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[Congressional Bills 113th Congress]
[From the U.S. Government Publishing Office]
[H.R. 1854 Introduced in House (IH)]

113th CONGRESS
  1st Session
                                H. R. 1854

To increase the recruitment and retention of school counselors, school 
social workers, school psychologists, and other psychologists qualified 
      to work in schools by low-income local educational agencies.

_______________________________________________________________________

                    IN THE HOUSE OF REPRESENTATIVES

                              May 7, 2013

 Ms. Chu (for herself, Mr. Cardenas, Mr. Cartwright, Mr. Conyers, Mr. 
   Grijalva, Mr. Honda, Ms. Jackson Lee, Ms. Lee of California, Mr. 
   Lowenthal, Mrs. Negrete McLeod, Mr. Rangel, Ms. Shea-Porter, Ms. 
Sinema, and Ms. Wilson of Florida) 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, school psychologists, and other psychologists qualified 
      to work in schools by low-income local educational agencies.

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

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Partnerships for Achieving Student 
Success Act'' or the ``PASS Act''.

SEC. 2. FINDINGS.

    Congress finds the following:
            (1) Research shows that low socioeconomic status and 
        certain family risk factors, such as low maternal education 
        level and being from a single parent household, are highly 
        correlated with poor educational outcomes, with a concentration 
        of low-performing schools in low-income and under-served 
        communities.
            (2) Research shows that teachers cite poor working 
        conditions, student behavior, lack of student motivation, and 
        lack of administrative support as key reasons why they choose 
        to leave the teaching profession. It is essential to student 
        achievement that we address these issues inside and outside of 
        the classroom in order to support both our students and their 
        educators.
            (3) Teachers and principals working for low-income local 
        educational agencies are increasingly tasked with addressing 
        not only the academic needs of a child, but also the social, 
        emotional, and behavioral needs of a child that require the 
        services of a school counselor, school social worker, school 
        psychologist, and other qualified psychologists, and these 
        needs often interfere with delivering quality instruction and 
        raising student achievement.
            (4) Expanded school mental health services in elementary 
        schools have been found to improve aspects of school climate.
            (5) Only 16 percent of children who need mental health 
        services receive such services. Seventy to eighty percent of 
        these children access mental health services at school.
            (6) Students are more likely to seek help when they need it 
        if school-based mental health services are available.
            (7) Rates of maltreatment and neglect of young children in 
        military families have shown dramatic increases during the 
        parental deployments that have accompanied the increased 
        military involvement of the United States abroad since October 
        2002. Likewise, adolescents with deployed parents report 
        increased perceptions of uncertainty and loss, role ambiguity, 
        negative changes in mental and behavioral health, and increased 
        relationship conflict; children exhibit increases in behavior 
        disorders, stress disorders, and emotional difficulties, and 
        decreases in achievement in most academic subjects. These 
        trends raise concerns about the impact of deployment on 
        military personnel and their families and whether schools that 
        serve a large number of children with deployed parents have 
        sufficient staff and expertise to meet these challenges.
            (8) Children of military families in rural communities are 
        often geographically isolated, and schools that were already 
        experiencing understaffing of school counselors, school social 
        workers, school psychologists, and other qualified 
        psychologists face even greater challenges meeting the 
        increased needs of students enduring the stress that comes 
        along with having a deployed parent or parents.
            (9) Schools served by low-income local educational agencies 
        suffer disproportionately from a lack of services, with many 
        schools sharing a single school counselor, school social 
        worker, school psychologist, or other qualified psychologist 
        with neighboring schools.
            (10) Too few school counselors, school social workers, 
        school psychologists, and other qualified psychologists per 
        student means that such personnel are often unable to 
        effectively address the needs of students.
            (11) ) The American School Counselor Association and 
        American Counseling Association recommend having at least 1 
        school counselor for every 250 students.
            (12) The School Social Work Association of America 
        recommends having at least 1 school social worker for every 400 
        students.
            (13) The National Association of School Psychologists 
        recommends having at least 1 psychologist for every 500-700 
        students.
            (14) Recent research of victimization of children ages 2 to 
        17 suggests that more than one-half of the children experienced 
        a physical assault in the study year. More than 1 in 4 
        experienced a property offense, more than 1 in 8 experienced a 
        form of child maltreatment, 1 in 12 experienced a sexual 
        victimization, and more than 1 in 3 had been a witness to 
        violence or experienced another form of indirect victimization. 
        Only 29 percent of the children had no direct or indirect 
        victimization.
            (15) Principals and teachers see signs of trauma-related 
        stress in many students including hostile outbursts, sliding 
        grades, poor test performance, and the inability to pay 
        attention.
            (16) There were more than 423,000 children in foster care 
        in 2009, and studies have revealed these children to have 
        higher rates of placement in special education, dropping out of 
        school, and discipline problems, and poorer academic skills 
        than their nonfoster care peers.

