H. R. 2272—57 
(iii) focus on the identification of students’ specific 
learning needs, particularly students with disabilities, 
students who are limited English proficient, students 
who are gifted and talented, and students with low 
literacy levels, and the tailoring of academic instruction 
to such needs; 
(D) conduct ongoing assessment of student learning; 
(E) effectively manage a classroom; and 
(F) communicate and work with parents and guardians, 
and involve parents and guardians in their children’s edu-
cation. 
SEC. 6113. PROGRAMS FOR BACCALAUREATE DEGREES IN SCIENCE, 
TECHNOLOGY, ENGINEERING, MATHEMATICS, OR CRIT-
ICAL 
FOREIGN 
LANGUAGES, 
WITH 
CONCURRENT 
TEACHER CERTIFICATION. 
(a) PROGRAM AUTHORIZED.—From the amounts made available 
to carry out this section under section 6116(1) and not reserved 
under section 6115(d) for a fiscal year, the Secretary is authorized 
to award grants, on a competitive basis, to eligible recipients to 
enable partnerships served by the eligible recipients to develop 
and implement programs to provide courses of study in science, 
technology, engineering, mathematics, or critical foreign languages 
that— 
(1) are integrated with teacher education; and 
(2) lead to a baccalaureate degree in science, technology, 
engineering, mathematics, or a critical foreign language with 
concurrent teacher certification. 
(b) APPLICATION.—Each eligible recipient desiring a grant under 
this section shall submit an application to the Secretary at such 
time and in such manner as the Secretary may require. Each 
application shall— 
(1) describe the program for which assistance is sought; 
(2) describe how a department of science, technology, 
engineering, mathematics, or a critical foreign language partici-
pating in the partnership will ensure significant collaboration 
with a teacher preparation program in the development of 
undergraduate degrees in science, technology, engineering, 
mathematics, or a critical foreign language, with concurrent 
teacher certification, including providing student teaching and 
other clinical classroom experiences or how a department or 
school participating in the partnership with a competency-based 
degree program has ensured, in the development of a bacca-
laureate degree program in science, technology, engineering, 
mathematics, or a critical foreign language, the provision of 
concurrent teacher certification, including providing student 
teaching and other clinical classroom experiences; 
(3) describe the high-quality research, laboratory, or intern-
ship experiences, integrated with coursework, that will be pro-
vided under the program; 
(4) describe how members of groups that are underrep-
resented in the teaching of science, technology, engineering, 
mathematics, or critical foreign languages will be encouraged 
to participate in the program; 
(5) describe how program participants will be encouraged 
to teach in schools determined by the partnership to be most
H. R. 2272—58 
in need, and the assistance in finding employment in such 
schools that will be provided; 
(6) describe the ongoing activities and services that will 
be provided to graduates of the program; 
(7) describe how the activities of the partnership will be 
coordinated with any activities funded through other Federal 
grants, and how the partnership will continue the activities 
assisted under the program when the grant period ends; 
(8) describe how the partnership will assess the content 
knowledge and teaching skills of the program participants; 
and 
(9) provide any other information the Secretary may reason-
ably require. 
(c) PRIORITY.—Priority shall be given to applications whose 
primary focus is on placing participants in high-need local edu-
cational agencies. 
(d) AUTHORIZED ACTIVITIES.— 
(1) IN GENERAL.—Each eligible recipient receiving a grant 
under this section shall use the grant funds to enable a partner-
ship to develop and implement a program to provide courses 
of study in science, technology, engineering, mathematics, or 
a critical foreign language that— 
(A) are integrated with teacher education programs 
that promote effective teaching skills; and 
(B) lead to a baccalaureate degree in science, tech-
nology, engineering, mathematics, or a critical foreign lan-
guage with concurrent teacher certification. 
(2) PROGRAM REQUIREMENTS.—The program shall— 
(A) provide high-quality research, laboratory, or intern-
ship experiences for program participants; 
(B) provide student teaching or other clinical classroom 
experiences that— 
(i) are integrated with coursework; and 
(ii) lead to the participants’ ability to demonstrate 
effective teaching skills; 
(C) if implementing a program in which program 
participants are prepared to teach science, technology, 
engineering, mathematics, or critical foreign language 
courses, include strategies for improving student literacy; 
(D) encourage the participation of individuals who are 
members of groups that are underrepresented in the 
teaching of science, technology, engineering, mathematics, 
or critical foreign languages; 
(E) encourage participants to teach in schools deter-
mined by the partnership to be most in need, and actively 
assist the participants in finding employment in such 
schools; 
(F) offer training in the use of and integration of edu-
cational technology; 
(G) collect data regarding and evaluate, using measur-
able objectives and benchmarks, the extent to which the 
program succeeded in— 
(i) increasing the percentage of highly qualified 
mathematics, science, or critical foreign language 
teachers, including increasing the percentage of such 
teachers teaching in those schools determined by the 
partnership to be most in need;
H. R. 2272—59 
(ii) improving student academic achievement in 
mathematics, science, and where applicable, technology 
and engineering; 
(iii) increasing the number of students in sec-
ondary schools enrolled in upper level mathematics, 
science, 
and, 
where 
available, 
technology 
and 
engineering courses; and 
(iv) increasing the numbers of elementary school 
and secondary school students enrolled in and con-
tinuing in critical foreign language courses; 
(H) collect data on the employment placement and 
retention of all graduates of the program, including 
information on how many graduates are teaching and in 
what kinds of schools; 
(I) provide ongoing activities and services to graduates 
of the program who teach elementary school or secondary 
school, by— 
(i) keeping the graduates informed of the latest 
developments in their respective academic fields; and 
(ii) supporting the graduates of the program who 
are employed in schools in the local educational agency 
participating in the partnership during the initial years 
of teaching through— 
(I) induction programs; 
(II) promotion of effective teaching skills; and 
(III) providing opportunities for regular profes-
sional development; and 
(J) develop recommendations to improve the school, 
department, or program of education participating in the 
partnership. 
