II 

113TH CONGRESS 

1ST SESSION S. 578 

To improve outcomes for students in persistently low-performing schools, 

to create a culture of recognizing, rewarding, and replicating educational 

excellence, to authorize school turnaround grants, and for other purposes. 

IN THE SENATE OF THE UNITED STATES 

MARCH 14, 2013 

Mrs. HAGAN introduced the following bill; which was read twice and referred 

to the Committee on Health, Education, Labor, and Pensions 

A BILL 

To improve outcomes for students in persistently low-performing schools, to create a culture of recognizing, rewarding, and replicating educational excellence, to authorize school turnaround grants, and for other purposes. 

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 ‘‘School Turnaround 

5 and Rewards Act of 2013’’ or the ‘‘STAR Act of 2013’’. 

6 SEC. 2. PURPOSES. 

7 The purposes of this Act are to— 

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1 (1) significantly improve outcomes for students 

2 in persistently low-performing schools by— 

3 (A) building the capacity of State edu4 cational agencies and local educational agencies 

5 to improve student academic achievement in 

6 low-performing and persistently low-performing 

7 schools; 

8 (B) supporting States and local edu9 cational agencies in implementing school inter10 vention models; and 

11 (C) targeting State and local supports and 

12 strategies on the persistently lowest-performing 

13 schools in each State; and 

14 (2) create a culture of recognizing, rewarding, 

15 and replicating educational excellence in every State 

16 by— 

17 (A) providing financial and other incen18 tives and rewards to schools that are identified 

19 as Reward Schools; and 

20 (B) supporting State educational agency 

21 efforts to identify, collect, and disseminate ef22 fective practices for increasing student aca23 demic achievement used by Reward Schools. 

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1 TITLE I—BLUE RIBBON 

2 SCHOOLS 

3 SEC. 101. BLUE RIBBON SCHOOLS. 

4 (a) IN GENERAL.—Section 1117 of the Elementary 

5 and Secondary Education Act of 1965 (20 U.S.C. 6317) 

6 is amended to read as follows: 

7 ‘‘SEC. 1117. BLUE RIBBON SCHOOLS. 

8 ‘‘(a) PROGRAM PURPOSE.—It is the purpose of this 

9 section to assist States and local educational agencies in 

10 identifying and rewarding high-performing public schools. 

11 ‘‘(b) BLUE RIBBON SCHOOLS.— 

12 ‘‘(1) IDENTIFICATION OF BLUE RIBBON

13 SCHOOLS.—Each State receiving a grant under this 

14 part may— 

15 ‘‘(A) define the category of blue ribbon 

16 schools, consistent with paragraph (2), for the 

17 State as part of its State plan in section 

18 1111(b); and 

19 ‘‘(B) identify, for each school year, the 

20 schools in the State that are blue ribbon schools 

21 for such year. 

22 ‘‘(2) BLUE RIBBON SCHOOL CRITERIA.— 

23 ‘‘(A) IN GENERAL.—If a State elects to 

24 carry out this subsection, the State’s blue rib25 bon schools shall consist of the top 5 percent of 

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1 the State’s public elementary schools and sec2 ondary schools, as designated by the State 

3 based on— 

4 ‘‘(i) the percentage of students who 

5 are on track to college and career readi6 ness, as defined by the Secretary, for 

7 English or language arts, and mathe8 matics; 

9 ‘‘(ii) in the case of high schools, the 

10 school’s graduation rates; 

11 ‘‘(iii) the performance of each sub12 group of students, as defined by the Sec13 retary; 

14 ‘‘(iv) student growth, as defined by 

15 the Secretary; and 

16 ‘‘(v) school gains. 

17 ‘‘(B) NONELIGIBILITY FOR BLUE RIBBON

18 STATUS.—A school identified under section 

19 1116(b) for a year shall not be eligible for blue 

20 ribbon school status for the same year. 

