II

105TH CONGRESS

2D SESSION S. 1596

To provide for reading excellence.

IN THE SENATE OF THE UNITED STATES

FEBRUARY 2, 1998

Mr. COVERDELL introduced the following bill; which was read twice and

referred to the Committee on Labor and Human Resources

A BILL

To provide for reading excellence.

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 ‘‘Reading Excellence

5 Act’’.

6 TITLE I—READING GRANTS

7 SEC. 101. AMENDMENT TO ESEA FOR READING GRANTS.

8 The Elementary and Secondary Education Act of

9 1965 (20 U.S.C. 6301 et seq.) is amended by adding at

10 the end the following:
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1 ‘‘TITLE XV—READING GRANTS

2 ‘‘SEC. 15101. PURPOSE.

3 ‘‘The purposes of this title are as follows:

4 ‘‘(1) To teach every child to read in their early

5 childhood years—

6 ‘‘(A) as soon as they are ready to read; or

7 ‘‘(B) as soon as possible once they enter

8 school, but not later than 3d grade.

9 ‘‘(2) To improve the reading skills of students,

10 and the in-service instructional practices for teachers

11 who teach reading, through the use of findings from

12 reliable, replicable research on reading, including

13 phonics.

14 ‘‘(3) To expand the number of high-quality

15 family literacy programs.

16 ‘‘(4) To reduce the number of children who are

17 inappropriately referred to special education due to

18 reading difficulties.

19 ‘‘SEC. 15102. DEFINITIONS.

20 ‘‘For purposes of this title:

21 ‘‘(1) ELIGIBLE PROFESSIONAL DEVELOPMENT

22 PROVIDER.—The term ‘eligible professional develop23 ment provider’ means a provider of professional de24 velopment in reading instruction to teachers that is

25 based on reliable, replicable research on reading.
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1 ‘‘(2) ELIGIBLE RESEARCH INSTITUTION.—The

2 term ‘eligible research institution’ means an institu3 tion of higher education at which reliable, replicable

4 research on reading has been conducted.

5 ‘‘(3) FAMILY LITERACY SERVICES.—The term

6 ‘family literacy services’ means services provided to

7 participants on a voluntary basis that are of suffi8 cient intensity in terms of hours, and of sufficient

9 duration, to make sustainable changes in a family

10 (such as eliminating or reducing welfare depend11 ency) and that integrate all of the following activi12 ties:

13 ‘‘(A) Interactive literacy activities between

14 parents and their children.

15 ‘‘(B) Equipping parents to partner with

16 their children in learning.

17 ‘‘(C) Parent literacy training, including

18 training that contributes to economic self-suffi19 ciency.

20 ‘‘(D) Appropriate instruction for children

21 of parents receiving parent literacy services.

22 ‘‘(4) READING.—The term ‘reading’ means the

23 process of comprehending the meaning of written

24 text by depending on—
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1 ‘‘(A) the ability to use phonics skills, that

2 is, knowledge of letters and sounds, to decode

3 printed words quickly and effortlessly, both si4 lently and aloud;

5 ‘‘(B) the ability to use previously learned

6 strategies for reading comprehension; and

7 ‘‘(C) the ability to think critically about

8 the meaning, message, and aesthetic value of

9 the text.

10 ‘‘(5) READING READINESS.—The term ‘reading

11 readiness’ means activities that—

12 ‘‘(A) provide experience and opportunity

13 for language development;

14 ‘‘(B) create appreciation of the written

15 word;

16 ‘‘(C) develop an awareness of printed lan17 guage, the alphabet, and phonemic awareness;

18 and

19 ‘‘(D) develop an understanding that spo20 ken and written language is made up of pho21 nemes, syllables, and words.

22 ‘‘(6) RELIABLE, REPLICABLE RESEARCH.—The

23 term ‘reliable, replicable research’ means objective,

24 valid, scientific studies that—
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1 ‘‘(A) include rigorously defined samples of

2 subjects that are sufficiently large and rep3 resentative to support the general conclusions

4 drawn;

5 ‘‘(B) rely on measurements that meet es6 tablished standards of reliability and validity;

7 ‘‘(C) test competing theories, where mul8 tiple theories exist;

9 ‘‘(D) are subjected to peer review before

10 their results are published; and

11 ‘‘(E) discover effective strategies for im12 proving reading skills.

13 ‘‘SEC. 15103. GRANTS TO READING AND LITERACY PART14 NERSHIPS.

15 ‘‘(a) PROGRAM AUTHORIZED.—The Secretary may

16 make grants on a competitive basis to reading and literacy

17 partnerships for the purpose of permitting such partner18 ships to make subgrants under sections 15104 and 15105.

19 ‘‘(b) READING AND LITERACY PARTNERSHIPS.—

20 ‘‘(1) COMPOSITION.—

21 ‘‘(A) REQUIRED PARTICIPANTS.—In order

22 to receive a grant under this section, a State

23 shall establish a reading and literacy partner24 ship consisting of at least the following partici25 pants:
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1 ‘‘(i) The Governor of the State.

2 ‘‘(ii) The chief State school officer.

3 ‘‘(iii) The chairman and the ranking

4 member of each committee of the State

5 legislature that is responsible for education

6 policy.

7 ‘‘(iv) A representative, selected jointly

8 by the Governor and the chief State school

9 officer, of at least 1 local educational agen10 cy that has at least 1 school that is identi11 fied for school improvement under section

12 1116(c) in the geographic area served by

13 the agency.

14 ‘‘(v) A representative, selected jointly

15 by the Governor and the chief State school

16 officer, of a community-based organization

17 working with children to improve their

18 reading skills, particularly a community19 based organization using volunteers.

20 ‘‘(B) OPTIONAL PARTICIPANTS.—A read21 ing and literacy partnership may include addi22 tional participants, who shall be selected jointly

23 by the Governor and the chief State school offi24 cer, which may include—
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1 ‘‘(i) State directors of appropriate

2 Federal or State programs with a strong

3 reading component;

4 ‘‘(ii) a parent of a public or private

5 school student or a parent who educates

6 their child or children in their home;

7 ‘‘(iii) a teacher who teaches reading;

8 or

9 ‘‘(iv) a representative of (I) an insti10 tution of higher education operating a pro11 gram of teacher preparation in the State;

12 (II) a local educational agency; (III) an eli13 gible research institution; (IV) a private

14 nonprofit or for-profit eligible professional

15 development provider providing instruction

16 based on reliable, replicable research on

17 reading; (V) a family literacy service pro18 vider; (VI) an adult education provider;

19 (VII) a volunteer organization that is in20 volved in reading programs; or (VIII) a

21 school or a public library that offers read22 ing or literacy programs for children or

23 families.

