datamatters24/research-document-archive huggingface dataset:
tify students who are struggling academi-
cally and have poor attendance records or 
have been suspended in or before the mid-
dle grades or are likely to struggle in high 
school or to not graduate and provide sup-
ports to get such students back on track; 
and 
(C) 2 percent to enter into contracts with 
or provide grants to technical assistance pro-
viders to build their capacity to serve more high 
schools and to support the development or en-
hancement of research-based whole secondary 
school reform or new secondary school models. 
(2) 
STATE
ALLOTMENT.—From 
the 
total 
amount appropriated under section 114 for a fiscal 
year and not reserved under paragraph (1), the Sec-
retary shall make allotments as follows: 
(A) LOW-INCOME
LOCAL
EDUCATIONAL 
AGENCIES.—From such amount, the Secretary 
shall allot to each State an amount that bears 
the same ratio to 50 percent of the sums being 
allotted as the percentage of students enrolled 
in schools served by low-income local edu-
cational agencies in the State bears to the total 
of such percentages for all the States. 
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(B) LOWEST
CALCULATION.—From such 
amount, the Secretary shall allot to each State 
within the lowest one-third averaged freshman 
graduation rate an amount that bears the same 
ratio to 25 percent of the sums being allotted 
as the number of students enrolled in high 
schools in the State bears to the total of such 
students in all of such States within the lowest 
one-third averaged freshman graduation rate. 
(C) MIDDLE
CALCULATION.—From such 
amount, the Secretary shall allot to each State 
within the middle one-third averaged freshman 
graduation rate an amount that bears the same 
ratio to 15 percent of the sums being allotted 
as the number of students enrolled in high 
schools in the State bears to the total of such 
students in all of such States within the middle 
one-third averaged freshman graduation rate. 
(D) HIGHEST CALCULATION.—From such 
amount, the Secretary shall allot to each State 
within the highest one-third averaged freshman 
graduation rate an amount that bears the same 
ratio to 10 percent of the sums being allotted 
as the number of students enrolled in high 
schools in the State bears to the total of such 
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I 
110TH CONGRESS 
2D SESSION 
H. R. 5377 
To extend the temporary suspension of duty on 1,2 Octanediol. 
IN THE HOUSE OF REPRESENTATIVES 
FEBRUARY 12, 2008 
Mr. BROWN of South Carolina introduced the following bill; which was 
referred to the Committee on Ways and Means 
A BILL 
To extend the temporary suspension of duty on 1,2 
Octanediol. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. 1,2 OCTANEDIOL. 
(a) IN GENERAL.—Heading 9902.24.48 of the Har-
monized Tariff Schedule of the United States (relating to 
1,2 Octanediol) is amended by striking the date in the ef-
fective period column and inserting ‘‘12/31/2011’’. 
(b) EFFECTIVE DATE.—The amendment made by 
subsection (a) applies to goods entered, or withdrawn from 
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wwoods2 on PRODPC68 with BILLS
students in all of such States within the highest 
one-third averaged freshman graduation rate. 
(3) REALLOTMENT.—If any State does not 
apply for an allotment under this subsection for any 
fiscal year, the Secretary shall reallot the amount of 
the allotment to the remaining States in accordance 
with this subsection. 
(4) MATCHING
FUNDS.—A State educational 
agency that receives a grant under this title shall 
provide matching funds, from non-Federal sources, 
in an amount equal to 25 percent of the amount of 
grant funds provided to the State under this title 
(which may be provided in cash or in-kind, but not 
more than 10 percent of the amount of grant funds 
may be provided in-kind) to carry out the activities 
supported by the grant. In-kind contributions shall 
be directed toward supporting State educational 
agency technical assistance efforts or the operation 
of the State’s differentiated high school improvement 
system. 
(5) FIVE-YEAR
PERIOD.—Allotments deter-
mined under this section shall determine allotments 
for the next consecutive five years. 
