I 

111TH CONGRESS 

1ST SESSION H. R. 2239 

To award competitive grants to eligible partnerships to enable the partnerships to implement innovative strategies at the secondary school level 

to improve student achievement and prepare at-risk students for postsecondary education and the workforce. 

IN THE HOUSE OF REPRESENTATIVES 

MAY 4, 2009 

Mr. LOEBSACK (for himself and Ms. MATSUI) introduced the following bill; 

which was referred to the Committee on Education and Labor 

A BILL 

To award competitive grants to eligible partnerships to enable the partnerships to implement innovative strategies 

at the secondary school level to improve student achievement and prepare at-risk students for postsecondary education and the workforce. 

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 ‘‘Secondary School In5 novation Fund Act’’. 

6 SEC. 2. FINDINGS. 

7 Congress finds the following: 


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1 (1) Since almost 90 percent of the fastest grow2 ing and best paying jobs now require some postsec3 ondary education, a secondary school diploma and 

4 the skills to succeed in postsecondary education and 

5 the modern workplace are essential. 

(2) Only 1 6 ⁄3 of all high school students in the 

7 United States graduate in 4 years prepared for a 4- 

year institution of higher education. Another 1 8 ⁄3

9 graduate, but without the skills and qualifications 

10 necessary for success in postsecondary education or 

11 the workplace, and the rest will not graduate from 

12 high school in 4 years, if at all. 

13 (3) Dropouts from the class of 2008 will cost 

14 the United States more that $319,000,000,000 in 

15 reduced earnings. 

16 (4) The Nation’s failure to meet the increasing 

17 demand for skilled workers means that American 

18 companies cannot fill a large number of jobs. 

19 Eighty-one percent of American manufacturing com20 panies report experiencing a moderate to severe 

21 shortage of qualified workers. 

22 (5) The education system of the United States 

23 should support critical thinking, creativity, and inno24 vative approaches to problem-solving—all skills that 

25 cannot easily be outsourced. The Program for InterVerDate Nov 24 2008 21:14 May 05, 2009 Jkt 079200 PO 00000 Frm 00002 Fmt 6652 Sfmt 6201 E:\BILLS\H2239.IH H2239

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1 national Student Assessment is an international as2 sessment that measures these high-demand skills. 

3 Unfortunately, when the results on this assessment 

4 of students from the United States are compared to 

5 those of students from 27 other countries, many of 

6 which are economic competitors of the United 

7 States, the United States students rank 24th in 

8 problem-solving, 21st in scientific literacy, and 25th 

9 in mathematical literacy. 

10 (6) As the bar for success continues to be 

11 raised, the responsibility to engender these attributes 

12 with progressive programs and original models lies 

13 squarely with the education system. It is imperative 

14 that the United States develop and implement new, 

15 innovative approaches to fully prepare every student 

16 for the 21st century. 

17 (7) Realigning the education system to meet 

18 new, demanding requirements and face intensifying 

19 competition requires effective, systemic reform. Iden20 tifying effective, replicable models that achieve this 

21 goal is a critical step towards enhancing the pros22 pects of all students entering the modern workforce. 


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1 SEC. 3. SECONDARY SCHOOL INNOVATION FUND. 

2 (a) SECONDARY SCHOOL INNOVATION FUND.—Title 

3 I of the Elementary and Secondary Education Act of 1965 

4 (20 U.S.C. 6301 et seq.) is amended— 

5 (1) by redesignating part I as part J; and 

6 (2) by inserting after section 1830 the fol7 lowing: 

8 ‘‘PART I—SECONDARY SCHOOL INNOVATION 

9 FUND 

10 ‘‘SEC. 1851. PURPOSES. 

11 ‘‘The purposes of this part are— 

12 ‘‘(1) to improve the achievement of at-risk sec13 ondary school students and prepare such students 

14 for postsecondary education and the workforce; 

15 ‘‘(2) to create evidence-based, replicable models 

16 of innovation in secondary schools at the State and 

17 local level; and 

18 ‘‘(3) to support partnerships to create and in19 form innovation at the State and local level to im20 prove learning outcomes and transitions for sec21 ondary school students. 