21 ‘‘(c) REWARDS FOR BLUE RIBBON SCHOOLS.— 

22 ‘‘(1) IN GENERAL.—Each State that defines 

23 and identifies blue ribbon schools under subsection 

24 (b)(1) for a school year may— 

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1 ‘‘(A) provide each blue ribbon school in the 

2 State with increased autonomy over the school’s 

3 budget, staffing, and time; 

4 ‘‘(B) allow each blue ribbon school to have 

5 flexibility in the use of any funds provided to 

6 the school under this Act for any purpose al7 lowed under this Act (notwithstanding any 

8 other provision of this Act), as long as such use 

9 is consistent with the Civil Rights Act of 1964, 

10 title IX of the Education Amendments of 1972, 

11 section 504 of the Rehabilitation Act of 1973, 

12 the Americans with Disabilities Act of 1990 (42 

13 U.S.C. 12101), and part B of the Individuals 

14 with Disabilities Education Act; and 

15 ‘‘(C) reserve not more than .5 percent of 

16 the funds allotted to the State under subpart 2 

17 and use such reserved amounts to distribute re18 wards, on a competitive basis, to local edu19 cational agencies that serve 1 or more blue rib20 bon schools identified under subsection (b) that 

21 receive funds under subpart 2 to enable the 

22 local educational agencies to provide awards to 

23 such blue ribbon schools that receive funds 

24 under such subpart. 

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1 ‘‘(2) USE OF REWARDS.—As a condition of re2 ceiving an award from a local educational agency 

3 under this subsection, a blue ribbon school shall 

4 agree to use the award funds to— 

5 ‘‘(A) improve student achievement; and 

6 ‘‘(B) provide technical assistance to the 

7 lowest-achieving schools in the State that have 

8 characteristics similar to the blue ribbon school. 

9 ‘‘(d) AUTHORIZATION OF APPROPRIATIONS.—There 

10 are authorized to be appropriated to carry out this section 

11 $300,000,000 for fiscal year 2014 and such sums as may 

12 be necessary for each of the 5 succeeding fiscal years.’’. 

13 (b) TABLE OF CONTENTS.—The table of contents in 

14 section 2 of the Elementary and Secondary Education Act 

15 of 1965 is amended by striking the item relating to section 

16 1117 and inserting the following: 

‘‘Sec. 1117. Blue ribbon schools.’’. 

17 TITLE II—SCHOOL 

18 TURNAROUND 

19 SEC. 201. SCHOOL TURNAROUND. 

20 Section 1116 of the Elementary and Secondary Edu21 cation Act of 1965 (20 U.S.C. 6316) is amended by add22 ing at the end the following: 

23 ‘‘(i) PERSISTENTLY LOW-ACHIEVING SCHOOLS.— 

24 ‘‘(1) LOWEST-ACHIEVING SCHOOLS IN THE

25 STATE.— 

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1 ‘‘(A) IN GENERAL.—Each State receiving 

2 a grant under this part shall, beginning in the 

3 2013–2014 school year and every year there4 after, determine the lowest-achieving schools in 

5 the State, which shall include— 

6 ‘‘(i) the lowest-achieving 5 percent of 

7 public high schools, and the lowest-achiev8 ing 5 percent of public elementary schools 

9 and secondary schools that are not high 

10 schools, in the State, based on— 

11 ‘‘(I) student performance on the 

12 State academic assessments in read13 ing or language arts, and mathe14 matics, including student absolute 

15 performance; 

16 ‘‘(II) in the case of high schools, 

17 graduation rates; and 

18 ‘‘(III) if the State so chooses— 

19 ‘‘(aa) schoolwide gains; and 

20 ‘‘(bb) absolute student per21 formance; and 

22 ‘‘(ii) the public high schools in the 

23 State that have less than a 60-percent 

24 graduation rate. 

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1 ‘‘(B) DATA RULE.—In identifying the low2 est-achieving schools under this paragraph, a 

3 State shall— 

4 ‘‘(i) use data for the most recent year 

5 for which data are available; or 

6 ‘‘(ii) average data for the most recent 

7 2- to 3-year period for which data are 

8 available. 

9 ‘‘(C) PARENTAL NOTIFICATION.—Each 

10 year, a State shall provide timely notification to 

11 all parents of students enrolled in each school 

12 identified under subparagraph (A) that the 

13 school is one of the State’s lowest-achieving 

14 schools for such year. 