(e) ANNUAL REPORT.—Each eligible recipient receiving a grant 
under this section shall collect and report to the Secretary annually 
such information as the Secretary may reasonably require, 
including— 
(1) the number of participants in the program; 
(2) information on the academic majors of participating 
students; 
(3) the race, gender, income, and disability status of pro-
gram participants; 
(4) the placement of program participants as teachers in 
schools determined by the partnership to be most in need; 
(5) the extent to which the program succeeded in meeting 
the objectives and benchmarks described in subsection (d)(2)(G); 
and 
(6) the data collected under subparagraphs (G) and (H) 
of subsection (d)(2). 
(f) TECHNICAL ASSISTANCE.—From the funds made available 
under section 6116(1), the Secretary may provide technical assist-
ance to an eligible recipient developing a baccalaureate degree 
program with concurrent teacher certification, including technical 
assistance provided through a grant or contract awarded on a 
competitive basis to an institution of higher education or a technical 
assistance center. 
(g) COMPLIANCE WITH FERPA.—Any activity under this section 
shall be carried out in compliance with section 444 of the General 
Education Provisions Act (20 U.S.C. 1232g) (commonly known as 
the Family Educational Rights and Privacy Act of 1974).
H. R. 2272—60 
(h) INDUCTION PROGRAM DEFINED.—In this section, the term 
‘‘induction program’’ means a formalized program for new teachers 
during not less than the teachers’ first 2 years of teaching that 
is designed to provide support for, and improve the professional 
performance and advance the retention in the teaching field of, 
beginning teachers. Such program shall promote effective teaching 
skills and shall include the following components: 
(1) High-quality teacher mentoring. 
(2) Periodic, structured time for collaboration with teachers 
in the same department or field, as well as time for information- 
sharing among teachers, principals, administrators, and partici-
pating faculty in the partner institution. 
(3) The application of empirically based practice and sci-
entifically valid research on instructional practices. 
(4) Opportunities for new teachers to draw directly upon 
the expertise of teacher mentors, faculty, and researchers to 
support the integration of empirically based practice and sci-
entifically valid research with practice. 
(5) The development of skills in instructional and behav-
ioral interventions derived from empirically based practice and, 
where applicable, scientifically valid research. 
(6) Faculty who— 
(A) model the integration of research and practice in 
the classroom; and 
(B) assist new teachers with the effective use and 
integration of technology in the classroom. 
(7) 
Interdisciplinary 
collaboration 
among 
exemplary 
teachers, faculty, researchers, and other staff who prepare new 
teachers on the learning process and the assessment of learning. 
(8) Assistance with the understanding of data, particularly 
student achievement data, and the data’s applicability in class-
room instruction. 
(9) Regular evaluation of the new teacher. 
SEC. 6114. PROGRAMS FOR MASTER’S DEGREES IN SCIENCE, TECH-
NOLOGY, ENGINEERING, MATHEMATICS, OR CRITICAL 
FOREIGN LANGUAGE EDUCATION. 
(a) PROGRAM AUTHORIZED.—From the amounts made available 
to carry out this section under section 6116(2) and not reserved 
under section 6115(d) for a fiscal year, the Secretary is authorized 
to award grants, on a competitive basis, to eligible recipients to 
enable the partnerships served by the eligible recipients to develop 
and implement— 
(1) 2- or 3-year part-time master’s degree programs in 
science, technology, engineering, mathematics, or critical for-
eign language education for teachers in order to enhance the 
teacher’s content knowledge and teaching skills; or 
(2) programs for professionals in science, technology, 
engineering, mathematics, or a critical foreign language that 
lead to a 1-year master’s degree in teaching that results in 
teacher certification. 
(b) APPLICATION.—Each eligible recipient desiring a grant under 
this section shall submit an application to the Secretary at such 
time and in such manner as the Secretary may require. Each 
application shall describe—
H. R. 2272—61 
(1) how a department of science, technology, engineering, 
mathematics, or a critical foreign language will ensure signifi-
cant collaboration with a school, department, or program of 
education in the development of the master’s degree programs 
authorized under subsection (a), or how a department or school 
with a competency-based degree program has ensured, in the 
development of a master’s degree program, the provision of 
rigorous studies in science, technology, engineering, mathe-
matics, or a critical foreign language that enhance the teachers’ 
content knowledge and teaching skills; 
(2) the role of the local educational agency in the partner-
ship in developing and administering the program and how 
feedback from the local educational agency, school, and partici-
pants will be used to improve the program; 
(3) how the program will help increase the percentage 
of highly qualified mathematics, science, or critical foreign lan-
guage teachers, including increasing the percentage of such 
teachers teaching in schools determined by the partnership 
to be most in need; 
(4) how the program will— 
(A) improve student academic achievement in mathe-
matics, science, and, where applicable, technology and 
engineering and increase the number of students taking 
upper-level courses in such subjects; or 
(B) increase the numbers of elementary school and 
secondary school students enrolled and continuing in crit-
ical foreign language courses; 
(5) how the program will prepare participants to become 
more effective science, technology, engineering, mathematics, 
or critical foreign language teachers; 
(6) how the program will prepare participants to assume 
leadership roles in their schools; 
(7) how teachers (or science, technology, engineering, 
mathematics, or critical foreign language professionals) who 
are members of groups that are underrepresented in the 
teaching of science, technology, engineering, mathematics, or 
critical foreign languages and teachers from schools determined 
by the partnership to be most in need will be encouraged 
to apply for and participate in the program; 
(8) the ongoing activities and services that will be provided 
to graduates of the program; 
(9) how the partnership will continue the activities assisted 
under the grant when the grant period ends; 
(10) how the partnership will assess, during the program, 
the content knowledge and teaching skills of the program 
participants; and 
(11) methods to ensure applicants to the master’s degree 
program for professionals in science, technology, engineering, 
mathematics, or a critical foreign language demonstrate 
advanced knowledge in the relevant subject. 