24 ‘‘(2) AGREEMENT.—The contractual agreement

25 that establishes a reading and literacy partnership—
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1 ‘‘(A) shall specify—

2 ‘‘(i) the nature and extent of the asso3 ciation among the participants referred to

4 in paragraph (1); and

5 ‘‘(ii) the roles and duties of each such

6 participant; and

7 ‘‘(B) shall remain in effect during the en8 tire grant period proposed in the partnership’s

9 grant application under subsection (e).

10 ‘‘(3) FUNCTIONS.—Each reading and literacy

11 partnership for a State shall prepare and submit an

12 application under subsection (e) and, if the partner13 ship receives a grant under this section—

14 ‘‘(A) shall solicit applications for, and

15 award, subgrants under sections 15104 and

16 15105;

17 ‘‘(B) shall oversee the performance of the

18 subgrants and submit performance reports in

19 accordance with subsection (h);

20 ‘‘(C) if sufficient grant funds are available

21 under this title—

22 ‘‘(i) work to enhance the capacity of

23 agencies in the State to disseminate reli24 able, replicable research on reading to
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1 schools, classrooms, and providers of early

2 education and child care;

3 ‘‘(ii) facilitate the provision of tech4 nical assistance to subgrantees under sec5 tions 15104 and 15105 by providing the

6 subgrantees information about technical

7 assistance providers; and

8 ‘‘(iii) build on, and promote coordina9 tion among, literacy programs in the State,

10 in order to increase their effectiveness and

11 to avoid duplication of their efforts; and

12 ‘‘(D) shall ensure that each local edu13 cational agency to which the partnership makes

14 a subgrant under section 15104 makes avail15 able, upon request and in an understandable

16 and uniform format, to any parent of a student

17 attending any school selected under section

18 15104(a)(2) in the geographic area served by

19 the agency, information regarding the qualifica20 tions of the student’s classroom teacher to pro21 vide instruction in reading.

22 ‘‘(4) FISCAL AGENT.—The State educational

23 agency shall act as the fiscal agent for the reading

24 and literacy partnership for the purposes of receipt

25 of funds from the Secretary, disbursement of funds
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1 to subgrantees under sections 15104 and 15105,

2 and accounting for such funds.

3 ‘‘(c) PREEXISTING PARTNERSHIP.—If, before the

4 date of the enactment of the Reading Excellence Act, a

5 State established a consortium, partnership, or any other

6 similar body, that includes the Governor and the chief

7 State school officer and has, as a central part of its mis8 sion, the promotion of literacy for children in their early

9 childhood years through the 3d grade, but that does not

10 satisfy the requirements of subsection (b)(1), the State

11 may elect to treat that consortium, partnership, or body

12 as the reading and literacy partnership for the State not13 withstanding such subsection, and the consortium, part14 nership, or body shall be considered a reading and literacy

15 partnership for purposes of the other provisions of this

16 title.

17 ‘‘(d) MULTI-STATE PARTNERSHIP ARRANGE18 MENTS.—A reading and literacy partnership that satisfies

19 the requirements of subsection (b) may join with other

20 such partnerships in other States to develop a single appli21 cation that satisfies the requirements of subsection (e) and

22 identifies which State educational agency, from among the

23 States joining, shall act as the fiscal agent for the multi24 State arrangement. For purposes of the other provisions
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1 of this title, any such multi-State arrangement shall be

2 considered to be a reading and literacy partnership.

3 ‘‘(e) APPLICATIONS.—A reading and literacy partner4 ship that desires to receive a grant under this section shall

5 submit an application to the Secretary at such time, in

6 such manner, and including such information as the Sec7 retary may require. The application—

8 ‘‘(1) shall describe how the partnership will en9 sure that 95 percent of the grant funds are used to

10 make subgrants under sections 15104 and 15105;

11 ‘‘(2) shall be integrated, to the maximum extent

12 possible, with State plans and programs under this

13 Act, the Individuals with Disabilities Education Act

14 (20 U.S.C. 1400 et seq.), and, to the extent appro15 priate, the Adult Education Act (20 U.S.C. 1201 et

16 seq.);

17 ‘‘(3) shall describe how the partnership will en18 sure that professional development funds available at

19 the State and local levels are used effectively to im20 prove instructional practices for reading and are

21 based on reliable, replicable research on reading;

22 ‘‘(4) shall describe—

23 ‘‘(A) the contractual agreement that estab24 lishes the partnership, including at least the ele-
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1 ments of the agreement referred to in sub2 section (b)(2);

3 ‘‘(B) how the partnership will assess, on a

4 regular basis, the extent to which the activities

5 undertaken by the partnership and the partner6 ship’s subgrantees under this title have been ef7 fective in achieving the purposes of this title;

8 ‘‘(C) what evaluation instruments the part9 nership will use to determine the success of

10 local educational agencies to whom subgrants

11 under sections 15104 and 15105 are made in

12 achieving the purposes of this title;

13 ‘‘(D) how subgrants made by the partner14 ship under such sections will meet the require15 ments of this title, including how the partner16 ship will ensure that subgrantees will use prac17 tices based on reliable, replicable research on

18 reading; and

19 ‘‘(E) how the partnership will, to the ex20 tent practicable, make grants to subgrantees in

21 both rural and urban areas;

22 ‘‘(5) shall include an assurance that each local

23 educational agency to whom the partnership makes

24 a subgrant under section 15104—
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1 ‘‘(A) will carry out family literacy pro2 grams based on the Even Start family literacy

3 model authorized under part B of title I to en4 able parents to be their child’s first and most

5 important teacher, and will make payments for

6 the receipt of technical assistance for the devel7 opment of such programs;

8 ‘‘(B) will carry out programs to assist

9 those kindergarten students who are not ready

10 for the transition to 1st grade, particularly stu11 dents experiencing difficulty with reading skills;

12 ‘‘(C) will use supervised individuals (in13 cluding tutors), who have been appropriately

14 trained using reliable, replicable research on

15 reading, to provide additional support, before

16 school, after school, on weekends, during non17 instructional periods of the school day, or dur18 ing the summer, for students in grades 1

19 through 3 who are experiencing difficulty read20 ing; and

21 ‘‘(D) will carry out professional develop22 ment for the classroom teacher and other ap23 propriate teaching staff on the teaching of read24 ing based on reliable, replicable research on

25 reading; and
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1 ‘‘(6) shall describe how the partnership—

2 ‘‘(A) will ensure that a portion of the

3 grant funds that the partnership receives in

4 each fiscal year will be used to make subgrants

5 under section 15105; and

6 ‘‘(B) will make local educational agencies

7 described in section 15105(a)(1) aware of the

8 availability of such subgrants.