15 ‘‘(D) LIST OF TARGETED LOW-ACHIEVING

16 SCHOOLS.—Each year, the State shall— 

17 ‘‘(i) compile a list of the schools iden18 tified under subparagraph (A) that— 

19 ‘‘(I) receive assistance under this 

20 part; 

21 ‘‘(II) are public high schools for 

22 which not less than 50 percent of each 

23 school’s students are from low-income 

24 families, as determined by the local 

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1 educational agency under section 

2 1113; or 

3 ‘‘(III) are public high schools 

4 that have less than a 60-percent grad5 uation rate; 

6 ‘‘(ii) submit the list described in 

7 clause (i) to the Secretary; 

8 ‘‘(iii) distribute the list described in 

9 clause (i) to the local educational agencies, 

10 elementary schools, and secondary schools 

11 in the State; and 

12 ‘‘(iv) make such list publicly available, 

13 including through the Internet. 

14 ‘‘(2) IDENTIFICATION AS PERSISTENTLY LOW15 ACHIEVING.— 

16 ‘‘(A) IDENTIFICATION.—For the 2013– 

17 2014 school year, each State receiving a grant 

18 under this part shall identify each school in19 cluded on the list under paragraph (1)(D)(i) for 

20 the preceding school year as a persistently low21 achieving school. For the 2014–2015 school 

22 year, and each subsequent school year, each 

23 such State shall identify each school that has 

24 been included on the list under such paragraph 

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1 for the 2 preceding consecutive school years as 

2 a persistently low-achieving school. 

3 ‘‘(B) 5-YEAR PERIOD.—A school that is 

4 identified by the State under subparagraph (A) 

5 shall be a persistently low-achieving school for 

6 the 5-year period following the school’s identi7 fication, except as provided in paragraph (6). 

8 ‘‘(3) STATE WAIVER.—If a State determines 

9 that all schools that would otherwise be considered 

10 to be in the lowest-achieving 5 percent of schools 

11 under paragraph (1)(A)(i) are actually performing 

12 at a satisfactory level of performance based on the 

13 measures used by the State to identify persistently 

14 low-achieving schools, the State may apply to the 

15 Secretary to waive the requirements of this sub16 section. 

17 ‘‘(4) NEEDS ANALYSIS.—Each local educational 

18 agency receiving assistance under this part shall 

19 conduct a data-driven needs analysis, which may in20 volve an external partner with expertise in con21 ducting such needs analysis, of each school identified 

22 under paragraph (2) by the State to determine the 

23 most appropriate school improvement strategies to 

24 improve student performance. Such needs analysis 

25 shall include— 

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1 ‘‘(A) a diagnostic review of data related to 

2 students and instructional staff; 

3 ‘‘(B) an analysis of the school governance, 

4 curriculum, instruction, student supports, con5 ditions for learning, and parent and family en6 gagement practices relative to the needs of the 

7 student population; and 

8 ‘‘(C) the resources, which may include 

9 community-based supports and early childhood 

10 education and care, available at the school, local 

11 educational agency, and community levels to 

12 meet student needs and support improved stu13 dent achievement and outcomes and the imple14 mentation of any school improvement strategy. 

15 ‘‘(5) STATE AND LOCAL RESPONSIBILITIES.— 

16 ‘‘(A) STATE RESPONSIBILITIES.—Each 

17 State receiving a grant under this part shall en18 sure that a local educational agency receiving 

19 assistance carries out the requirements of sub20 paragraph (B) for each persistently low-achiev21 ing school in the State. 

22 ‘‘(B) LOCAL EDUCATIONAL AGENCY RE23 SPONSIBILITIES.—Each local educational agen24 cy receiving assistance under this part shall, 

25 consistent with the State’s accountability sysmstockstill on DSK4VPTVN1PROD with BILLS

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1 tem under section 1111, for each school identi2 fied under paragraph (2) that it serves— 

3 ‘‘(i) establish a process for selecting 

4 an appropriate school improvement strat5 egy for the school that uses information 

6 from the needs analysis under paragraph 

7 (4); 

8 ‘‘(ii) select the school improvement 

9 strategy to be used in each identified 

10 school and the timeline for implementing 

11 the selected school improvement strategy 

12 in such school; 

13 ‘‘(iii) develop a detailed budget cov14 ering the 5-year identification period, in15 cluding planned expenditures at the school 