(c) AUTHORIZED ACTIVITIES.—Each eligible recipient receiving 
a grant under this section shall use the grant funds to develop 
and implement a 2- or 3-year part-time master’s degree program 
in science, technology, engineering, mathematics, or critical foreign 
language education for teachers in order to enhance the teachers’ 
content knowledge and teaching skills, or programs for professionals
H. R. 2272—62 
in science, technology, engineering, mathematics, or a critical for-
eign language that lead to a 1-year master’s degree in teaching 
that results in teacher certification. The program shall— 
(1) promote effective teaching skills so that program partici-
pants become more effective science, technology, engineering, 
mathematics, or critical foreign language teachers; 
(2) prepare teachers to assume leadership roles in their 
schools by participating in activities such as teacher mentoring, 
development of curricula that integrate state of the art applica-
tions of science, technology, engineering, mathematics, or crit-
ical foreign language into the classroom, working with school 
administrators in establishing in-service professional develop-
ment of teachers, and assisting in evaluating data and assess-
ments to improve student academic achievement; 
(3) use high-quality research, laboratory, or internship 
experiences for program participants that are integrated with 
coursework; 
(4) provide student teaching or clinical classroom experi-
ence; 
(5) if implementing a program in which participants are 
prepared to teach science, technology, engineering, mathe-
matics, or critical foreign language courses, provide strategies 
for improving student literacy; 
(6) align the content knowledge in the master’s degree 
program with challenging student academic achievement stand-
ards and challenging academic content standards established 
by the State in which the program is conducted; 
(7) encourage the participation of— 
(A) individuals who are members of groups that are 
underrepresented in the teaching of science, technology, 
engineering, mathematics, or critical foreign languages; 
(B) members of the Armed Forces who are transitioning 
to civilian life; and 
(C) teachers teaching in schools determined by the 
partnership to be most in need; 
(8) offer tuition assistance, based on need, as appropriate; 
(9) create opportunities for enhanced and ongoing profes-
sional development for teachers that improves the science, tech-
nology, engineering, mathematics, and critical foreign language 
content knowledge and teaching skills of such teachers; and 
(10) evaluate and report on the impact of the program, 
in accordance with subsection (d). 
(d) EVALUATION AND REPORT.—Each eligible recipient receiving 
a grant under this section shall evaluate, using measurable objec-
tives and benchmarks, and provide an annual report to the Sec-
retary regarding, the extent to which the program assisted under 
this section succeeded in the following: 
(1) Increasing the number and percentage of science, tech-
nology, engineering, mathematics, or critical foreign language 
teachers who have a master’s degree and meet 1 or more 
of the following requirements: 
(A) Are teaching in schools determined by the partner-
ship to be most in need, and taught in such schools prior 
to participation in the program. 
(B) Are teaching in schools determined by the partner-
ship to be most in need, and did not teach in such schools 
prior to participation in the program.
H. R. 2272—63 
(C) Are members of a group underrepresented in the 
teaching of science, technology, engineering, mathematics, 
or a critical foreign language. 
(2) 
Bringing 
professionals 
in 
science, 
technology, 
engineering, mathematics, or a critical foreign language into 
the field of teaching. 
(3) Retaining teachers who participate in the program. 
SEC. 6115. GENERAL PROVISIONS. 
(a) DURATION OF GRANTS.—The Secretary shall award each 
grant under this part for a period of not more than 5 years. 
(b) MATCHING
REQUIREMENT.—Each eligible recipient that 
receives a grant under this part shall provide, from non-Federal 
sources, an amount equal to 50 percent of the amount of the 
grant (which may be provided in cash or in kind) to carry out 
the activities supported by the grant. 
(c) SUPPLEMENT, NOT SUPPLANT.—Grant funds provided under 
this part shall be used to supplement, and not supplant, other 
Federal or State funds. 
(d) EVALUATION.—From amounts made available for any fiscal 
year under section 6116, the Secretary shall reserve such sums 
as may be necessary— 
(1) to provide for the conduct of an annual independent 
evaluation, by grant or by contract, of the activities assisted 
under this part, which shall include an assessment of the 
impact of the activities on student academic achievement; and 
(2) to prepare and submit an annual report on the results 
of the evaluation described in paragraph (1) to the Committee 
on Health, Education, Labor, and Pensions of the Senate, the 
Committee on Education and Labor of the House of Representa-
tives, and the Committees on Appropriations of the Senate 
and House of Representatives. 
SEC. 6116. AUTHORIZATION OF APPROPRIATIONS. 
There are authorized to be appropriated to carry out this section 
$276,200,000 for fiscal year 2008, and such sums as may be nec-
essary for each of the 2 succeeding fiscal years, of which— 
(1) $151,200,000 shall be available to carry out section 
6113 for fiscal year 2008 and each succeeding fiscal year; and 
(2) $125,000,000 shall be available to carry out section 
6114 for fiscal year 2008 and each succeeding fiscal year. 
PART II—ADVANCED PLACEMENT AND INTER-
NATIONAL BACCALAUREATE PROGRAMS 
SEC. 6121. PURPOSE. 
It is the purpose of this part— 
(1) to raise academic achievement through Advanced Place-
ment and International Baccalaureate programs by increasing, 
by 70,000, over a 4-year period beginning in 2008, the number 
of teachers serving high-need schools who are qualified to teach 
Advanced Placement or International Baccalaureate courses 
in mathematics, science, and critical foreign languages; 
(2) to increase, to 700,000 per year, the number of students 
attending high-need schools who—
H. R. 2272—64 
(A) take and score a 3, 4, or 5 on an Advanced Place-
ment examination in mathematics, science, or a critical 
foreign language administered by the College Board; or 
(B) achieve a passing score on an examination adminis-
tered by the International Baccalaureate Organization in 
such a subject; 
(3) to increase the availability of, and enrollment in, 
Advanced Placement or International Baccalaureate courses 
in mathematics, science, and critical foreign languages, and 
pre-Advanced Placement or pre-International Baccalaureate 
courses in such subjects, in high-need schools; and 
(4) to support statewide efforts to increase the availability 
of, and enrollment in, Advanced Placement or International 
Baccalaureate courses in mathematics, science, and critical for-
eign languages, and pre-Advanced Placement or pre-Inter-
national Baccalaureate courses in such subjects, in high-need 
schools. 
