I 

112TH CONGRESS 

1ST SESSION H. R. 3405 

To increase the recruitment and retention of school counselors, school social 

workers, and school psychologists by low-income local educational agencies. 

IN THE HOUSE OF REPRESENTATIVES 

NOVEMBER 14, 2011 

Mr. TOWNS (for himself, Ms. LINDA T. SA ́NCHEZ of California, Mr. POLIS, 

Ms. MOORE, Mrs. NAPOLITANO, Ms. MCCOLLUM, Mr. CONYERS, and Mr. 

HINCHEY) introduced the following bill; which was referred to the Committee on Education and the Workforce 

A BILL 

To increase the recruitment and retention of school counselors, school social workers, and school psychologists 

by low-income local educational agencies. 

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled, 

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Increased Student 

5 Achievement Through Increased Student Support Act’’. 

6 SEC. 2. FINDINGS. 

7 Congress finds the following: 

8 (1) Research shows that low socioeconomic sta9 tus and certain family risk factors, such as low maVerDate Mar 15 2010 01:52 Nov 16, 2011 Jkt 019200 PO 00000 Frm 00001 Fmt 6652 Sfmt 6201 E:\BILLS\H3405.IH H3405

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1 ternal education level and being from a single parent 

2 household, are highly correlated with poor edu3 cational outcomes, with a concentration of low-per4 forming schools in low-income and under-served 

5 communities. 

6 (2) Teachers cite poor working conditions, stu7 dent behavior, lack of student motivation, and lack 

8 of administrative support as key reasons why they 

9 choose to leave the teaching profession. 

10 (3) Teachers and principals working for low-in11 come local educational agencies are increasingly 

12 tasked with addressing not only the academic needs 

13 of a child, but also the social, emotional, and behav14 ioral needs of a child that require the services of a 

15 school counselor, school social worker, and school 

16 psychologist, and these needs often interfere with de17 livering quality instruction and raising student 

18 achievement. 

19 (4) Rates of maltreatment and neglect of young 

20 children in military families have shown dramatic in21 creases during the parental deployments that have 

22 accompanied the increased military involvement of 

23 the United States abroad since October 2002. Like24 wise, adolescents with deployed parents report in25 creased perceptions of uncertainty and loss, role amVerDate Mar 15 2010 01:52 Nov 16, 2011 Jkt 019200 PO 00000 Frm 00002 Fmt 6652 Sfmt 6201 E:\BILLS\H3405.IH H3405

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1 biguity, negative changes in mental and behavioral 

2 health, and increased relationship conflict; children 

3 exhibit increases in behavior disorders, stress dis4 orders, and emotional difficulties, and decreases in 

5 achievement in most academic subjects. These 

6 trends raise concerns about the impact of deploy7 ment on military personnel and their families and 

8 whether schools that serve a large number of chil9 dren with deployed parents have sufficient staff and 

10 expertise to meet these challenges. 

11 (5) Children of military families in rural com12 munities are often geographically isolated, and 

13 schools that were already experiencing understaffing 

14 of school counselors, school social workers, and 

15 school psychologists face even greater challenges 

16 meeting the increased needs of students enduring 

17 the stress that comes along with having a deployed 

18 parent or parents. 

19 (6) Schools served by low-income local edu20 cational agencies suffer disproportionately from a 

21 lack of services, with many schools sharing a single 

22 school counselor, school social worker, or school psy23 chologist with neighboring schools. 

24 (7) Too few school counselors, school social 

25 workers, and school psychologists per student means 


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1 that such personnel are often unable to effectively 

2 address the needs of students. 

3 (8) The American School Counselor Association 

4 and American Counseling Association recommend 

5 having at least 1 school counselor for every 250 stu6 dents. 

7 (9) The School Social Work Association of 

8 America recommends having at least 1 school social 

9 worker for every 400 students. 

10 (10) The National Association of School Psy11 chologists recommends having at least 1 school psy12 chologist for every 1,000 students. 

