategies and
practices.
[(6) Making information available to the public in an
expeditious fashion.]
SEC. 185. PERFORMANCE MANAGEMENT.
The Director shall establish a system for managing the
performance of all activities authorized under this title to
promote continuous improvement of the activities and to ensure
the effective use of Federal funds by--
(1) developing and using measurable performance
indicators, including timelines, to evaluate and
improve the effectiveness of the activities;
(2) using the performance indicators described in
paragraph (1) to inform funding decisions, including
the awarding and continuation of all grants, contracts,
and cooperative agreements under this title;
(3) establishing and improving formal feedback
mechanisms to--
(A) anticipate and meet stakeholder needs;
and
(B) incorporate, on an ongoing basis, the
feedback of such stakeholders into the
activities authorized under this title; and
(4) promoting the wide dissemination and utilization,
consistent with section 114(j), of all information,
products, and publications of the Institute.
SEC. 186. AUTHORITY TO PUBLISH.
(a) * * *
(b) Advance Copies.--The Director shall provide the Secretary
and other relevant offices with an advance copy of [any
information to be published under this section before
publication] publications under this section before the public
release of such publications.
* * * * * * *
[SEC. 187. VACANCIES.
[Any member appointed to fill a vacancy on the Board
occurring before the expiration of the term for which the
member's predecessor was appointed shall be appointed only for
the remainder of that term. A vacancy in an office, board,
committee, or center of the Institute shall be filled in the
manner in which the original appointment was made. This section
does not apply to employees appointed under section 188.]
* * * * * * *
SEC. 189. FELLOWSHIPS.
In order to strengthen the national capacity to carry out
high-quality research, evaluation, and statistics related to
education and the mission of each National Education Center
authorized under this title, the Director shall establish and
maintain research, evaluation, and statistics fellowships in
institutions of higher education (which may include the
establishment of such fellowships in [historically Black
colleges and universities] minority-serving institutions and
other institutions of higher education with large numbers of
minority students) that support graduate and postdoctoral study
onsite at the Institute or at the institution of higher
education. In establishing the fellowships, the Director shall
ensure that women and minorities are actively recruited for
participation.
* * * * * * *
SEC. 194. AUTHORIZATION OF APPROPRIATIONS.
[(a) In General.--There are authorized to be appropriated to
administer and carry out this title (except section 174)
$400,000,000 for fiscal year 2003 and such sums as may be
necessary for each of the 5 succeeding fiscal years, of which--
[(1) not less than the amount provided to the
National Center for Education Statistics (as such
Center was in existence on the day before the date of
enactment of this Act) for fiscal year 2002 shall be
provided to the National Center for Education
Statistics, as authorized under part C; and
[(2) not more than the lesser of 2 percent of such
funds or $1,000,000 shall be made available to carry
out section 116 (relating to the National Board for
Education Sciences).
[(b) Regional Educational Laboratories.--There are authorized
to be appropriated to carry out section 174 $100,000,000 for
fiscal year 2003 and such sums as may be necessary for each of
the 5 succeeding fiscal years. Of the amounts appropriated
under the preceding sentence for a fiscal year, the Director
shall obligate not less than 25 percent to carry out such
purpose with respect to rural areas (including schools funded
by the Bureau which are located in rural areas).]
(a) In General.--There are authorized to be appropriated to
administer and carry out this title (except part E)--
(1) for fiscal year 2015, $337,343,000;
(2) for fiscal year 2016, $338,017,686;
(3) for fiscal year 2017, $345,454,075;
(4) for fiscal year 2018, $353,744,974;
(5) for fiscal year 2019, $363,296,087; and
(6) for fiscal year 2020, $368,745,528.
(b) Reservations.--Of the amounts appropriated under
subsection (a) for each fiscal year--
(1) not less than the amount provided to the National
Center for Education Statistics (as such Center was in
existence on the day before the date of enactment of
the Strengthening Education through Research Act) for
fiscal year 2014 shall be provided to the National
Center for Education Statistics, as authorized under
part C; and
(2) not more than the lesser of 2 percent of such
funds or $2,000,000 shall be made available to carry
out section 116 (relating to the National Board for
Education Sciences).
* * * * * * *
TITLE II--EDUCATIONAL TECHNICAL ASSISTANCE
SEC. 201. SHORT TITLE.
This title may be cited as the ``Educational Technical
Assistance Act of 2002''.
SEC. 202. DEFINITIONS.
In this title:
(1) * * *
* * * * * * *
(2) School leader.--The term ``school leader'' has
the meaning given the term in section 102.
[(2)] (3) Secretary.--The term ``Secretary'' means
the Secretary of Education.
* * * * * * *
SEC. 203. COMPREHENSIVE CENTERS.
[(a) Authorization.--
[(1) In general.--Subject to paragraph (2), beginning
in fiscal year 2004, the Secretary is authorized to
award not less than 20 grants to local entities, or
consortia of such entities, with demonstrated expertise
in providing technical assistance and professional
development in reading, mathematics, science, and
technology, especially to low-performing schools and
districts, to establish comprehensive centers.
[(2) Regions.--In awarding grants under paragraph
(1), the Secretary--
[(A) shall ensure that not less than 1
comprehensive center is established in each of
the 10 geographic regions served by the
regional educational laboratories established
under section 941(h) of the Educational
Research, Development, Dissemination, and
Improvement Act of 1994 (as such provision
existed on the day before the date of enactment
of this Act); and
[(B) after meeting the requirements of
subparagraph (A), shall consider, in awarding
the remainder of the grants, the school-age
population, proportion of economically
disadvantaged students, the increased cost
burdens of service delivery in areas of sparse
population, and the number of schools
identified for school improvement (as described
in section 1116(b) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C.