SEC. 6122. DEFINITIONS. 
In this part: 
(1) ADVANCED
PLACEMENT
OR
INTERNATIONAL
BACCA-
LAUREATE COURSE.—The term ‘‘Advanced Placement or Inter-
national Baccalaureate course’’ means— 
(A) a course of college-level instruction provided to 
secondary school students, terminating in an examination 
administered by the College Board or the International 
Baccalaureate Organization, or another such examination 
approved by the Secretary; or 
(B) another highly rigorous, evidence-based, postsec-
ondary preparatory program terminating in an examination 
administered by another nationally recognized educational 
organization that has a demonstrated record of effective-
ness in assessing secondary school students, or another 
such examination approved by the Secretary. 
(2) ELIGIBLE ENTITY.—The term ‘‘eligible entity’’ means— 
(A) a State educational agency; 
(B) a local educational agency; or 
(C) a partnership consisting of— 
(i) a national, regional, or statewide nonprofit 
organization, with expertise and experience in pro-
viding Advanced Placement or International Bacca-
laureate services; and 
(ii) a State educational agency or local educational 
agency. 
(3) LOW-INCOME STUDENT.—The term ‘‘low-income student’’ 
has the meaning given the term ‘‘low-income individual’’ in 
section 1707(3) of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6537(3)). 
(4) HIGH CONCENTRATION OF LOW-INCOME STUDENTS.—The 
term ‘‘high concentration of low-income students’’ has the 
meaning given the term in section 1707(2) of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 6537(2)). 
(5) HIGH-NEED
LOCAL
EDUCATIONAL
AGENCY.—The term 
‘‘high-need local educational agency’’ means a local educational 
agency or educational service agency described in 6112(3)(A). 
(6) HIGH-NEED
SCHOOL.—The term ‘‘high-need school’’ 
means a secondary school—
H. R. 2272—65 
(A) with a pervasive need for Advanced Placement 
or International Baccalaureate courses in mathematics, 
science, or critical foreign languages, or for additional 
Advanced 
Placement 
or 
International 
Baccalaureate 
courses in such a subject; and 
(B)(i) with a high concentration of low-income students; 
or 
(ii) designated with a school locale code of 41, 42, 
or 43, as determined by the Secretary. 
SEC. 6123. ADVANCED PLACEMENT AND INTERNATIONAL BACCA-
LAUREATE PROGRAMS. 
(a) PROGRAM AUTHORIZED.—From the amounts appropriated 
under subsection (l), the Secretary is authorized to award grants, 
on a competitive basis, to eligible entities to enable the eligible 
entities to carry out the authorized activities described in subsection 
(g). 
(b) DURATION OF GRANTS.—The Secretary may award grants 
under this section for a period of not more than 5 years. 
(c) COORDINATION.—The Secretary shall coordinate the activi-
ties carried out under this section with the activities carried out 
under section 1705 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6535). 
(d) PRIORITY.—In awarding grants under this section, the Sec-
retary shall give priority to eligible entities that are part of a 
statewide strategy for increasing— 
(1) the availability of Advanced Placement or International 
Baccalaureate courses in mathematics, science, and critical for-
eign languages, and pre-Advanced Placement or pre-Inter-
national Baccalaureate courses in such subjects, in high-need 
schools; and 
(2) the number of students who participate in Advanced 
Placement or International Baccalaureate courses in mathe-
matics, science, and critical foreign language in high-need 
schools, and take and score a 3, 4, or 5 on an Advanced 
Placement examination in such a subject, or pass an examina-
tion administered by the International Baccalaureate Organiza-
tion in such a subject in such schools. 
(e) EQUITABLE DISTRIBUTION.—The Secretary, to the extent 
practicable, shall— 
(1) ensure an equitable geographic distribution of grants 
under this section among the States; and 
(2) promote an increase in participation in Advanced Place-
ment or International Baccalaureate mathematics, science, and 
critical foreign language courses and examinations in all States. 
(f) APPLICATION.— 
(1) IN
GENERAL.—Each eligible entity desiring a grant 
under this section shall submit an application to the Secretary 
at such time, in such manner, and containing such information 
as the Secretary may reasonably require. 
(2) CONTENTS.—The application shall, at a minimum, 
include a description of— 
(A) the goals and objectives for the project, including— 
(i) increasing the number of teachers serving high- 
need schools who are qualified to teach Advanced 
Placement or International Baccalaureate courses in 
mathematics, science, or critical foreign languages;
H. R. 2272—66 
(ii) increasing the number of qualified teachers 
serving high-need schools who are teaching Advanced 
Placement or International Baccalaureate courses in 
mathematics, science, or critical foreign languages to 
students in the high-need schools; 
(iii) increasing the number of Advanced Placement 
or International Baccalaureate courses in mathematics, 
science, and critical foreign languages that are avail-
able to students attending high-need schools; and 
(iv) increasing the number of students attending 
a high-need school, particularly low-income students, 
who enroll in and pass— 
(I) Advanced Placement or International 
Baccalaureate courses in mathematics, science, or 
critical foreign languages; and 
(II) pre-Advanced Placement or pre-Inter-
national Baccalaureate courses in such a subject 
(where provided in accordance with subparagraph 
(B)); 
(B) how the eligible entity will ensure that students 
have access to courses, including pre-Advanced Placement 
and pre-International Baccalaureate courses, that will pre-
pare the students to enroll and succeed in Advanced Place-
ment or International Baccalaureate courses in mathe-
matics, science, or critical foreign languages; 
(C) how the eligible entity will provide professional 
development for teachers assisted under this section; 
(D) how the eligible entity will ensure that teachers 
serving high-need schools are qualified to teach Advanced 
Placement or International Baccalaureate courses in 
mathematics, science, or critical foreign languages; 
(E) how the eligible entity will provide for the involve-
ment of business and community organizations and other 
entities, including institutions of higher education, in the 
activities to be assisted; and 
(F) how the eligible entity will use funds received under 
this section, including how the eligible entity will evaluate 
the success of its project. 