13 (11) Recent research of victimization of chil14 dren ages 2 to 17 suggests that more than one-half 

15 of the children experienced a physical assault in the 

16 study year. More than 1 in 4 experienced a property 

17 offense, more than 1 in 8 experienced a form of 

18 child maltreatment, 1 in 12 experienced a sexual vic19 timization, and more than 1 in 3 had been a witness 

20 to violence or experienced another form of indirect 

21 victimization. Only 29 percent of the children had no 

22 direct or indirect victimization. 

23 (12) Principals and teachers see signs of trau24 ma-related stress in many students including hostile 


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1 outbursts, sliding grades, poor test performance, and 

2 the inability to pay attention. 

3 (13) There were more than 423,000 children in 

4 foster care in 2009, and studies have revealed these 

5 children to have higher rates of placement in special 

6 education, dropping out of school, and discipline 

7 problems, and poorer academic skills than their non8 foster care peers. 

9 SEC. 3. PURPOSE. 

10 The purpose of this Act is to increase the recruitment 

11 and retention of school counselors, school social workers, 

12 and school psychologists by low-income local educational 

13 agencies in order to— 

14 (1) support all students who are at risk of neg15 ative educational outcomes; 

16 (2) improve student achievement, which may be 

17 measured by growth in academic achievement on 

18 tests required by the applicable State educational 

19 agency, persistence rates, graduation rates, and 

20 other appropriate measures; 

21 (3) improve retention of teachers who are high22 ly qualified; 

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1 ers, and school psychologists and parents and fami2 lies served by low-income local educational agencies; 

3 (5) increase and improve collaboration among 

4 teachers, principals, school counselors, school social 

5 workers, and school psychologists and improve pro6 fessional development opportunities for teachers and 

7 principals in the area of strategies related to improv8 ing classroom climate and classroom management; 

9 and 

10 (6) improve working conditions for all school 

11 personnel. 

12 SEC. 4. GRANT PROGRAM TO INCREASE THE NUMBER OF 

13 SCHOOL COUNSELORS, SCHOOL SOCIAL 

14 WORKERS, AND SCHOOL PSYCHOLOGISTS EM15 PLOYED BY LOW-INCOME LOCAL EDU16 CATIONAL AGENCIES. 

17 (a) GRANT PROGRAM AUTHORIZED.—The Secretary 

18 shall award grants, on a competitive basis, to eligible part19 nerships that receive recommendations from the peer re20 view panel established under subsection (d), to enable such 

21 partnerships to carry out pipeline programs to increase 

22 the number of school counselors, school social workers, 

23 and school psychologists employed by low-income local 

24 educational agencies by carrying out any of the activities 

25 described in subsection (g). 


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1 (b) GRANT PERIOD.—A grant awarded under this 

2 section shall be for a 5-year period and may be renewed 

3 for additional 5-year periods upon a showing of adequate 

4 progress, as the Secretary determines appropriate. 

5 (c) APPLICATION.—To be eligible to receive a grant 

6 under this section, an eligible graduate institution, on be7 half of an eligible partnership, shall submit to the Sec8 retary a grant application, including— 

9 (1) an assessment of the existing ratios of 

10 school counselors, school social workers, and school 

11 psychologists to students enrolled in schools in each 

12 low-income local educational agency that is part of 

13 the eligible partnership; and 

14 (2) a detailed description of— 

15 (A) a plan to carry out a pipeline program 

16 to train, place, and retain school counselors, 

17 school social workers, or school psychologists, or 

18 any combination thereof, as applicable, in low19 income local educational agencies; and 

20 (B) the proposed allocation and use of 

21 grant funds to carry out activities described by 

22 subsection (g). 

23 (d) PEER REVIEW PANEL.— 

24 (1) ESTABLISHMENT OF PANEL.—The Sec25 retary shall establish a peer review panel to evaluate 


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1 applications for grants under subsection (c) and 

2 make recommendations to the Secretary regarding 

3 such applications. 

4 (2) EVALUATION OF APPLICATIONS.—In mak5 ing its recommendations, the peer review panel shall 

6 take into account the purpose of this Act and the 

7 application requirements under subsection (c), in8 cluding the quality of the proposed pipeline program. 

9 (3) RECOMMENDATION OF PANEL.—The Sec10 retary may award grants under this section only to 

11 eligible partnerships whose applications receive a 

12 recommendation from the peer review panel. 

