I 

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. CA ́RDENAS, 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 lowincome 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 ‘‘Partnerships for 

5 Achieving Student Success Act’’ or the ‘‘PASS Act’’. 

6 SEC. 2. FINDINGS. 

7 Congress finds the following: 


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1 (1) Research shows that low socioeconomic sta2 tus and certain family risk factors, such as low ma3 ternal education level and being from a single parent 

4 household, are highly correlated with poor edu5 cational outcomes, with a concentration of low-per6 forming schools in low-income and under-served 

7 communities. 

8 (2) Research shows that teachers cite poor 

9 working conditions, student behavior, lack of student 

10 motivation, and lack of administrative support as 

11 key reasons why they choose to leave the teaching 

12 profession. It is essential to student achievement 

13 that we address these issues inside and outside of 

14 the classroom in order to support both our students 

15 and their educators. 

16 (3) Teachers and principals working for low-in17 come local educational agencies are increasingly 

18 tasked with addressing not only the academic needs 

19 of a child, but also the social, emotional, and behav20 ioral needs of a child that require the services of a 

21 school counselor, school social worker, school psy22 chologist, and other qualified psychologists, and 

23 these needs often interfere with delivering quality in24 struction and raising student achievement. 


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1 (4) Expanded school mental health services in 

2 elementary schools have been found to improve as3 pects of school climate. 

4 (5) Only 16 percent of children who need men5 tal health services receive such services. Seventy to 

6 eighty percent of these children access mental health 

7 services at school. 

8 (6) Students are more likely to seek help when 

9 they need it if school-based mental health services 

10 are available. 

11 (7) Rates of maltreatment and neglect of young 

12 children in military families have shown dramatic in13 creases during the parental deployments that have 

14 accompanied the increased military involvement of 

15 the United States abroad since October 2002. Like16 wise, adolescents with deployed parents report in17 creased perceptions of uncertainty and loss, role am18 biguity, negative changes in mental and behavioral 

19 health, and increased relationship conflict; children 

20 exhibit increases in behavior disorders, stress dis21 orders, and emotional difficulties, and decreases in 

22 achievement in most academic subjects. These 

23 trends raise concerns about the impact of deploy24 ment on military personnel and their families and 

25 whether schools that serve a large number of chilVerDate Mar 15 2010 07:18 May 09, 2013 Jkt 029200 PO 00000 Frm 00003 Fmt 6652 Sfmt 6201 E:\BILLS\H1854.IH H1854

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1 dren with deployed parents have sufficient staff and 

2 expertise to meet these challenges. 

3 (8) Children of military families in rural com4 munities are often geographically isolated, and 

5 schools that were already experiencing understaffing 

6 of school counselors, school social workers, school 

7 psychologists, and other qualified psychologists face 

8 even greater challenges meeting the increased needs 

9 of students enduring the stress that comes along 

10 with having a deployed parent or parents. 

11 (9) Schools served by low-income local edu12 cational agencies suffer disproportionately from a 

13 lack of services, with many schools sharing a single 

14 school counselor, school social worker, school psy15 chologist, or other qualified psychologist with neigh16 boring schools. 

17 (10) Too few school counselors, school social 

18 workers, school psychologists, and other qualified 

19 psychologists per student means that such personnel 

20 are often unable to effectively address the needs of 

21 students. 

22 (11) ) The American School Counselor Associa23 tion and American Counseling Association rec24 ommend having at least 1 school counselor for every 

25 250 students. 


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1 (12) The School Social Work Association of 

2 America recommends having at least 1 school social 

3 worker for every 400 students. 

4 (13) The National Association of School Psy5 chologists recommends having at least 1 psychologist 

6 for every 500–700 students. 

7 (14) Recent research of victimization of chil8 dren ages 2 to 17 suggests that more than one-half 

9 of the children experienced a physical assault in the 

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

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

12 child maltreatment, 1 in 12 experienced a sexual vic13 timization, and more than 1 in 3 had been a witness 

14 to violence or experienced another form of indirect 

15 victimization. Only 29 percent of the children had no 

16 direct or indirect victimization. 

17 (15) Principals and teachers see signs of trau18 ma-related stress in many students including hostile 

19 outbursts, sliding grades, poor test performance, and 

20 the inability to pay attention. 

21 (16) There were more than 423,000 children in 

22 foster care in 2009, and studies have revealed these 

23 children to have higher rates of placement in special 

24 education, dropping out of school, and discipline 


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1 problems, and poorer academic skills than their non2 foster care peers. 

