Schools of the Future Act

Summary: Schools of the Future Act - Authorizes the Secretary of Education to award competitive three- to five-year grants to eligible partnerships to implement and evaluate the results of technology-based learning practices, strategies, tools, or courses at rural schools. Defines &quot;eligible partnerships&quot; as those composed of a school partner, a digital learning partner, and an evaluation partner. Describes a &quot;school partner&quot; as a: (1) local educational agency, (2) charter school network that does not include virtual schools, (3) consortium of public elementary or secondary schools, (4) regional educational service provider, or (5) consortium of such entities. Describes a &quot;digital learning partner&quot; as an institution of higher education, a nonprofit organization, or an organization with school development or turnaround experience. Includes among the grant-funded technology-based learning practices, strategies, tools, or courses, those that: (1) personalize the learning experience, (2) aid and inform instruction, (3) meet the needs of students with specific educational needs, (4) help students develop 21st century skills, and (5) give students access to courses that would otherwise be unavailable to them. Requires each partnership's evaluation partner, after the third year of the grant, to evaluate the effect of the technology-based learning practices, strategies, tools, or courses on student achievement and its school partner's costs and savings. Directs the Secretary, acting through the Director of the Institute of Education Sciences, to: (1) evaluate the implementation and impact of the activities supported by this Act's grants, (2) identify best practices, and (3) disseminate research on best practices in school leadership.

SECTION 1. SHORT TITLE.

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

SEC. 2. FINDINGS.

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

SEC. 3. PROGRAM AUTHORIZED.

    (a) Grants to Eligible Partnerships.--From the amounts appropriated 
to carry out this Act, the Secretary of Education is authorized to 
award grants, on a competitive basis, to eligible partnerships to carry 
out the activities described in section 6.
    (b) Duration of Grant.--A grant under subsection (a) shall be 
awarded for not less than a 3-year and not longer than a 5-year period.
    (c) Fiscal Agent.--If an eligible partnership receives a grant 
under this Act, a school partner in the partnership shall serve as the 
fiscal agent for the partnership.

SEC. 4. APPLICATION.

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

SEC. 5. APPLICATION REVIEW AND AWARD BASIS.

    (a) Peer Review.--The Secretary shall use a peer review process to 
review applications for grants under this Act. The Secretary shall 
appoint individuals to the peer review process who have relevant 
expertise in digital learning, research and evaluation, standards 
quality and alignment, and rural education.
    (b) Award Basis.--In awarding grants under this Act, the Secretary 
shall ensure, to the extent practicable, diversity in the type of 
activities funded under the grants.
    (c) Selection Criteria.--In evaluating an eligible partnership's 
application for a grant under this Act, the Secretary shall consider--
            (1) the need for the proposed technology-based learning 
        practice, tool, strategy, or course;
            (2) the quality of the design of the proposed practice, 
        tool, strategy, or course;
            (3) the strength of the existing research evidence with 
        respect to such practice, tool, strategy, or course;
            (4) the experience of the eligible partnership; and
            (5) the quality of the evaluation proposed by the eligible 
        partnership.

SEC. 6. USE OF FUNDS.

    (a) Required Use of Funds.--
            (1) In general.--An eligible partnership receiving a grant 
        under this Act shall use such funds to implement and evaluate 
        the results of technology-based learning practices, strategies, 
        tools, or courses, including the practices, strategies, tools, 
        or courses identified under paragraphs (2) through (6).
            (2) Tools and courses designed to personalize the learning 
        experience.--Technology-based tools and courses identified 
        under this paragraph include the following types of tools and 
        courses designed to personalize the learning experience:
                    (A) Technology-based personalized instructional 
                systems.
                    (B) Adaptive software, games, or tools, that can be 
                used to personalize learning.
                    (C) Computer-based tutoring courses to help 
                struggling students.
                    (D) Games, digital tools, and smartphone or tablet 
                applications to improve students' engagement, focus, 
                and time on task.
                    (E) Other tools and courses designed to personalize 
                the learning experience.
            (3) Practices and strategies designed to aid and inform 
        instruction.--Technology-based practices and strategies 
        identified under this paragraph include the following types of 
        practices and strategies designed to aid and inform 
        instruction:
                    (A) Adaptive software, games, or tools that can be 
                used for the purpose of formative assessment.
                    (B) Web resources that provide teachers and their 
                students access to instructional and curricular 
                materials that are--
                            (i) aligned with high-quality standards; 
                        and
                            (ii) designed to prepare students for 
                        college and a career, such as a repository of 
                        primary historical sources for use in history 
                        and civics courses or examples of 
                        developmentally appropriate science 
                        experiments.
                    (C) Online professional development opportunities, 
                teacher mentoring opportunities, and professional 
                learning communities.
                    (D) Tools or web resources designed to address 
                specific instructional problems.
                    (E) Other practices and strategies designed to 
                personalize the learning experience.
            (4) Tools, courses, and strategies designed to improve the 
        achievement of students with specific educational needs.--
        Technology-based tools, courses, and strategies identified 
        under this paragraph include the following types of tools, 
        courses, and strategies designed to meet the needs of students 
        with specific educational needs:
                    (A) Digital tools specifically designed to meet the 
                needs of students with a particular disability.
                    (B) Online courses that give students who are not 
                on track to graduate or have already dropped out of 
                school the opportunity for accelerated credit recovery.
                    (C) Language instruction courses, games, or 
                software designed to meet the needs of English language 
                learners.
                    (D) Other tools, courses, and strategies designed 
                to personalize the learning experience.
            (5) Tools, courses, and strategies designed to help 
        students develop 21st century skills.--Technology-based tools, 
        courses, and strategies identified under this paragraph include 
        peer-to-peer virtual learning opportunities to be used for the 
        purposes of project-based learning, deeper learning, and 
        collaborative learning, and other tools, courses, and 
        strategies designed to help students develop 21st century 
        skills, such as the ability to think critically and solve 
        problems, be effective communicators, collaborate with others, 
        and learn to create and innovate.
            (6) Technology-based or online courses that allow students 
        to take courses that they would not otherwise have access to.--
        Technology-based or online courses identified under this 
        paragraph include courses or collections of courses that 
        provide students access to courses that they would not 
        otherwise have access to, such as the following:
                    (A) An online repository of elective courses.
                    (B) Online or software-based courses in foreign 
                languages, especially in languages identified as 
                critical or in schools where a teacher is not available 
                to teach the language or course level a student 
                requires.
                    (C) Online advanced or college-level courses that 
                can be taken for credit.
    (b) Authorized Use of Funds.--An eligible partnership receiving a 
grant under this Act may use grant funds to--
            (1) develop the technology for technology-based learning 
        strategies, practices, courses, or tools to be carried out 
        under the grant;
            (2) purchase hardware or software needed to carry out such 
        strategies, practices, courses, or tools under the grant, 
        except that such purchases may not exceed 50 percent of total 
        grant funds;
            (3) address the particular needs of student subgroups, 
        including students with disabilities and English-language 
        learners;
            (4) provide technology-based professional development or 
        professional development on how to maximize the utility of 
        technology; and
            (5) address issues of cost and capacity in rural areas and 
        shortage subjects.

SEC. 7. DATA COLLECTION AND EVALUATION.

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

SEC. 8. DEFINITIONS.

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