13 (4) MEMBERSHIP OF PANEL.— 

14 (A) The peer review panel shall include at 

15 a minimum the following members: 

16 (i) One clinical, tenured, or tenure 

17 track faculty member at an institution of 

18 higher education with a current appoint19 ment to teach courses in the subject area 

20 of school counselor education. 

21 (ii) One clinical, tenured, or tenure 

22 track faculty member at an institution of 

23 higher education with a current appoint24 ment to teach courses in the subject area 

25 of school social worker education. 


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1 (iii) One clinical, tenured, or tenure 

2 track faculty member at an institution of 

3 higher education with a current appoint4 ment to teach courses in the subject area 

5 of school psychology education. 

6 (iv) One clinical, tenured, or tenure 

7 track faculty member at an institution of 

8 higher education with a current appoint9 ment to teach courses in the subject area 

10 of teacher education. 

11 (v) One individual with expertise in 

12 school counseling who works or has worked 

13 in public schools. 

14 (vi) One individual with expertise in 

15 school social work who works or has 

16 worked in public schools. 

17 (vii) One individual with expertise in 

18 school psychology who works or has 

19 worked in public schools. 

20 (viii) One administrator who works or 

21 has worked for a low-income local edu22 cational agency. 

23 (ix) One highly qualified teacher who 

24 has substantial experience working for a 

25 low-income local educational agency. 


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1 (B) At least one of the members described 

2 in subparagraph (A) shall be a clinical faculty 

3 member. 

4 (e) DISTRIBUTION OF GRANTS.—From among the 

5 applications receiving a recommendation by the peer re6 view panel, the Secretary shall— 

7 (1) award the first 5 grants to eligible partner8 ships from 5 different States; 

9 (2) to the extent practicable, distribute grants 

10 equitably among eligible partnerships that propose 

11 to train graduate students in each of the three pro12 fessions of school counseling, school social work, and 

13 school psychology; and 

14 (3) to the extent practicable, equitably dis15 tribute the grants among eligible partnerships that 

16 include an urban low-income local educational agen17 cy and partnerships that include a rural low-income 

18 local educational agency, with, at a minimum, a per19 centage of the funds, equal to the percentage of low20 income children in the United States who are served 

21 by rural local educational agencies (based on the 

22 Small Area Income and Poverty Estimates of the 

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1 ships that include a rural low-income local edu2 cational agency. 

3 (f) PRIORITY.—The Secretary shall give priority to 

4 eligible partnerships that— 

5 (1) propose to use the grant funds to carry out 

6 the activities described under paragraphs (1) 

7 through (3) of subsection (g) in schools that have 

8 higher numbers or percentages of low-income stu9 dents and students not meeting the proficient level 

10 of achievement (as described by section 1111 of the 

11 Elementary and Secondary Education Act of 1965 

12 (20 U.S.C. 6311)) in comparison to other schools 

13 that are served by the low-income local educational 

14 agency that is part of the eligible partnership; 

15 (2) include a low-income local educational agen16 cy that has fewer school counselors, school social 

17 workers, and school psychologists per student than 

18 other eligible partnerships; 

19 (3) include one or more eligible graduate insti20 tutions that offer graduate programs in the greatest 

21 number of the following areas: 

22 (A) school counseling; 

23 (B) school social work; and 

24 (C) school psychology; and 


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1 (4) propose to collaborate with other institu2 tions of higher education with similar programs, in3 cluding sharing facilities, faculty members, and ad4 ministrative costs. 