9 ‘‘(f) PEER REVIEW PANEL.—

10 ‘‘(1) COMPOSITION OF PEER REVIEW PANEL.—

11 ‘‘(A) IN GENERAL.—The National Insti12 tute for Literacy, in consultation with the Na13 tional Research Council of the National Acad14 emy of Sciences, the National Institute of Child

15 Health and Human Development, and the Sec16 retary, shall convene a panel to evaluate appli17 cations under this section. At a minimum the

18 panel shall include representatives of the Na19 tional Institute for Literacy, the National Re20 search Council of the National Academy of

21 Sciences, the National Institute of Child Health

22 and Human Development, and the Secretary.

23 ‘‘(B) EXPERTS.—The panel shall include

24 experts who are competent, by virtue of their

25 training, expertise, or experience, to evaluate
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1 applications under this section, and experts who

2 provide professional development to teachers of

3 reading to children and adults, based on reli4 able, replicable research on reading.

‘‘(C) LIMITATION.—Not more than 1 5 ⁄3 of

6 the panel may be composed of individuals who

7 are employees of the Federal Government.

8 ‘‘(2) PAYMENT OF FEES AND EXPENSES OF

9 CERTAIN MEMBERS.—The Secretary shall use funds

10 reserved under section 15110(b)(2) to pay the ex11 penses and fees of panel members who are not em12 ployees of the Federal Government.

13 ‘‘(3) DUTIES OF PANEL.—

14 ‘‘(A) MODEL APPLICATION FORMS.—The

15 peer review panel shall develop a model applica16 tion form for reading and literacy partnerships

17 desiring to apply for a grant under this section.

18 The peer review panel shall submit the model

19 application form to the Secretary for final ap20 proval.

21 ‘‘(B) SELECTION OF APPLICATIONS.—

22 ‘‘(i) RECOMMENDATIONS OF PANEL.—

23 ‘‘(I) IN GENERAL.—The Sec24 retary shall receive grant applications

25 from reading and literacy partnerships
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1 under this section and shall provide

2 the applications to the peer review

3 panel for evaluation. With respect to

4 each application, the peer review panel

5 shall initially recommend the applica6 tion for funding or for disapproval.

7 ‘‘(II) PRIORITY.—In recommend8 ing applications to the Secretary, the

9 panel shall give priority to applica10 tions from States that have modified,

11 are modifying, or provide an assur12 ance that not later than 1 year after

13 receiving a grant under this section

14 the State will modify, State teacher

15 certification in the area of reading to

16 reflect reliable, replicable research, ex17 cept that nothing in this title shall be

18 construed to establish a national sys19 tem of teacher certification.

20 ‘‘(III) RANKING OF APPLICA21 TIONS.—With respect to each applica22 tion recommended for funding, the

23 panel shall assign the application a

24 rank, relative to other recommended

25 applications, based on the priority de-
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1 scribed in subclause (II), the extent to

2 which the application furthers the

3 purposes of this title, and the overall

4 quality of the application.

5 ‘‘(IV) RECOMMENDATION OF

6 AMOUNT.—With respect to each appli7 cation recommended for funding, the

8 panel shall make a recommendation to

9 the Secretary with respect to the

10 amount of the grant that should be

11 made.

12 ‘‘(ii) SECRETARIAL SELECTION.—

13 ‘‘(I) IN GENERAL.—Subject to

14 clause (iii), the Secretary shall deter15 mine, based on the peer review panel’s

16 recommendations, which applications

17 from reading and literacy partnerships

18 shall receive funding and the amounts

19 of such grants. In determining grant

20 amounts, the Secretary shall take into

21 account the total amount of funds

22 available for all grants under this sec23 tion and the types of activities pro24 posed to be carried out by the part25 nership.
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1 ‘‘(II) EFFECT OF RANKING BY

2 PANEL.—In making grants under this

3 section, the Secretary shall select ap4 plications according to the ranking of

5 the applications by the peer review

6 panel, except in cases where the Sec7 retary determines, for good cause,

8 that a variation from that order is ap9 propriate.

10 ‘‘(iii) MINIMUM GRANT AMOUNTS.—

11 Each reading and literacy partnership se12 lected to receive a grant under this section

13 shall receive an amount for each fiscal year

14 that is not less than $100,000.

15 ‘‘(g) LIMITATION ON ADMINISTRATIVE EXPENSES.—

16 A reading and literacy partnership that receives a grant

17 under this section may use not more than 3 percent of

18 the grant funds for administrative costs.

19 ‘‘(h) REPORTING.—

20 ‘‘(1) IN GENERAL.—A reading and literacy

21 partnership that receives a grant under this section

22 shall submit performance reports to the Secretary

23 pursuant to a schedule to be determined by the Sec24 retary, but not more frequently than annually. Such

25 reports shall include—
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1 ‘‘(A) the results of use of the evaluation in2 struments referred to in subsection (e)(4)(C);

3 ‘‘(B) the process used to select sub4 grantees;

5 ‘‘(C) a description of the subgrantees re6 ceiving funds under this title; and

7 ‘‘(D) with respect to subgrants under sec8 tion 15104, the model or models of reading in9 struction, based on reliable, replicable research

10 on reading, selected by subgrantees.

11 ‘‘(2) PROVISION TO PEER REVIEW PANEL.—The

12 Secretary shall provide the reports submitted under

13 paragraph (1) to the peer review panel convened

14 under subsection (f). The panel shall use such re15 ports in recommending applications for funding

16 under this section.

17 ‘‘SEC. 15104. LOCAL READING IMPROVEMENT SUBGRANTS.