16 level for activities supporting full and ef17 fective implementation of the selected 

18 school improvement strategy; 

19 ‘‘(iv) implement a school improvement 

20 strategy at the school in accordance with 

21 the requirements of paragraph (6); 

22 ‘‘(v) use appropriate measures to 

23 monitor the effectiveness of the implemen24 tation; 

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1 ‘‘(vi) review and select turnaround 

2 partners to assist in implementing school 

3 improvement strategies; 

4 ‘‘(vii) align other Federal, State, and 

5 local resources with the school improve6 ment strategy; 

7 ‘‘(viii) provide the school with the 

8 operational flexibility, including autonomy 

9 over staffing, time, and budget, needed to 

10 enable full and effective implementation of 

11 the selected strategy, including through the 

12 modification of practices or policies, if nec13 essary; 

14 ‘‘(ix) collect and use data on an ongo15 ing basis to adjust implementation of the 

16 school improvement strategy to improve 

17 student achievement; 

18 ‘‘(x) provide an assurance that the im19 plementation of the selected school im20 provement strategy addresses the needs of 

21 all the subgroups of students; 

22 ‘‘(xi) take steps to sustain successful 

23 reforms and practices after the school is no 

24 longer identified under paragraph (2); and 

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1 ‘‘(xii) provide technical assistance and 

2 other support to ensure effective implemen3 tation of the school improvement strategy 

4 in the school, which may include assistance 

5 in— 

6 ‘‘(I) data collection and analysis; 

7 ‘‘(II) recruiting and retaining 

8 staff; 

9 ‘‘(III) teacher and principal eval10 uation; 

11 ‘‘(IV) professional development; 

12 ‘‘(V) parent and family engage13 ment; 

14 ‘‘(VI) coordination of services 

15 with early childhood education and 

16 care providers; 

17 ‘‘(VII) coordination of services to 

18 address students’ social, emotional, 

19 and health needs; and 

20 ‘‘(VIII) monitoring the imple21 mentation of the school improvement 

22 strategy selected under paragraph (6). 

23 ‘‘(C) STATE AS LOCAL EDUCATIONAL

24 AGENCY.—A State may take over a persistently 

25 low-achieving school and act as the local edumstockstill on DSK4VPTVN1PROD with BILLS

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1 cational agency for purposes of this subsection, 

2 if permitted under State law. 

3 ‘‘(6) SCHOOL IMPROVEMENT STRATEGIES.— 

4 ‘‘(A) REQUIRED ACTIVITIES FOR ALL

5 SCHOOL IMPROVEMENT STRATEGIES.—A local 

6 educational agency implementing any strategies 

7 under this paragraph for a school shall— 

8 ‘‘(i) provide staff at the school with 

9 ongoing professional development, con10 sistent with the needs analysis described in 

11 paragraph (4); 

12 ‘‘(ii) conduct regular evaluations for 

13 the teachers and principals at the school 

14 that provide specific feedback on areas of 

15 strength and in need of improvement; 

16 ‘‘(iii) provide time for collaboration 

17 among instructional staff at the school to 

18 improve student achievement; 

19 ‘‘(iv) provide instructional staff at the 

20 school with timely access to student data 

21 to inform instruction and meet the aca22 demic needs of individual students, which 

23 may include, in elementary school, school 

24 readiness data; 

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1 ‘‘(v) collaborate with parents, the 

2 community, teachers, and other school per3 sonnel at the school on the selection and 

4 implementation of the strategy; 

5 ‘‘(vi) use data to identify and imple6 ment a research-based instructional pro7 gram that— 

8 ‘‘(I) analyzes student progress 

9 and performance and develops appro10 priate interventions for students who 

11 are not making adequate progress; 

12 and 

13 ‘‘(II) provides differentiated in14 struction and related instructional 

15 supports; 

16 ‘‘(vii) in the case of an elementary 

17 school with kindergarten entry, consider 

18 the issue of school readiness in such school 

19 by— 

20 ‘‘(I) examining factors that con21 tribute to school readiness as part of 

22 the needs analysis conducted under 

23 paragraph (4); and 

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1 ‘‘(II) if school readiness is identi2 fied in the needs analysis as an area 