SEC. 106. SECRETARIAL PEER REVIEW AND APPROVAL. 
(a) IN GENERAL.—The Secretary shall— 
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(1) establish a peer-review process to assist in 
the review and approval of State plans; 
(2) appoint individuals to the peer-review proc-
ess who are educators and experts in educational 
standards, assessments, accountability, high school 
improvement, dropout prevention, and other edu-
cational needs of high school students; 
(3) approve a State plan submitted under this 
title not later than 120 days after the date of the 
submission of the plan unless the Secretary deter-
mines that the plan does not meet the requirements 
of this title; 
(4) if the Secretary determines that the State 
plan does not meet the requirements of this title, im-
mediately notify the State of such determination and 
the reasons for such determination; 
(5) not decline to approve a State’s plan be-
fore— 
(A) offering the State an opportunity to 
revise the State’s plan; 
(B) providing the State with technical as-
sistance in order to submit a successful applica-
tion; and 
(C) providing a hearing to the State; and 
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(6) have the authority to disapprove a State 
plan for not meeting the requirements of this title. 
(b) STATE REVISIONS.—A State plan shall be revised 
by the State educational agency if required to do so by 
the Secretary to satisfy the requirements of this title. 
(c) ACCURACY.—In approving a State plan, the Sec-
retary shall ensure that— 
(1) the process the State educational agency 
proposes for differentiating school improvement ac-
tions under section 109(b)(4) will assign high 
schools to each category in such a way that accu-
rately identifies schools and leads to the implementa-
tion of the interventions necessary to meet student 
needs; and 
(2) the minimum expected growth targets pro-
posed by the State educational agency under section 
109(b)(2)(B) are meaningful, achievable, and dem-
onstrate continuous and substantial progress. 
SEC. 107. TECHNICAL ASSISTANCE. 
If the Secretary determines that a State does not 
have the capacity to carry out high school improvement 
activities, the Secretary shall offer technical assistance to 
carry out such activities to States directly or through con-
tracts with technical assistance providers. 
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SEC. 108. DIFFERENTIATED HIGH SCHOOL IMPROVEMENT 
SYSTEM. 
(a) IN GENERAL.—A State educational agency that 
receives a grant under this title shall use such funds to 
establish or expand differentiated high school improve-
ment systems. 
(b) SYSTEM
REQUIREMENTS.—The systems de-
scribed in subsection (a) shall be designed to do the fol-
lowing: 
(1) IDENTIFY HIGH-PRIORITY HIGH SCHOOLS.— 
The system shall be designed to identify high-pri-
ority high schools within the State. 
(2) DIFFERENTIATE
SCHOOL
IMPROVEMENT 
ACTIONS.—The system shall be designed to differen-
tiate school improvement actions based on the 
amount and type of supports necessary to improve 
student achievement and graduation rates in high 
schools within the State. 
(3) LOCALLY DRIVEN IMPROVEMENT PLANS.— 
The system shall be designed to provide resources to 
support evidence-based activities chosen by local 
school improvement teams and based on school per-
formance data. 
(4) TARGET FUNDS.—The system shall be de-
signed to target resources and support to those high- 
priority high schools within the State. 
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(5) RECOGNIZE PROGRESS.—The system shall 
be designed to ensure that high schools making 
progress on school performance indicators continue 
to implement effective school improvement strategies 
identified in their current school improvement plan. 
(6) DEMONSTRATE COMMITMENT.—The system 
shall be designed to ensure that high-priority high 
schools making progress on school performance indi-
cators continue to have the resources and supports 
necessary to continue improving high school gradua-
tion rates and student achievement. 
(7) BUILD CAPACITY.—The system shall be de-
signed to build the capacity of the State educational 
agencies and local educational agencies to assist in 
improving student achievement and graduation rates 
in high-priority high schools. 
SEC. 109. STATE APPLICATION TO DEVELOP DIFFEREN-
TIATED HIGH SCHOOL IMPROVEMENT SYS-
TEMS. 
