II 

110TH CONGRESS 

2D SESSION S. 3364 

To increase the recruitment and retention of school counselors, school social 

workers, and school psychologists by low-income local educational agencies. 

IN THE SENATE OF THE UNITED STATES 

JULY 30, 2008 

Mrs. LINCOLN (for herself, Mrs. CLINTON, Mr. MENENDEZ, and Mr. COCHRAN) introduced the following bill; which was read twice and referred to 

the Committee on Health, Education, Labor, and Pensions 

A BILL 

To increase the recruitment and retention of school counselors, school social workers, and school psychologists 

by low-income local educational agencies. 

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled, 

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Increased Student 

5 Achievement Through Increased Student Support Act’’. 

6 SEC. 2. FINDINGS. 

7 Congress finds the following: 

8 (1) Research shows that socioeconomic status 

9 and family background characteristics are highly 


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1 correlated with educational outcomes, with a con2 centration of low-performing schools in low-income 

3 and under-served communities. 

4 (2) Teachers cite poor working conditions, stu5 dent behavior, lack of student motivation, and lack 

6 of administrative support as key reasons why they 

7 choose to leave the teaching profession. 

8 (3) Teachers and principals working for low-in9 come local educational agencies are increasingly 

10 tasked with addressing not only the academic needs 

11 of a child, but also the social, emotional, and behav12 ioral needs of a child that require the services of a 

13 school counselor, school social worker, and school 

14 psychologist, and these needs often interfere with de15 livering quality instruction and raising student 

16 achievement. 

17 (4) Rates of abuse and neglect of young chil18 dren in military families have doubled with the in19 creased military involvement of the United States 

20 abroad since October 2002; likewise, adolescents 

21 with deployed parents report increased perceptions 

22 of uncertainty and loss, role ambiguity, negative 

23 changes in mental and behavioral health, and in24 creased relationship conflict, raising concerns about 

25 the impact of deployment on military personnel and 


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1 their families and whether schools that serve a large 

2 number of children with deployed parents have suffi3 cient staff and expertise to meet these challenges. 

4 (5) Children of military families in rural com5 munities are often geographically isolated, and 

6 schools that were already experiencing understaffing 

7 of school counselors, school social workers, and 

8 school psychologists face even greater challenges 

9 meeting the increased needs of students enduring 

10 the stress that comes along with having 1 or more 

11 deployed parents. 

12 (6) Schools served by low-income local edu13 cational agencies suffer disproportionately from a 

14 lack of services, with many schools sharing a single 

15 school counselor, school social worker, or school psy16 chologist with neighboring schools. 

17 (7) Too few school counselors, school social 

18 workers, and school psychologists per student means 

19 that such personnel are often unable to effectively 

20 address the needs of students. 

21 (8) The American School Counselor Association 

22 and American Counseling Association recommend 

23 having at least 1 school counselor for every 250 stu24 dents. 


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1 (9) The School Social Work Association of 

2 America recommends having at least 1 school social 

3 worker for every 400 students. 

4 (10) The National Association of School Psy5 chologists recommends having at least 1 school psy6 chologist for every 1,000 students. 

7 SEC. 3. PURPOSE. 

8 The purpose of this Act is to increase the recruitment 

9 and retention of school counselors, school social workers, 

10 and school psychologists by low-income local educational 

11 agencies in order to— 

12 (1) support all students who are at risk of neg13 ative educational outcomes; 

14 (2) improve student achievement, which may be 

15 measured by growth in academic achievement on 

16 tests required by the applicable State educational 

17 agency, persistence rates, graduation rates, and 

18 other appropriate measures; 

19 (3) improve retention of teachers who are high20 ly qualified (as defined in section 9101 of the Ele21 mentary and Secondary Education Act of 1965 (20 

22 U.S.C. 7801)); 

23 (4) increase and improve outreach and collabo24 ration between school counselors, school social workVerDate Aug 31 2005 02:05 Aug 01, 2008 Jkt 069200 PO 00000 Frm 00004 Fmt 6652 Sfmt 6201 E:\BILLS\S3364.IS S3364

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1 ers, and school psychologists and parents and fami2 lies served by low-income local educational agencies; 

3 (5) increase and improve collaboration among 

4 teachers, principals, school counselors, school social 

5 workers, and school psychologists and improve pro6 fessional development opportunities for teachers and 

7 principals in the area of strategies related to improv8 ing classroom climate and classroom management; 

9 and 

10 (6) improve working conditions for all school 

11 personnel. 