SEC. 3. PURPOSE.

    The purpose of this Act is to increase the recruitment and 
retention of school counselors, school social workers, school 
psychologists, and other qualified psychologists by low-income local 
educational agencies to--
            (1) support all students who are at risk of negative 
        educational outcomes;
            (2) improve student achievement, which may be measured by 
        growth in academic achievement on tests required by the 
        applicable State educational agency, persistence rates, 
        graduation rates, and other appropriate measures;
            (3) increase and improve outreach and collaboration among 
        school counselors, school social workers, school psychologists, 
        and other qualified psychologists, and parents and families 
        served by low-income local educational agencies;
            (4) increase and improve collaboration among teachers, 
        principals, school counselors, school social workers, school 
        psychologists, and other qualified psychologists and improve 
        professional development opportunities for teachers and 
        principals in the area of strategies related to improving 
        classroom climate and classroom management; and
            (5) improve working conditions for all school personnel.

SEC. 4. GRANT PROGRAM TO INCREASE THE NUMBER OF SCHOOL COUNSELORS, 
              SCHOOL SOCIAL WORKERS, SCHOOL PSYCHOLOGISTS, AND OTHER 
              PSYCHOLOGISTS QUALIFIED TO WORK IN SCHOOLS EMPLOYED BY 
              LOW-INCOME LOCAL EDUCATIONAL AGENCIES.