18 ‘‘(a) IN GENERAL.—

19 ‘‘(1) SUBGRANTS.—A reading and literacy part20 nership that receives a grant under section 15103

21 shall make subgrants, on a competitive basis, to

22 local educational agencies that have at least 1 school

23 that is identified for school improvement under sec24 tion 1116(c) in the geographic area served by the

25 agency.
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1 ‘‘(2) ROLE OF LOCAL EDUCATIONAL AGEN2 CIES.—A local educational agency that receives a

3 subgrant under this section shall use the subgrant in

4 a manner consistent with this section to advance re5 form of reading instruction in any school selected by

6 the agency that—

7 ‘‘(A) is identified for school improvement

8 under section 1116(c) at the time the agency

9 receives the subgrant; and

10 ‘‘(B) has a contractual association with 1

11 or more community-based organizations that

12 have established a record of effectiveness with

13 respect to reading readiness, reading instruction

14 for children in kindergarten through 3d grade,

15 and early childhood literacy.

16 ‘‘(b) GRANT PERIOD.—A subgrant under this section

17 shall be for a period of 3 years and may not be revoked

18 or terminated on the ground that a school ceases, during

19 the grant period, to be identified for school improvement

20 under section 1116(c).

21 ‘‘(c) APPLICATIONS.—A local educational agency that

22 desires to receive a subgrant under this section shall sub23 mit an application to the reading and literacy partnership

24 at such time, in such manner, and including such informa25 tion as the partnership may require. The application—
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1 ‘‘(1) shall describe how the local educational

2 agency will work with schools selected by the agency

3 under subsection (a)(2) to select 1 or more models

4 of reading instruction, developed using reliable,

5 replicable research on reading, as a model for imple6 menting and improving reading instruction by all

7 teachers and for all children in each of the schools

8 selected by the agency under such subsection and,

9 where appropriate, their parents;

10 ‘‘(2) shall select 1 or more models described in

11 paragraph (1), for the purpose described in such

12 paragraph, and shall describe each such selected

13 model;

14 ‘‘(3) shall demonstrate that a person respon15 sible for the development of each such model, or a

16 person with experience or expertise about such

17 model and its implementation, has agreed to work

18 with the applicant in connection with such imple19 mentation and improvement efforts;

20 ‘‘(4) shall describe—

21 ‘‘(A) how the applicant will ensure that

22 funds available under this title, and funds avail23 able for reading for grades kindergarten

24 through grade 6 from other appropriate

25 sources, are effectively coordinated and, where
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1 appropriate, integrated, with funds under this

2 Act in order to improve existing activities in the

3 areas of reading instruction, professional devel4 opment, program improvement, parental in5 volvement, technical assistance, and other ac6 tivities that can help meet the purposes of this

7 title; and

8 ‘‘(B) the amount of funds available for

9 reading for grades kindergarten through grade

10 6 from appropriate sources other than this title,

11 including title I (except that such description

12 shall not be required to include funds made

13 available under part B of title I unless the ap14 plicant has established a contractual association

15 in accordance with subsection (d)(2) with an el16 igible entity under such part B), the Individuals

17 With Disabilities Education Act (20 U.S.C.

18 1400 et seq.), and any other law providing Fed19 eral financial assistance for professional devel20 opment for teachers of such grades who teach

21 reading, which will be used to help achieve the

22 purposes of this title;

23 ‘‘(5) shall describe the amount and nature of

24 funds from any other public or private sources, in25 cluding funds received under this Act and the Indi-
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1 viduals With Disabilities Education Act (20 U.S.C.

2 1400 et seq.), that will be combined with funds re3 ceived under the subgrant;

4 ‘‘(6) shall include an assurance that the appli5 cant—

6 ‘‘(A) will carry out family literacy pro7 grams based on the Even Start family literacy

8 model authorized under part B of title I to en9 able parents to be their child’s first and most

10 important teacher, will make payments for the

11 receipt of technical assistance for the develop12 ment of such programs;

13 ‘‘(B) will carry out programs to assist

14 those kindergarten students who are not ready

15 for the transition to 1st grade, particularly stu16 dents experiencing difficulty with reading skills;

17 ‘‘(C) will use supervised individuals (in18 cluding tutors), who have been appropriately

19 trained using reliable, replicable research on

20 reading, to provide additional support, before

21 school, after school, on weekends, during non22 instructional periods of the school day, or dur23 ing the summer, for students in grades 1

24 through 3 who are experiencing difficulty read25 ing; and
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1 ‘‘(D) will carry out professional develop2 ment for the classroom teacher and other teach3 ing staff on the teaching of reading based on

4 reliable, replicable research on reading;

5 ‘‘(7) shall describe how the local educational

6 agency provides instruction in reading to children

7 who have not been determined to be a child with a

8 disability (as defined in section 602 of the Individ9 uals With Disabilities Education Act (20 U.S.C.

10 1401)), pursuant to section 614(b)(5) of such Act

11 (20 U.S.C. 1414(a)(5)), because of a lack of instruc12 tion in reading; and

13 ‘‘(8) shall indicate the amount of the subgrant

14 funds (if any) that the applicant will use to carry

15 out the duties described in section 15105(b)(2).

16 ‘‘(d) PRIORITY.—In approving applications under

17 this section, a reading and literacy partnership shall give

18 priority to an application submitted by an applicant who

19 demonstrates that the applicant has established—

20 ‘‘(1) a contractual association with 1 or more

21 Head Start programs under the Head Start Act (42

22 U.S.C. 9801 et seq.) under which—

23 ‘‘(A) the Head Start program agrees to se24 lect the same model or models of reading in25 struction, as a model for implementing and im-
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1 proving the reading readiness of children par2 ticipating in the program, as was selected by

3 the applicant; and

4 ‘‘(B) the applicant agrees—

5 ‘‘(i) to share with the Head Start pro6 gram an appropriate amount of the appli7 cant’s information resources with respect

8 to the model, such as curricula materials;

9 and

10 ‘‘(ii) to train personnel from the Head

11 Start program;

12 ‘‘(2) a contractual association with 1 or more

13 State- or federally-funded preschool programs, or

14 family literacy programs, under which—

15 ‘‘(A) the program agrees to select the same

16 model or models of reading instruction, as a

17 model for implementing and improving reading

18 instruction in the program’s activities, as was

19 selected by the applicant; and

20 ‘‘(B) the applicant agrees to train person21 nel from the program who work with children

22 and parents in schools selected under subsection

23 (a)(2); or

24 ‘‘(3) a contractual association with 1 or more

25 public libraries providing reading or literacy services
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1 to preschool children, or preschool children and their

2 families, under which—

3 ‘‘(A) the library agrees to select the same

4 model or models of reading instruction, as a

5 model for implementing and improving reading

6 instruction in the library’s reading or literacy

7 programs, as was selected by the applicant; and

8 ‘‘(B) the applicant agrees to train person9 nel, including volunteers, from such programs

10 who work with preschool children, or preschool

11 children and their families, in schools selected

12 under subsection (a)(2).