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

13 SCHOOL COUNSELORS, SCHOOL SOCIAL 

14 WORKERS, AND SCHOOL PSYCHOLOGISTS EM15 PLOYED BY LOW-INCOME LOCAL EDU16 CATIONAL AGENCIES. 

17 (a) GRANT PROGRAM AUTHORIZED.—The Secretary 

18 of Education (hereafter the ‘‘Secretary’’) shall award 

19 grants on a competitive basis to eligible partnerships that 

20 receive recommendations from the peer review panel estab21 lished under subsection (d) to enable such partnerships 

22 to carry out pipeline programs to increase the number of 

23 school counselors, school social workers, and school psy24 chologists employed by low-income local educational agenVerDate Aug 31 2005 02:05 Aug 01, 2008 Jkt 069200 PO 00000 Frm 00005 Fmt 6652 Sfmt 6201 E:\BILLS\S3364.IS S3364

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1 cies by carrying out any of the activities described in sub2 section (g). 

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

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

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

6 progress, as the Secretary determines appropriate. 

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

8 under this section, an eligible graduate institution, on be9 half of an eligible partnership, shall submit to the Sec10 retary a grant application, including— 

11 (1) an assessment of the existing ratios of 

12 school counselors, school social workers, and school 

13 psychologists to students enrolled in schools in each 

14 low-income local educational agency that is part of 

15 the eligible partnership; and 

16 (2) a detailed description of— 

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

18 to train, place, and retain school counselors, 

19 school social workers, and school psychologists 

20 in low-income local educational agencies; and 

21 (B) the proposed allocation and use of 

22 grant funds to carry out activities described in 

23 subsection (g). 

24 (d) PEER REVIEW PANEL.— 


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1 (1) ESTABLISHMENT OF PANEL.—The Sec2 retary shall establish a peer review panel to evaluate 

3 applications for grants under subsection (c) and 

4 make recommendations to the Secretary regarding 

5 such applications. 

6 (2) EVALUATION OF APPLICATIONS.—In mak7 ing its recommendations, the peer review panel shall 

8 take into account the purpose of this Act and the 

9 application requirements under subsection (c), in10 cluding the quality of the proposed pipeline program. 

11 (3) RECOMMENDATION OF PANEL.—The Sec12 retary may award grants under this section only to 

13 eligible partnerships whose applications receive a 

14 recommendation from the peer review panel. 

15 (4) MEMBERSHIP OF PANEL.—The peer review 

16 panel shall include at a minimum the following 

17 members: 

18 (A) One tenured or tenure track faculty 

19 member at an institution of higher education 

20 with a current appointment to teach courses in 

21 the subject area of school counselor education. 

22 (B) One tenured or tenure track faculty 

23 member at an institution of higher education 

24 with a current appointment to teach courses in 


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1 the subject area of school social worker edu2 cation. 

3 (C) One tenured or tenure track faculty 

4 member at an institution of higher education 

5 with a current appointment to teach courses in 

6 the subject area of school psychology education. 

7 (D) One tenured or tenure track faculty 

8 member at an institution of higher education 

9 with a current appointment to teach courses in 

10 the subject area of teacher education. 

11 (E) One individual with expertise in school 

12 counseling who works or has worked in public 

13 schools. 

14 (F) One individual with expertise in school 

15 social work who works or has worked in public 

16 schools. 

17 (G) One individual with expertise in school 

18 psychology who works or has worked in public 

19 schools. 

20 (H) One administrator who works or has 

21 worked for a low-income local educational agen22 cy. 

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

24 applications receiving a recommendation by the peer re25 view panel, the Secretary shall— 


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1 (1) award the first 5 grants to eligible partner2 ships from 5 different States; and 

3 (2) to the extent practicable, distribute grants 

4 equitably among eligible partnerships that propose 

5 to train graduate students in each of the three pro6 fessions of school counseling, school social work, and 

7 school psychology. 

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

9 eligible partnerships that— 

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

11 the activities described under paragraphs (1) 

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

13 higher numbers or percentages of low-income stu14 dents and students not meeting the proficient level 

15 of achievement (as described in section 1111 of the 

16 Elementary and Secondary Education Act of 1965 

17 (20 U.S.C. 6311)) in comparison to other schools 

18 that are served by the low-income local educational 

19 agency that is part of the eligible partnership; 

20 (2) include a low-income local educational agen21 cy that has fewer school counselors, school social 

22 workers, and school psychologists per student than 

23 other eligible partnerships; and 


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1 (3) include one or more eligible graduate insti2 tutions that offer graduate programs in the greatest 

3 number of the following areas: 

4 (A) School counseling. 

5 (B) School social work. 

6 (C) School psychology. 