22 ‘‘SEC. 1852. DEFINITIONS. 

23 ‘‘In this part: 

24 ‘‘(1) ELIGIBLE PARTNERSHIP.—The term ‘eligi25 ble partnership’ means a partnership that includes— 

26 ‘‘(A) not less than 1— 


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1 ‘‘(i) State educational agency; or 

2 ‘‘(ii) local educational agency that is 

3 eligible for assistance under part A; and 

4 ‘‘(B) not less than 1— 

5 ‘‘(i) institution of higher education; 

6 ‘‘(ii) nonprofit organization; 

7 ‘‘(iii) community-based organization; 

8 ‘‘(iv) business; or 

9 ‘‘(v) school development organization 

10 or intermediary. 

11 ‘‘(2) ELIGIBLE SCHOOL.—The term ‘eligible 

12 school’ means a public secondary school served by a 

13 local educational agency that is eligible for assist14 ance under part A. 

15 ‘‘(3) HIGH SCHOOL.—The term ‘high school’ 

16 means a public school, including a public charter 

17 high school, that provides secondary education, as 

18 determined under State law, in 1 or more of grades 

19 9 through 12. 

20 ‘‘(4) MIDDLE SCHOOL.—The term ‘middle 

21 school’ means a public school, including a public 

22 charter middle school, that provides middle or sec23 ondary education, as determined under State law, in 

24 1 or more of grades 5 through 8. 


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1 ‘‘SEC. 1853. SECONDARY SCHOOL INNOVATION FUND. 

2 ‘‘(a) PROGRAM AUTHORIZED.— 

3 ‘‘(1) GRANTS TO ELIGIBLE PARTNERSHIPS.— 

4 The Secretary is authorized to award grants, on a 

5 competitive basis, to eligible partnerships to enable 

6 the eligible partnerships to pay the Federal share of 

7 the costs of implementing innovative strategies de8 scribed in subsection (f) to improve the achievement 

9 of at-risk students in secondary schools. 

10 ‘‘(2) SUBGRANTS TO ELIGIBLE SCHOOLS.—An 

11 eligible partnership that receives a grant under this 

12 part may use the grant funds to award a subgrant 

13 to an eligible school to enable the eligible school to 

14 implement innovative strategies described in sub15 section (f) to improve the achievement of at-risk stu16 dents at the eligible school. 

17 ‘‘(3) DURATION OF GRANT PERIOD.—A grant 

18 awarded under paragraph (1) shall be for not longer 

19 than a 5-year period. 

20 ‘‘(b) RESERVATION OF FUNDS.—The Secretary shall 

21 reserve 5 percent of the amounts appropriated under this 

22 part for a fiscal year for the evaluation described in sub23 section (h). 

24 ‘‘(c) APPLICATION.— 

25 ‘‘(1) IN GENERAL.—An eligible partnership de26 siring a grant under this part shall submit an appliVerDate Nov 24 2008 21:14 May 05, 2009 Jkt 079200 PO 00000 Frm 00006 Fmt 6652 Sfmt 6201 E:\BILLS\H2239.IH H2239

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1 cation to the Secretary at such time, in such man2 ner, and containing such information as the Sec3 retary may require. 

4 ‘‘(2) CONTENTS.—The application described in 

5 paragraph (1) shall include— 

6 ‘‘(A) a description of the eligible partner7 ship, the partners forming the eligible partner8 ship, and the roles and responsibilities of each 

9 partner, and a demonstration of each partner’s 

10 capacity to support the outlined roles and re11 sponsibilities; 

12 ‘‘(B) a description of how funds will be 

13 used to improve the achievement of at-risk stu14 dents in secondary schools; 

15 ‘‘(C) a description of how the activities 

16 funded by the grant will be innovative, sys17 temic, evidence-based, and replicable; 

18 ‘‘(D) a description of each subgrant the el19 igible partnership will award to an eligible 

20 school, including a description of the eligible 

21 school; 

22 ‘‘(E) a description of how the eligible part23 nership will measure and report improvement 

24 using the data collected under subsection (g) 


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1 and additional indicators of improvement pro2 posed by the partnership, such as— 