    (a) Grant Program Authorized.--The Secretary shall award grants, on 
a competitive basis, to eligible partnerships to conduct demonstration 
research projects to increase the number of and effectiveness of school 
counselors, school social workers, school psychologists, and other 
qualified psychologists served by low-income local educational agencies 
by carrying out any of the activities described in subsection (g).
    (b) Grant Period.--A grant awarded under this section shall be for 
a 5-year period and may be renewed for additional 5-year periods upon a 
showing of adequate progress, as the Secretary determines appropriate.
    (c) Application.--To be eligible to receive a grant under this 
section, an eligible graduate institution, on behalf of an eligible 
partnership, shall submit a grant application to the Secretary at such 
time, in such manner, and containing such information as the Secretary 
may require, including--
            (1) an assessment of the existing ratios of school 
        counselors, school social workers, school psychologists, and 
        other qualified psychologists to students enrolled in schools 
        in each low-income local educational agency that is part of the 
        eligible partnership; and
            (2) a detailed description of--
                    (A) a plan to carry out a pipeline program to 
                train, place, and retain school counselors, school 
                social workers, school psychologists, or other 
                qualified psychologists, or any combination thereof, as 
                applicable, in low-income local educational agencies; 
                and
                    (B) the proposed allocation and use of grant funds 
                to carry out activities described in subsection (g).
    (d) Peer Review Panel.--
            (1) Establishment of panel.--The Secretary shall establish 
        a peer review panel to evaluate applications for grants 
        submitted under subsection (c) and make recommendations to the 
        Secretary regarding such applications.
            (2) Evaluation of applications.--In making its 
        recommendations, the peer review panel shall take into account 
        the purpose of this Act and the application requirements under 
        subsection (c), including the quality of the proposed pipeline 
        program.
            (3) Recommendation of panel.--The Secretary may award 
        grants under this section only to eligible partnerships whose 
        applications receive a recommendation from the peer review 
        panel.
            (4) Membership of panel.--The members of panel established 
        under this section shall be school mental health professionals 
        and administrators selected by the Secretary.
    (e) Distribution of Grants.--From among the applications receiving 
a recommendation by the peer review panel, the Secretary shall--
            (1) award the first 5 grants to eligible partnerships from 
        5 different States;
            (2) to the extent practicable, distribute grants equitably 
        among eligible partnerships that propose to train graduate 
        students in each of the professions of school counseling, 
        school social work, or school psychology, or as other qualified 
        psychologists; and
            (3) to the extent practicable, equitably distribute the 
        grants among eligible partnerships that include an urban low-
        income local educational agency and eligible partnerships that 
        include a rural low-income local educational agency, with, at a 
        minimum, a percentage of the funds, equal to the percentage of 
        low-income children in the United States who are served by 
        rural local educational agencies (based on the Small Area 
        Income and Poverty Estimates of the Bureau of Census, for the 
        most recent year such information is available), awarded to 
        eligible partnerships that include a rural low-income local 
        educational agency.
    (f) Priority.--The Secretary shall give priority to eligible 
partnerships that--
            (1) propose to use the grant funds to carry out the 
        activities described under paragraphs (1) through (3) of 
        subsection (g) in schools that have higher numbers or 
        percentages of low-income students and students not meeting the 
        proficient level of achievement (as described by section 1111 
        of the Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 6311)) in comparison to other schools that are served by 
        the low-income local educational agency that is part of the 
        eligible partnership;
            (2) include a low-income local educational agency that has 
        fewer school counselors, school social workers, school 
        psychologists, and other qualified psychologists per student 
        than other eligible partnerships;
            (3) include one or more eligible graduate institutions that 
        offer graduate programs in the greatest number of the following 
        areas:
                    (A) school counseling;
                    (B) school social work;
                    (C) school psychology; and
                    (D) programs that train graduate students as other 
                qualified psychologists; and
            (4) propose to collaborate with other institutions of 
        higher education with similar programs, including sharing 
        facilities, faculty members, and administrative costs.
    (g) Use of Grant Funds.--Grant funds awarded under this section 
shall be used--
            (1) to pay the administrative costs (including supplies, 
        office and classroom space, supervision, mentoring, and 
        stipends as necessary and appropriate) related to--
                    (A) having graduate students of school counseling, 
                school social work, school psychology, and programs 
                that train graduate students as other qualified 
                psychologists placed in schools served by participating 
                low-income local educational agencies to complete 
                required field work, credit hours, internships, or 
                related training as applicable for the degree, license, 
                or credential program of each such student; and
                    (B) offering required graduate course work for 
                graduate students of school counseling, school social 
                work, and school psychology, and programs that train 
                graduate students as other qualified psychologists on 
                the site of a participating low-income local 
                educational agency or its schools;
            (2) for not more than the first 3 years after participating 
        graduates receive a masters or other graduate degree or obtain 
        a State license or credential in school counseling, school 
        social work, school psychology or as other qualified 
        psychologists, to hire and pay all or part of the salaries of 
        such participating graduates to work as school counselors, 
        school social workers, school psychologists, and other 
        qualified psychologists in schools served by participating low-
        income local educational agencies;
            (3) to increase the number of school counselors, school 
        social workers, school psychologists, and other qualified 
        psychologists per student in schools served by participating 
        low-income local educational agencies to work towards the 
        student support personnel target ratios;
            (4) to recruit, hire, and retain culturally or 
        linguistically under-represented graduate students in school 
        counseling, school social work, or school psychology, or from 
        programs that train graduate students as other qualified 
        psychologists for placement in schools served by participating 
        low-income educational agencies;
            (5) to recruit, hire, and pay faculty as necessary to 
        increase the capacity of a participating eligible graduate 
        institution--
                    (A) to train graduate students in the fields of 
                school counseling, school social work, and school 
                psychology; and
                    (B) to increase the capacity of programs that train 