6316(b)) in the population served by the local
entity or consortium of such entities.]
(a) Authorization.--
(1) In general.--Subject to paragraph (3), the
Secretary is authorized to award not more than 17
grants, contracts, or cooperative agreements to
eligible applicants to establish comprehensive centers.
(2) Mission.--The mission of the comprehensive
centers is to provide State educational agencies and
local educational agencies technical assistance,
analysis, and training to build their capacity in
implementing the requirements of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6301 et
seq.) and other Federal education laws, and research-
based practices.
(3) Regions.--In awarding grants, contracts, or
cooperative agreements under paragraph (1), the
Secretary--
(A) shall establish at least one
comprehensive center for each of the 10
geographic regions served by the regional
educational laboratories established under
section 941(h) of the Educational Research,
Development, Dissemination, and Improvement Act
of 1994 (as such provision existed on the day
before the date of enactment of this Act); and
(B) may establish additional comprehensive
centers--
(i) for one or more of the regions
described in subparagraph (A); or
(ii) to serve the Nation as a whole
by providing technical assistance on a
particular content area of importance
to the Nation, as determined by the
Secretary with the advice of the
regional advisory committees
established under section 206(a).
(4) Nation.--In the case of a comprehensive center
established to serve the Nation as described in
paragraph (3)(B)(ii), the Nation shall be considered to
be a region served by such Center.
(5) Award period.--A grant, contract, or cooperative
agreement under this section may be awarded, on a
competitive basis, for a period of not more than 5
years.
(6) Responsiveness.--The Secretary shall ensure that
each comprehensive center established under this
section has the ability to respond in a timely fashion
to the needs of State educational agencies and local
educational agencies, including through using the
results of the center's interim evaluation under
section 204(c), to improve and modify the activities of
the center before the end of the award period.
(b) Eligible applicants.--
(1) In general.--Grants, contracts, or cooperative
agreements under this section may be made with
[research organizations, institutions, agencies,
institutions of higher education,] public or private,
nonprofit or for-profit research organizations, other
organizations, or institutions of higher education, or
partnerships among such entities[, or individuals,]
with the demonstrated ability or capacity to carry out
the activities described in [subsection (f)] subsection
(e) [, including regional entities that carried out
activities under the Educational Research, Development,
Dissemination, and Improvement Act of 1994 (as such Act
existed on the day before the date of enactment of this
Act) and title XIII of the Elementary and Secondary
Education Act of 1965 (as such title existed on the day
before the date of enactment of the No Child Left
Behind Act of 2001 (Public Law 107-110))].
[(2) Outreach.--In conducting competitions for grants
under this section, the Secretary shall actively
encourage potential applicants to compete for such
awards by making widely available information and
technical assistance relating to the competition.
[(3) Objectives and indicators.--Before awarding a
grant under this section, the Secretary shall design
specific objectives and measurable indicators, using
the results of the assessment conducted under section
206, to be used to assess the particular programs or
initiatives, and ongoing progress and performance, of
the regional entities, in order to ensure that the
educational needs of the region are being met and that
the latest and best research and proven practices are
being carried out as part of school improvement
efforts.]
(2) Outreach.--
(A) In general.--In conducting competitions
for grants, contracts, or cooperative
agreements under this section, the Secretary
shall--
(i) by making widely available
information and technical assistance
relating to the competition, actively
encourage eligible applicants to
compete for such awards; and
(ii) seek input from chief executive
officers of States, chief State school
officers, educators, parents,
superintendents, and other individuals
with knowledge of the needs of the
regions to be served by the awards,
regarding--
(I) the needs in the regions
for technical assistance
authorized under this title;
and
(II) how such needs may be
addressed most effectively.
(B) Regional advisory committees.--The
individuals described in subparagraph (A)(ii)
may include members of the regional advisory
committees established under section 206(a).
(3) Performance management.--Before awarding a grant,
contract, or cooperative agreement under this section,
the Secretary shall establish measurable performance
indicators to be used to assess the ongoing progress
and performance of the comprehensive centers to be
established under this title that address--
(A) paragraphs (1) through (3) of the
performance management system described in
section 185; and
(B) the relevant results of the regional
assessments under section 206(e).
(4) Required consideration.--In determining whether
to award a grant, contract, or cooperative agreement
under this section to an eligible applicant that
previously established a comprehensive center under
this section, the Secretary shall consider the results
of such center's summative evaluation under section
204(b).
(5) Continuation of awards.--
(A) Continuation of awards.--The Secretary
shall continue awards made to each eligible
applicant for the support of comprehensive
centers established under this section prior to
the date of enactment of the Strengthening
Education through Research Act, as such awards
were in effect on the day before the date of
enactment of the Strengthening Education
through Research Act, for the duration of those
awards, in accordance with the terms and
agreements of such awards.
(B) Recompetition.--Not later than the end of
the period of the awards described in
subparagraph (A), the Secretary shall--
(i) hold a competition to make
grants, contracts, or cooperative
agreements under this section to
eligible applicants, which may include
eligible applicants that held awards
described in subparagraph (A); and
(ii) in determining whether to select
an eligible applicant that held an
award described in subparagraph (A) for
an award under clause (i) of this
subparagraph, consider the results of
the summative evaluation under section
204(b) of the center established with
the eligible applicant's award
described in subparagraph (A).