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

8 under this section may be used— 

9 (1) to pay the administrative costs (including 

10 supplies, office and classroom space, supervision, 

11 mentoring, and transportation stipends as necessary 

12 and appropriate) related to— 

13 (A) having graduate students of school 

14 counseling, school social work, and school psy15 chology placed in schools served by partici16 pating low-income local educational agencies to 

17 complete required field work, credit hours, in18 ternships, or related training as applicable for 

19 the degree, license, or credential program of 

20 each such student; and 

21 (B) offering required graduate course work 

22 for graduate students of school counseling, 

23 school social work, and school psychology on the 

24 site of a participating low-income local edu25 cational agency; 


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

2 participating graduates receive a masters or other 

3 graduate degree or obtain a State license or creden4 tial in school counseling, school social work, or 

5 school psychology, to hire and pay all or part of the 

6 salaries of such participating graduates to work as 

7 school counselors, school social workers, and school 

8 psychologists in schools served by participating low9 income local educational agencies; 

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

11 school social workers, and school psychologists per 

12 student in schools served by participating low-income 

13 local educational agencies to work towards the stu14 dent support personnel target ratios; 

15 (4) to recruit, hire, and pay faculty as nec16 essary to increase the capacity of a participating eli17 gible graduate institution to train graduate students 

18 in the fields of school counseling, school social work, 

19 and school psychology; 

20 (5) to develop course work that will— 

21 (A) encourage a commitment by graduate 

22 students in school counseling, school social 

23 work, or school psychology to work for low-in24 come local educational agencies; 


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1 (B) give participating graduates the knowl2 edge and skill sets necessary to meet the needs 

3 of— 

4 (i) students and families served by 

5 low-income local educational agencies; and 

6 (ii) teachers, administrators, and 

7 other staff who work for low-income local 

8 educational agencies; and 

9 (C) enable participating graduates to meet 

10 the unique needs of students at-risk of negative 

11 educational outcomes, including students who— 

12 (i) are English language learners; 

13 (ii) have a parent or caregiver who is 

14 a migrant worker; 

15 (iii) have a parent or caregiver who is 

16 a member of the Armed Forces or Na17 tional Guard who has been deployed or re18 turned from deployment; 

19 (iv) are homeless, including unaccom20 panied youth; 

21 (v) are foster youth; 

22 (vi) have been adjudicated by the 

23 adult or juvenile criminal justice system; 

24 and 


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1 (vii) have been identified as eligible 

2 for services under the Individuals with Dis3 abilities Education Act (20 U.S.C. 1400 et 

4 seq.) or the Rehabilitation Act of 1973 (29 

5 U.S.C. 701 et seq.); 

6 (6) to provide tuition credits to graduate stu7 dents participating in the program; 

8 (7) for student loan forgiveness for partici9 pating graduates who are employed as school coun10 selors, school social workers, or school psychologists 

11 by participating low-income local educational agen12 cies for a minimum of 5 years; and 

13 (8) for similar activities to fulfill the purpose of 

14 this Act, as the Secretary determines appropriate. 

15 (h) SUPPLEMENT NOT SUPPLANT.—Funds made 

16 available under this section shall be used to supplement, 

17 not supplant, Federal, State, or local funds for the activi18 ties described in subsection (g). 

19 (i) REPORTING REQUIREMENTS.—Each eligible part20 nership that receives a grant under this section shall sub21 mit an annual report to the Secretary on the progress of 

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

23 Such report shall include a description of— 

24 (1) actual service delivery provided through 

25 grant funds, including— 


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1 (A) characteristics of the participating eli2 gible graduate institution, including descriptive 

3 information on the model used and actual pro4 gram performance; 

5 (B) characteristics of graduate students 

6 participating in the program, including per7 formance on any tests required by the State 

8 educational agency for credentialing or licens9 ing, demographic characteristics, and graduate 

10 student retention rates; 

11 (C) characteristics of students of the par12 ticipating low-income local educational agency, 

13 including performance on any tests required by 

14 the State educational agency, demographic 

15 characteristics, and promotion, persistence, and 

16 graduation rates, as appropriate; 

17 (D) an estimate of the annual implementa18 tion costs of the program; and 

19 (E) the numbers of students, schools, and 

20 graduate students participating in the program; 

21 (2) outcomes that are consistent with the pur22 pose of the grant program, including— 

23 (A) internship and post-graduation place24 ment; 


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1 (B) graduation and professional career 

2 readiness indicators; and 

3 (C) characteristics of the participating low4 income local educational agency including 

5 changes in hiring and retention of highly quali6 fied teachers and school counselors, school psy7 chologists, and school social workers; 

8 (3) the instruction, materials, and activities 

9 being funded under the grant program; and 

10 (4) the effectiveness of any training and ongo11 ing professional development provided— 

12 (A) to students and faculty in the appro13 priate departments or schools of the partici14 pating eligible graduate institution; 

15 (B) to the faculty, administration, and 

16 staff of the participating low-income local edu17 cational agency; and 

18 (C) to the broader community of providers 

19 of social, emotional, behavioral, and related 

20 support to students and to those who train such 

21 providers. 