3 ‘‘(i) student attendance or participa4 tion; 

5 ‘‘(ii) credit accumulation rates; 

6 ‘‘(iii) core course completion rates; 

7 ‘‘(iv) college enrollment and persist8 ence rates; or 

9 ‘‘(v) number or percentage of students 

10 taking— 

11 ‘‘(I) Advanced Placement (AP), 

12 International Baccalaureate (IB), or 

13 other postsecondary education 

14 courses; 

15 ‘‘(II) rigorous postsecondary edu16 cation preparatory courses; or 

17 ‘‘(III) registered apprenticeship 

18 and workforce training programs; and 

19 ‘‘(F) a description of the planning phase of 

20 not more than 90 days that the eligible partner21 ship will undertake for the grant, including— 

22 ‘‘(i) the activities and goals of the 

23 planning phase; and 


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1 ‘‘(ii) how each partner in the eligible 

2 partnership will participate in the planning 

3 phase. 

4 ‘‘(d) APPLICATION REVIEW AND AWARD BASIS.— 

5 ‘‘(1) GRANT REVIEW AND APPROVAL.—The 

6 Secretary shall— 

7 ‘‘(A) establish a peer review process to as8 sist in the review of the grant applications and 

9 approval of the grants under this section; 

10 ‘‘(B) appoint to the peer review process— 

11 ‘‘(i) individuals who are educators and 

12 experts in— 

13 ‘‘(I) secondary school reform; 

14 ‘‘(II) accountability; 

15 ‘‘(III) secondary school improve16 ment; 

17 ‘‘(IV) innovative education mod18 els; 

19 ‘‘(V) postsecondary education 

20 preparation and access; and 

21 ‘‘(VI) workforce preparation; and 

22 ‘‘(ii) not less than 1 parent or com23 munity representative; and 

24 ‘‘(C) ensure that each grant award is of 

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1 ties proposed in the grant application, including 

2 the evaluation required under subsection (g)(3). 

3 ‘‘(2) AWARD BASIS.—In awarding grants under 

4 this part, the Secretary shall ensure, to the extent 

5 practicable— 

6 ‘‘(A) diversity in the type of activities 

7 funded under the grants, including statewide 

8 and local initiatives; 

9 ‘‘(B) an equitable geographic distribution 

10 of the grants, including urban and rural areas 

11 and small and large school districts; and 

12 ‘‘(C) that the grants support activities— 

13 ‘‘(i) that target different grade levels 

14 of students at the secondary school level; 

15 ‘‘(ii) in a variety of types of secondary 

16 schools, including middle schools and high 

17 schools; and 

18 ‘‘(iii) in secondary schools of varying 

19 sizes, including small and large schools. 

20 ‘‘(e) FEDERAL SHARE, NON-FEDERAL SHARE.— 

21 ‘‘(1) FEDERAL SHARE.—The Federal share of a 

22 grant under this part shall be not more than 75 per23 cent of the costs of the activities assisted under the 

24 grant. 


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1 ‘‘(2) NON-FEDERAL SHARE.—The non-Federal 

2 share shall be not less than 25 percent of the costs 

3 of the activities assisted under the grant, of which 

4 not more than 10 percent of the costs of the activi5 ties assisted under the grant may be provided in6 kind, fairly evaluated. 

7 ‘‘(f) USE OF FUNDS.—An eligible partnership receiv8 ing a grant under this part, or an eligible school receiving 

9 a subgrant under this part, shall use grant or subgrant 

10 funds, respectively, to carry out 1 or more of the following 

11 effective models or innovative programs: 

12 ‘‘(1) EFFECTIVE SCHOOL MODELS.— 

13 ‘‘(A) MULTIPLE EDUCATION PATHWAYS.— 

14 A model creating a range of academically rig15 orous multiple education pathways, based on 

16 the analysis of student data, that lead to a sec17 ondary school diploma, that are consistent with 

18 readiness for postsecondary education and the 

19 workforce, and that offer students a range of 

20 educational options designed to meet the stu21 dents’ needs and interests, including through 