(6) Eligible applicant defined.--For purposes of this
section, the term ``eligible applicant'' means an
entity described in paragraph (1).
[(c) Application.--
[(1) Submission.--Each local entity, or consortium of
such entities, seeking a grant under this section shall
submit an application at such time, in such manner, and
containing such additional information as the Secretary
may reasonably require.
[(2) Plan.--Each application submitted under
paragraph (1) shall contain a 5-year plan for carrying
out the activities described in this section in a
manner that addresses the priorities established under
section 207 and addresses the needs of all States (and
to the extent practicable, of local educational
agencies) within the region to be served by the
comprehensive center, on an ongoing basis.]
(c) Applications.--
(1) Submission.--
(A) In general.--Each eligible applicant
seeking a grant, contract, or cooperative
agreement under this section shall submit an
application at such time, in such manner, and
containing such additional information as the
Secretary may reasonably require.
(B) Input.--To ensure that applications
submitted under this paragraph are reflective
of the needs of the regions to be served, each
eligible applicant submitting such an
application shall seek input from State
educational agencies and local educational
agencies in the region that the award will
serve, and other individuals with knowledge of
the region's needs. Such individuals may
include members of the regional advisory
committee for the region under section 206(a).
(2) Plan.--
(A) In general.--Each application submitted
under paragraph (1) shall contain a plan for
the comprehensive center to be established
under this section, which shall be updated,
modified, and improved, as appropriate, on an
ongoing basis, including by using the results
of the center's interim evaluation under
section 204(c).
(B) Contents.--A plan described in
subparagraph (A) shall address--
(i) the priorities for technical
assistance established under section
207;
(ii) the needs of State educational
agencies and local educational
agencies, on an ongoing basis, using
available State and local data,
including the relevant results of the
regional assessments under section
206(e); and
(iii) if available, demonstrated
support from State educational agencies
and local educational agencies, such as
letters of support or signed memoranda
of understanding.
(3) Non-federal support.--In conducting a competition
for grants, contracts, or cooperative agreements under
subsection (a), the Secretary shall give priority to
eligible applicants that will provide a portion of non-
Federal funds to maximize support for activities of the
comprehensive centers to be established under this
section.
(d) Allocation.--Each comprehensive center established under
this section shall allocate such center's resources to and
within each State in a manner which reflects the need for
assistance, taking into account such factors as the proportion
of economically disadvantaged students, the number of low-
performing schools in the region, the increased cost burden of
service delivery in areas of sparse populations, and any
special initiatives being undertaken by State, intermediate,
local educational agencies, or Bureau-funded schools, as
appropriate, which may require special assistance from the
center.
[(e) Scope of Work.--Each comprehensive center established
under this section shall work with State educational agencies,
local educational agencies, regional educational agencies, and
schools in the region where such center is located on school
improvement activities that take into account factors such as
the proportion of economically disadvantaged students in the
region, and give priority to--
[(1) schools in the region with high percentages or
numbers of students from low-income families, as
determined under section 1113(a)(5) of the Elementary
and Secondary Education Act of 1965 (20 U.S.C.
6313(a)(5)), including such schools in rural and urban
areas, and schools receiving assistance under title I
of that Act (20 U.S.C. 6301 et seq.);
[(2) local educational agencies in the region in
which high percentages or numbers of school-age
children are from low-income families, as determined
under section 1124(c)(1)(A) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C.
6333(c)(1)(A)), including such local educational
agencies in rural and urban areas; and
[(3) schools in the region that have been identified
for school improvement under section 1116(b) of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 6316(b)).]
[(f)] (e) Activities.--
(1) In general.--A comprehensive center established
under this section shall [support dissemination and
technical assistance activities by] support State
educational agencies and local educational agencies,
including by--
(A) providing training, professional
development, and technical assistance
regarding, at a minimum--
(i) the administration and
implementation of programs under the
Elementary and Secondary Education Act
of 1965 (20 U.S.C. 6301 et seq.) and
other Federal education laws;
(ii) the use of scientifically valid
teaching methods [and assessment
tools], assessment tools, and other
educational strategies for use by
teachers and administrators in, at a
minimum--
(I) the core academic
subjects of [mathematics,
science,] mathematics and
science, which may include
computer science or
engineering, and reading or
language arts;
(II) English language
acquisition; and
(III) education technology,
including innovative tools and
methods; and
[(iii) the facilitation of
communication between education
experts, school officials, teachers,
parents, and librarians, as
appropriate; and]
(iii) the replication and adaptation
of exemplary practices and innovative
methods that have an evidence base of
effectiveness; and
(B) disseminating, consistent with section
114(j), and providing information, reports, and
publications that are usable for improving
academic achievement, closing achievement gaps,
and encouraging and sustaining school
improvement [(as described in section 1116(b)
of the Elementary and Secondary Education Act
of 1965 (20 U.S.C. 6316(b))), to schools,
educators, parents, and policymakers within the
region in which the center is located]; and
[(C) developing teacher and school leader
inservice and preservice training models that
illustrate best practices in the use of
technology in different content areas.]
(C) ensuring activities carried out under
this section are relevant and responsive to the
needs of the region being served, including by
using the relevant results of the regional
assessments under section 206(e).