(a) IN GENERAL.— 
(1) IN GENERAL.—For a State to be eligible to 
receive a grant under this title, the State educational 
agency shall submit an application to the Secretary 
at such time, in such manner, and containing such 
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information as the Secretary may reasonably re-
quire. 
(2) REVISED
APPLICATION.—The State edu-
cational agency shall submit a revised application 
every 5 years based on an evaluation of the activities 
conducted under this title. 
(b) CONTENTS.—Each application submitted under 
this section shall include the following: 
(1) SCHOOL
IMPROVEMENT
PROCESS.—The 
State educational agency shall describe how the 
State educational agency will use funds authorized 
under this title to establish or expand a high school 
improvement system described in sections 108 and 
110. 
(2) SCHOOL PERFORMANCE INDICATORS.— 
(A) IN GENERAL.—The State educational 
agency shall define, in consultation with rep-
resentatives from urban, suburban, and rural 
school districts, a set of comprehensive school 
performance indicators that shall be used, in 
addition to the indicators used to determine 
adequate yearly progress, to analyze school per-
formance, determine the amount and type of 
support the school needs, and guide the school 
improvement process. 
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(B) INDICATORS.—The State educational 
agency shall define and use a comprehensive set 
of school performance indicators that dem-
onstrate that a high school is making substan-
tial and continuous progress towards grad-
uating all its students prepared for success in 
college and careers. The indicators must either 
directly measure student achievement and ad-
vancement in high school, or have been dem-
onstrated by research to have a direct impact 
on high school student achievement and ad-
vancement. 
(C) CATEGORIES.—The comprehensive set 
of school performance indicators required by 
subparagraph (A) shall be defined as follows: 
(i) INDICATORS
OF
HIGH
SCHOOL 
STUDENT
ENGAGEMENT
AND
EFFORT.— 
With respect to high school student en-
gagement and effort, the indicators— 
(I) shall include— 
(aa) 
student 
attendance 
rates; and 
(bb) percentage of student 
suspensions and expulsions; and 
(II) may also include— 
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(aa) surveys of high school 
student engagement and effort; 
or 
(bb) other indicators of stu-
dent engagement proposed by the 
State educational agency and ap-
proved by Secretary as part of 
the peer-review process described 
in section 110. 
(ii) INDICATORS
OF
STUDENT
AD-
VANCEMENT.—With respect to student 
achievement, the indicators— 
(I) shall include— 
(aa) either— 
(AA) 
earned 
on-time 
promotion rates from grade 
to grade; or 
(BB) percent of stu-
dents 
who 
have 
on-time 
credit accumulation at the 
end of each grade; and 
(bb) percent of students fail-
ing a core, credit-bearing, read-
ing or language arts, or science 
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course, or failing two or more of 
any course; and 
(II) may also include— 
(aa) measures of college en-
rollment, retention, persistence, 
and attainment; 
(bb) measures of employ-
ment success; or 
(cc) other indicators of stu-
dent advancement proposed by 
the State educational agency and 
approved by Secretary as part of 
the peer-review process described 
in section 110. 
(iii) INDICATORS OF EDUCATOR QUAL-
ITY.—With respect to educator quality, the 
indicators— 
(I) shall include— 
(aa) measures of teacher at-
tendance, vacancies, and turn-
over; and 
(bb) percent of highly quali-
fied teachers, particularly in the 
9th grade or first year of high 
school; and 
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(II) may also include other indi-
cators of educator quality proposed by 
the State educational agency and ap-
proved by Secretary as part of the 
peer-review process described in sec-
tion 110. 