13 ‘‘(e) USE OF FUNDS.—

14 ‘‘(1) IN GENERAL.—Subject to paragraph (2),

15 an applicant who receives a subgrant under this sec16 tion may use the subgrant funds to carry out activi17 ties that are authorized by this title and described

18 in the subgrant application, including the following:

19 ‘‘(A) Making reasonable payments for

20 technical and other assistance to a person re21 sponsible for the development of a model of

22 reading instruction, or a person with experience

23 or expertise about such model and its imple24 mentation, who has agreed to work with the re-
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1 cipient in connection with the implementation of

2 the model.

3 ‘‘(B) Carrying out a contractual agreement

4 described in subsection (d).

5 ‘‘(C) Professional development (including

6 training of volunteers), purchase of curricular

7 and other supporting materials, and technical

8 assistance.

9 ‘‘(D) Providing, on a voluntary basis,

10 training to parents of children enrolled in a

11 school selected under subsection (a)(2) on how

12 to help their children with school work, particu13 larly in the development of reading skills. Such

14 training may be provided directly by the

15 subgrant recipient, or through a grant or con16 tract with another person. Such training shall

17 be consistent with reading reforms taking place

18 in the school setting.

19 ‘‘(E) Carrying out family literacy programs

20 based on the Even Start family literacy model

21 authorized under part B of title I to enable par22 ents to be their child’s first and most important

23 teacher, and making payments for the receipt of

24 technical assistance for the development of such

25 programs.
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1 ‘‘(F) Providing instruction for parents of

2 children enrolled in a school selected under sub3 section (a)(2), and others who volunteer to be

4 reading tutors for such children, in the instruc5 tional practices based on reliable, replicable re6 search on reading used by the applicant.

7 ‘‘(G) Programs to assist those kinder8 garten students enrolled in a school selected

9 under subsection (a)(2) who are not ready for

10 the transition to 1st grade, particularly stu11 dents experiencing difficulty with reading skills.

12 ‘‘(H) Providing, for students who are en13 rolled in grades 1 through 3 in a school selected

14 under subsection (a)(2) and are experiencing

15 difficulty reading, additional support before

16 school, after school, on weekends, during non17 instructional periods of the school day, or dur18 ing the summer, using supervised individuals

19 (including tutors) who have been appropriately

20 trained using reliable, replicable research on

21 reading.

22 ‘‘(I) Carrying out the duties described in

23 section 15105(b)(2) for children enrolled in a

24 school selected under subsection (a)(2).
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1 ‘‘(J) Providing reading assistance to chil2 dren who have not been determined to be a

3 child with a disability (as defined in section 602

4 of the Individuals with Disabilities Education

5 Act (20 U.S.C. 1401)), pursuant to section

6 614(b)(5) of such Act (20 U.S.C. 1414(b)(5)),

7 because of a lack of instruction in reading.

8 ‘‘(2) LIMITATION ON ADMINISTRATIVE EX9 PENSES.—A recipient of a subgrant under this sec10 tion may use not more than 3 percent of the

11 subgrant funds for administrative costs.

12 ‘‘(f) TRAINING NONRECIPIENTS.—A recipient of a

13 subgrant under this section may train, on a fee-for-service

14 basis, personnel who are from schools, or local educational

15 agencies, that are not receiving such a subgrant in the

16 instructional practices based on reliable, replicable re17 search on reading used by the recipient. Such a non-recipi18 ent school may use funds received under title I, and other

19 appropriate Federal funds used for reading instruction, to

20 pay for such training, to the extent consistent with the

21 law under which such funds were received.

22 ‘‘SEC. 15105. TUTORIAL ASSISTANCE SUBGRANTS.

23 ‘‘(a) IN GENERAL.—
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1 ‘‘(1) SUBGRANTS.—A reading and literacy part2 nership that receives a grant under section 15103

3 shall make subgrants on a competitive basis to—

4 ‘‘(A) local educational agencies that have

5 at least 1 school in the geographic area served

6 by the agency that—

7 ‘‘(i) is located in an area designated

8 as an empowerment zone under part I of

9 subchapter U of chapter 1 of the Internal

10 Revenue Code of 1986; or

11 ‘‘(ii) is located in an area designated

12 as an enterprise community under part I

13 of subchapter U of chapter 1 of the Inter14 nal Revenue Code of 1986; or

15 ‘‘(B) in the case of local educational agen16 cies that do not have any such empowerment

17 zone or enterprise community in the State in

18 which the agency is located, local educational

19 agencies that have at least 1 school that is iden20 tified for school improvement under section

21 1116(c) in the geographic area served by the

22 agency.

23 ‘‘(2) APPLICATIONS.—A local educational agen24 cy that desires to receive a subgrant under this sec25 tion shall submit an application to the reading and
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1 literacy partnership at such time, in such manner,

2 and including such information as the partnership

3 may require. The application shall include an assur4 ance that the agency will use the subgrant funds to

5 carry out the duties described in subsection (b) for

6 children enrolled in 1 or more schools selected by the

7 agency and described in paragraph (1).

8 ‘‘(b) USE OF FUNDS.—

9 ‘‘(1) IN GENERAL.—A local educational agency

10 that receives a subgrant under this section shall

11 carry out, using the funds provided under the

12 subgrant, each of the duties described in paragraph

13 (2).

14 ‘‘(2) DUTIES.—The duties described in this

15 paragraph are the provision of tutorial assistance in

16 reading to children who have difficulty reading,

17 using instructional practices based on the principles

18 of reliable, replicable research, through the following:

19 ‘‘(A) The promulgation of a set of objective

20 criteria, pertaining to the ability of a tutorial

21 assistance provider successfully to provide tuto22 rial assistance in reading, that will be used to

23 determine in a uniform manner, at the begin24 ning of each school year, the eligibility of tuto25 rial assistance providers, subject to the succeed-
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•S 1596 IS

1 ing subparagraphs of this paragraph, to be in2 cluded on the list described in subparagraph

3 (B) (and thereby be eligible to enter into a con4 tract pursuant to subparagraph (F)).