(2) Coordination and collaboration.--Each
comprehensive center established under this section
shall, on an ongoing basis, coordinate its activities,
collaborate, and regularly exchange information with
the regional educational laboratory in the region in
which the center is located, or other regional
educational laboratories or comprehensive centers, as
appropriate, the National Center for Education
Evaluation and Regional Assistance, the Office of the
Secretary, the State service agency, and other
technical assistance providers in the region.
[(g) Comprehensive Center Advisory Board.--
[(1) Establishment.--Each comprehensive center
established under this section shall have an advisory
board that shall support the priorities of such center.
[(2) Duties.--Each advisory board established under
paragraph (1) shall advise the comprehensive center--
[(A) concerning the activities described in
subsection (d);
[(B) on strategies for monitoring and
addressing the educational needs of the region,
on an ongoing basis;
[(C) on maintaining a high standard of
quality in the performance of the center's
activities; and
[(D) on carrying out the center's duties in a
manner that promotes progress toward improving
student academic achievement.
[(3) Composition.--
[(A) In general.--Each advisory board shall
be composed of--
[(i) the chief State school officers,
or such officers' designees or other
State officials, in each State served
by the comprehensive center who have
primary responsibility under State law
for elementary and secondary education
in the State; and
[(ii) not more than 15 other members
who are representative of the
educational interests in the region
served by the comprehensive center and
are selected jointly by the officials
specified in clause (i) and the chief
executive officer of each State served
by the comprehensive center, including
the following:
[(I) Representatives of local
educational agencies and
regional educational agencies,
including representatives of
local educational agencies
serving urban and rural areas.
[(II) Representatives of
institutions of higher
education.
[(III) Parents.
[(IV) Practicing educators,
including classroom teachers,
principals, and administrators.
[(V) Representatives of
business.
[(VI) Policymakers, expert
practitioners, and researchers
with knowledge of, and
experience using, the results
of research, evaluation, and
statistics.
[(B) Special rule.--In the case of a State in
which the chief executive officer has the
primary responsibility under State law for
elementary and secondary education in the
State, the chief executive officer shall
consult, to the extent permitted by State law,
with the State educational agency in selecting
additional members of the board under
subparagraph (A)(i).
[(h) Report to Secretary.--Each comprehensive center
established under this section shall submit to the Secretary an
annual report, at such time, in such manner, and containing
such information as the Secretary may require, which shall
include the following:
[(1) A summary of the comprehensive center's
activities during the preceding year.
[(2) A listing of the States, local educational
agencies, and schools the comprehensive center assisted
during the preceding year.]
(f) Comprehensive Center Advisory Board.--A comprehensive
center established under this section may establish an advisory
board to support and monitor the priorities and activities of
such center. An advisory board established under this
subsection shall coordinate and align its work with the work of
the regional advisory committee of the region served by such
center established under section 206.
(g) Report to the Secretary.--Each comprehensive center
established under this section shall submit to the Secretary an
annual report, at such time, in such manner, and containing
such information as the Secretary may require, which shall
include the following:
(1) A summary of the center's activities and products
developed during the previous year.
(2) A listing of the State educational agencies,
local educational agencies, and schools the center
assisted during the previous year.
(3) Using the measurable performance indicators
established under subsection (b)(3), a description of
how well the center is meeting educational needs of the
region served by the center.
(4) Any changes to the center's plan under subsection
(c)(2) to improve its activities in the remaining years
of the grant, contract, or cooperative agreement.
* * * * * * *
[SEC. 204. EVALUATIONS.
[The Secretary shall provide for ongoing independent
evaluations by the National Center for Education Evaluation and
Regional Assistance of the comprehensive centers receiving
assistance under this title, the results of which shall be
transmitted to the appropriate congressional committees and the
Director of the Institute of Education Sciences. Such
evaluations shall include an analysis of the services provided
under this title, the extent to which each of the comprehensive
centers meets the objectives of its respective plan, and
whether such services meet the educational needs of State
educational agencies, local educational agencies, and schools
in the region.
[SEC. 205. EXISTING TECHNICAL ASSISTANCE PROVIDERS.
[The Secretary shall continue awards for the support of the
Eisenhower Regional Mathematics and Science Education Consortia
established under part M of the Educational Research,
Development, Dissemination, and Improvement Act of 1994 (as
such part existed on the day before the date of enactment of
this Act), the Regional Technology in Education Consortia under
section 3141 of the Elementary and Secondary Education Act of
1965 (as such section existed on the day before the date of
enactment of the No Child Left Behind Act of 2001 (Public Law
107-110)), and the Comprehensive Regional Assistance Centers
established under part K of the Educational Research,
Development, Dissemination, and Improvement Act of 1994 (as
such part existed on the day before the date of enactment of
this Act), in accordance with the terms of such awards, until
the comprehensive centers authorized under section 203 are
established.]
SEC. 204. EVALUATIONS.--
(a) In General.--The Secretary shall--
(1) provide for ongoing summative and interim
evaluations described in subsections (b) and (c),
respectively, of each of the comprehensive centers
established under this title in carrying out the full
range of duties of the center under this title; and
(2) transmit the results of such evaluations, through
appropriate means, to the appropriate congressional
committees, the Director of the Institute of Education
Sciences, and the public.
(b) Summative Evaluation.--The Secretary shall ensure each
comprehensive center established under this title is evaluated
by an independent entity at the end of the period of the grant,
contract, or cooperative agreement that established such
center, which shall--
(1) be completed in a timely fashion;
(2) assess how well the center is meeting the
measurable performance indicators established under
section 203(b)(3); and
(3) consider the extent to which the center ensures
that the technical assistance of such center is
relevant and useful to the work of State and local
practitioners and policymakers.