3 in need of improvement— 

4 ‘‘(aa) coordinating with ap5 propriate early childhood pro6 grams, such as programs under 

7 the Child Care Development and 

8 Block Grant Act of 1990, the 

9 Head Start Act, prekindergarten 

10 programs, and other similar Fed11 eral, State, and local programs, 

12 in order to align instruction to 

13 better prepare students for ele14 mentary school; and 

15 ‘‘(bb) developing a plan to 

16 improve or expand early child17 hood options which may include 

18 the use of funds under this part 

19 for such purposes; 

20 ‘‘(viii) provide ongoing mechanisms 

21 for parent and family engagement; and 

22 ‘‘(ix) provide appropriate services and 

23 supports for students as identified in the 

24 school’s needs analysis. 

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1 ‘‘(B) STRATEGIES.—A local educational 

2 agency shall identify a school improvement 

3 strategy for a school from among the following 

4 strategies: 

5 ‘‘(i) TRANSFORMATION MODEL.—A 

6 transformation model is one in which the 

7 local educational agency— 

8 ‘‘(I) if the principal has led the 

9 school for 2 or more years, replaces 

10 the principal with a new principal who 

11 has demonstrated effectiveness in 

12 turning around a low-performing 

13 school; 

14 ‘‘(II) uses rigorous, transparent, 

15 and equitable evaluation systems to— 

16 ‘‘(aa) identify and reward 

17 school leaders, teachers, and 

18 other staff who, in implementing 

19 the model, increase student 

20 achievement and, if applicable, 

21 high school graduation rates; and 

22 ‘‘(bb) identify and remove 

23 school leaders, teachers, and 

24 other staff who, after ample op25 portunities have been provided 

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1 for such individuals to improve 

2 their professional practice— 

3 ‘‘(AA) do not increase 

4 student achievement; 

5 ‘‘(BB) if applicable, do 

6 not increase high school 

7 graduation rates; and 

8 ‘‘(CC) have not dem9 onstrated effectiveness ac10 cording to the local edu11 cational agency’s evaluation 

12 system; 

13 ‘‘(III) provides staff with ongo14 ing, high-quality, job-embedded pro15 fessional development that is aligned 

16 with the school’s instructional pro17 gram and evaluation system and fa18 cilitates effective teaching and learn19 ing, and supports the implementation 

20 of school-reform strategies; 

21 ‘‘(IV) implements strategies, such 

22 as financial incentives, increased op23 portunities for promotion and career 

24 growth, and more flexible work condi25 tions that are designed to recruit, 

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1 place, and retain staff with the skills 

2 necessary to meet the needs of the 

3 students in the school; 

4 ‘‘(V) uses data to identify and 

5 implement a research-based instruc6 tional program that— 

7 ‘‘(aa) is aligned with State 

8 challenging academic content 

9 standards and challenging stu10 dent academic achievement 

11 standards; and 

12 ‘‘(bb) has proven to raise 

13 student academic achievement by 

14 not less than 10 percent in 1 

15 year; 

16 ‘‘(VI) establishes schedules and 

17 strategies that provide increased 

18 learning time, which may include of19 fering full-day kindergarten or a high20 quality preschool program or using a 

21 longer school day, week, or year that 

22 increases the total number of school 

23 hours for the school year at a school 

24 by not fewer than 300 hours to sig25 nificantly increase the total number of 

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1 school hours to include additional time 

2 for— 

3 ‘‘(aa) instruction in core 

4 academic subjects, instructions in 

5 such core academic subjects as, 

6 English, reading or language 

7 arts, mathematics, science, for8 eign languages, civics and gov9 ernment, economics, arts, history, 

10 and geography; and 

11 ‘‘(bb) instruction in other 

12 subjects and enrichment activities 

13 that contribute to a well-rounded 

14 education, such as physical edu15 cation, service learning, and ex16 periential and work-based learn17 ing opportunities that are pro18 vided by partnering, as appro19 priate, with other organizations; 

20 ‘‘(VII) promotes the continuous 

21 use of student data to provide instruc22 tion that meets the academic needs of 

23 individual students, which may in24 clude, in elementary school, individual 

25 students’ levels of school readiness; 