5 ‘‘(B) The promulgation, maintenance, and

6 approval of a list of tutorial assistance provid7 ers eligible to enter into a contract pursuant to

8 subparagraph (F) who—

9 ‘‘(i) have established a record of effec10 tiveness with respect to reading readiness,

11 reading instruction for children in kinder12 garten through 3d grade, and early child13 hood literacy;

14 ‘‘(ii) are located in a geographic area

15 convenient to the school or schools at16 tended by the children who will be receiv17 ing tutorial assistance from the providers;

18 and

19 ‘‘(iii) are capable of providing tutoring

20 in reading to children who have difficulty

21 reading, using instructional practices based

22 on the principles of reliable, replicable re23 search and consistent with the instruc24 tional methods used by the school the child

25 attends.
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•S 1596 IS

1 ‘‘(C) The development of procedures (i) for

2 the receipt of applications for tutorial assist3 ance, from parents who are seeking such assist4 ance for their child or children, that select a tu5 torial assistance provider from the list described

6 in subparagraph (B) with whom the child or

7 children will enroll, for tutoring in reading; and

8 (ii) for considering children for tutorial assist9 ance who are identified under subparagraph

10 (D) and for whom no application has been sub11 mitted, provided that such procedures are in ac12 cordance with this paragraph and give such

13 parents the right to select a tutorial assistance

14 provider from the list referred to in subpara15 graph (B), and shall permit a local educational

16 agency to recommend a tutorial assistance pro17 vider from the list under subparagraph (B) in

18 a case where a parent asks for assistance in the

19 making of such selection.

20 ‘‘(D) The development of a selection proc21 ess for providing tutorial assistance in accord22 ance with this paragraph that limits the provi23 sion of assistance to children identified, by the

24 school the child attends, as having difficulty

25 reading, including difficulty mastering essential
34

•S 1596 IS

1 phonic, decoding, or vocabulary skills. In the

2 case of a child included in the selection process

3 for whom no application has been submitted by

4 a parent of the child, the child’s eligibility for

5 receipt of tutorial assistance shall be deter6 mined under the same procedures, timeframe,

7 and criteria for consideration as is used to de8 termine the eligibility of a child whose parent

9 has submitted such an application. Such local

10 educational agency shall apply the provisions of

11 subparagraphs (F) and (G) to a tutorial assist12 ance provider selected for a child whose parent

13 has not submitted an application pursuant to

14 subparagraph (C)(i) in the same manner as the

15 provisions are applied to a provider selected in

16 an application submitted pursuant to subpara17 graph (C)(i).

18 ‘‘(E) The development of procedures for

19 selecting children to receive tutorial assistance,

20 to be used in cases where insufficient funds are

21 available to provide assistance with respect to

22 all children identified by a school under sub23 paragraph (D) that—

24 ‘‘(i) gives priority to children who are

25 determined, through State or local reading
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•S 1596 IS

1 assessments, to be most in need of tutorial

2 assistance; and

3 ‘‘(ii) gives priority, in cases where

4 children are determined, through State or

5 local reading assessments, to be equally in

6 need of tutorial assistance, based on a ran7 dom selection principle.

8 ‘‘(F) The development of a methodology by

9 which payments are made directly to tutorial

10 assistance providers who are identified and se11 lected pursuant to subparagraphs (C), (D), and

12 (E). Such methodology shall include the making

13 of a contract, consistent with State and local

14 law, between the tutorial assistance provider

15 and the local educational agency carrying out

16 this paragraph. Such contract—

17 ‘‘(i) shall contain specific goals and

18 timetables with respect to the performance

19 of the tutorial assistance provider;

20 ‘‘(ii) shall require the tutorial assist21 ance provider to report to the parent and

22 the local educational agency on the provid23 er’s performance in meeting such goals and

24 timetables; and
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•S 1596 IS

1 ‘‘(iii) shall contain provisions with re2 spect to the making of payments to the tu3 torial assistance provider by the local edu4 cational agency.

5 ‘‘(G) The development of procedures under

6 which the local educational agency carrying out

7 this paragraph—

8 ‘‘(i) will ensure oversight of the qual9 ity and effectiveness of the tutorial assist10 ance provided by each tutorial assistance

11 provider that is selected for funding;

12 ‘‘(ii) will remove from the list under

13 subparagraph (B) ineffective and unsuc14 cessful providers (as determined by the

15 local educational agency based upon the

16 performance of the provider with respect to

17 the goals and timetables contained in the

18 contract between the agency and the pro19 vider under subparagraph (F));

20 ‘‘(iii) will provide to each parent of a

21 child identified under subparagraph (D)

22 who requests such information for the pur23 pose of selecting a tutorial assistance pro24 vider for the child, in a comprehensible for25 mat, information with respect to the qual-
37

•S 1596 IS

1 ity and effectiveness of the tutorial assist2 ance referred to in clause (i); and

3 ‘‘(iv) will ensure that each school

4 identifying a child under subparagraph (D)

5 will provide upon request, to a parent of

6 the child, assistance in selecting, from

7 among the tutorial assistance providers

8 who are included on the list described in

9 subparagraph (B), the provider who is best

10 able to meet the needs of the child.

11 ‘‘(c) DEFINITION.—For the purpose of this section

12 the term ‘parent’ includes a legal guardian.

13 ‘‘SEC. 15106. PROGRAM EVALUATION.

14 ‘‘(a) IN GENERAL.—From funds reserved under sec15 tion 15110(b)(1), the Secretary shall conduct a national

16 assessment of the programs under this title. In developing

17 the criteria for the assessment, the Secretary shall receive

18 recommendations from the peer review panel convened

19 under section 15103(f).

20 ‘‘(b) SUBMISSION TO PEER REVIEW PANEL.—The

21 Secretary shall submit the findings from the assessment

22 under subsection (a) to the peer review panel convened

23 under section 15103(f).
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1 ‘‘SEC. 15107. INFORMATION DISSEMINATION.

2 ‘‘(a) IN GENERAL.—From funds reserved under sec3 tion 15110(b)(2), the National Institute for Literacy shall

4 disseminate information on reliable, replicable research on

5 reading and information on subgrantee projects under sec6 tion 15104 or 15105 that have proven effective. At a mini7 mum, the institute shall disseminate such information to

8 all recipients of Federal financial assistance under titles

9 I and VII, the Head Start Act (42 U.S.C. 9801 et seq.),

10 the Individuals with Disabilities Education Act (20 U.S.C.