(c) Interim Evaluation.--The Secretary shall ensure that each
comprehensive center established under this title is evaluated
at the midpoint of the period of the grant, contract, or
cooperative agreement that established such center, which
shall--
(1) assess how well such center is meeting the
measurable performance indicators established under
section 203(b)(3); and
(2) be used to improve the effectiveness of such
center in carrying out its plan under section
203(c)(2).
SEC. 206. REGIONAL ADVISORY COMMITTEES.
(a) Establishment.--[Beginning in 2004, the] The Secretary
shall establish a regional advisory committee for each region
described in section 174(b) [of the Education Sciences Reform
Act of 2002].
(b) Mission.--The mission of each regional advisory committee
established under subsection (a) shall be to--
(1) support, strengthen, and, as appropriate, align
the work of the regional educational laboratories
established under section 174 and the comprehensive
centers established under this title; and
(2) ensure that the regional educational laboratories
and comprehensive centers are meeting the needs of
their regions.
(c) Duties.--Each advisory committee established under
subsection (a) shall--
(1) conduct, on at least a biennial basis, a needs
assessments of the region served by the committee, as
described in subsection (e);
(2) to ensure the activities of the regional
educational laboratory and comprehensive centers
serving the region of the committee are responsive to
the needs of such region, provide ongoing input to the
laboratory and centers on planning and carrying out
their activities under section 174 and this title,
respectively;
(3) maintain a high standard of quality in the
performance of the activities of the laboratory and
centers, respectively; and
(4) support the continuous improvement of the
laboratory and centers in the region served by the
committee, especially in meeting the measurable
performance indicators established under sections
174(e)(4) and 203(b)(3), respectively.
[(b) Membership.--
[(1) Composition.--The membership of each regional
advisory committee shall--
[(A) not exceed 25 members;
[(B) contain a balanced representation of
States in the region; and
[(C) include not more than one representative
of each State educational agency geographically
located in the region.
[(2) Eligibility.--The membership of each regional
advisory committee may include the following:
[(A) Representatives of local educational
agencies, including rural and urban local
educational agencies.
[(B) Representatives of institutions of
higher education, including individuals
representing university-based education
research and university-based research on
subjects other than education.
[(C) Parents.
[(D) Practicing educators, including
classroom teachers, principals, administrators,
school board members, and other local school
officials.
[(E) Representatives of business.
[(F) Researchers.
[(3) Recommendations.--In choosing individuals for
membership on a regional advisory committee, the
Secretary shall consult with, and solicit
recommendations from, the chief executive officers of
States, chief State school officers, and education
stakeholders within the applicable region.
[(4) Special rule.--
[(A) Total number.--The total number of
members on each committee who are selected
under subparagraphs (A), (C), and (D) of
paragraph (2), collectively, shall exceed the
total number of members who are selected under
paragraph (1)(C) and subparagraphs (B), (E),
and (F) of paragraph (2), collectively.
[(B) Dissolution.--Each regional advisory
committee shall be dissolved by the Secretary
after submission of such committee's report
described in subsection (c)(2) to the
Secretary, but each such committee may be
reconvened at the discretion of the Secretary.
[(c) Duties.--Each regional advisory committee shall advise
the Secretary on the following:
[(1) An educational needs assessment of its region
(using the results of the assessment conducted under
subsection (d)), in order to assist in making decisions
regarding the regional educational priorities.
[(2) Not later than 6 months after the committee is
first convened, a report based on the assessment
conducted under subsection (d).]
(d) Membership.--
(1) Composition.--The membership of each regional
advisory committee shall--
(A) not exceed 25 members;
(B) include the chief State school officer,
or such officer's designee, or other State
official, of States within the region of the
committee who have primary responsibility under
State law for elementary and secondary
education in the State;
(C) include representatives of local
educational agencies, including rural and urban
local educational agencies, that represent the
geographic diversity of the region; and
(D) include researchers.
(2) Eligibility.--The membership of each regional
advisory committee may include the following:
(A) Representatives of institutions of higher
education.
(B) Parents.
(C) Practicing educators, including classroom
teachers, school leaders, administrators,
school board members, and other local school
officials.
(D) Representatives of business.
(E) Policymakers.
(F) Representatives from the regional
educational laboratory and comprehensive
centers in the region.
(3) Recommendations.--In choosing individuals for
membership on a regional advisory committee, the
Secretary shall consult with, and solicit
recommendations from, the chief executive officers of
States, chief State school officers, local educational
agencies, and other education stakeholders within the
applicable region.
(4) Special rule.--The total number of members on
each committee who are selected under subparagraphs (B)
and (C) of paragraph (1), in the aggregate, shall
exceed the total number of members who are selected
under paragraph (2), collectively.
[(d)] (e) Regional Assessments.--Each regional advisory
committee shall--
(1) assess, at least on a biennial basis, the
educational needs, strengths, and weaknesses within the
region to be served;
(2) in conducting the assessment under paragraph (1),
seek input from chief executive officers of States,
chief [State school officers, educators, and parents
(including through a process of open hearings to
solicit the views and needs of schools (including
public charter schools), teachers, administrators,
members of the regional educational laboratory
governing board, parents, local educational agencies,
librarians, businesses, State educational agencies, and
other customers (such as adult education programs)
within the region)] State school officers, local
educational agencies, representatives of public charter
schools, educators, parents, and others within the
region regarding the need for the activities described
in section 174 [of the Education Sciences Reform Act of
2002 and section 203 of this title] and section 203 and
how those needs would be most effectively addressed;
[and]
(3) use available State and local data, consistent
with privacy protections under section 183, to
determine regional educational needs; and
[(3)] (4) submit the assessment to the Secretary and
to the Director of the Institute of Education Sciences,
at such time, in such manner, and containing such
information as the Secretary may require.