22 (j) EVALUATIONS.— 

23 (1) INTERIM EVALUATIONS.—The Secretary 

24 may conduct interim evaluations to determine 

25 whether each eligible partnership receiving a grant is 


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1 making adequate progress as the Secretary considers 

2 appropriate. The contents of the annual report sub3 mitted to the Secretary under subsection (i) may be 

4 used by the Secretary to determine whether an eligi5 ble partnership receiving a grant is demonstrating 

6 adequate progress. 

7 (2) FINAL EVALUATION.—The Secretary shall 

8 conduct a final evaluation to— 

9 (A) determine the effectiveness of the 

10 grant program in carrying out the purpose of 

11 this Act; and 

12 (B) compare the relative effectiveness of 

13 each of the various activities described in sub14 section (g) for which grant funds may be used. 

15 (k) REPORT.—Not sooner than 5 years nor later than 

16 6 years after the date of enactment of this Act, the Sec17 retary shall submit to Congress a report containing the 

18 findings of the evaluation conducted under subsection 

19 (j)(2), and such recommendations as the Secretary con20 siders appropriate. 

21 (l) AUTHORIZATION OF APPROPRIATIONS.— 

22 (1) There is authorized to be appropriated to 

23 carry out this section $30,000,000 for each of the 

24 fiscal years 2009 to 2019. 


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1 (2) From the total amount appropriated to 

2 carry out this section each fiscal year, the Secretary 

3 shall reserve not more than 3 percent of that appro4 priation for evaluations under subsection (j). 

5 SEC. 5. STUDENT LOAN FORGIVENESS FOR INDIVIDUALS 

6 WHO ARE EMPLOYED FOR 5 OR MORE 

7 SCHOOL YEARS AS SCHOOL COUNSELORS, 

8 SCHOOL SOCIAL WORKERS, SCHOOL PSY9 CHOLOGISTS, OR OTHER QUALIFIED PSY10 CHOLOGISTS OR PSYCHIATRISTS BY LOW-IN11 COME LOCAL EDUCATIONAL AGENCIES. 

12 (a) ESTABLISHMENT OF PROGRAM.—The Secretary 

13 shall establish a program to provide student loan forgive14 ness to individuals who are not and have never been par15 ticipants in the grant program established under section 

16 4 and who have been employed for 5 or more school years 

17 as school counselors, school social workers, school psy18 chologists, other qualified psychologists, or child and ado19 lescent psychiatrists by low-income local educational agen20 cies. 

21 (b) AUTHORIZATION OF APPROPRIATIONS.—There 

22 are authorized to be appropriated to the Secretary such 

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

24 this section. 


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1 SEC. 6. FUTURE DESIGNATION STUDY. 

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

3 study to identify a formula for future designation of re4 gions with a shortage of school counselors, school social 

5 workers, and school psychologists to use in implementing 

6 grant programs and other programs, such as the programs 

7 established under this Act, or for other purposes related 

8 to any such designation, based on the latest available data 

9 on— 

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

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

12 agency; 

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

14 served by a low-income local educational agency with 

15 incomes below the poverty line; 

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

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

18 agency with secondary school diplomas; 

19 (4) the percentage of students identified as eli20 gible for special education services in an area served 

21 by a low-income local educational agency; 

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

23 a low-income local educational agency; 

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

25 and active school counselors, school social workers, 


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1 and school psychologists employed by a low-income 

2 local educational agency; and 

3 (7) such other criteria as the Secretary con4 siders appropriate. 

5 (b) REPORT.—Not later than 2 years after the date 

6 of enactment of this Act, the Secretary shall submit to 

7 Congress a report containing the findings of the study 

8 conducted under subsection (a). 

9 SEC. 7. DEFINITIONS. 

10 In this Act: 

11 (1) IN GENERAL.—The terms ‘‘child and ado12 lescent psychiatrist’’, ‘‘school counselor’’, ‘‘school 

13 psychologist’’, ‘‘school social worker’’, and ‘‘other 

14 qualified psychologist’’ have the meaning given the 

15 terms in section 5421 of the Elementary and Sec16 ondary Education Act of 1965 (20 U.S.C. 7245). 