11 1400 et seq.), and the Adult Education Act (20 U.S.C.

12 1201 et seq.).

13 ‘‘(b) COORDINATION.—In carrying out this section,

14 the National Institute for Literacy—

15 ‘‘(1) shall use, to the extent practicable, infor16 mation networks developed and maintained through

17 other public and private persons, including the Sec18 retary, the National Center for Family Literacy, and

19 the Readline Program;

20 ‘‘(2) shall work in conjunction with any panel

21 convened by the National Institute of Child Health

22 and Human Development and the Secretary, and

23 any panel convened by the Office of Educational Re24 search and Improvement to assess the current status

25 of research-based knowledge on reading develop26 ment, including the effectiveness of various ap-
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•S 1596 IS

1 proaches to teaching children to read, with respect

2 to determining the criteria by which the National In3 stitute for Literacy judges reliable, replicable re4 search and the design of strategies to disseminate

5 such information; and

6 ‘‘(3) shall assist any reading and literacy part7 nership selected to receive a grant under section

8 15103, and that requests such assistance—

9 ‘‘(A) in determining whether applications

10 for subgrants submitted to the partnership

11 meet the requirements of this title relating to

12 reliable, replicable research on reading; and

13 ‘‘(B) in the development of subgrant appli14 cation forms.

15 ‘‘SEC. 15108. STATE EVALUATIONS.

16 ‘‘(a) IN GENERAL.—Each reading and literacy part17 nership that receives a grant under this title shall reserve

18 not more than 2 percent of such grant funds for the pur19 pose of evaluating the success of the partnership’s sub20 grantees in meeting the purposes of this title. At a mini21 mum, the evaluation shall measure the extent to which

22 students who are the intended beneficiaries of the sub23 grants made by the partnership have improved their read24 ing.
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•S 1596 IS

1 ‘‘(b) CONTRACT.—A reading and literacy partnership

2 shall carry out the evaluation under this section by enter3 ing into a contract with an eligible research institution

4 under which the institution will perform the evaluation.

5 ‘‘(c) SUBMISSION.—A reading and literacy partner6 ship shall submit the findings from the evaluation under

7 this section to the Secretary and the peer review panel

8 convened under section 15103(f). The Secretary and the

9 peer review panel shall submit a summary of the findings

10 from the evaluations under this subsection to the appro11 priate committees of the Congress, including the Edu12 cation and the Workforce Committee of the House of Rep13 resentatives.

14 ‘‘SEC. 15109. PARTICIPATION OF CHILDREN ENROLLED IN

15 PRIVATE SCHOOLS.

16 ‘‘Each reading and literacy partnership that receives

17 funds under this title shall provide for, or ensure that sub18 grantees provide for, the participation of children in pri19 vate schools in the activities and services assisted under

20 this title in the same manner as the children participate

21 in activities and services pursuant to sections 14503,

22 14504, 14505, and 14506.
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•S 1596 IS

1 ‘‘SEC. 15110. AUTHORIZATION OF APPROPRIATIONS; RES2 ERVATIONS FROM APPROPRIATIONS; SUN3 SET.

4 ‘‘(a) AUTHORIZATION.—There are authorized to be

5 appropriated to carry out this title $210,000,000 for fiscal

6 years 1999, 2000, and 2001.

7 ‘‘(b) RESERVATIONS.—From the amount appro8 priated under subsection (a) for each fiscal year, the Sec9 retary—

10 ‘‘(1) shall reserve 1.5 percent to carry out sec11 tion 15106(a);

12 ‘‘(2) shall reserve $5,075,000 to carry out sec13 tions 15103(f)(2) and 15107, of which $5,000,000

14 shall be reserved for section 15107; and

15 ‘‘(3) shall reserve $10,000,000 to carry out sec16 tion 1202(c).

17 ‘‘(c) SUNSET.—Notwithstanding section 422(a) of

18 the General Education Provisions Act (20 U.S.C.

19 1226a(a)), this title is repealed, effective September 30,

20 2001, and is not subject to extension under such section.’’.
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1 TITLE II—AMENDMENTS TO

2 EVEN START FAMILY LIT3 ERACY PROGRAMS

4 SEC. 201. RESERVATION FOR GRANTS.

5 Section 1202(c) of the Elementary and Secondary

6 Education Act of 1965 (20 U.S.C. 6362(c)) is amended

7 to read as follows:

8 ‘‘(c) RESERVATION FOR GRANTS.—

9 ‘‘(1) GRANTS AUTHORIZED.—From funds re10 served under section 15109(b)(3), the Secretary

11 shall award grants, on a competitive basis, to States

12 to enable such States to plan and implement, state13 wide family literacy initiatives to coordinate and in14 tegrate existing Federal, State, and local literacy re15 sources consistent with the purposes of this part.

16 Such coordination and integration shall include co17 ordination and integration of funds available under

18 the Adult Education Act (20 U.S.C. 1201 et seq.),

19 Head Start (42 U.S.C. 9801 et seq.), this part, part

20 A of this title, and part A of title IV of the Social

21 Security Act.

22 ‘‘(2) CONSORTIA.—

23 ‘‘(A) ESTABLISHMENT.—To receive a

24 grant under this subsection, a State shall estab-
43

•S 1596 IS

1 lish a consortium of State-level programs under

2 the following laws:

3 ‘‘(i) This title.

4 ‘‘(ii) The Head Start Act.

5 ‘‘(iii) The Adult Education Act.

6 ‘‘(iv) All other State-funded preschool

7 programs and programs providing literacy

8 services to adults.

9 ‘‘(B) PLAN.—To receive a grant under this

10 subsection, the consortium established by a

11 State shall create a plan to use a portion of the

12 State’s resources, derived from the programs

13 referred to in subparagraph (A), to strengthen

14 and expand family literacy services in such

15 State.

16 ‘‘(C) COORDINATION WITH TITLE XV.—

17 The consortium shall coordinate its activities

18 with the activities of the reading and literacy

19 partnership for the State established under sec20 tion 15103, if the State receives a grant under

21 such section.

22 ‘‘(3) READING INSTRUCTION.—Statewide family

23 literacy initiatives implemented under this subsection

24 shall base reading instruction on reliable, replicable
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1 research on reading (as such terms are defined in

2 section 15102).

3 ‘‘(4) TECHNICAL ASSISTANCE.—The Secretary

4 shall provide, directly or through a grant or contract

5 with an organization with experience in the develop6 ment and operation of successful family literacy

7 services, technical assistance to States receiving a

8 grant under this subsection.