(iv) 
INDICATORS
OF
ACADEMIC 
LEARNING.—With respect to academic 
learning, the indicators— 
(I) shall include— 
(aa) percent of students tak-
ing a college-preparatory cur-
riculum, which may include per-
cent of students taking Advanced 
Placement, International Bacca-
laureate 
course, 
or 
college 
courses taken for dual credit; and 
(bb) 
student 
success 
on 
state or district end-of-course 
exams or performance-based as-
sessments 
with 
standardized 
scoring rubrics lined to state 
standards, where available; and 
(II) may also include— 
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(aa) student success on col-
lege 
entrance 
and 
placement 
exams such as ACT, SAT, or 
AP; or 
(bb) other indicators of aca-
demic learning proposed by the 
State educational agency and ap-
proved by Secretary as part of 
the peer-review process described 
in section 110. 
(D) ASSURANCES.— 
(i) OUTCOME-BASED.—The State edu-
cational agency must ensure that the 
school performance indicators defined and 
used to meet the requirements of subpara-
graph (A) are outcome-based and do not 
create unintended incentives that are in-
consistent with the purposes of this Act. 
(ii) DEMONSTRATION OF CAPACITY.— 
The State educational agency must dem-
onstrate its capacity to collect, report, and 
use the indicators defined and used to 
meet the requirements of subparagraph 
(A), including through use of statewide 
longitudinal data system. 
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(E) EXPECTED GROWTH.—The State edu-
cational agency shall define a minimum percent 
of expected annual growth for each school per-
formance indicator that demonstrates contin-
uous and substantial progress. 
(3) CAPACITY EVALUATIONS.— 
(A) STATE
EDUCATIONAL
AGENCY
AND 
LOCAL EDUCATIONAL AGENCY CAPACITY.—The 
State educational agency shall describe how it 
will evaluate and ensure that the State edu-
cational agency and local educational agency 
have sufficient capacity to improve high-priority 
high schools. 
(B) HIGH SCHOOL CAPACITY AND NEEDS 
ASSESSMENT.—The State educational agency 
shall describe how it will ensure that each high 
school that does not make adequate yearly 
progress for 2 consecutive years will undergo a 
capacity and needs assessment as described in 
section 111(e) and use such information to as-
sist in determining the amount of the subgrant 
awarded under section 110(f). 
(4) 
DIFFERENTIATED
SCHOOL
IMPROVE-
MENT.—The State educational agency shall describe 
how data from the school performance indicators de-
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scribed in paragraph (2) and indicators used to de-
termine adequate yearly progress will be used by 
local educational agencies as criteria for placing high 
schools that do not make adequate yearly progress 
for 2 consecutive years into one of the following 
school improvement categories: 
(A) SCHOOLS NEEDING TARGETED INTER-
VENTIONS.—High schools whose school per-
formance indicators demonstrate a need for tar-
geted interventions to improve student out-
comes and make adequate yearly progress. 
(B) SCHOOLS
NEEDING
WHOLE
SCHOOL 
REFORMS.—High schools whose school perform-
ance indicators demonstrate a need for com-
prehensive schoolwide reform to improve stu-
dent outcomes and make adequate yearly 
progress. 
(C) SCHOOLS NEEDING REPLACEMENT.— 
High schools whose school performance indica-
tors demonstrate a need for replacement, as de-
scribed in section 112(d). 
(D) SPECIAL RULE.—States may propose 
systems of differentiation aligned with their ex-
isting State accountability systems that include 
additional categories. 
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(E) RULE
OF
CONSTRUCTION.—Notwith-
standing any other provision of law, for pur-
poses of this title, a high school shall be des-
ignated as a school in need of whole school re-
form or as a school in need of replacement in 
the case that such high school has— 
(i) a graduation rate of 60 percent or 
less; or 
(ii) achievement levels below the initial 
baseline for measuring the percentage of 
students meeting or exceeding the State’s 
proficient level of academic achievement in 
either mathematics or English or language 
arts 
in 
accordance 
with 
section 
1111(b)(2)(E) of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 
6311(b)(2)(E)). 