22 the creation of new schools. Such pathways may 

23 include— 

24 ‘‘(i) an effective dropout prevention 

25 and recovery model that— 


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1 ‘‘(I) prepares students for post2 secondary education and career readi3 ness; 

4 ‘‘(II) uses re-engagement and re5 cuperative strategies based in youth 

6 development; 

7 ‘‘(III) uses innovative strategies 

8 for credit recovery and acceleration, 

9 such as flexible hours or online access 

10 to curricula, courses, assessments, re11 sources, and supports; 

12 ‘‘(IV) provides competency-based 

13 instruction and performance-based as14 sessment to improve educational out15 comes for various populations of 

16 overaged or undercredited students or 

17 students who have previously dropped 

18 out of secondary school, such as— 

19 ‘‘(aa) students not making 

20 sufficient progress to graduate 

21 with a regular secondary school 

22 diploma in the standard number 

23 of years; 


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1 ‘‘(bb) students who need to 

2 work to support themselves or 

3 their families; 

4 ‘‘(cc) pregnant and par5 enting teens; and 

6 ‘‘(dd) students returning 

7 from the juvenile justice system; 

8 and 

9 ‘‘(V) combines rigorous academic 

10 education with career training for stu11 dents that are not making sufficient 

12 progress to graduate from secondary 

13 school in the standard number of 

14 years; 

15 ‘‘(ii) a career and technical education 

16 program; 

17 ‘‘(iii) a career academy or other model 

18 that delivers high quality, college pre19 paratory curriculum in the context of a 

20 rigorous technical core; and 

21 ‘‘(iv) creating a more personalized and 

22 engaging learning environment for sec23 ondary school students, such as— 

24 ‘‘(I) establishing smaller learning 

25 communities; 


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1 ‘‘(II) creating student advisories 

2 and developing peer engagement strat3 egies; 

4 ‘‘(III) creating mechanisms for 

5 increased educator collaboration 

6 around individual student needs; 

7 ‘‘(IV) involving students and par8 ents in the development of individual9 ized student plans for secondary 

10 school success and graduation and 

11 transition to postsecondary education; 

12 and 

13 ‘‘(V) creating mechanisms for in14 creased student participation in school 

15 improvement efforts and in decisions 

16 affecting the students’ own learning, 

17 including students leading guidance 

18 activities, mentoring, or tutoring ef19 forts. 

20 ‘‘(B) EARLY COLLEGE AND DUAL ENROLL21 MENT SCHOOLS.—An early college high school 

22 or other dual enrollment learning opportunity 

23 that provides a course of study that enables a 

24 student to earn a secondary school diploma and 

25 either an associate degree or not more than 2 


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1 years of transferable postsecondary education 

2 credit toward a postsecondary degree or creden3 tial. 

4 ‘‘(C) SECONDARY SCHOOLS USING EARLY

5 WARNING SYSTEMS.—A secondary school that 

6 enables at-risk students to graduate from sec7 ondary school ready to succeed in postsecondary 

8 education and the workforce, through use of an 

9 early warning indicator and intervention system 

10 that combines— 

11 ‘‘(i) research-based whole school re12 form focused on improving attendance, be13 havior, and course performance; 

14 ‘‘(ii) targeted interventions provided 

15 by trained teams of adults working full16 time in the school, which may include— 

17 ‘‘(I) participants or volunteers 

18 under the National and Community 

19 Service Act of 1990 (42 U.S.C. 12501 

20 et seq.) or the Domestic Volunteer 

21 Service Act of 1973 (42 U.S.C. 4950 

22 et seq.); 

23 ‘‘(II) student and family advo24 cates; and 


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1 ‘‘(III) college and career access 

2 and success counselors; 

3 ‘‘(iii) integrated student services and 

4 case-managed interventions for students 

5 requiring intensive supports; and 

6 ‘‘(iv) an on-track indicator system to 

7 identify students in need of additional sup8 port and to monitor the effectiveness of the 

9 interventions described in clause (ii). 

