II 

111TH CONGRESS 

1ST SESSION S. 2896 

To recruit, support, and prepare principals to improve student academic 

achievement at high-need schools. 

IN THE SENATE OF THE UNITED STATES 

DECEMBER 17, 2009 

Mr. FRANKEN (for himself, Mr. HATCH, Mr. BENNET, Mr. BROWN, and Mr. 

CARPER) introduced the following bill; which was read twice and referred 

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

A BILL 

To recruit, support, and prepare principals to improve 

student academic achievement at high-need schools. 

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 Principal Re5 cruitment and Training Act of 2009’’. 

6 SEC. 2. PURPOSE. 

7 The purpose of this Act is to recruit, support, and 

8 prepare principals to improve student academic achieve9 ment at high-need schools. 


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1 SEC. 3. FINDINGS. 

2 Congress finds the following: 

3 (1) Research shows that school leadership qual4 ity is second only to teacher quality among school5 related factors in its impact on student learning. 

6 (2) While teacher quality has the greatest im7 pact on student learning, principal quality is a key 

8 determinant of whether schools can attract and re9 tain effective teachers. 

10 (3) Many districts have reported shortages of 

11 qualified principals. In most areas of the country, 

12 the problem is not a shortage of certified principals, 

13 but rather a shortage of qualified principals who are 

14 willing to take on the challenge of working in high15 need schools and underserved communities. 

16 (4) The quality of preparation that principals 

17 receive influences their willingness to take on the 

18 challenge of leading high-need schools. It also influ19 ences their ability to succeed and their willingness to 

20 remain in their positions. Investing in principal 

21 preparation is therefore critical to satisfying the de22 mand for qualified principals in high-need schools, 

23 and decreasing the turnover rate among principals 

24 in those schools. 

25 (5) The Stanford Educational Leadership Insti26 tute recently found that principals who participated 


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1 in high-quality pre- and in-service leadership devel2 opment programs feel significantly better prepared 

3 for virtually every aspect of principal practice, are 

4 more committed to staying in their jobs, spend more 

5 time on instructionally focused work, and make de6 veloping and supporting their teachers a priority. 

7 (6) Most high-need school districts lack ade8 quate strategies for identifying school staff who 

9 demonstrate the potential to be effective principals, 

10 preparing them to lead high-need schools, and sup11 porting them once they commence their work as 

12 principals. 

13 (7) Principals need both management and in14 structional leadership skills to be effective. Yet most 

15 principal preparation programs fail to devote ade16 quate attention and resources to training principals 

17 in instructional leadership. 

18 (8) Without effective principals, struggling 

19 schools will have difficulty using resources provided 

20 under the Elementary and Secondary Education Act 

21 of 1965 and other Federal laws to improve student 

22 learning. 


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1 SEC. 4. PROGRAM ESTABLISHMENT AND ACTIVITIES. 

2 Part A of title II of the Elementary and Secondary 

3 Education Act of 1965 (20 U.S.C. 6601 et seq.) is amend4 ed by adding at the end the following: 

5 ‘‘Subpart 6—Principal Recruitment and Training 

6 Grant Program 

7 ‘‘SEC. 2161. PROGRAM ESTABLISHMENT AND ACTIVITIES. 

8 ‘‘(a) DEFINITIONS.—In this section: 

9 ‘‘(1) ELIGIBLE ENTITY.—The term ‘eligible en10 tity’ means— 

11 ‘‘(A) a local educational agency; or 

12 ‘‘(B) at least 1 of the following organiza13 tions that has a partnership with 1 or more 

14 local educational agencies: 

15 ‘‘(i) a nonprofit organization; 

16 ‘‘(ii) an educational service agency; 

17 ‘‘(iii) an institution of higher edu18 cation; or 

19 ‘‘(iv) a State educational agency. 

20 ‘‘(2) HIGH-NEED SCHOOL.—The term ‘high21 need school’ means a public school, including a pub22 lic charter school, that meets 1 or more of the fol23 lowing criteria: 

24 ‘‘(A) Not less than 40 percent of the stu25 dents enrolled are eligible for the school lunch 


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1 program established under the Richard B. Rus2 sell National School Lunch Act. 

3 ‘‘(B) In the case of a public high school, 

4 has a graduation rate of 65 percent or less. 