17 (2) STATE EDUCATIONAL AGENCY; LOCAL EDU18 CATIONAL AGENCY.—The terms ‘‘State educational 

19 agency’’ and ‘‘local educational agency’’ have the 

20 meaning given the terms in section 9101 of the Ele21 mentary and Secondary Education Act of 1965 (20 

22 U.S.C. 7801). 

23 (3) LOW-INCOME LOCAL EDUCATIONAL AGEN24 CY.—The term ‘‘low-income local educational agen25 cy’’ means a local educational agency— 


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

2 the students served by such agency are from 

3 families with incomes below the poverty line as 

4 determined by the Bureau of the Census on the 

5 basis of the most recent satisfactory data avail6 able; 

7 (B) that has existing ratios of school coun8 selors, school social workers, and school psy9 chologists to students served by the local edu10 cational agency which fall at least 10 percent 

11 below the student support personnel target ra12 tios, meaning such low-income local educational 

13 agency has no more than 1 counselor per 277 

14 students, no more than 1 school psychologist 

15 per 1111 students, and no more than 1 school 

16 social worker per 444 students; and 

17 (C) that has been identified for improve18 ment or corrective action (as described in sec19 tion 1116(c) of the Elementary and Secondary 

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

21 that includes at least one school that has been 

22 identified for school improvement, corrective ac23 tion, or restructuring (as described in section 

24 1116(b) of such Act). 


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1 (4) INSTITUTION OF HIGHER EDUCATION.—The 

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

3 meaning given such term in section 102 of the High4 er Education Act of 1965 (20 U.S.C. 1002), but ex5 cludes any institution of higher education described 

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

7 (5) ELIGIBLE GRADUATE INSTITUTION.—The 

8 term ‘‘eligible graduate institution’’ means an insti9 tution of higher education that offers a program of 

10 study that is nationally recognized by the National 

11 Association of School Psychologists or accredited 

12 and that leads to— 

13 (A) a masters or other graduate degree in 

14 school counseling, school social work, or school 

15 psychology, or any combination thereof; 

16 (B) a State license or credential in school 

17 counseling, school social work, or school psy18 chology, or any combination thereof; or 

19 (C) any combination of subparagraph (A) 

20 and (B). 

21 (6) ELIGIBLE PARTNERSHIP.—The term ‘‘eligi22 ble partnership’’ means— 

23 (A) a partnership between 1 or more low24 income local educational agencies and 1 or more 

25 eligible graduate institutions; or 


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1 (B) in regions in which local educational 

2 agencies may not have a sufficient elementary 

3 and secondary school student population to sup4 port the placement of all participating graduate 

5 students, a partnership between a State edu6 cational agency, on behalf of 1 or more low-in7 come local educational agencies, and 1 or more 

8 eligible graduate institutions. 

9 (7) PARTICIPATING ELIGIBLE GRADUATE INSTI10 TUTION.—The term ‘‘participating eligible graduate 

11 institution’’ means an eligible graduate institution 

12 that is part of an eligible partnership awarded a 

13 grant under section 4. 

14 (8) PARTICIPATING LOW-INCOME LOCAL EDU15 CATIONAL AGENCY.—The term ‘‘participating low-in16 come local educational agency’’ means a low-income 

17 local educational agency that is part of an eligible 

18 partnership awarded a grant under section 4. 

19 (9) PARTICIPATING GRADUATE.—The term 

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

21 (A) has received a masters or other grad22 uate degree in elementary or secondary school 

23 counseling, school social work, or school psy24 chology from a participating eligible graduate 

25 institution or has obtained a State license or 


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1 credential in school counseling, school social 

2 work, and school psychology from a partici3 pating eligible graduate institution; and 

4 (B) as a graduate student of school coun5 seling, school social work, or school psychology 

6 was placed in a school served by a participating 

7 low-income local educational agency to complete 

8 required field work, credit hours, internships, or 

9 related training as applicable. 

10 (10) STUDENT SUPPORT PERSONNEL TARGET

11 RATIOS.—The term ‘‘student support personnel tar12 get ratios’’ means the ratios of school counselors, 

13 school social workers, and school psychologists to 

14 students recommended to enable such personnel to 

15 effectively address the needs of students including— 

16 (A) at least 1 school counselor for every 

17 250 students (as recommended by the American 

18 School Counselors Association and American 

19 Counseling Association); 

20 (B) at least 1 school psychologist for every 

21 1,000 students (as recommended by the Na22 tional Association of School Psychologists); and 

23 (C) at least 1 school social worker for 

24 every 400 students (as recommended by the 

25 School Social Work Association of America). 


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

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

Æ 


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