3 SEC. 3. PURPOSE. 

4 The purpose of this Act is to increase the recruitment 

5 and retention of school counselors, school social workers, 

6 school psychologists, and other qualified psychologists by 

7 low-income local educational agencies to— 

8 (1) support all students who are at risk of neg9 ative educational outcomes; 

10 (2) improve student achievement, which may be 

11 measured by growth in academic achievement on 

12 tests required by the applicable State educational 

13 agency, persistence rates, graduation rates, and 

14 other appropriate measures; 

15 (3) increase and improve outreach and collabo16 ration among school counselors, school social work17 ers, school psychologists, and other qualified psy18 chologists, and parents and families served by low19 income local educational agencies; 

20 (4) increase and improve collaboration among 

21 teachers, principals, school counselors, school social 

22 workers, school psychologists, and other qualified 

23 psychologists and improve professional development 

24 opportunities for teachers and principals in the area 


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1 of strategies related to improving classroom climate 

2 and classroom management; and 

3 (5) improve working conditions for all school 

4 personnel. 

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

6 SCHOOL COUNSELORS, SCHOOL SOCIAL 

7 WORKERS, SCHOOL PSYCHOLOGISTS, AND 

8 OTHER PSYCHOLOGISTS QUALIFIED TO 

9 WORK IN SCHOOLS EMPLOYED BY LOW-IN10 COME LOCAL EDUCATIONAL AGENCIES. 

11 (a) GRANT PROGRAM AUTHORIZED.—The Secretary 

12 shall award grants, on a competitive basis, to eligible part13 nerships to conduct demonstration research projects to in14 crease the number of and effectiveness of school coun15 selors, school social workers, school psychologists, and 

16 other qualified psychologists served by low-income local 

17 educational agencies by carrying out any of the activities 

18 described in subsection (g). 

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

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

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

22 progress, as the Secretary determines appropriate. 

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

24 under this section, an eligible graduate institution, on be25 half of an eligible partnership, shall submit a grant appliVerDate Mar 15 2010 07:18 May 09, 2013 Jkt 029200 PO 00000 Frm 00007 Fmt 6652 Sfmt 6201 E:\BILLS\H1854.IH H1854

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1 cation to the Secretary at such time, in such manner, and 

2 containing such information as the Secretary may require, 

3 including— 

4 (1) an assessment of the existing ratios of 

5 school counselors, school social workers, school psy6 chologists, and other qualified psychologists to stu7 dents enrolled in schools in each low-income local 

8 educational agency that is part of the eligible part9 nership; and 

10 (2) a detailed description of— 

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

12 to train, place, and retain school counselors, 

13 school social workers, school psychologists, or 

14 other qualified psychologists, or any combina15 tion thereof, as applicable, in low-income local 

16 educational agencies; and 

17 (B) the proposed allocation and use of 

18 grant funds to carry out activities described in 

19 subsection (g). 

20 (d) PEER REVIEW PANEL.— 

21 (1) ESTABLISHMENT OF PANEL.—The Sec22 retary shall establish a peer review panel to evaluate 

23 applications for grants submitted under subsection 

24 (c) and make recommendations to the Secretary re25 garding such applications. 


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1 (2) EVALUATION OF APPLICATIONS.—In mak2 ing its recommendations, the peer review panel shall 

3 take into account the purpose of this Act and the 

4 application requirements under subsection (c), in5 cluding the quality of the proposed pipeline program. 

6 (3) RECOMMENDATION OF PANEL.—The Sec7 retary may award grants under this section only to 

8 eligible partnerships whose applications receive a 

9 recommendation from the peer review panel. 

10 (4) MEMBERSHIP OF PANEL.—The members of 

11 panel established under this section shall be school 

12 mental health professionals and administrators se13 lected by the Secretary. 

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

15 applications receiving a recommendation by the peer re16 view panel, the Secretary shall— 

17 (1) award the first 5 grants to eligible partner18 ships from 5 different States; 

19 (2) to the extent practicable, distribute grants 

20 equitably among eligible partnerships that propose 

21 to train graduate students in each of the professions 

22 of school counseling, school social work, or school 

23 psychology, or as other qualified psychologists; and 

24 (3) to the extent practicable, equitably dis25 tribute the grants among eligible partnerships that 


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1 include an urban low-income local educational agen2 cy and eligible partnerships that include a rural low3 income local educational agency, with, at a min4 imum, a percentage of the funds, equal to the per5 centage of low-income children in the United States 

6 who are served by rural local educational agencies 

7 (based on the Small Area Income and Poverty Esti8 mates of the Bureau of Census, for the most recent 

9 year such information is available), awarded to eligi10 ble partnerships that include a rural low-income 

11 local educational agency. 