5 ‘‘(C) In the case of a public school con6 taining middle grades, feeds into a public high 

7 school that has a graduation rate of 65 percent 

8 or less. 

9 ‘‘(D) Is a rural school served by a local 

10 educational agency that is eligible within the 

11 meaning of section 6211(b)(1) or 6221(b)(1). 

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

13 means a secondary school in which the— 

14 ‘‘(A) entering grade of the school is not 

15 lower than grade 6; and 

16 ‘‘(B) highest grade of the school is— 

17 ‘‘(i) grade 12; or 

18 ‘‘(ii) in the case of a secondary school 

19 approved by a State to issue a regular di20 ploma concurrently with a postsecondary 

21 degree or with not more than 2 years’ 

22 worth of postsecondary academic credit, 

23 grade 13. 

24 ‘‘(4) MIDDLE GRADES.—The term ‘middle 

25 grades’ means any of grades 5 through 8. 


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1 ‘‘(5) GRADUATION RATE.—The term ‘gradua2 tion rate’ has the meaning given the term in section 

3 1111(b)(2)(C)(vi), as clarified in section 

4 200.19(b)(1) of title 34, Code of Federal Regula5 tions. 

6 ‘‘(b) PROGRAM AUTHORIZED.— 

7 ‘‘(1) NATIONAL PRINCIPAL RECRUITMENT AND

8 TRAINING GRANT PROGRAM.—The Secretary shall 

9 establish a multiyear national principal recruitment 

10 and training grant program to award grants to eligi11 ble entities to enable such entities to carry out ac12 tivities described in subsection (e). 

13 ‘‘(2) DURATION.— 

14 ‘‘(A) IN GENERAL.— 

15 ‘‘(i) 5 YEAR DURATION.—A grant 

16 awarded under this section shall be 5 years 

17 in duration. 

18 ‘‘(ii) RENEWAL.—The Secretary 

19 may— 

20 ‘‘(I) renew a grant awarded 

21 under this section based on perform22 ance; and 

23 ‘‘(II) in renewing a grant under 

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1 creased funding to scale up or rep2 licate the grantee’s program. 

3 ‘‘(B) PERFORMANCE.—The primary con4 sideration in determining performance shall be 

5 the impact of the grantee’s program, as evi6 denced by improved student learning and out7 comes, and improved school functioning in high8 need schools led by principals who have received 

9 training or other support from a program car10 ried out with funds from a grant awarded 

11 under this section. With respect to schools led 

12 for 3 or more years by such principals, the Sec13 retary shall examine whether such schools are 

14 making greater gains in student learning and 

15 outcomes, as evidenced by multiple measures, 

16 including secondary school graduation rates, 

17 academic assessments, Advanced Placement and 

18 International Baccalaureate enrollment rates 

19 and test scores, and other student-level outcome 

20 data, than similar schools elsewhere. In deter21 mining performance, the Secretary shall con22 sider information provided in accordance with 

23 subsections (f) and (i). 

24 ‘‘(c) APPLICATION.—An eligible entity that desires a 

25 grant under this section shall submit to the Secretary an 


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1 application at such time, in such manner, and accom2 panied by such information as the Secretary may require. 

3 Such application shall include— 

4 ‘‘(1) a demonstration that the entity has suffi5 cient capacity to implement the activities described 

6 in subsection (e) that the entity proposes to imple7 ment; 

8 ‘‘(2) a demonstration that the entity has a 

9 track record or a clear plan for preparing principal 

10 trainees and principals to improve student academic 

11 achievement in high-need schools; and 

12 ‘‘(3) a demonstration that the entity has a 

13 track record or a clear plan for providing principals 

14 trained by the entity with the guidance, support, and 

15 tools they need to improve student academic achieve16 ment in high-need schools, which may include pro17 viding principals with tangible resources, such as 

18 funding to ensure supports for quality teaching, and 

19 decisionmaking authority over areas such as per20 sonnel, budget, curriculum, or scheduling. 

21 ‘‘(d) PRIORITY.—In awarding grants under this sec22 tion, the Secretary shall give priority to eligible entities 

23 that are focused on high-need schools in urban or rural 

24 areas. 