(g) AUTHORIZED ACTIVITIES.— 
(1) IN GENERAL.—Each eligible entity that receives a grant 
under this section shall use the grant funds to carry out activi-
ties designed to increase— 
(A) the number of qualified teachers serving high-need 
schools who are teaching Advanced Placement or Inter-
national Baccalaureate courses in mathematics, science, 
or critical foreign languages; and 
(B) the number of students attending high-need schools 
who enroll in, and pass, the examinations for such 
Advanced 
Placement 
or 
International 
Baccalaureate 
courses. 
(2) PERMISSIVE
ACTIVITIES.—The activities described in 
paragraph (1) may include— 
(A) teacher professional development, in order to 
expand the pool of teachers in the participating State,
H. R. 2272—67 
local educational agency, or high-need school who are quali-
fied to teach Advanced Placement or International Bacca-
laureate courses in mathematics, science, or critical foreign 
languages; 
(B) pre-Advanced Placement or pre-International 
Baccalaureate 
course 
development 
and 
professional 
development; 
(C) coordination and articulation between grade levels 
to prepare students to enroll and succeed in Advanced 
Placement or International Baccalaureate courses in 
mathematics, science, or critical foreign languages; 
(D) purchase of instructional materials; 
(E) activities to increase the availability of, and partici-
pation in, online Advanced Placement or International 
Baccalaureate courses in mathematics, science, and critical 
foreign languages; 
(F) reimbursing low-income students attending high- 
need schools for part or all of the cost of Advanced Place-
ment or International Baccalaureate examination fees; 
(G) carrying out subsection (j), relating to collecting 
and reporting data; 
(H) in the case of a State educational agency that 
receives a grant under this section, awarding subgrants 
to local educational agencies to enable the local educational 
agencies to carry out authorized activities described in 
subparagraphs (A) through (G); and 
(I) providing salary increments or bonuses to teachers 
serving high-need schools who— 
(i) become qualified to teach, and teach, Advanced 
Placement or International Baccalaureate courses in 
mathematics, science, or a critical foreign language; 
or 
(ii) increase the number of low-income students, 
who take Advanced Placement or International Bacca-
laureate examinations in mathematics, science, or a 
critical foreign language with the goal of successfully 
passing such examinations. 
(h) MATCHING REQUIREMENT.— 
(1) IN GENERAL.—Subject to paragraph (2), each eligible 
entity that receives a grant under this section shall provide, 
toward the cost of the activities assisted under the grant, 
from non-Federal sources, an amount equal to 200 percent 
of the amount of the grant, except that an eligible entity that 
is a high-need local educational agency shall provide an amount 
equal to not more than 100 percent of the amount of the 
grant. 
(2) WAIVER.—The Secretary may waive all or part of the 
matching requirement described in paragraph (1) for any fiscal 
year for an eligible entity described in subparagraph (A) or 
(B) of section 6122(2), if the Secretary determines that applying 
the matching requirement to such eligible entity would result 
in serious hardship or an inability to carry out the authorized 
activities described in subsection (g). 
(i) SUPPLEMENT NOT SUPPLANT.—Grant funds provided under 
this section shall be used to supplement, not supplant, other Federal 
and non-Federal funds available to carry out the activities described 
in subsection (g).
H. R. 2272—68 
(j) COLLECTING AND REPORTING REQUIREMENTS.— 
(1) REPORT.—Each eligible entity receiving a grant under 
this section shall collect and report to the Secretary annually 
such data on the results of the grant as the Secretary may 
reasonably require, including data regarding— 
(A) the number of students enrolling in Advanced 
Placement or International Baccalaureate courses in 
mathematics, science, or a critical foreign language, and 
pre-Advanced 
Placement 
or 
pre-International 
Bacca-
laureate courses in such a subject, by the grade the student 
is enrolled in, and the distribution of grades those students 
receive; 
(B) the number of students taking Advanced Placement 
or International Baccalaureate examinations in mathe-
matics, science, or a critical foreign language, and the 
distribution of scores on those examinations by the grade 
the student is enrolled in at the time of the examination; 
(C) the number of teachers receiving training in 
teaching Advanced Placement or International Bacca-
laureate courses in mathematics, science, or a critical for-
eign language who will be teaching such courses in the 
next school year; 
(D) the number of teachers becoming qualified to teach 
Advanced 
Placement 
or 
International 
Baccalaureate 
courses in mathematics, science, or a critical foreign lan-
guage; and 
(E) the number of qualified teachers who are teaching 
Advanced 
Placement 
or 
International 
Baccalaureate 
courses in mathematics, science, or critical foreign lan-
guages to students in a high-need school. 
(2) REPORTING OF DATA.—Each eligible entity receiving a 
grant under this section shall report data required under para-
graph (1)— 
(A) disaggregated by subject area; 
(B) in the case of student data, disaggregated in the 
same manner as information is disaggregated under section 
1111(h)(1)(C)(i) of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6311(h)(1)(C)(i)); and 
(C) to the extent feasible, in a manner that allows 
comparison of conditions before, during, and after the 
project. 