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1 ‘‘(VIII) establishes schedules and 

2 strategies that provide increased 

3 learning time, which may include ex4 panding the school program to offer 

5 full-day kindergarten or a high-quality 

6 preschool program; 

7 ‘‘(IX) provides ongoing mecha8 nisms for family and community en9 gagement; 

10 ‘‘(X) gives the school sufficient 

11 operational flexibility in programming, 

12 staffing, budgeting, and scheduling to 

13 fully implement a comprehensive 

14 strategy designed to substantially im15 prove student achievement and, if ap16 plicable, increase the graduation rate; 

17 ‘‘(XI) ensures that the school re18 ceives ongoing, intensive technical as19 sistance and related support from the 

20 local educational agency, the State 

21 educational agency, or a designated 

22 external lead partner organization; 

23 and 

24 ‘‘(XII) provides appropriate so25 cial-emotional and community-orimstockstill on DSK4VPTVN1PROD with BILLS

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1 ented services and supports for stu2 dents and, at the discretion of the 

3 local educational agency, uses not 

4 more than 10 percent of the funds 

5 available for such school under this 

6 part to provide services to meet those 

7 needs. 

8 ‘‘(ii) RESTART MODEL.—A restart 

9 model is one in which the local educational 

10 agency— 

11 ‘‘(I) converts a school or closes 

12 and reopens the school— 

13 ‘‘(aa) under a charter school 

14 operator, a charter management 

15 organization, or an education 

16 management organization; or 

17 ‘‘(bb) as an autonomous or 

18 redesigned school; 

19 ‘‘(II) implements a rigorous re20 view process to select such a charter 

21 school operator, charter management 

22 organization, or education manage23 ment organization, as applicable, 

24 which includes an assurance from 

25 such operator or organization that it 

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1 will make significant changes in the 

2 leadership and staffing of the school; 

3 and 

4 ‘‘(III) enrolls in the school, with5 in the grades it serves, any former 

6 student who wishes to attend the 

7 school. 

8 ‘‘(iii) SCHOOL CLOSURE.—A school 

9 closure model is one in which the local edu10 cational agency— 

11 ‘‘(I) closes a school and enrolls 

12 the students who attended such school 

13 in other public schools served by the 

14 local educational agency that are 

15 higher performing, provided the other 

16 schools are within reasonable prox17 imity to the closed school; and 

18 ‘‘(II) provides information, in a 

19 timely fashion, in the appropriate lan20 guage, and prior to closing the school, 

21 to children who attended such closed 

22 school and their parents, about high23 quality educational options and transi24 tion and support services. 

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1 ‘‘(iv) TURNAROUND MODEL.—A turn2 around model is one in which the local 

3 educational agency— 

4 ‘‘(I) if the principal has led the 

5 school for 2 or more years, replaces 

6 the principal with a new principal who 

7 has demonstrated effectiveness in 

8 turning around a low-performing 

9 school; 

10 ‘‘(II) gives the new principal suf11 ficient operational flexibility (includ12 ing over staffing, the school day and 

13 school calendar, and budgeting) to 

14 fully implement a comprehensive ap15 proach to improve student outcomes; 

16 ‘‘(III) using comprehensive eval17 uation systems, including the use of 

18 student achievement data to measure 

19 the effectiveness of staff who can 

20 work within the turnaround environ21 ment to meet the needs of students— 

22 ‘‘(aa) screens all existing 

23 staff and retains not more than 

24 50 percent of such staff; and 

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1 ‘‘(bb) requires the principal 

2 to justify personnel decisions, 

3 such as hiring, dismissal, and 

4 providing rewards, based on re5 sults of such evaluations; 

6 ‘‘(IV) provides staff with ongo7 ing, high-quality, job-embedded pro8 fessional development that is aligned 

9 with the school’s instructional pro10 gram, facilitates effective teaching 

11 and learning, and supports the imple12 mentation of school-reform strategies; 

13 ‘‘(V) adopts a new governance 

14 structure for the school, which may 

15 include requiring the school to report 

16 to a new turnaround office in the local 

17 educational agency or State edu18 cational agency, hire a turnaround 

19 leader who reports directly to the Su20 perintendent or Chief Academic Offi21 cer, or enter into a multi-year agree22 ment with the local educational agen23 cy or State educational agency to ob24 tain added flexibility in exchange for 