10 ‘‘(2) INNOVATIVE PROGRAMS.— 

11 ‘‘(A) EXPANDED LEARNING-TIME OPPOR12 TUNITIES.—The creation of an expanded learn13 ing-time opportunity, which may include— 

14 ‘‘(i) establishing a mandatory ex15 panded day, for all students transitioning 

16 into the first year of high school, for aca17 demic catch-up and enrichment; 

18 ‘‘(ii) providing arts, service-learning 

19 (as defined in section 101 of the National 

20 and Community Service Act of 1990 (42 

21 U.S.C. 12511)), or youth development op22 portunities with community-based cultural 

23 and civic organizations; 

24 ‘‘(iii) providing higher education and 

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1 it-bearing learning opportunities in part2 nership with postsecondary education insti3 tutions and the workforce; 

4 ‘‘(iv) providing technology-enabled col5 laboration and access for students to re6 ceive assistance from content experts, in7 structors, and peers and to utilize re8 sources for remediation and enrichment; or 

9 ‘‘(v) providing quality summer experi10 ences, which may include youth develop11 ment. 

12 ‘‘(B) SUCCESSFUL TRANSITIONS TO HIGH

13 SCHOOL.—A program improving student transi14 tions from middle school to high school and en15 suring successful entry into high school, which 

16 may include— 

17 ‘‘(i) establishing summer transition 

18 programs for students transitioning from 

19 middle school to high school to ensure the 

20 students’ connection to the students’ new 

21 high school and to orient the students to 

22 the study skills and social skills necessary 

23 for success in the high school; 


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1 ‘‘(ii) providing for the sharing of data 

2 between high schools and feeder middle 

3 schools; 

4 ‘‘(iii) establishing early warning indi5 cator and intervention programs in high 

6 school for students transitioning into the 

7 students’ first year of high school so that 

8 such students do not become truant or fall 

9 too far behind in academics; 

10 ‘‘(iv) increasing the level of student 

11 supports, including academic and nonaca12 demic supports that meet the comprehen13 sive needs of struggling students; 

14 ‘‘(v) aligning academic standards, cur15 ricula, and assessments between middle 

16 and high schools; and 

17 ‘‘(vi) providing electronic access to de18 tailed information on student performance 

19 and all content and skill areas to students 

20 transitioning into high school and their 

21 parents. 

22 ‘‘(C) SUCCESSFUL TRANSITIONS TO POST23 SECONDARY EDUCATION AND THE WORK24 FORCE.—Improvements to assist student transi25 tion from secondary school to postsecondary 


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1 education and the workforce, which may in2 clude— 

3 ‘‘(i) providing for the sharing of data 

4 between secondary schools and institutions 

5 of higher education, including data on re6 mediation and completion rates; 

7 ‘‘(ii) enabling dual enrollment and 

8 post-secondary credit-bearing learning op9 portunities; 

10 ‘‘(iii) creating new opportunities to 

11 better utilize grades 11 and 12 and cre12 ating better connections to postsecondary 

13 education, which may include internships, 

14 externships, job shadowing, and tech15 nology-enabled collaboration; 

16 ‘‘(iv) providing enhanced planning and 

17 counseling for postsecondary education, in18 cluding financial aid counseling; and 

19 ‘‘(v) aligning the academic standards 

20 of secondary school with the academic 

21 standards of postsecondary education and 

22 the requirements and expectations of the 

23 workforce, including partnering with local 

24 industry to align technical curricula to 

25 workforce needs. 


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1 ‘‘(D) INCREASED SCHOOL AUTONOMY AND

2 FLEXIBILITY.—A program of providing sec3 ondary schools with increased autonomy and 

4 flexibility, which may include— 

5 ‘‘(i) establishing a process whereby ex6 isting schools can apply for flexibility in 

7 such areas as scheduling, curricula, budg8 eting, and governance; and 

9 ‘‘(ii) starting new small public sec10 ondary schools that are guaranteed such 

11 autonomy. 

12 ‘‘(E) RURAL OPPORTUNITIES.—A program 

13 to improve learning opportunities for secondary 

14 school students in rural schools, including 

15 through the use of distance-learning opportuni16 ties and other technology-based tools. 