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

13 eligible partnerships that— 

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

15 the activities described under paragraphs (1) 

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

17 higher numbers or percentages of low-income stu18 dents and students not meeting the proficient level 

19 of achievement (as described by section 1111 of the 

20 Elementary and Secondary Education Act of 1965 

21 (20 U.S.C. 6311)) in comparison to other schools 

22 that are served by the low-income local educational 

23 agency that is part of the eligible partnership; 

24 (2) include a low-income local educational agen25 cy that has fewer school counselors, school social 


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1 workers, school psychologists, and other qualified 

2 psychologists per student than other eligible partner3 ships; 

4 (3) include one or more eligible graduate insti5 tutions that offer graduate programs in the greatest 

6 number of the following areas: 

7 (A) school counseling; 

8 (B) school social work; 

9 (C) school psychology; and 

10 (D) programs that train graduate students 

11 as other qualified psychologists; and 

12 (4) propose to collaborate with other institu13 tions of higher education with similar programs, in14 cluding sharing facilities, faculty members, and ad15 ministrative costs. 

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

17 under this section shall be used— 

18 (1) to pay the administrative costs (including 

19 supplies, office and classroom space, supervision, 

20 mentoring, and stipends as necessary and appro21 priate) related to— 

22 (A) having graduate students of school 

23 counseling, school social work, school psy24 chology, and programs that train graduate stu25 dents as other qualified psychologists placed in 


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1 schools served by participating low-income local 

2 educational agencies to complete required field 

3 work, credit hours, internships, or related train4 ing as applicable for the degree, license, or cre5 dential program of each such student; and 

6 (B) offering required graduate course work 

7 for graduate students of school counseling, 

8 school social work, and school psychology, and 

9 programs that train graduate students as other 

10 qualified psychologists on the site of a partici11 pating low-income local educational agency or 

12 its schools; 

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

14 participating graduates receive a masters or other 

15 graduate degree or obtain a State license or creden16 tial in school counseling, school social work, school 

17 psychology or as other qualified psychologists, to 

18 hire and pay all or part of the salaries of such par19 ticipating graduates to work as school counselors, 

20 school social workers, school psychologists, and other 

21 qualified psychologists in schools served by partici22 pating low-income local educational agencies; 

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

24 school social workers, school psychologists, and other 

25 qualified psychologists per student in schools served 


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1 by participating low-income local educational agen2 cies to work towards the student support personnel 

3 target ratios; 

4 (4) to recruit, hire, and retain culturally or lin5 guistically under-represented graduate students in 

6 school counseling, school social work, or school psy7 chology, or from programs that train graduate stu8 dents as other qualified psychologists for placement 

9 in schools served by participating low-income edu10 cational agencies; 

11 (5) to recruit, hire, and pay faculty as nec12 essary to increase the capacity of a participating eli13 gible graduate institution— 

14 (A) to train graduate students in the fields 

15 of school counseling, school social work, and 

16 school psychology; and 

17 (B) to increase the capacity of programs 

18 that train graduate students as other qualified 

19 psychologists; 

20 (6) to develop coursework that will— 

21 (A) encourage a commitment by graduate 

22 students in school counseling, school social 

23 work, or school psychology, or programs that 

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1 chologists to work for low-income local edu2 cational 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, subject to approval by the Sec17 retary— 

18 (i) peer-reviewed best practices and 

19 best evidence from the fields of school 

20 counseling, school social work, and school 

21 psychology; or 

22 (ii) other best practices that have 

23 been published through a peer review proc24 ess; 


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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, school psychologists, or 

6 other qualified psychologists by participating low-in7 come local educational agencies for a minimum of 5 

8 consecutive years; and 

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

10 this Act, as the Secretary determines appropriate. 

11 (h) SUPPLEMENT NOT SUPPLANT.—Funds made 

12 available under this section shall be used to supplement, 

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

14 activities described in subsection (g). 