                graduate students as other qualified psychologists;
            (6) to develop coursework that will--
                    (A) encourage a commitment by graduate students in 
                school counseling, school social work, or school 
                psychology, or programs that train graduate students as 
                other qualified psychologists to work for low-income 
                local educational agencies;
                    (B) give participating graduates the knowledge and 
                skill sets necessary to meet the needs of--
                            (i) students and families served by low-
                        income local educational agencies; and
                            (ii) teachers, administrators, and other 
                        staff who work for low-income local educational 
                        agencies;
                    (C) enable participating graduates to meet the 
                unique needs of students at risk of negative 
                educational outcomes, including students who--
                            (i) are English language learners;
                            (ii) have a parent or caregiver who is a 
                        migrant worker;
                            (iii) have a parent or caregiver who is a 
                        member of the Armed Forces or National Guard 
                        who has been deployed or returned from 
                        deployment;
                            (iv) are homeless, including unaccompanied 
                        youth;
                            (v) have come into contact with the 
                        juvenile justice system or adult criminal 
                        justice system, including students currently or 
                        previously held in juvenile detention 
                        facilities or adult jails and students 
                        currently or previously held in juvenile 
                        correctional facilities or adult prisons;
                            (vi) have been identified as eligible for 
                        services under the Individuals with 
                        Disabilities Education Act (20 U.S.C. 1400 et 
                        seq.) or the Rehabilitation Act of 1973 (29 
                        U.S.C. 701 et seq.);
                            (vii) have been a victim to or witnessed 
                        domestic violence or violence in their 
                        community; and
                            (viii) are foster care youth, youth aging 
                        out of foster care, or former foster youth; and
                    (D) utilize, subject to approval by the Secretary--
                            (i) peer-reviewed best practices and best 
                        evidence from the fields of school counseling, 
                        school social work, and school psychology; or
                            (ii) other best practices that have been 
                        published through a peer review process;
            (7) to provide tuition credits to graduate students 
        participating in the program;
            (8) for student loan forgiveness for participating 
        graduates who are employed as school counselors, school social 
        workers, school psychologists, or other qualified psychologists 
        by participating low-income local educational agencies for a 
        minimum of 5 consecutive years; and
            (9) for similar activities to fulfill the purpose of this 
        Act, as the Secretary determines appropriate.
    (h) Supplement Not Supplant.--Funds made available under this 
section shall be used to supplement, not supplant, other Federal, 
State, or local funds for the activities described in subsection (g).
    (i) Reporting Requirements.--Each eligible partnership that 
receives a grant under this section shall submit an annual report to 
the Secretary on the progress of such partnership in carrying out the 
purpose of this Act. Such report shall include a description of--
            (1) actual service delivery provided through grant funds, 
        including--
                    (A) characteristics of each participating eligible 
                graduate institution, including descriptive information 
                on the model used and actual program performance;
                    (B) characteristics of graduate students 
                participating in the program, including performance on 
                any tests required by the State educational agency for 
                credentialing or licensing, demographic 
                characteristics, and graduate student retention rates;
                    (C) characteristics of students of the 
                participating low-income local educational agency, such 
                as performance on any tests required by the State 
                educational agency, demographic characteristics, and 
                promotion, persistence, and graduation rates, as 
                appropriate;
                    (D) an estimate of the annual implementation costs 
                of the program; and
                    (E) the numbers of students, schools, and graduate 
                students participating in the program;
            (2) outcomes that are consistent with the purpose of the 
        grant program, including--
                    (A) internship and post-graduation placement;
                    (B) graduation and professional career readiness 
                indicators; and
                    (C) characteristics of the participating low-income 
                local educational agency, including changes in hiring 
                and retention of highly qualified teachers and school 
                counselors, school psychologists, school social 
                workers, and other qualified psychologists;
            (3) the instruction, materials, and activities being funded 
        under the grant program; and
            (4) the effectiveness of any training and ongoing 
        professional development provided--
                    (A) to students and faculty in the appropriate 
                departments or schools of the participating eligible 
                graduate institution;
                    (B) to the faculty, administration, and staff of 
                the participating low-income local educational agency; 
                and
                    (C) to the broader community of providers of 
                social, emotional, behavioral, and related support to 
                students and to those who train such providers.
    (j) Evaluations.--
            (1) Interim evaluations.--The Secretary may conduct interim 
        evaluations to determine whether each eligible partnership 
        receiving a grant is making adequate progress as the Secretary 
        considers appropriate. The contents of the annual report 
        submitted to the Secretary under subsection (i) may be used by 
        the Secretary to determine whether an eligible partnership 
        receiving a grant is demonstrating adequate progress.
            (2) Final evaluation.--The Secretary shall conduct a final 
        evaluation to--
                    (A) determine the effectiveness of the grant 
                program in carrying out the purpose of this Act; and
                    (B) compare the relative effectiveness of each of 
                the various activities described by subsection (g) for 
                which grant funds may be used.
    (k) Report.--Not sooner than 5 years nor later than 6 years after 
the date of enactment of this Act, the Secretary shall submit to 
Congress a report containing the findings of the evaluation conducted 
under subsection (j)(2), and such recommendations as the Secretary 
considers appropriate.
    (l) Authorization of Appropriations.--
            (1) In general.--There are authorized to be appropriated to 
        carry out this section such sums as may be necessary for each 
        of the fiscal years 2014 through 2024.
            (2) Reservation for evaluations.--From the total amount 
        appropriated to carry out this section each fiscal year, the 
        Secretary shall reserve not more than 3 percent of that 
        appropriation for evaluations under subsection (j).