17 ‘‘(F) MIDDLE GRADE IMPROVEMENTS.—A 

18 program to improve learning opportunities for 

19 students in the middle grades— 

20 ‘‘(i) to prevent student disengagement 

21 and improve achievement; and 

22 ‘‘(ii) to better respond to early warn23 ing signs that students are at risk of drop24 ping out of school, such as poor attend25 ance, poor behavior, or course failure, 


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1 through the use of an early warning indi2 cator system and interventions. 

3 ‘‘(G) IMPROVING TEACHING AND ACA4 DEMICS.—A program of improving teaching and 

5 increasing academic rigor at the secondary 

6 school level, which may include— 

7 ‘‘(i) improving the alignment of aca8 demic standards with the requirements and 

9 expectations of postsecondary education 

10 and the workforce; 

11 ‘‘(ii) improving the teaching and as12 sessment of 21st century skills, including 

13 through the development of formative as14 sessment models; 

15 ‘‘(iii) providing high-quality profes16 sional development on data literacy, includ17 ing on use of data to inform classroom in18 struction; 

19 ‘‘(iv) addressing the learning needs of 

20 various student populations, including stu21 dents who are limited English proficient, 

22 late entrant English language learners, 

23 and students with disabilities; and 

24 ‘‘(v) developing value-added measures 

25 for use in determining teacher ability and 


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1 effectiveness, including for use in recruit2 ment and hiring decisions. 

3 ‘‘(H) IMPROVED COMMUNITY AND PAREN4 TAL INVOLVEMENT.—A program improving 

5 community and parental involvement, which 

6 may include— 

7 ‘‘(i) increasing community involve8 ment, including leveraging community9 based services and opportunities to provide 

10 every student with the academic and com11 prehensive nonacademic supports necessary 

12 for academic success; and 

13 ‘‘(ii) increasing parental involvement, 

14 including providing parents with the tools 

15 to navigate, support, and influence their 

16 child’s academic career and choices 

17 through secondary school graduation and 

18 into postsecondary education and the 

19 workforce, including through electronic ac20 cess to student data. 

21 ‘‘(g) DATA COLLECTION AND EVALUATION.— 

22 ‘‘(1) COLLECTION OF DATA.—Each eligible 

23 partnership receiving a grant under this part shall 

24 collect and report annually to the Secretary such in25 formation on the results of the activities assisted 


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1 under the grant as the Secretary may reasonably re2 quire, including information on— 

3 ‘‘(A) the number and percentage of stu4 dents who— 

5 ‘‘(i) are served by the eligible partner6 ship; 

7 ‘‘(ii) are assisted under this part; and 

8 ‘‘(iii) graduate from secondary school 

9 with a regular secondary school diploma in 

10 the standard number of years; 

11 ‘‘(B) the number and percentage of stu12 dents, at each grade level, who are— 

13 ‘‘(i) served by the eligible partnership; 

14 ‘‘(ii) assisted under this part; and 

15 ‘‘(iii) on track to graduate from sec16 ondary school with a regular secondary 

17 school diploma in the standard number of 

18 years; 

19 ‘‘(C) the number and percentage of stu20 dents, at each grade level, who— 

21 ‘‘(i) are served by the eligible partner22 ship; 

23 ‘‘(ii) are assisted under this part; and 

24 ‘‘(iii) meet or exceed State challenging 

25 student academic achievement standards in 


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1 mathematics, reading or language arts, or 

2 science, as measured by the State aca3 demic assessments under section 

4 1111(b)(3); 

5 ‘‘(D) information consistent with the addi6 tional indicators of improvement proposed by 

7 the eligible partnership in the grant application; 

8 and 

9 ‘‘(E) other information the Secretary may 

10 require as necessary for the evaluation de11 scribed in subsection (h). 

12 ‘‘(2) REPORTING OF DATA.—Each eligible part13 nership receiving a grant under this part shall 

14 disaggregate the information required under para15 graph (1) in the same manner as information is 

16 disaggregated under section 1111(h)(1)(C)(i). 