25 greater accountability; 

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1 ‘‘(VI) uses data to identify and 

2 implement a research-based instruc3 tional program and promotes the con4 tinuous use of data to evaluate school 

5 improvement strategies and to inform 

6 the differentiated instruction in order 

7 to meet the academic needs of indi8 vidual students; 

9 ‘‘(VII) encourages the use of ex10 tended learning time partnerships; 

11 ‘‘(VIII) establishes schedules and 

12 strategies that provide increased 

13 learning time, which may include of14 fering full-day kindergarten or a high15 quality preschool program or using a 

16 longer school day, week, or year that 

17 increases the total number of school 

18 hours for the school year at a school 

19 by not fewer than 300 hours to sig20 nificantly increase the total number of 

21 school hours to include additional time 

22 for— 

23 ‘‘(aa) instruction in such 

24 core academic subjects as 

25 English, reading or language 

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1 arts, mathematics, science, for2 eign languages, civics and gov3 ernment, economics, arts, history, 

4 and geography; 

5 ‘‘(bb) instruction in other 

6 subjects and enrichment activities 

7 that contribute to a well-rounded 

8 education, such as physical edu9 cation, service learning, and ex10 periential and work-based learn11 ing opportunities that are pro12 vided by partnering, as appro13 priate, with other organizations; 

14 and 

15 ‘‘(cc) teachers to collaborate, 

16 plan, and engage in professional 

17 development within and across 

18 grades and subjects; 

19 ‘‘(IX) provides ongoing mecha20 nisms for family and community en21 gagement; 

22 ‘‘(X) provides appropriate social23 emotional and community-oriented 

24 services and supports for students; 

25 and 

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1 ‘‘(XI) may include any of the 

2 strategies described in clause (i). 

3 ‘‘(C) USING FUNDS FOR COMPREHENSIVE

4 SERVICES TO ADDRESS ISSUES.—In imple5 menting any of the school intervention models 

6 described in subparagraph (B), the local edu7 cational agency— 

8 ‘‘(i) shall identify and address issues 

9 that may contribute to low academic 

10 achievement in those schools; and 

11 ‘‘(ii) may use funds under this sub12 section to provide comprehensive services 

13 to address those issues and meet the full 

14 range of student needs. 

15 ‘‘(7) RESERVATION AND ALLOTMENTS.—From 

16 the total amount appropriated under paragraph (8), 

17 the Secretary may reserve not more than 10 percent 

18 to carry out activities of national significance, such 

19 as— 

20 ‘‘(A) building State and local educational 

21 agency turnaround capacity, including through 

22 technical assistance and support, identification 

23 and dissemination of best practices, and facili24 tating the creation and operation of commu25 nities of practice; 

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1 ‘‘(B) supporting the use of school quality 

2 review teams by making grants to State edu3 cational agencies, consortia of such agencies, or 

4 partnerships of State educational agencies or 

5 State consortia and public or private nonprofit 

6 organizations to develop and implement school 

7 quality review teams that review and provide 

8 support and technical assistance to local edu9 cational agencies and schools for activities such 

10 as expanded learning time; 

11 ‘‘(C) identifying and disseminating effec12 tive rural turnaround practices, making avail13 able targeted technical assistance, and expand14 ing the availability and capacity of turnaround 

15 partners that operate in rural areas; 

16 ‘‘(D) identifying schools and school im17 provement partners that are effectively imple18 menting school intervention models and other 

19 effective strategies to improve schools, and 

20 making information on those schools available 

21 to State educational agencies, local educational 

22 agencies, and schools in a manner that facili23 tates replication of effective practices; and 

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1 ‘‘(E) other activities designed to support 

2 State and local efforts to turn around persist3 ently low-performing schools. 

4 ‘‘(8) AUTHORIZATION OF APPROPRIATIONS.— 

5 There are authorized to be appropriated to carry out 

6 this subsection $600,000,000 for fiscal year 2014 

7 and such sums as may be necessary for each of the 

8 5 succeeding fiscal years.’’. 

Æ 

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