SEC. 5. STUDENT LOAN FORGIVENESS FOR INDIVIDUALS WHO ARE EMPLOYED FOR 5 
              OR MORE CONSECUTIVE SCHOOL YEARS AS SCHOOL COUNSELORS, 
              SCHOOL SOCIAL WORKERS, SCHOOL PSYCHOLOGISTS, OR OTHER 
              QUALIFIED PSYCHOLOGISTS BY LOW-INCOME LOCAL EDUCATIONAL 
              AGENCIES.

    (a) Establishment of Program.--The Secretary shall establish a 
program to provide student loan forgiveness to individuals who are not 
and have never been participants in the grant program established under 
section 4 and who have been employed for 5 or more consecutive school 
years as school counselors, school social workers, school 
psychologists, or other qualified psychologists by low-income local 
educational agencies.
    (b) Authorization of Appropriations.--There are authorized to be 
appropriated to the Secretary such sums as may be necessary to carry 
out the program under this section.

SEC. 6. FUTURE DESIGNATION STUDY.

    (a) In General.--The Secretary shall conduct a study to identify a 
formula for future designation of regions with a shortage of school 
counselors, school social workers, school psychologists, and other 
qualified psychologists to use in implementing grant programs and other 
programs such as the programs established under this Act or for other 
purposes related to any such designation, based on the latest available 
data on--
            (1) the number of residents under the age of 18 in an area 
        served by a low-income local educational agency;
            (2) the percentage of the population of an area served by a 
        low-income local educational agency with incomes below the 
        poverty line;
            (3) the percentage of residents age 18 or older of an area 
        served by a low-income local educational agency who have earned 
        secondary school diplomas;
            (4) the percentage of students identified as eligible for 
        special education services in an area served by a low-income 
        local educational agency;
            (5) the youth crime rate in an area served by a low-income 
        local educational agency;
            (6) the current number of full-time-equivalent and active 
        school counselors, school social workers, school psychologists, 
        and other qualified psychologists employed by a low-income 
        local educational agency;
            (7) the number of students in an area served by a low-
        income local educational agency in military families (active 
        duty and reserve duty) with parents who have been alerted for 
        deployment, are currently deployed, or have returned from a 
        deployment in the previous school year; and
            (8) such other criteria as the Secretary considers 
        appropriate.
    (b) Report.--Not later than 2 years after the date of enactment of 
this Act, the Secretary shall submit to Congress a report containing 
the findings of the study conducted under subsection (a).

SEC. 7. DEFINITIONS.