17 ‘‘(3) EVALUATION.— 

18 ‘‘(A) IN GENERAL.—Each eligible partner19 ship receiving a grant under this part shall, im20 mediately after the receipt of grant funds, enter 

21 into a contract with an outside evaluator to en22 able the evaluator to conduct— 

23 ‘‘(i) an evaluation of the effects of the 

24 grant after the third year of implementa25 tion of the grant; and 


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1 ‘‘(ii) an evaluation of the effects of 

2 the grant after the final year of the grant 

3 period. 

4 ‘‘(B) DISTRIBUTION.—Upon completion of 

5 an evaluation described in subparagraph (A), 

6 the eligible partnership shall submit a copy of 

7 the evaluation to the Secretary in a timely man8 ner. 

9 ‘‘(h) EVALUATION; BEST PRACTICES.— 

10 ‘‘(1) IN GENERAL.—From amounts reserved 

11 under subsection (b), the Secretary shall— 

12 ‘‘(A) enter into a contract with an outside 

13 evaluator to enable the evaluator to conduct— 

14 ‘‘(i) a comprehensive evaluation after 

15 the third year of implementation on the ef16 fectiveness of all grants awarded under 

17 this part; and 

18 ‘‘(ii) a final evaluation following the 

19 final year of the grant period— 

20 ‘‘(I) with a focus on the improve21 ment in student achievement and the 

22 indicators described in subsection 

23 (g)(1) as a result of innovative strate24 gies; and 


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1 ‘‘(II) to the extent practicable, 

2 that compares the relative effective3 ness of different types of programs 

4 and compares the relative effective5 ness of variations in implementation 

6 within types of programs; and 

7 ‘‘(B) disseminate, and provide technical as8 sistance regarding, best practices in improving 

9 the achievement of secondary school students. 

10 ‘‘(2) PEER REVIEW.— 

11 ‘‘(A) IN GENERAL.—An evaluator receiving 

12 a contract under this subsection shall— 

13 ‘‘(i) establish a peer-review process to 

14 assist in the review and approval of the 

15 evaluations conducted under this sub16 section; and 

17 ‘‘(ii) appoint individuals to the peer18 review process who are educators and ex19 perts in— 

20 ‘‘(I) research and evaluation; and 

21 ‘‘(II) the areas of expertise de22 scribed in subclauses (I) through (VI) 

23 of subsection (d)(1)(B)(i). 

24 ‘‘(B) RESTRICTIONS ON USE.—The Sec25 retary shall not distribute or use the results of 


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1 any evaluation described in paragraph (1)(A) 

2 until the results are peer-reviewed in accord3 ance with subparagraph (A). 

4 ‘‘(i) CONTINUATION OF FUNDING.—An eligible part5 nership that receives a grant under this part shall only 

6 be eligible to receive a grant payment for a fourth or fifth 

7 year of the grant if the Secretary determines, on the basis 

8 of the evaluation of the grant under subsection 

9 (h)(1)(A)(i), that the performance of the eligible partner10 ship under the grant has been satisfactory. 

11 ‘‘(j) RULE OF CONSTRUCTION REGARDING DISCRIMI12 NATION.—Nothing in this section shall be construed to 

13 permit discrimination on the basis of race, color, religion, 

14 sex, national origin, or disability in any program or activ15 ity funded under this part. 

16 ‘‘SEC. 1854. AUTHORIZATION OF APPROPRIATIONS. 

17 ‘‘There is authorized to be appropriated to carry out 

18 this part $500,000,000 for fiscal year 2010 and for each 

19 of the succeeding 5 years.’’. 

20 (b) CONFORMING AMENDMENTS.—The table of con21 tents in section 2 of the Elementary and Secondary Edu22 cation Act of 1965 (20 U.S.C. 6301 note) is amended— 

23 (1) by striking the item relating to part I and 

24 inserting the following: 

‘‘PART J—GENERAL PROVISIONS’’; 

25 and 


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28 

•HR 2239 IH

1 (2) by inserting after the item relating to sec2 tion 1830 the following: 

‘‘PART I—SECONDARY SCHOOL INNOVATION FUND

‘‘Sec. 1851. Purposes. 

‘‘Sec. 1852. Definitions. 

‘‘Sec. 1853. Secondary school innovation fund. 

‘‘Sec. 1854. Authorization of appropriations.’’. 

Æ 


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