(k) EVALUATION AND REPORT.—From the amount made avail-
able for any fiscal year under subsection (l), the Secretary shall 
reserve such sums as may be necessary— 
(1) to conduct an annual independent evaluation, by grant 
or by contract, of the program carried out under this section, 
which shall include an assessment of the impact of the program 
on student academic achievement; and 
(2) to prepare and submit an annual report on the results 
of the evaluation described in paragraph (1) to the Committee 
on Health, Education, Labor, and Pensions of the Senate, the 
Committee on Education and Labor of the House of Representa-
tives, and the Committees on Appropriations of the Senate 
and House of Representatives. 
(l) AUTHORIZATION OF APPROPRIATIONS.—There are authorized 
to be appropriated to carry out this section $75,000,000 for fiscal
H. R. 2272—69 
year 2008, and such sums as may be necessary for each of the 
2 succeeding fiscal years. 
PART III—PROMISING PRACTICES IN SCIENCE, 
TECHNOLOGY, ENGINEERING, AND MATHE-
MATICS TEACHING 
SEC. 6131. PROMISING PRACTICES. 
(a) PURPOSE.—The purpose of this section is to establish an 
expert panel to provide information on promising practices for 
strengthening teaching and learning in science, technology, 
engineering, and mathematics at the elementary school and sec-
ondary school levels. The panel shall build on prior Federal efforts, 
such as efforts by the National Mathematics Advisory Panel, and 
shall synthesize scientific evidence pertaining to the improvement 
of science, technology, engineering, and mathematics teaching and 
learning. 
(b) NATIONAL PANEL ON PROMISING PRACTICES IN K–12 STEM 
TEACHING AND LEARNING.— 
(1) IN GENERAL.—The Secretary shall enter into a contract 
with the Center for Education of the National Academy of 
Sciences to establish and convene, not later than 1 year after 
the date of enactment of this Act, an expert panel to— 
(A) identify promising practices for improving teaching 
and 
student 
achievement 
in 
science, 
technology, 
engineering, and mathematics in kindergarten through 
grade 12; and 
(B) examine and synthesize the scientific evidence per-
taining to the improvement of science, technology, 
engineering, and mathematics teaching and learning. 
(2) COMPOSITION
OF
NATIONAL
PANEL.—The National 
Academy of Sciences shall ensure that the panel established 
under paragraph (1) represents scientists, engineers, mathe-
maticians, technologists, computer and information technology 
experts, educators, principals, researchers with expertise in 
teaching and learning (including experts in cognitive science), 
and others with relevant expertise. The National Academy of 
Sciences shall ensure that the panel includes the following: 
(A) Representation of teachers and principals directly 
involved in teaching science, technology, engineering, and 
mathematics in kindergarten through grade 12. 
(B) Representation of teachers and principals from 
diverse 
demographic 
groups 
and 
geographic 
areas, 
including urban, suburban, and rural schools. 
(C) Representation of teachers and principals from 
public and private schools. 
(3) QUALIFICATION
OF
MEMBERS.—The members of the 
panel established under paragraph (1) shall be individuals who 
have expertise and experience relating to— 
(A) existing science, technology, engineering, and 
mathematics education programs; 
(B) developing and improving science, technology, 
engineering, and mathematics curricula content; 
(C) improving the academic achievement of students 
who are below grade level in science, technology, 
engineering, and mathematics fields; and
H. R. 2272—70 
(D) research on teaching or learning. 
(c) AUTHORIZED ACTIVITIES OF NATIONAL PANEL.—The panel 
established under subsection (b) shall identify— 
(1) promising practices in the effective teaching and 
learning of science, technology, engineering, and mathematics 
topics in kindergarten through grade 12; 
(2) promising training and professional development tech-
niques designed to help teachers increase their skills and exper-
tise in improving student achievement in science, technology, 
engineering, and mathematics in kindergarten through grade 
12; 
(3) critical skills and skills progressions needed to enable 
students to acquire competence in science, technology, 
engineering, and mathematics and readiness for advanced sec-
ondary school and college level science, technology, engineering, 
and mathematics coursework; 
(4) processes by which students with varying degrees of 
prior academic achievement and backgrounds learn effectively 
in the science, technology, engineering, and mathematics fields; 
and 
(5) areas in which existing data about promising practices 
in science, technology, engineering, and mathematics education 
are insufficient. 
(d) REPORT.—The panel established under subsection (b) shall 
prepare a written report for the Secretary that presents the findings 
of the panel pursuant to this section and includes recommendations, 
based on the findings of the panel, to strengthen science, technology, 
engineering, and mathematics teaching and learning in kinder-
garten through grade 12. 
(e) DISSEMINATION.—The Secretary shall disseminate the report 
under subsection (d) to the public, State educational agencies, and 
local educational agencies, and shall make the information in such 
report available, in an easy to understand format, on the website 
of the Department. 
(f) SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS 
PROMISING PRACTICES.— 
(1) RELIABILITY AND MEASUREMENT.—The promising prac-
tices in the teaching of science, technology, engineering, and 
mathematics in elementary schools and secondary schools col-
lected under this section shall be— 
(A) reliable, valid, and grounded in scientifically valid 
research; 
(B) inclusive of the critical skills and skill progressions 
needed for students to acquire competence in science, tech-
nology, engineering, and mathematics; 
(C) reviewed regularly to assess effectiveness; and 
(D) reviewed in the context of State academic assess-
ments and student academic achievement standards. 
(2) STUDENTS WITH DIVERSE LEARNING NEEDS.—In identi-
fying promising practices under this section, the panel estab-
lished under subsection (b) shall take into account the needs 
of students with diverse learning needs, particularly students 
with disabilities and students who are limited English pro-
ficient. 
(g) AUTHORIZATION OF APPROPRIATIONS.—There are authorized 
to be appropriated to carry out this section $1,200,000 for fiscal 
year 2008.
H. R. 2272—71 
Subtitle B—Mathematics 
SEC. 6201. MATH NOW FOR ELEMENTARY SCHOOL AND MIDDLE 
SCHOOL STUDENTS PROGRAM. 