    In this Act:
            (1) School counseling program definitions.--The terms 
        ``school counselor'', ``school psychologist'', and ``school 
        social worker'' have the meanings given the terms in section 
        5421 of the Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 7245).
            (2) Other qualified psychologist.--The term ``other 
        qualified psychologist'' has the meaning given the term in 
        section 5421(e)(2) of the Elementary and Secondary Education 
        Act of 1965 (20 U.S.C. 7245(e)(2)), except that such term also 
        includes individuals who--
                    (A) meet the requirements of subparagraphs (A) and 
                (B) of such section 5421(e)(2); and
                    (B) in lieu of demonstrated competence in 
                counseling children in a school setting, have practical 
                experience and demonstrated competence in providing 
                psychological services to children in such a setting.
            (3) ESEA general definitions.--The terms ``highly 
        qualified'', ``local educational agency'', and ``State 
        educational agency'' have the meanings given the terms in 
        section 9101 of the Elementary and Secondary Education Act of 
        1965 (20 U.S.C. 7801).
            (4) Best practices.--The term ``best practices'' means a 
        technique or methodology that, through experience and research 
        related to the practice of school counseling, school 
        psychology, or school social work, has proven to reliably lead 
        to a desired result.
            (5) Eligible graduate institution.--The term ``eligible 
        graduate institution'' means an institution of higher education 
        that offers a program of study that leads to a masters or other 
        graduate degree--
                    (A) in school psychology that is accredited or 
                nationally recognized by the National Association of 
                School Psychologists Program Approval Board and that 
                prepares students in such program for the State 
                licensing or certification examination in school 
                psychology;
                    (B) in school counseling that prepares students in 
                such program for the State licensing or certification 
                examination in school counseling;
                    (C) in school social work that is accredited by the 
                Council on Social Work Education and that prepares 
                students in such program for the State licensing or 
                certification exam in school social work;
                    (D) in psychology that is accredited by the 
                American Psychological Association and that prepares 
                students in such program for the State licensing 
                examination for psychologists; or
                    (E) in any combination of the fields described in 
                subparagraph (A), (B), (C), or (D).
            (6) Eligible partnership.--The term ``eligible 
        partnership'' means--
                    (A) a partnership between one or more low-income 
                local educational agencies and one or more eligible 
                graduate institutions; or
                    (B) in regions in which local educational agencies 
                may not have a sufficient elementary and secondary 
                school student population to support the placement of 
                all participating graduate students, a partnership 
                between a State educational agency, on behalf of one or 
                more low-income local educational agencies, and one or 
                more eligible graduate institutions.
            (7) Institution of higher education.--The term 
        ``institution of higher education'' has the meaning given such 
        term in section 102 of the Higher Education Act of 1965 (20 
        U.S.C. 1002), but excludes any institution of higher education 
        described in section 102(a)(1)(C) of such Act.
            (8) Low-income local educational agency.--The term ``low-
        income local educational agency'' means a local educational 
        agency--
                    (A) in which not less than 20 percent of the 
                students served by such agency are from families with 
                incomes below the poverty line, as determined by the 
                Bureau of the Census on the basis of the most recent 
                satisfactory data available;
                    (B) that has existing ratios of school counselors, 
                school social workers, school psychologists, and other 
                qualified psychologists to students served by the 
                participating low-income local educational agency that 
                fall at least 10 percent below the student support 
                personnel target ratios, meaning such low-income local 
                educational agency has no more than one counselor per 
                277 students, no more than one school psychologist per 
                1,111 students, and no more than one school social 
                worker per 444 students; and
                    (C) that has been identified for improvement or 
                corrective action (as described in section 1116(c) of 
                the Elementary and Secondary Education Act of 1965 (20 
                U.S.C. 6316(c))) or that includes at least one school 
                that has been identified for school improvement, 
                corrective action, or restructuring (as described in 
                section 1116(b) of such Act).
            (9) Participating eligible graduate institution.--The term 
        ``participating eligible graduate institution'' means an 
        eligible graduate institution that is part of an eligible 
        partnership awarded a grant under section 4.
            (10) Participating graduate.--The term ``participating 
        graduate'' means an individual who--
                    (A) has--
                            (i) received a masters or other graduate 
                        degree from a participating eligible graduate 
                        institution in elementary or secondary school 
                        counseling, school social work, school 
                        psychology, or from a program that trains 
                        students as other qualified psychologists; and
                            (ii) obtained a State license or credential 
                        in school counseling, school social work, 
                        school psychology, or psychology; and
                    (B) as a graduate student of school counseling, 
                school social work, or school psychology, or a program 
                that trains graduate students as other qualified 
                psychologists was placed in a school served by a 
                participating low-income local educational agency to 
                complete required field work, credit hours, 
                internships, or related training, as applicable.
            (11) Participating low-income local educational agency.--
        The term ``participating low-income local educational agency'' 
        means a low-income local educational agency that is part of an 
        eligible partnership awarded a grant under section 4.
            (12) Secretary.--The term ``Secretary'' means the Secretary 
        of Education.
            (13) Student support personnel target ratios.--The term 
        ``student support personnel target ratios'' means the ratios of 
        school counselors, school social workers, school psychologists, 
        and other qualified psychologists to students recommended to 
        enable such personnel to effectively address the needs of 
        students, including--
                    (A) at least 1 school counselor for every 250 
                students (as recommended by the American School 
                Counselors Association and American Counseling 
                Association);
                    (B) at least 1 school psychologist for every 500 to 
                700 students (as recommended by the National 
                Association of School Psychologists); and
                    (C) at least 1 school social worker for every 400 
                students (as recommended by the School Social Work 
                Association of America).
            (14) Unaccompanied youth.--The term ``unaccompanied youth'' 
        has the meaning given such term in section 725 of the McKinney-
        Vento Homeless Assistance Act (42 U.S.C. 11434a).
                                 <all>
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