9 ‘‘(5) MATCHING REQUIREMENT.—The Sec10 retary shall not make a grant to a State under this

11 subsection unless the State agrees that, with respect

12 to the costs to be incurred by the eligible consortium

13 in carrying out the activities for which the grant was

14 awarded, the State will make available non-Federal

15 contributions in an amount equal to not less than

16 the Federal funds provided under the grant.’’.

17 SEC. 202. DEFINITIONS.

18 Section 1202(e) of the Elementary and Secondary

19 Education Act of 1965 (20 U.S.C. 6362(e)) is amended—

20 (1) by redesignating paragraphs (3) and (4) as

21 paragraphs (4) and (5), respectively; and

22 (2) by inserting after paragraph (2) the follow23 ing:

24 ‘‘(3) the term ‘family literacy services’ means

25 services provided to participants on a voluntary basis
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•S 1596 IS

1 that are of sufficient intensity in terms of hours,

2 and of sufficient duration, to make sustainable

3 changes in a family (such as eliminating or reducing

4 welfare dependency) and that integrate all of the fol5 lowing activities:

6 ‘‘(A) Interactive literacy activities between

7 parents and their children.

8 ‘‘(B) Equipping parents to partner with

9 their children in learning.

10 ‘‘(C) Parent literacy training, including

11 training that contributes to economic self-suffi12 ciency.

13 ‘‘(D) Appropriate instruction for children

14 of parents receiving parent literacy services.’’.

15 SEC. 203. EVALUATION.

16 Section 1209 of the Elementary and Secondary Edu17 cation Act of 1965 (20 U.S.C. 6369) is amended—

18 (1) in paragraph (1), by striking ‘‘and’’ at the

19 end;

20 (2) in paragraph (2), by striking the period at

21 the end and inserting ‘‘; and’’; and

22 (3) by adding at the end the following:

23 ‘‘(3) to provide States and eligible entities re24 ceiving a subgrant under this part, directly or

25 through a grant or contract with an organization
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1 with experience in the development and operation of

2 successful family literacy services, technical assist3 ance to ensure local evaluations undertaken under

4 section 1205(10) provide accurate information on

5 the effectiveness of programs assisted under this

6 part.’’.

7 SEC. 204. INDICATORS OF PROGRAM QUALITY.

8 (a) IN GENERAL.—The Elementary and Secondary

9 Education Act of 1965 (20 U.S.C. 6301 et seq.) is amend10 ed—

11 (1) by redesignating section 1210 as section

12 1212; and

13 (2) by inserting after section 1209 the follow14 ing:

15 ‘‘SEC. 1210. INDICATORS OF PROGRAM QUALITY.

16 ‘‘Each State receiving funds under this part shall de17 velop, based on the best available research and evaluation

18 data, indicators of program quality for programs assisted

19 under this part. Such indicators shall be used to monitor,

20 evaluate, and improve such programs within the State.

21 Such indicators shall include the following:

22 ‘‘(1) With respect to eligible participants in a

23 program who are adults—
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•S 1596 IS

1 ‘‘(A) achievement in the areas of reading,

2 writing, English language acquisition, problem

3 solving, and numeracy;

4 ‘‘(B) receipt of a secondary school diploma

5 or its recognized equivalent;

6 ‘‘(C) entry into a postsecondary school, a

7 job retraining program, or employment or ca8 reer advancement, including the military; and

9 ‘‘(D) such other indicators as the State

10 may develop.

11 ‘‘(2) With respect to eligible participants in a

12 program who are children—

13 ‘‘(A) improvement in ability to read on

14 grade level or reading readiness;

15 ‘‘(B) school attendance;

16 ‘‘(C) grade retention and promotion; and

17 ‘‘(D) such other indicators as the State

18 may develop.’’.

19 (b) STATE LEVEL ACTIVITIES.—Section 1203(a) of

20 the Elementary and Secondary Education Act of 1965 (20

21 U.S.C. 6363(a)) is amended—

22 (1) in paragraph (1), by striking ‘‘and’’ at the

23 end;

24 (2) in paragraph (2), by striking the period at

25 the end and inserting ‘‘; and’’; and
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•S 1596 IS

1 (3) by adding at the end the following:

2 ‘‘(3) carrying out section 1210.’’.

3 (c) AWARD OF SUBGRANTS.—Paragraphs (3) and (4)

4 of section 1208(b) of the Elementary and Secondary Edu5 cation Act of 1965 (20 U.S.C. 6368) are amended to read

6 as follows:

7 ‘‘(3) CONTINUING ELIGIBILITY.—In awarding

8 subgrant funds to continue a program under this

9 part for the second, third, or fourth year, the State

10 educational agency shall evaluate the program based

11 on the indicators of program quality developed by

12 the State under section 1210. Such evaluation shall

13 take place after the conclusion of the startup period,

14 if any.

15 ‘‘(4) INSUFFICIENT PROGRESS.—The State

16 educational agency may refuse to award subgrant

17 funds if such agency finds that the eligible entity

18 has not sufficiently improved the performance of the

19 program, as evaluated based on the indicators of

20 program quality developed by the State under sec21 tion 1210, after—

22 ‘‘(A) providing technical assistance to the

23 eligible entity; and

24 ‘‘(B) affording the eligible entity notice

25 and an opportunity for a hearing.’’.
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1 SEC. 205. RESEARCH.

2 The Elementary and Secondary Education Act of

3 1965 (20 U.S.C. 6301 et seq.), as amended by section 204

4 of this Act, is further amended by inserting after section

5 1210 the following:

6 ‘‘SEC. 1211. RESEARCH.

7 ‘‘(a) IN GENERAL.—The Secretary shall carry out,

8 through grant or contract, research into the components

9 of successful family literacy services. The purpose of the

10 research shall be—

11 ‘‘(1) to improve the quality of existing pro12 grams assisted under this part or other family lit13 eracy programs carried out under this Act or the

14 Adult Education Act (20 U.S.C. 1201 et seq.); and

15 ‘‘(2) to develop models for new programs to be

16 carried out under this Act or the Adult Education

17 Act.

18 ‘‘(b) DISSEMINATION.—The National Institute for

19 Literacy shall disseminate, pursuant to section 15107, the

20 results of the research described in subsection (a) to

21 States and recipients of subgrants under this part.’’.

Æ