(a) PURPOSE.—The purpose of this section is to enable all stu-
dents to reach or exceed grade-level academic achievement stand-
ards and to prepare the students to enroll in and pass algebra 
courses by— 
(1) improving instruction in mathematics for students in 
kindergarten through grade 9 through the implementation of 
mathematics programs and the support of comprehensive 
mathematics initiatives that are research-based and reflect a 
demonstrated record of effectiveness; and 
(2) providing targeted help to low-income students who 
are struggling with mathematics and whose achievement is 
significantly below grade level. 
(b) DEFINITION OF ELIGIBLE LOCAL EDUCATIONAL AGENCY.— 
In this section, the term ‘‘eligible local educational agency’’ means 
a high-need local educational agency (as defined in section 6112(3)) 
serving 1 or more schools— 
(1) with significant numbers or percentages of students 
whose mathematics skills are below grade level; 
(2) that are not making adequate yearly progress in mathe-
matics under section 1111(b)(2) of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 6311(b)(2)); or 
(3) in which students are receiving instruction in mathe-
matics from teachers who do not have mathematical content 
knowledge or expertise in the teaching of mathematics. 
(c) PROGRAM AUTHORIZED.— 
(1) IN GENERAL.—From the amounts appropriated under 
subsection (k) for any fiscal year, the Secretary is authorized 
to award grants, on a competitive basis, for a period of 3 
years, to State educational agencies to enable the State edu-
cational agencies to award grants to eligible local educational 
agencies to carry out the activities described in subsection 
(e) for students in any of the grades kindergarten through 
grade 9. 
(2) PRIORITY.—In awarding grants under this section, the 
Secretary shall give priority to applications for projects that 
will implement statewide strategies for improving mathematics 
instruction and raising the mathematics achievement of stu-
dents, particularly students in grades 4 through 8. 
(d) STATE USES OF FUNDS.— 
(1) IN
GENERAL.—Each State educational agency that 
receives a grant under this section for a fiscal year— 
(A) shall expend not more than a total of 10 percent 
of the grant funds to carry out the activities described 
in paragraph (2) or (3) for the fiscal year; and 
(B) shall use not less than 90 percent of the grant 
funds to award grants, on a competitive basis, to eligible 
local educational agencies to enable the eligible local edu-
cational agencies to carry out the activities described in 
subsection (e) for the fiscal year. 
(2) MANDATORY
USES
OF
FUNDS.—A State educational 
agency shall use the grant funds made available under para-
graph (1)(A) to carry out each of the following activities:
H. R. 2272—72 
(A) PLANNING
AND
ADMINISTRATION.—Planning and 
administration, including— 
(i) evaluating applications from eligible local edu-
cational agencies using peer review teams described 
in subsection (f)(1)(D); 
(ii) administering the distribution of grants to 
eligible local educational agencies; and 
(iii) assessing and evaluating, on a regular basis, 
eligible local educational agency activities assisted 
under this section, with respect to whether the activi-
ties have been effective in increasing the number of 
students— 
(I) making progress toward meeting grade- 
level mathematics achievement; and 
(II) meeting or exceeding grade-level mathe-
matics achievement. 
(B) REPORTING.—Annually providing the Secretary 
with a report on the implementation of this section as 
described in subsection (i). 
(3) PERMISSIVE USES OF FUNDS; TECHNICAL ASSISTANCE.— 
(A) IN GENERAL.—A State educational agency may use 
the grant funds made available under paragraph (1)(A) 
for 1 or more of the following technical assistance activities 
that assist an eligible local educational agency, upon 
request by the eligible local educational agency, in accom-
plishing the tasks required to design and implement a 
project under this section, including assistance in— 
(i) implementing mathematics programs or com-
prehensive mathematics initiatives that are research- 
based and reflect a demonstrated record of effective-
ness; 
(ii) evaluating and selecting diagnostic and class-
room based instructional mathematics assessments; 
and 
(iii) identifying eligible professional development 
providers to conduct the professional development 
activities described in subsection (e)(1)(B). 
(B) GUIDANCE.—The technical assistance described in 
subparagraph (A) shall be guided by researchers with 
expertise in the pedagogy of mathematics, mathematicians, 
and mathematics educators from high-risk, high-achieve-
ment schools and eligible local educational agencies. 
(e) LOCAL USES OF FUNDS.— 
(1) MANDATORY USES OF FUNDS.—Each eligible local edu-
cational agency receiving a grant under this section shall use 
the grant funds to carry out each of the following activities 
for students in any of the grades kindergarten through grade 
9: 
(A) To implement mathematics programs or com-
prehensive mathematics initiatives— 
(i) for students in the grades of a participating 
school as identified in the application submitted under 
subsection (f)(2)(B); and 
(ii) that are research-based and reflect a dem-
onstrated record of effectiveness. 
(B) To provide professional development and instruc-
tional leadership activities for teachers and, if appropriate,
H. R. 2272—73 
for 
administrators 
and 
other 
school 
staff, 
on 
the 
implementation of comprehensive mathematics initiatives 
designed— 
(i) to improve the achievement of students per-
forming significantly below grade level; 
(ii) to improve the mathematical content knowl-
edge of the teachers, administrators, and other school 
staff; 
(iii) to increase the use of effective instructional 
practices; and 
(iv) to monitor student progress. 
(C) To conduct continuous progress monitoring, which 
may include the adoption and use of assessments that— 
(i) measure student progress and identify areas 
in which students need help in learning mathematics; 
and 
(ii) reflect mathematics content that is consistent 
with State academic achievement standards in mathe-
matics described in section 1111(b) of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
6311(b)). 