25 ‘‘(e) ACTIVITIES.— 


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1 ‘‘(1) IN GENERAL.—Each eligible entity that re2 ceives a grant under this section shall use grant 

3 funds for the following: 

4 ‘‘(A) To recruit, select, train, and support 

5 aspiring or current principals, or both, for work 

6 in high-need schools, which may include identi7 fying current principals with track records of 

8 transforming student learning and outcomes, 

9 and preparing such principals to lead the high10 est-need schools. 

11 ‘‘(B) To provide aspiring principals se12 lected by the entity with a pre-service residency 

13 that is not less than 1 year in length, combined 

14 with focused coursework on instructional leader15 ship, organizational management, and the use 

16 of a variety of data for purposes of instruc17 tional leadership and organizational manage18 ment, as well as ongoing support and profes19 sional development for at least 2 years after the 

20 aspiring principals complete the residency and 

21 commence work as school leaders. 

22 ‘‘(C) To provide mentoring and profes23 sional development to current principals se24 lected by the entity to strengthen the principals’ 

25 capacity to— 


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1 ‘‘(i) engage in effective instructional 

2 leadership practices; and 

3 ‘‘(ii) use a variety of data for pur4 poses of instruction, supervision, evalua5 tion, and development of teachers and de6 velopment of highly-effective school organi7 zations. 

8 ‘‘(2) SPECIFIC ACTIVITIES.—Each eligible enti9 ty that receives a grant under this section shall 

10 carry out the following activities: 

11 ‘‘(A)(i) Recruiting, selecting, and providing 

12 training and professional development to indi13 viduals who— 

14 ‘‘(I) are or aspire to be principals in 

15 high-need schools; 

16 ‘‘(II) share the belief that every stu17 dent, regardless of background, can 

18 achieve at high levels; 

19 ‘‘(III) with respect to aspiring prin20 cipals, have been effective teachers, school 

21 counselors, or assistant principals, have 

22 knowledge of effective instruction, and 

23 have demonstrated a capacity for leader24 ship; and 


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1 ‘‘(IV) sign an agreement to serve for 

2 not less than 4 years in a high-need school, 

3 and upon qualification for and placement 

4 in principalships, work to ensure that the 

5 schools they will lead improve student aca6 demic achievement substantially within 3 

7 to 6 years. 

8 ‘‘(ii) The Secretary shall establish, by reg9 ulation, categories of extenuating circumstances 

10 under which an individual who is unable to ful11 fill all or part of the individual’s service obliga12 tion under clause (i)(IV) may be excused from 

13 fulfilling that portion of the service obligation. 

14 ‘‘(B) Assessing the skills of each aspiring 

15 principal prior to the individual’s pre-service 

16 residency to determine the individual’s 

17 strengths and improvement needs, and using 

18 such data to assist in developing and refining a 

19 data-based professional development plan that 

20 guides the individual’s year-long residency. 

21 Such assessment may occur through the aspir22 ing principal selection process described in sub23 paragraph (A). 

24 ‘‘(C) For selected aspiring principals, pro25 viding training during a year-long pre-service 


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1 residency that includes coaching from an effec2 tive principal, hands-on instructional leadership 

3 experience, and a curriculum that may include 

4 topics such as— 

5 ‘‘(i) effective instructional practices; 

6 ‘‘(ii) recruiting, supporting, and re7 taining effective staff; 

8 ‘‘(iii) improving instructional practices 

9 through the purposeful observation and 

10 evaluation of teachers, and through the 

11 provision of regular and direct feedback to 

12 teachers; 

13 ‘‘(iv) providing teachers and staff with 

14 focused, sustained, and research-based pro15 fessional development, including job-em16 bedded professional development that sup17 ports teachers and staff in setting their 

18 own goals and working in collaboration 

19 with fellow teachers and staff to meet 

20 those goals; 

21 ‘‘(v) developing distributed leadership 

22 teams, which may include principals, as23 sistant principals, and effective teachers 

24 and staff, to implement school improve25 ment strategies; 


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1 ‘‘(vi) facilitating the development and 

2 implementation of a school vision and stra3 tegic plan using a variety of data providing 

4 evidence of student and school outcomes; 

5 ‘‘(vii) aligning all aspects of a school 

6 culture to student and adult learning; 

7 ‘‘(viii) monitoring and improving the 

8 alignment and effectiveness of curriculum, 

9 instruction, and assessment, using a vari10 ety of data providing evidence of student 

11 and school outcomes; 