(5) STATE
REVIEW
OF
LOCAL
EDUCATIONAL 
AGENCY PLANS.—The State educational agency shall 
describe the following: 
(A) REVIEW LOCAL EDUCATIONAL AGENCY 
PLANS.—The State educational agency shall de-
scribe how it will collect and review high school 
improvement plans of local educational agencies 
using the peer-review process described in sec-
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tion 110(b) submitted by local educational 
agencies in accordance with section 111(e). 
(B) ALLOCATION
OF
SUBGRANTS.—The 
State educational agency shall describe how it 
will award subgrants to local educational agen-
cies using the peer-review process described in 
section 110(b) in accordance with section 
110(f). 
(C) MONITORING
OF
SCHOOL
IMPROVE-
MENT
PLANS.—The State educational agency 
shall describe how it will review and monitor 
the implementation of high school improvement 
plans of high schools that do not meet the ex-
pected growth targets set in accordance with 
paragraph (2)(B) and defined in the school im-
provement plan described in section 111(d). 
(D) PROVIDE TECHNICAL ASSISTANCE.— 
(i) IN
GENERAL.—The State edu-
cational agency shall describe how it will 
provide technical assistance to local edu-
cational agencies and high schools that 
need support to implement high school im-
provement plans described in section 
111(d) and improve graduation rates and 
student achievement, including through the 
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use of technical assistance providers, where 
appropriate. 
(ii) SCHOOL IMPROVEMENT TEAMS.— 
The State educational agency shall de-
scribe how it will assist school improve-
ment teams described in section 111(b), 
when needed, including how it will— 
(I) support and provide resources 
and training to school improvement 
teams; 
(II) allocate staff to participate 
on school improvement teams; 
(III) provide technical assistance 
to the school improvement teams; and 
(IV) ensure that the school im-
provement teams have access to tech-
nical assistance providers when need-
ed. 
(6) DEMONSTRATION
OF
COMMITMENT.—The 
State educational agency shall demonstrate how it 
will provide ongoing support to high schools that 
need targeted interventions, whole school reforms 
and replacement, and are making progress on school 
performance indicators, to ensure continued im-
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provement, including the availability of funds from 
non-Federal sources. 
(7) DATA
AND
EARLY
INDICATOR
WARNING 
SYSTEMS.—The State educational agency shall dem-
onstrate— 
(A) how its statewide data system has the 
ability to meet the requirements of this Act; 
and 
(B) how it will work with local educational 
agencies with low graduation rates to develop 
early indicator warning systems at the State or 
local level consisting of factors used to identify 
students who are struggling academically and 
have poor attendance records or have been sus-
pended in or before the middle grades or are 
likely to struggle in high school or to not grad-
uate and, where appropriate, provide supports 
to get such students back on track. 
(8) EVALUATION OF SUCCESS.—The State edu-
cational agency shall describe how, every 5 years, it 
will evaluate how the activities assisted under this 
title have been successful in improving student 
achievement and outcomes of the cohort of students 
that entered 9th grade 4 years earlier. 
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SEC. 110. STATE EDUCATIONAL AGENCY USE OF FUNDS. 
(a) IN GENERAL.—A State educational agency that 
receives a grant under section 105— 
(1) may reserve not more than 10 percent of 
the grant funds to carry out the activities under this 
title; 
(2) shall use not less than 90 percent of the 
grant funds to make subgrants to local educational 
agencies in accordance with subsection (b); and 
(3) shall use not less than 80 percent of the 
grant funds to make subgrants to local educational 
agencies serving high priority high schools needing 
whole school reform or replacement, unless the State 
educational agency can demonstrate to the Secretary 
that all high priority high schools needing whole 
school reform or replacement are receiving sufficient 
funding to implement their school improvement 
plans. 
(b) STATE EDUCATIONAL AGENCY PEER REVIEW.— 
A State educational agency that receives a grant under 
this title shall review applications submitted under section 
111 and make awards in accordance with subsection (f) 
with the assistance and advice of a panel who are edu-
cators and experts in— 
(1) educational standards, assessments, and ac-
countability; 
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