(2) PERMISSIVE
USES
OF
FUNDS.—An eligible local edu-
cational agency may use grant funds under this section to— 
(A) adopt and use mathematics instructional materials 
and assessments; 
(B) implement classroom-based assessments, including 
diagnostic or formative assessments; 
(C) provide remedial coursework and interventions for 
students, which may be provided before or after school; 
(D) provide small groups with individualized instruc-
tion in mathematics; 
(E) conduct activities designed to improve the content 
knowledge and expertise of teachers, such as the use of 
a mathematics coach, enrichment activities, and inter-
disciplinary methods of mathematics instruction; and 
(F) collect and report performance data. 
(f) APPLICATIONS.— 
(1) STATE EDUCATIONAL AGENCY.—Each State educational 
agency desiring a grant under this section shall submit an 
application to the Secretary at such time and in such manner 
as the Secretary may require. Each application shall include— 
(A) an assurance that the core mathematics instruc-
tional program, supplemental instructional materials, and 
intervention programs used by the eligible local educational 
agencies for the project, are research-based and reflect 
a demonstrated record of effectiveness and are aligned 
with State academic achievement standards; 
(B) an assurance that eligible local educational agen-
cies will meet the requirements described in paragraph 
(2); 
(C) an assurance that local applications will be evalu-
ated using a peer review process; 
(D) a description of the qualifications of the peer review 
teams, which shall consist of— 
(i) researchers with expertise in the pedagogy of 
mathematics; 
(ii) mathematicians; and
H. R. 2272—74 
(iii) mathematics educators serving high-risk, high- 
achievement schools and eligible local educational 
agencies; and 
(E) an assurance that the State has a process to safe-
guard against conflicts of interest consistent with sub-
section (j)(2) and section 6204 for individuals providing 
technical assistance on behalf of the State educational 
agency or participating in the State peer review process 
under this subtitle. 
(2) ELIGIBLE LOCAL EDUCATIONAL AGENCY.—Each eligible 
local educational agency desiring a grant under this section 
shall submit an application to the State educational agency 
at such time and in such manner as the State educational 
agency may require. Each application shall include— 
(A) an assurance that the eligible local educational 
agency will provide assistance to 1 or more schools that 
are— 
(i) served by the eligible local educational agency; 
and 
(ii) described in section 6201(b); 
(B) a description of the grades, and of the schools, 
that will be served; 
(C) information, on an aggregate basis, on each school 
to be served by the project, including such demographic, 
socioeconomic, and mathematics achievement data as the 
State educational agency may request; 
(D) a description of the core mathematics instructional 
program, supplemental instructional materials, and inter-
vention programs or strategies that will be used for the 
project, including an assurance that the programs or strate-
gies are research-based and reflect a demonstrated record 
of effectiveness and are aligned with State academic 
achievement standards; 
(E) a description of the activities that will be carried 
out under the grant, including a description of the profes-
sional development that will be provided to teachers, and, 
if appropriate, administrators and other school staff, and 
a description of how the activities will support achievement 
of the purpose of this section; 
(F) an assurance that the eligible local educational 
agency will report to the State educational agency all data 
on student academic achievement that is necessary for 
the State educational agency’s report under subsection (i); 
(G) a description of the eligible entity’s plans for evalu-
ating the impact of professional development and leader-
ship activities in mathematics on the content knowledge 
and expertise of teachers, administrators, or other school 
staff; and 
(H) any other information the State educational agency 
may reasonably require. 
(g) PROHIBITIONS.— 
(1) IN GENERAL.—In implementing this section, the Sec-
retary shall not— 
(A) endorse, approve, or sanction any mathematics cur-
riculum designed for use in any school; or 
(B) engage in oversight, technical assistance, or activi-
ties that will require the adoption of a specific mathematics
H. R. 2272—75 
program or instructional materials by a State, local edu-
cational agency, or school. 
(2) RULE OF CONSTRUCTION.—Nothing in this subtitle shall 
be construed to authorize or permit the Department of Edu-
cation, or a Department of Education contractor, to mandate, 
direct, control, or suggest the selection of a mathematics cur-
riculum, supplemental instructional materials, or program of 
instruction by a State, local educational agency, or school. 
(h) MATCHING REQUIREMENTS.— 
(1) STATE
EDUCATIONAL
AGENCY.—A State educational 
agency that receives a grant under this section shall provide, 
from non-Federal sources, an amount equal to 50 percent of 
the amount of the grant, in cash or in kind, to carry out 
the activities supported by the grant, of which not more than 
20 percent of such 50 percent may be provided by local edu-
cational agencies within the State. 
(2) WAIVER.—The Secretary may waive all of or a portion 
of the matching requirement described in paragraph (1) for 
any fiscal year, if the Secretary determines that— 
(A) the application of the matching requirement will 
result in serious hardship for the State educational agency; 
or 
(B) providing a waiver best serves the purpose of the 
program assisted under this section. 
(i) PROGRAM PERFORMANCE AND ACCOUNTABILITY.— 
(1) INFORMATION.—Each State educational agency receiving 
a grant under this section shall collect and report to the Sec-
retary annually such information on the results of the grant 
as the Secretary may reasonably require, including information 
on— 
(A) mathematics achievement data that show the 
progress of students participating in projects under this 
section (including, to the extent practicable, comparable 
data from students not participating in such projects), 
based primarily on the results of State, school district 
wide, or classroom-based, assessments, including— 
(i) specific identification of those schools and 
eligible local educational agencies that report the 
largest gains in mathematics achievement; and 
(ii) evidence on whether the State educational 
agency and eligible local educational agencies within 
the State have— 
(I) significantly increased the number of stu-
dents achieving at grade level or above in mathe-
matics; 
(II) significantly increased the percentages of 
students described in section 1111(b)(2)(C)(v)(II) 
of the Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 6311(b)(2)(C)(v)(II)) who are 
achieving at grade level or above in mathematics; 
(III) significantly increased the number of stu-
dents making significant progress toward meeting 
grade-level mathematics achievement standards; 
and 
(IV) successfully implemented this section; 
(B) the percentage of students in the schools served 
by the eligible local educational agency who enroll in