12 ‘‘(ix) addressing the needs of specific 

13 student populations served, such as stu14 dents with disabilities, students who are 

15 limited English proficient, rural students, 

16 and students who have experienced trau17 ma, homelessness, or placement in the 

18 child welfare system; 

19 ‘‘(x) using technology and multiple 

20 sources of data to improve classroom in21 struction; 

22 ‘‘(xi) ensuring the integration of high23 quality formative and summative assess24 ments into classroom instruction; 


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1 ‘‘(xii) developing and managing school 

2 organizations, including managing budget 

3 resources and school time to support high4 quality instruction and student academic 

5 achievement, such as by extending the 

6 school day and year and providing common 

7 planning time to teachers and staff; and 

8 ‘‘(xiii) engaging community members, 

9 including parents, the local educational 

10 agency, and other community leaders, to 

11 leverage additional resources to improve 

12 student success. 

13 ‘‘(D) Providing targeted professional devel14 opment and training on topics which may in15 clude the topics described in subparagraph (C), 

16 to individuals who have completed the year-long 

17 pre-service residency for at least 2 years after 

18 the individuals commence their work as school 

19 leaders in high-need schools or to participating 

20 current principals of high-need schools, or to 

21 both. 

22 ‘‘(E) Developing and delivering high-qual23 ity, differentiated, school-level support services 

24 to meet the specific needs of high-need schools 


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1 led by individuals described in subparagraph 

2 (D), which may include— 

3 ‘‘(i) support for the design of school4 wide improvement plans based on the diag5 nosis of school conditions and needs in6 formed by data and analysis of classroom 

7 and school practices; 

8 ‘‘(ii) support in conducting successful 

9 school-wide assessments; 

10 ‘‘(iii) support in organizing and train11 ing distributed leadership teams; and 

12 ‘‘(iv) other assistance from expert 

13 mentors or coaches to support— 

14 ‘‘(I) analysis and evaluation of 

15 school practices; 

16 ‘‘(II) development of strong in17 structional and organizational capac18 ity; 

19 ‘‘(III) productive use of assess20 ments and data; and 

21 ‘‘(IV) professional development 

22 for staff. 

23 ‘‘(f) REPORTS.— 

24 ‘‘(1) ANNUAL REPORT TO SECRETARY.—An eli25 gible entity that receives a grant under this section 


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1 shall submit an annual report to the Secretary at 

2 such time, in such manner, and containing such in3 formation as the Secretary may require, including at 

4 minimum— 

5 ‘‘(A) data on the number and characteris6 tics of individuals who have received training or 

7 other support from the grantee’s program; 

8 ‘‘(B) data on the schools led by such indi9 viduals, including— 

10 ‘‘(i) characteristics of the schools and 

11 the students they serve, including the num12 ber and percentage of students in each of 

13 the subgroups listed in section 

14 1111(b)(2)(C)(v)(II); 

15 ‘‘(ii) student academic achievement 

16 growth and other evidence of student aca17 demic success, disaggregated, where pos18 sible, by the subgroups listed in section 

19 1111(b)(2)(C)(v); 

20 ‘‘(iii) student attendance; 

21 ‘‘(iv) student secondary school grad22 uation and college-going rates, if applica23 ble; 


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1 ‘‘(v) Advanced Placement and Inter2 national Baccalaureate enrollment rates 

3 and test scores, if applicable; and 

4 ‘‘(vi) recruitment, development, and 

5 retention of teachers who are deemed to be 

6 effective based on multiple measures; 

7 ‘‘(C) evidence that high-need schools led by 

8 individuals described in subparagraph (A) have 

9 improved in areas in which those individuals re10 ceived training or other support from the grant11 ee’s program; and 

12 ‘‘(D) data on the policies, systems, and 

13 processes developed by the eligible entity for— 

14 ‘‘(i) identifying and recruiting aspir15 ing or current principals, or both; 

16 ‘‘(ii) identifying schools with the high17 est need for effective school leaders; and 

18 ‘‘(iii) providing aspiring or current 

19 principals, or both, with training, support, 

20 and tools to improve student learning and 

21 outcomes at high-need schools. 