* * * * * * *
SEC. 207. PRIORITIES.
The Director and Secretary shall establish priorities for the
regional educational laboratories (established under section
174 [of the Education Sciences Reform Act of 2002]) and
comprehensive centers (established under section 203 [of this
title]) [to address, taking onto account], respectively, using
the results of the regional assessments conducted under section
206 and other [relevant regional surveys of educational needs,
to the extent the Secretary deems appropriate] relevant
regional and national surveys of educational needs.
SEC. 208. GRANT PROGRAM FOR STATEWIDE, LONGITUDINAL DATA SYSTEMS.
(a) Grants Authorized.--The Secretary is authorized to award
grants, on a competitive basis, to State educational agencies
to enable such agencies to design, develop, and implement
statewide, longitudinal data systems to efficiently and
accurately manage, analyze, disaggregate, and use individual
student data, consistent with the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6301 et seq.), the Higher
Education Act of 1965 (20 U.S.C. 1001 et seq.), and the
Individuals with Disabilities Education Act (20 U.S.C. 1400 et
seq.). State educational agencies receiving a grant under this
section may provide subgrants to local educational agencies to
improve the capacity of local educational agencies to carry out
the activities authorized under this section.
* * * * * * *
(c) Performance Management.--Before awarding a grant under
this section, the Secretary shall establish measurable
performance indicators--
(1) to be used to assess the ongoing progress and
performance of State educational agencies receiving a
grant under this section; and
(2) that address paragraphs (1) through (3) of the
performance management system described in section 185.
[(c)] (d) Awarding of Grants.--In awarding grants under this
section, the Secretary shall use a peer review process that--
(1) ensures technical quality (including validity and
reliability)[, promotes linkages across States,] and
protects student privacy consistent with section 183;
(2) promotes the generation and accurate and timely
use of data that supports school improvement and is
needed--
(A) for States and local educational agencies
to comply with the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6301 et seq.)
[and other reporting requirements and close
achievement gaps; and], other reporting
requirements, close achievement gaps, and
improve teaching;
(B) to facilitate research to improve student
academic achievement [and close achievement
gaps], close achievement gaps, and improve
teaching; and
(C) to align statewide longitudinal data
systems from early education through
postsecondary education (including pre-service
preparation programs), and the workforce,
consistent with privacy protections under
section 183;
[(3) gives priority to applications that meet the
voluntary standards and guidelines described in section
153(a)(5).]
(3) ensures the protection of student privacy, and
includes a review of how State educational agencies,
local educational agencies, and others that will have
access to the statewide data systems under this section
will adhere to Federal privacy laws and protections,
consistent with section 183, in the building,
maintenance, and use of such data systems;
(4) ensures State educational agencies receiving a
grant under this section support professional
development that builds the capacity of teachers and
school leaders to use data effectively; and
(5) gives priority to State educational agencies that
leverage the use of longitudinal data systems to
improve student achievement and growth, including such
State educational agencies that--
(A) meet the voluntary standards and
guidelines described in section 153(a)(5);
(B) define the roles of State educational
agencies, local educational agencies, and
others in providing timely access to data under
the statewide data systems, consistent with
privacy protections in section 183; and
(C) demonstrate the capacity to share teacher
and school leader performance data, including
student achievement and growth data, with local
educational agencies and teacher and school
leader preparation programs.
[(d)] (e) Supplement Not Supplant.--Funds made available
under this section shall be used to supplement, and not
supplant, other State or local funds used for developing State
data systems.
(f) Renewal of Awards.--The Secretary may renew a grant
awarded to a State educational agency under this section for a
period not to exceed 3 years, if the State educational agency
has demonstrated progress on the measurable performance
indicators established under subsection (c).
[(e) Report.--Not later than 1 year after the date of
enactment of the Educational Technical Assistance Act of 2002,
and again 3 years after such date of enactment, the Secretary,
in consultation with the National Academies Committee on
National Statistics, shall make publicly available a report on
the implementation and effectiveness of Federal, State, and
local efforts related to the goals of this section, including--
[(1) identifying and analyzing State practices
regarding the development and use of statewide,
longitudinal data systems;
[(2) evaluating the ability of such systems to manage
individual student data consistent with the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6301 et
seq.), promote linkages across States, and protect
student privacy consistent with section 183; and
[(3) identifying best practices and areas for
improvement.]
(g) Reports.--
(1) First report.--Not later than 1 year after the
date of enactment of the Strengthening Education
through Research Act, the Secretary shall prepare and
make publicly available a report on the implementation
and effectiveness of the activities carried out by
State educational agencies receiving a grant under this
section, including--
(A) information on progress in the
development and use of statewide longitudinal
data systems described in this section;
(B) information on best practices and areas
for improvement in such development and use;
and
(C) how the State educational agencies are
adhering to Federal privacy laws and
protections in the building, maintenance, and
use of such data systems.