5 (g) USE OF GRANT FUNDS.—Grant funds awarded 

6 under this section may be used— 

7 (1) to pay the administrative costs (including 

8 supplies, office and classroom space, supervision, 

9 mentoring, and transportation stipends as necessary 

10 and appropriate) related to— 

11 (A) having graduate students of school 

12 counseling, school social work, and school psy13 chology placed in schools served by partici14 pating low-income local educational agencies to 

15 complete required field work, credit hours, in16 ternships, or related training as applicable for 

17 the degree, license, or credential program of 

18 each such student; and 

19 (B) offering required graduate course work 

20 for graduate students of school counseling, 

21 school social work, and school psychology on the 

22 site of a participating low-income local edu23 cational agency or its schools; 

24 (2) for not more than the first 3 years after 

25 participating graduates receive a masters or other 


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1 graduate degree or obtain a State license or creden2 tial in school counseling, school social work, or 

3 school psychology, to hire and pay all or part of the 

4 salaries of such participating graduates to work as 

5 school counselors, school social workers, and school 

6 psychologists in schools served by participating low7 income local educational agencies; 

8 (3) to increase the number of school counselors, 

9 school social workers, and school psychologists per 

10 student in schools served by participating low-income 

11 local educational agencies to work towards the stu12 dent support personnel target ratios; 

13 (4) to recruit, hire, and retain culturally or lin14 guistically under-represented graduate students in 

15 school counseling, school social work, and school psy16 chology for placement in schools served by partici17 pating low-income educational agencies; 

18 (5) to recruit, hire, and pay faculty as nec19 essary to increase the capacity of a participating eli20 gible graduate institution to train graduate students 

21 in the fields of school counseling, school social work, 

22 and school psychology; 

23 (6) to develop coursework that will— 

24 (A) encourage a commitment by graduate 

25 students in school counseling, school social 


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1 work, or school psychology to work for low-in2 come local educational agencies; 

3 (B) give participating graduates the knowl4 edge and skill sets necessary to meet the needs 

5 of— 

6 (i) students and families served by 

7 low-income local educational agencies; and 

8 (ii) teachers, administrators, and 

9 other staff who work for low-income local 

10 educational agencies; 

11 (C) enable participating graduates to meet 

12 the unique needs of students at risk of negative 

13 educational outcomes, including students who— 

14 (i) are English language learners; 

15 (ii) have a parent or caregiver who is 

16 a migrant worker; 

17 (iii) have a parent or caregiver who is 

18 a member of the Armed Forces or Na19 tional Guard who has been deployed or re20 turned from deployment; 

21 (iv) are homeless, including unaccom22 panied youth; 

23 (v) have come into contact with the 

24 juvenile justice system or adult criminal 

25 justice system, including students currently 


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1 or previously held in juvenile detention fa2 cilities or adult jails and students currently 

3 or previously held in juvenile correctional 

4 facilities or adult prisons; 

5 (vi) have been identified as eligible for 

6 services under the Individuals with Disabil7 ities Education Act (20 U.S.C. 1400 et 

8 seq.) or the Rehabilitation Act of 1973 (29 

9 U.S.C. 701 et seq.); 

10 (vii) have been a victim to or wit11 nessed domestic violence or violence in 

12 their community; and 

13 (viii) are foster care youth, youth 

14 aging out of foster care, or former foster 

15 youth; and 

16 (D) utilize the peer-reviewed best practices 

17 developed by the American School Counselor 

18 Association, National Association of Social 

19 Workers, School Social Work Association of 

20 America, or National Association of School Psy21 chologists, subject to approval by the Secretary, 

22 or other best practices that are approved by the 

23 Secretary and have been published through a 

24 peer review process; 


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1 (7) to provide tuition credits to graduate stu2 dents participating in the program; 

3 (8) for student loan forgiveness for partici4 pating graduates who are employed as school coun5 selors, school social workers, or school psychologists 

6 by participating low-income local educational agen7 cies for a minimum of 5 consecutive years; and 

8 (9) for similar activities to fulfill the purpose of 

9 this Act, as the Secretary determines appropriate. 

10 (h) SUPPLEMENT NOT SUPPLANT.—Funds made 

11 available under this section shall be used to supplement, 

12 not supplant, other Federal, State, or local funds for the 

13 activities described in subsection (g). 

14 (i) REPORTING REQUIREMENTS.—Each eligible part15 nership that receives a grant under this section shall sub16 mit an annual report to the Secretary on the progress of 

17 such partnership in carrying out the purpose of this Act. 