15 (i) REPORTING REQUIREMENTS.—Each eligible part16 nership that receives a grant under this section shall sub17 mit an annual report to the Secretary on the progress of 

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

19 Such report shall include a description of— 

20 (1) actual service delivery provided through 

21 grant funds, including— 

22 (A) characteristics of each participating el23 igible graduate institution, including descriptive 

24 information on the model used and actual pro25 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 such as 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, school social workers, and other 

3 qualified psychologists; 

4 (3) the instruction, materials, and activities 

5 being funded under the grant program; and 

6 (4) the effectiveness of any training and ongo7 ing professional development provided— 

8 (A) to students and faculty in the appro9 priate departments or schools of the partici10 pating eligible graduate institution; 

11 (B) to the faculty, administration, and 

12 staff of the participating low-income local edu13 cational agency; and 

14 (C) to the broader community of providers 

15 of social, emotional, behavioral, and related 

16 support to students and to those who train such 

17 providers. 

18 (j) EVALUATIONS.— 

19 (1) INTERIM EVALUATIONS.—The Secretary 

20 may conduct interim evaluations to determine 

21 whether each eligible partnership receiving a grant is 

22 making adequate progress as the Secretary considers 

23 appropriate. The contents of the annual report sub24 mitted to the Secretary under subsection (i) may be 

25 used by the Secretary to determine whether an eligiVerDate Mar 15 2010 07:18 May 09, 2013 Jkt 029200 PO 00000 Frm 00018 Fmt 6652 Sfmt 6201 E:\BILLS\H1854.IH H1854

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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 2014 

21 through 2024. 

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 BY LOW-INCOME LOCAL EDU9 CATIONAL 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, or other qualified psychologists by 

17 low-income local educational agencies. 

18 (b) AUTHORIZATION OF APPROPRIATIONS.—There 

19 are authorized to be appropriated to the Secretary such 

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

21 this section. 

22 SEC. 6. FUTURE DESIGNATION STUDY. 

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

24 study to identify a formula for future designation of re25 gions with a shortage of school counselors, school social 


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1 workers, school psychologists, and other qualified psy2 chologists to use in implementing grant programs and 

3 other programs such as the programs established under 

4 this Act or for other purposes related to any such designa5 tion, based on the latest available data on— 

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

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

8 agency; 

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

10 served by a low-income local educational agency with 

11 incomes below the poverty line; 

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

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

14 agency who have earned secondary school diplomas; 

15 (4) the percentage of students identified as eli16 gible for special education services in an area served 

17 by a low-income local educational agency; 

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

19 a low-income local educational agency; 

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

21 and active school counselors, school social workers, 

22 school psychologists, and other qualified psycholo23 gists employed by a low-income local educational 

24 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 ‘‘school counselor’’, ‘‘school psy17 chologist’’, and ‘‘school social worker’’ have the 

18 meanings given the terms in section 5421 of the Ele19 mentary and Secondary Education Act of 1965 (20 

20 U.S.C. 7245). 

21 (2) OTHER QUALIFIED PSYCHOLOGIST.—The 

22 term ‘‘other qualified psychologist’’ has the meaning 

23 given the term in section 5421(e)(2) of the Elemen24 tary and Secondary Education Act of 1965 (20 


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1 U.S.C. 7245(e)(2)), except that such term also in2 cludes individuals who— 

3 (A) meet the requirements of subpara4 graphs (A) and (B) of such section 5421(e)(2); 

5 and 

6 (B) in lieu of demonstrated competence in 

7 counseling children in a school setting, have 

8 practical experience and demonstrated com9 petence in providing psychological services to 

10 children in such a setting. 

11 (3) ESEA GENERAL DEFINITIONS.—The terms 

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

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

14 the terms in section 9101 of the Elementary and 

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

16 (4) BEST PRACTICES.—The term ‘‘best prac17 tices’’ means a technique or methodology that, 

18 through experience and research related to the prac19 tice of school counseling, school psychology, or 

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

21 desired result. 

22 (5) ELIGIBLE GRADUATE INSTITUTION.—The 

23 term ‘‘eligible graduate institution’’ means an insti24 tution of higher education that offers a program of 


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1 study that leads to a masters or other graduate de2 gree— 

3 (A) in school psychology that is accredited 

4 or nationally recognized by the National Asso5 ciation of School Psychologists Program Ap6 proval Board and that prepares students in 

7 such program for the State licensing or certifi8 cation examination in school psychology; 

9 (B) in school counseling that prepares stu10 dents in such program for the State licensing or 

11 certification examination in school counseling; 

12 (C) in school social work that is accredited 

13 by the Council on Social Work Education and 

14 that prepares students in such program for the 

15 State licensing or certification exam in school 

16 social work; 

17 (D) in psychology that is accredited by the 

18 American Psychological Association and that 

19 prepares students in such program for the 

20 State licensing examination for psychologists; or 

21 (E) in any combination of the fields de22 scribed in subparagraph (A), (B), (C), or (D). 