(2) Succeeding reports.--Every succeeding 3 years
after the report is made publicly available under
paragraph (1), the Secretary shall prepare and make
publicly available a report on the implementation and
effectiveness of the activities carried out by State
educational agencies receiving a grant under this
section, including--
(A) information on the requirements of
subparagraphs (A) through (C) of paragraph (1);
and
(B) the progress, in the aggregate, State
educational agencies are making on the
measurable performance indicators established
under subsection (c).
* * * * * * *
[SEC. 209. AUTHORIZATION OF APPROPRIATIONS.
[There are authorized to be appropriated to carry out this
title $80,000,000 for fiscal year 2003 and such sums as may be
necessary for each of the 5 succeeding fiscal years.]
SEC. 209. AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated to carry out this
title--
(1) for fiscal year 2015, $82,984,000;
(2) for fiscal year 2016, $83,149,968;
(3) for fiscal year 2017, $84,979,268;
(4) for fiscal year 2018, $87,018,769;
(5) for fiscal year 2019, $89,368,277; and
(6) for fiscal year 2020, $90,708,801.
* * * * * * *
TITLE III--NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS
SEC. 301. SHORT TITLE.
This title may be referred to as the ``National Assessment of
Educational Progress Authorization Act''.
SEC. 302. NATIONAL ASSESSMENT GOVERNING BOARD.
(a) Establishment.--There is established the National
Assessment Governing Board (hereafter in this title referred to
as the ``Assessment Board''), which [shall formulate policy
guidelines] shall oversee and set policies, in a manner
consistent with subsection (e) and accepted professional
standards, for the National Assessment (carried out under
section 303).
(b) Membership.--
(1) Appointment and composition.--The Assessment
Board shall be appointed by the Secretary and be
composed as follows:
(A) * * *
* * * * * * *
(L) Two school [principals] leaders, of whom
one shall be an elementary school [principal]
leader and one shall be a secondary school
[principal] leader.
* * * * * * *
(c) Terms.--
(1) * * *
* * * * * * *
[(4) Conforming provision.--Members of the Assessment
Board previously granted 3 year terms, whose terms are
in effect on the date of enactment of the Department of
Education Appropriations Act, 2001, shall have their
terms extended by 1 year.]
(d) Vacancies.--
(1) In general.--
(A) Organizations.--The Secretary shall
appoint new members to fill vacancies on the
Assessment Board from among individuals who are
nominated by the Assessment Board after
consultation with organizations representing
the type of individuals described in subsection
(b)(1) with respect to which the vacancy
exists.
(B) Nominations.--[Each organization
submitting nominations to the Secretary with]
With respect to a particular vacancy, the
Assessment Board shall nominate for such
vacancy six individuals who are qualified by
experience or training to fill the particular
Assessment Board vacancy.
* * * * * * *
(2) Additional nominations.--The Secretary may
request [that each organization described in paragraph
(1)(A) submit additional nominations] additional
nominations from the Assessment Board or each
organization described in paragraph (1)(A) if the
Secretary determines that none of the individuals
nominated by [such organization] the Assessment Board
have appropriate knowledge or expertise.
(e) Duties.--
(1) In general.--In carrying out its functions under
this section the Assessment Board shall--
(A) in consultation with the Commissioner for
Education Statistics, select the subject areas
and grades or ages to be assessed, and
determine the year in which such assessments
will be conducted (consistent with section
303(b));
* * * * * * *
(D) develop a process for review of the
assessment which includes the active
participation of teachers, school leaders,
curriculum specialists, local school
administrators, parents, and concerned members
of the public;
(E) [design] provide input on the methodology
of the assessment to ensure that assessment
items are valid and reliable, in consultation
with appropriate technical experts in
measurement and assessment, content and subject
matter, sampling, and other technical experts
who engage in large scale surveys;
* * * * * * *
(J) provide input to the Director on annual
budget requests for the National Assessment of
Educational Progress; and
[(J) plan and execute the initial public
release of] (K) release the initial National
Assessment of Educational Progress reports.
The National Assessment of Educational Progress data
shall not be released prior to the release of the
reports described in [subparagraph (J)] subparagraph
(K).
* * * * * * *
SEC. 303. NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS.
(a) Establishment.--The Commissioner for Education Statistics
shall, [with the advice of the Assessment Board established
under section 302] in a manner consistent with accepted
professional standards and the policies set forth by the
Assessment Board under section 302(a), carry out, through
grants, contracts, or cooperative agreements with one or more
qualified organizations, or consortia thereof, a National
Assessment of Educational Progress, which collectively refers
to a national assessment, State assessments, and a long-term
trend assessment in reading and mathematics.
(b) Purpose; State Assessments.--
(1) * * *
(2) Measurement and reporting.--The Commissioner for
Education Statistics, in carrying out the measurement
and reporting described in paragraph (1), shall--
(A) * * *
* * * * * * *
(D) to the extent time and resources allow
and consistent with section 302(e)(1)(A), and
after the requirements described in
subparagraph (B) are implemented and the
requirements described in subparagraph (C) are
met, conduct additional national assessments
and collect and report assessment data,
including achievement data trends, in a valid
and reliable manner on student academic
achievement in grades 4, 8, and 12 in public
and private elementary schools and secondary
schools in regularly scheduled intervals in
additional subject matter, including writing,
science, history, geography, civics, economics,
foreign languages, and arts, and the trend
assessment described in subparagraph (F);
* * * * * * *
(G) include information on special groups,
including, whenever feasible, information
collected, cross tabulated, compared, and
reported by race, ethnicity, socioeconomic
status, gender, disability and limited English
proficiency; [and]
(H) ensure that achievement data are made
available on a timely basis following official
reporting, in a manner that facilitates further
analysis and that includes trend lines[.]; and
(I) determine, after taking into account
section 302(e)(1)(I), the content of initial
and subsequent reports of all assessments
authorized under this section and ensure that
such reports are valid and reliable.