22 ‘‘(2) DISAGGREGATION OF DATA.—In providing 

23 the information pursuant to paragraph (1), each 

24 grantee that serves both aspiring and current prin25 cipals shall disaggregate the information relating to 


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1 principals who were trained to lead high-need 

2 schools by the grantee’s program before they com3 menced their work as principals and principals who 

4 were in principal positions before they received train5 ing or other support from the grantee’s program. 

6 ‘‘(3) PERMISSIBLE.—An eligible entity that re7 ceives a grant under this section may include in the 

8 annual report under paragraph (1) other evidence of 

9 progress in schools led by principals trained by the 

10 entity. 

11 ‘‘(g) MATCHING REQUIREMENT.— 

12 ‘‘(1) MATCHING REQUIREMENT.— 

13 ‘‘(A) IN GENERAL.—An eligible entity that 

14 receives a grant under this section shall con15 tribute to the activities assisted under such 

16 grant matching funds in an amount equal to 

17 not less than 20 percent of the amount of the 

18 grant from non-Federal sources. 

19 ‘‘(B) MATCHING FUNDS.—The matching 

20 funds requirement under subparagraph (A) may 

21 be met by— 

22 ‘‘(i) contributions that are— 

23 ‘‘(I) in cash or in kind, fairly 

24 evaluated; and 


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1 ‘‘(II) from any private source, 

2 State educational agency, or local edu3 cational agency-determined allocation 

4 of public funding; and 

5 ‘‘(ii) payments of a salary or stipend 

6 to an aspiring principal during the aspiring 

7 principal’s residency year. 

8 ‘‘(C) INDIRECT COST.—An eligible entity 

9 that anticipates using matching funds for a 

10 programmatic cost that is not directly tied to 

11 the application’s proposed project shall include 

12 in the entity’s application a request to the Sec13 retary to do so, along with a statement of the 

14 basis for the request. 

15 ‘‘(2) WAIVER.—The Secretary may waive or re16 duce the matching requirement under paragraph (1) 

17 if the eligible entity demonstrates a need for such 

18 waiver or reduction due to financial hardship. 

19 ‘‘(h) SUPPLEMENT, NOT SUPPLANT.—Grant funds 

20 provided under this section shall be used to supplement, 

21 and not supplant, any other Federal or State funds other22 wise available to carry out the activities described in this 

23 section. 

24 ‘‘(i) RESEARCH, EVALUATION, AND DISSEMINA25 TION.— 


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1 ‘‘(1) AVAILABLE FUNDS.—Of the amounts ap2 propriated to carry out this section for a fiscal year, 

3 the Secretary may use not more than 5 percent to 

4 carry out this subsection. 

5 ‘‘(2) IN GENERAL.— 

6 ‘‘(A) RESEARCH, EVALUATION, AND DIS7 SEMINATION PROGRAM.—The Secretary shall 

8 award a grant to 1 or more research groups for 

9 the development of a high-quality evaluation 

10 and information clearinghouse system to facili11 tate a sharing of best practices and inform— 

12 ‘‘(i) the recruitment, selection, train13 ing, and ongoing development of principals 

14 for high-need schools; 

15 ‘‘(ii) the development of standards 

16 and definitions of principal effectiveness; 

17 and 

18 ‘‘(iii) the development of system-wide 

19 supports and policies critical to fostering 

20 the school and principal-level actions 

21 known to most often differentiate the most 

22 dramatically improved schools from others. 

23 ‘‘(B) SPECIFIC ACTIVITIES.—The evalua24 tion and information clearinghouse system deVerDate Nov 24 2008 03:40 Dec 22, 2009 Jkt 089200 PO 00000 Frm 00020 Fmt 6652 Sfmt 6201 E:\BILLS\S2896.IS S2896

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1 scribed in subparagraph (A) shall accomplish 

2 the following: 

3 ‘‘(i) ASSESSMENT OF PROGRAM.— 

4 ‘‘(I) IN GENERAL.—Assess the 

5 impact of each grantee’s program, 

6 using evidence of program outcomes, 

7 including— 

8 ‘‘(aa) the movement of prin9 cipals who received training or 

10 other support through a grant 

11 awarded under this section into 

12 principal positions in high-need 

13 schools; 

14 ‘‘(bb) the retention of such 

15 individuals in those positions; 

16 and 

17 ‘‘(cc) evidence that prin18 cipals who have received training 

19 or other support through a grant 

20 awarded under this section are 

21 prepared to lead high-need 

22 schools, and are effective in im23 proving and leading such schools. 