23 (6) ELIGIBLE PARTNERSHIP.—The term ‘‘eligi24 ble partnership’’ means— 


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1 (A) a partnership between one or more 

2 low-income local educational agencies and one 

3 or more eligible graduate institutions; or 

4 (B) in regions in which local educational 

5 agencies may not have a sufficient elementary 

6 and secondary school student population to sup7 port the placement of all participating graduate 

8 students, a partnership between a State edu9 cational agency, on behalf of one or more low10 income local educational agencies, and one or 

11 more eligible graduate institutions. 

12 (7) INSTITUTION OF HIGHER EDUCATION.—The 

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

14 meaning given such term in section 102 of the High15 er Education Act of 1965 (20 U.S.C. 1002), but ex16 cludes any institution of higher education described 

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

18 (8) LOW-INCOME LOCAL EDUCATIONAL AGEN19 CY.—The term ‘‘low-income local educational agen20 cy’’ means a local educational agency— 

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

22 the students served by such agency are from 

23 families with incomes below the poverty line, as 

24 determined by the Bureau of the Census on the 


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1 basis of the most recent satisfactory data avail2 able; 

3 (B) that has existing ratios of school coun4 selors, school social workers, school psycholo5 gists, and other qualified psychologists to stu6 dents served by the participating low-income 

7 local educational agency that fall at least 10 

8 percent below the student support personnel 

9 target ratios, meaning such low-income local 

10 educational agency has no more than one coun11 selor per 277 students, no more than one school 

12 psychologist per 1,111 students, and no more 

13 than one school social worker per 444 students; 

14 and 

15 (C) that has been identified for improve16 ment or corrective action (as described in sec17 tion 1116(c) of the Elementary and Secondary 

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

19 that includes at least one school that has been 

20 identified for school improvement, corrective ac21 tion, or restructuring (as described in section 

22 1116(b) of such Act). 

23 (9) PARTICIPATING ELIGIBLE GRADUATE INSTI24 TUTION.—The term ‘‘participating eligible graduate 

25 institution’’ means an eligible graduate institution 


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1 that is part of an eligible partnership awarded a 

2 grant under section 4. 

3 (10) PARTICIPATING GRADUATE.—The term 

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

5 (A) has— 

6 (i) received a masters or other grad7 uate degree from a participating eligible 

8 graduate institution in elementary or sec9 ondary school counseling, school social 

10 work, school psychology, or from a pro11 gram that trains students as other quali12 fied psychologists; and 

13 (ii) obtained a State license or creden14 tial in school counseling, school social 

15 work, school psychology, or psychology; 

16 and 

17 (B) as a graduate student of school coun18 seling, school social work, or school psychology, 

19 or a program that trains graduate students as 

20 other qualified psychologists was placed in a 

21 school served by a participating low-income 

22 local educational agency to complete required 

23 field work, credit hours, internships, or related 

24 training, as applicable. 


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1 (11) PARTICIPATING LOW-INCOME LOCAL EDU2 CATIONAL AGENCY.—The term ‘‘participating low-in3 come local educational agency’’ means a low-income 

4 local educational agency that is part of an eligible 

5 partnership awarded a grant under section 4. 

6 (12) SECRETARY.—The term ‘‘Secretary’’ 

7 means the Secretary of Education. 

8 (13) STUDENT SUPPORT PERSONNEL TARGET

9 RATIOS.—The term ‘‘student support personnel tar10 get ratios’’ means the ratios of school counselors, 

11 school social workers, school psychologists, and other 

12 qualified psychologists to students recommended to 

13 enable such personnel to effectively address the 

14 needs of students, including— 

15 (A) at least 1 school counselor for every 

16 250 students (as recommended by the American 

17 School Counselors Association and American 

18 Counseling Association); 

19 (B) at least 1 school psychologist for every 

20 500 to 700 students (as recommended by the 

21 National Association of School Psychologists); 

22 and 

23 (C) at least 1 school social worker for 

24 every 400 students (as recommended by the 

25 School Social Work Association of America). 


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1 (14) UNACCOMPANIED YOUTH.—The term ‘‘un2 accompanied youth’’ has the meaning given such 

3 term in section 725 of the McKinney-Vento Home4 less Assistance Act (42 U.S.C. 11434a). 

Æ 


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