* * * * * * *
(c) Access.--
(1) * * *
(2) Complaints.--
(A) * * *
(B) Forwarding of complaints.--The Assessment
Board shall forward such complaints to the
Commissioner for Education Statistics, the
Secretary [of Education], and the State and
local educational agency from within which the
complaint originated within 30 days of receipt
of such complaint.
* * * * * * *
(D) Report.--The Secretary shall submit a
summary report of all complaints received
pursuant to subparagraph (A) and responses by
the Assessment Board pursuant to subparagraph
(C) to the [Chairman of the House] Committee on
Education and the Workforce of the House of
Representatives, and the [Chairman of the
Senate] Committee on Health, Education, Labor,
and Pensions of the Senate.
* * * * * * *
(d) Participation.--
(1) Voluntary participation.--Participation in any
assessment authorized under this section shall be
voluntary for students, schools, and local educational
agencies, except as required under section
1112(b)(1)(F) of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 6312(b)(1)(F)).
* * * * * * *
(e) Student Achievement Levels.--
(1) Achievement levels.--The Assessment Board shall
develop appropriate student achievement levels for each
grade [or age] in each subject area to be tested under
assessments authorized under this section, except the
trend assessment described in subsection (b)(2)(F).
(2) Determination of levels.--
(A) In general.--Such levels [shall--
[(i) be] shall be determined by--
[(I)] (i) identifying the knowledge
that can be measured and verified
objectively using widely accepted
professional assessment standards; and
[(II)] (ii) developing achievement
levels that are consistent with
relevant widely accepted professional
assessment standards and based on the
appropriate level of subject matter
knowledge for grade levels to be
assessed[, or the age of the students,
as the case may be].
(B) National consensus approach.--[After the
determinations described in subparagraph (A),
devising] The Assessment Board shall, in making
the determination described in subparagraph
(A), use a national consensus approach,
providing for the active participation of
teachers, school leaders, curriculum
specialists, local school administrators,
parents, and concerned members of the general
public.
* * * * * * *
(D) Status.--The Commissioner for Education
Statistics and the Assessment Board shall
ensure that reports using such levels on a
trial basis do so in a manner that makes clear
the status of such levels.
* * * * * * *
(g) Coverage Agreements.--
(1) * * *
(2) Bureau of indian [affairs] education schools.--
The Secretary and the Secretary of the Interior may
enter into an agreement, including such terms as are
mutually satisfactory, to include in the National
Assessment schools for Indian children operated or
supported by the Bureau of Indian [Affairs] Education.
SEC. 304. DEFINITIONS.
In this title:
(1) In general.--The terms ``elementary school'',
``local educational agency'', and ``secondary school''
have the meanings given those terms in section 9101 of
the Elementary and Secondary Education Act of 1965 (20
U.S.C. 7801).
[(1)] (2) Director.--The term ``Director'' means the
Director of the Institute of Education Sciences.
(3) School leader.--The term ``school leader'' has
the meaning given the term in section 102.
(4) Secretary.--The term ``Secretary'' means the
Secretary of Education.
[(2)] (5) State.--The term ``State'' means each of
the 50 States, the District of Columbia, and the
Commonwealth of Puerto Rico.
SEC. 305. AUTHORIZATION OF APPROPRIATIONS.
[(a) In General.--There are authorized to be appropriated--
[(1) for fiscal year 2003--
[(A) $4,600,000 to carry out section 302, as
amended by section 401 of this Act (relating to
the National Assessment Governing Board); and
[(B) $107,500,000 to carry out section 303,
as amended by section 401 of this Act (relating
to the National Assessment of Educational
Progress); and
[(2) such sums as may be necessary for each of the 5
succeeding fiscal years to carry out sections 302 and
303, as amended by section 401 of this Act.]
(a) In General.--There are authorized to be appropriated--
(1) for fiscal year 2015--
(A) $8,235,000 to carry out section 302
(relating to the National Assessment Governing
Board); and
(B) $132,000,000 to carry out section 303
(relating to the National Assessment of
Educational Progress);
(2) for fiscal year 2016--
(A) $8,251,470 to carry out section 302
(relating to the National Assessment Governing
Board); and
(B) $132,264,000 to carry out section 303
(relating to the National Assessment of
Educational Progress);
(3) for fiscal year 2017--
(A) $8,433,002 to carry out section 302
(relating to the National Assessment Governing
Board); and
(B) $135,173,808 to carry out section 303
(relating to the National Assessment of
Educational Progress);
(4) for fiscal year 2018--
(A) $8,635,395 to carry out section 302
(relating to the National Assessment Governing
Board); and
(B) $138,417,979 to carry out section 303
(relating to the National Assessment of
Educational Progress);
(5) for fiscal year 2019--
(A) $8,868,550 to carry out section 302
(relating to the National Assessment Governing
Board); and
(B) $142,155,266 to carry out section 303
(relating to the National Assessment of
Educational Progress); and
(6) for fiscal year 2020--
(A) $9,001,578 to carry out section 302
(relating to the National Assessment Governing
Board); and
(B) $144,287,595 to carry out section 303
(relating to the National Assessment of
Educational Progress).
* * * * * * *