18 Such report shall include a description of— 

19 (1) actual service delivery provided through 

20 grant funds, including— 

21 (A) characteristics of each participating el22 igible graduate institution, including descriptive 

23 information on the model used and actual pro24 gram performance; 


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1 (B) characteristics of graduate students 

2 participating in the program, including per3 formance on any tests required by the State 

4 educational agency for credentialing or licens5 ing, demographic characteristics, and graduate 

6 student retention rates; 

7 (C) characteristics of students of the par8 ticipating low-income local educational agency, 

9 including performance on any tests required by 

10 the State educational agency, demographic 

11 characteristics, and promotion, persistence, and 

12 graduation rates, as appropriate; 

13 (D) an estimate of the annual implementa14 tion costs of the program; and 

15 (E) the numbers of students, schools, and 

16 graduate students participating in the program; 

17 (2) outcomes that are consistent with the pur18 pose of the grant program, including— 

19 (A) internship and post-graduation place20 ment; 

21 (B) graduation and professional career 

22 readiness indicators; and 

23 (C) characteristics of the participating low24 income local educational agency, including 

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1 fied teachers and school counselors, school psy2 chologists, and school social workers; 

3 (3) the instruction, materials, and activities 

4 being funded under the grant program; and 

5 (4) the effectiveness of any training and ongo6 ing professional development provided— 

7 (A) to students and faculty in the appro8 priate departments or schools of the partici9 pating eligible graduate institution; 

10 (B) to the faculty, administration, and 

11 staff of the participating low-income local edu12 cational agency; and 

13 (C) to the broader community of providers 

14 of social, emotional, behavioral, and related 

15 support to students and to those who train such 

16 providers. 

17 (j) EVALUATIONS.— 

18 (1) INTERIM EVALUATIONS.—The Secretary 

19 may conduct interim evaluations to determine 

20 whether each eligible partnership receiving a grant is 

21 making adequate progress as the Secretary considers 

22 appropriate. The contents of the annual report sub23 mitted to the Secretary under subsection (i) may be 

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1 ble partnership receiving a grant is demonstrating 

2 adequate progress. 

3 (2) FINAL EVALUATION.—The Secretary shall 

4 conduct a final evaluation to— 

5 (A) determine the effectiveness of the 

6 grant program in carrying out the purpose of 

7 this Act; and 

8 (B) compare the relative effectiveness of 

9 each of the various activities described by sub10 section (g) for which grant funds may be used. 

11 (k) REPORT.—Not sooner than 5 years nor later than 

12 6 years after the date of enactment of this Act, the Sec13 retary shall submit to Congress a report containing the 

14 findings of the evaluation conducted under subsection 

15 (j)(2), and such recommendations as the Secretary con16 siders appropriate. 

17 (l) AUTHORIZATION OF APPROPRIATIONS.— 

18 (1) IN GENERAL.—There are authorized to be 

19 appropriated to carry out this section such sums as 

20 may be necessary for each of the fiscal years 2012 

21 through 2022. 

22 (2) RESERVATION FOR EVALUATIONS.—From 

23 the total amount appropriated to carry out this sec24 tion each fiscal year, the Secretary shall reserve not 


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1 more than 3 percent of that appropriation for eval2 uations under subsection (j). 

3 SEC. 5. STUDENT LOAN FORGIVENESS FOR INDIVIDUALS 

4 WHO ARE EMPLOYED FOR 5 OR MORE CON5 SECUTIVE SCHOOL YEARS AS SCHOOL COUN6 SELORS, SCHOOL SOCIAL WORKERS, SCHOOL 

7 PSYCHOLOGISTS, OR OTHER QUALIFIED PSY8 CHOLOGISTS OR PSYCHIATRISTS BY LOW-IN9 COME LOCAL EDUCATIONAL AGENCIES. 

10 (a) ESTABLISHMENT OF PROGRAM.—The Secretary 

11 shall establish a program to provide student loan forgive12 ness to individuals who are not and have never been par13 ticipants in the grant program established under section 

14 4 and who have been employed for 5 or more consecutive 

15 school years as school counselors, school social workers, 

16 school psychologists, other qualified psychologists, or child 

17 and adolescent psychiatrists by low-income local edu18 cational agencies. 