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1 ‘‘(II) EXAMINATION.—The as2 sessment described in subclause (I) 

3 shall— 

4 ‘‘(aa) examine school im5 provement and success based on 

6 multiple indicators, including stu7 dent academic achievement, stu8 dent attendance, and graduation 

9 and college-going rates; 

10 ‘‘(bb) include an analysis of 

11 gains which, where possible, 

12 should include a value-added 

13 analysis of gains on the indica14 tors described in item (aa) as 

15 compared to gains on such indi16 cators in similar schools; 

17 ‘‘(cc) include, where pos18 sible, an examination of the re19 cruitment, development, and re20 tention of teachers who are deter21 mined to be effective based on 

22 multiple measures in high-need 

23 schools led by principals who 

24 have received training or other 


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1 support through a grant awarded 

2 under this section; and 

3 ‘‘(dd) include an examina4 tion of the changed policies and 

5 practices instituted by such prin6 cipals at the principals’ schools, 

7 and the relationship between 

8 such policies and practices to in9 dicators of improved student 

10 learning and outcomes at such 

11 schools. 

12 ‘‘(ii) FACTORS THAT FOSTER OR

13 HINDER THE SUCCESS OF PROGRAMS.— 

14 Identify factors that foster or hinder the 

15 successful implementation of each grant16 ee’s program. 

17 ‘‘(iii) SCHOOL-LEVEL SUPPORT.— 

18 Evaluate the school-level support provided 

19 through each grantee’s program. 

20 ‘‘(iv) ALIGNMENT OF INTERNAL AND

21 EXTERNAL FACTORS.—Identify the inter22 nal and external factors, including prin23 cipal characteristics and skills, as well as 

24 principal accountability, supports, and de25 cisionmaking authority, that need to be 


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1 aligned in order to improve student learn2 ing and school success. 

3 ‘‘(v) PRINCIPAL AND PROGRAM AT4 TRIBUTES AND ACTIONS ASSOCIATED WITH

5 DRAMATIC SCHOOL IMPROVEMENT.—Iden6 tify the attributes and actions of principals 

7 and training programs that appear to be 

8 associated with dramatic school improve9 ment. 

10 ‘‘(vi) PRINCIPAL AND PROGRAM AT11 TRIBUTES AND ACTIONS ASSOCIATED WITH

12 MINIMAL SCHOOL IMPROVEMENT.—Iden13 tify the attributes and actions of principals 

14 and training programs that appear to be 

15 associated with minimal or no school im16 provement. 

17 ‘‘(vii) FEEDBACK TO GRANTEES.— 

18 Utilize the data described in clauses (i) 

19 through (vi) to provide information to each 

20 grantee that the grantee can use to drive 

21 program improvement. 

22 ‘‘(viii) GENERATE AND DISSEMINATE

23 INFORMATION.—Generate and disseminate 

24 information to the field about what types 

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1 ing, tools, supports, attributes, and actions 

2 are associated with— 

3 ‘‘(I) substantial school improve4 ment and student academic achieve5 ment growth at the elementary school, 

6 middle school, and high school levels; 

7 and 

8 ‘‘(II) minimal or no school im9 provement and student academic 

10 achievement growth at the elementary 

11 school, middle school, and high school 

12 levels. 

13 ‘‘(C) REPORTING SCHEDULE.—The Sec14 retary shall work with each research group 

15 awarded a grant under this paragraph to de16 velop a reporting schedule for a research, eval17 uation, and dissemination plan that is approved 

18 by the Secretary. 

19 ‘‘(3) REPORT TO CONGRESS.—The Secretary 

20 shall submit an annual report to the Committee on 

21 Health, Education, Labor, and Pensions of the Sen22 ate, the Committee on Appropriations of the Senate, 

23 the Committee on Education and Labor of the 

24 House of Representatives, and the Committee on 

25 Appropriations of the House of Representatives on 


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1 the lessons learned through programs funded with 

2 grants awarded under this section. 

3 ‘‘(j) AUTHORIZATION OF APPROPRIATIONS.—There 

4 are authorized to be appropriated to carry out this section 

5 such sums as may be necessary for fiscal year 2011 and 

6 each of the succeeding 9 fiscal years.’’. 

Æ 


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