19 (b) AUTHORIZATION OF APPROPRIATIONS.—There 

20 are authorized to be appropriated to the Secretary such 

21 sums as may be necessary to carry out the program under 

22 this section. 

23 SEC. 6. FUTURE DESIGNATION STUDY. 

24 (a) IN GENERAL.—The Secretary shall conduct a 

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1 gions with a shortage of school counselors, school social 

2 workers, and school psychologists to use in implementing 

3 grant programs and other programs such as the programs 

4 established under this Act or for other purposes related 

5 to any such designation, based on the latest available data 

6 on— 

7 (1) the number of residents under the age of 18 

8 in an area served by a low-income local educational 

9 agency; 

10 (2) the percentage of the population of an area 

11 served by a low-income local educational agency with 

12 incomes below the poverty line; 

13 (3) the percentage of residents age 18 or older 

14 of an area served by a low-income local educational 

15 agency who have earned secondary school diplomas; 

16 (4) the percentage of students identified as eli17 gible for special education services in an area served 

18 by a low-income local educational agency; 

19 (5) the youth crime rate in an area served by 

20 a low-income local educational agency; 

21 (6) the current number of full-time-equivalent 

22 and active school counselors, school social workers, 

23 and school psychologists employed by a low-income 

24 local educational agency; 


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1 (7) the number of students in an area served by 

2 a low-income local educational agency in military 

3 families (active duty and reserve duty) with parents 

4 who have been alerted for deployment, are currently 

5 deployed, or have returned from a deployment in the 

6 previous school year; and 

7 (8) such other criteria as the Secretary con8 siders appropriate. 

9 (b) REPORT.—Not later than 2 years after the date 

10 of enactment of this Act, the Secretary shall submit to 

11 Congress a report containing the findings of the study 

12 conducted under subsection (a). 

13 SEC. 7. DEFINITIONS. 

14 In this Act: 

15 (1) SCHOOL COUNSELING PROGRAM DEFINI16 TIONS.—The terms ‘‘child and adolescent psychia17 trist’’, ‘‘other qualified psychologist’’, ‘‘school coun18 selor’’, ‘‘school psychologist’’, and ‘‘school social 

19 worker’’ have the meanings given the terms in sec20 tion 5421 of the Elementary and Secondary Edu21 cation Act of 1965 (20 U.S.C. 7245). 

22 (2) ESEA GENERAL DEFINITIONS.—The terms 

23 ‘‘highly qualified’’, ‘‘local educational agency’’, and 

24 ‘‘State educational agency’’ have the meanings given 


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1 the terms in section 9101 of the Elementary and 

2 Secondary Education Act of 1965 (20 U.S.C. 7801). 

3 (3) BEST PRACTICES.—The term ‘‘best prac4 tices’’ means a technique or methodology that, 

5 through experience and research related to the prac6 tice of school counseling, school psychology, or 

7 school social work, has proven to reliably lead to a 

8 desired result. 

9 (4) ELIGIBLE GRADUATE INSTITUTION.—The 

10 term ‘‘eligible graduate institution’’ means an insti11 tution of higher education that offers a program of 

12 study that leads to a masters or other graduate de13 gree— 

14 (A) in school psychology that is accredited 

15 or nationally recognized by the National Asso16 ciation of School Psychologists Program Ap17 proval Board and that prepares students in 

18 such program for the State licensing or certifi19 cation examination in school psychology; 

20 (B) in school counseling that prepares stu21 dents in such program for the State licensing or 

22 certification examination in school counseling; 

23 (C) in school social work that is accredited 

24 by the Council on Social Work Education and 

25 that prepares students in such program for the 


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1 State licensing or certification exam in school 

2 social work; or 

3 (D) any combination of subparagraphs 

4 (A), (B), and (C). 

5 (5) ELIGIBLE PARTNERSHIP.—The term ‘‘eligi6 ble partnership’’ means— 

7 (A) a partnership between 1 or more low8 income local educational agencies and 1 or more 

9 eligible graduate institutions; or 

10 (B) in regions in which local educational 

11 agencies may not have a sufficient elementary 

12 and secondary school student population to sup13 port the placement of all participating graduate 

14 students, a partnership between a State edu15 cational agency, on behalf of 1 or more low-in16 come local educational agencies, and 1 or more 

17 eligible graduate institutions. 

18 (6) INSTITUTION OF HIGHER EDUCATION.—The 

19 term ‘‘institution of higher education’’ has the 

20 meaning given such term in section 102 of the High21 er Education Act of 1965 (20 U.S.C. 1002), but ex22 cludes any institution of higher education described 

23 in section 102(a)(1)(C) of such Act. 


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1 (7) LOW-INCOME LOCAL EDUCATIONAL AGEN2 CY.—The term ‘‘low-income local educational agen3 cy’’ means a local educational agency— 

4 (A) in which not less than 20 percent of 

5 the students served by such agency are from 

6 families with incomes below the poverty line, as 

7 determined by the Bureau of the Census on the 

8 basis of the most recent satisfactory data avail9 able; 

10 (B) that has existing ratios of school coun11 selors, school social workers, and school psy12 chologists to students served by the partici13 pating low-income local educational agency that 

14 fall at least 10 percent below the student sup15 port personnel target ratios, meaning such low16 income local educational agency has no more 

17 than one counselor per 277 students, no more 

18 than one school psychologist per 1,111 stu19 dents, and no more than one school social work20 er per 444 students; and 

21 (C) that has been identified for improve22 ment or corrective action (as described in sec23 tion 1116(c) of the Elementary and Secondary 

24 Education Act of 1965 (20 U.S.C. 6316(c))) or 

25 that includes at least one school that has been 


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1 identified for school improvement, corrective ac2 tion, or restructuring (as described in section 

3 1116(b) of such Act). 

4 (8) PARTICIPATING ELIGIBLE GRADUATE INSTI5 TUTION.—The term ‘‘participating eligible graduate 

6 institution’’ means an eligible graduate institution 

7 that is part of an eligible partnership awarded a 

8 grant under section 4. 

9 (9) PARTICIPATING GRADUATE.—The term 

10 ‘‘participating graduate’’ means an individual who— 

11 (A) has received a masters or other grad12 uate degree in elementary or secondary school 

13 counseling, school social work, or school psy14 chology, from a participating eligible graduate 

15 institution and has obtained a State license or 

16 credential in school counseling, school social 

17 work, or school psychology; and 

18 (B) as a graduate student of school coun19 seling, school social work, or school psychology 

20 was placed in a school served by a participating 

21 low-income local educational agency to complete 

22 required field work, credit hours, internships, or 

23 related training as applicable. 

24 (10) PARTICIPATING LOW-INCOME LOCAL EDU25 CATIONAL AGENCY.—The term ‘‘participating low-inVerDate Mar 15 2010 01:52 Nov 16, 2011 Jkt 019200 PO 00000 Frm 00026 Fmt 6652 Sfmt 6201 E:\BILLS\H3405.IH H3405

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•HR 3405 IH

1 come local educational agency’’ means a low-income 

2 local educational agency that is part of an eligible 

3 partnership awarded a grant under section 4. 

4 (11) SECRETARY.—The term ‘‘Secretary’’ 

5 means the Secretary of Education. 

6 (12) STUDENT SUPPORT PERSONNEL TARGET

7 RATIOS.—The term ‘‘student support personnel tar8 get ratios’’ means the ratios of school counselors, 

9 school social workers, and school psychologists to 

10 students recommended to enable such personnel to 

11 effectively address the needs of students, including— 

12 (A) at least 1 school counselor for every 

13 250 students (as recommended by the American 

14 School Counselors Association and American 

15 Counseling Association); 

16 (B) at least 1 school psychologist for every 

17 1,000 students (as recommended by the Na18 tional Association of School Psychologists); and 

19 (C) at least 1 school social worker for 

20 every 400 students (as recommended by the 

21 School Social Work Association of America). 

22 (13) UNACCOMPANIED YOUTH.—The term ‘‘un23 accompanied youth’’ has the meaning given such 


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•HR 3405 IH

1 term in section 725 of the McKinney-Vento Home2 less Assistance Act (42 U.S.C. 11434a). 

Æ 


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