I
106TH CONGRESS
1ST SESSION
H. R. 1960
To amend the Elementary and Secondary Education Act of 1965, to
reauthorize and make improvements to that Act, and for other purposes.
IN THE HOUSE OF REPRESENTATIVES
MAY 26, 1999
Mr. CLAY (for himself, Mr. KILDEE, Mr. MARTINEZ, Mr. OWENS, Mr. PAYNE,
Mrs. MINK of Hawaii, Mr. ANDREWS, Mr. ROEMER, Mr. SCOTT, Ms.
WOOLSEY, Mr. ROMERO-BARCELO´, Mr. FATTAH, Mr. HINOJOSA, Mrs.
MCCARTHY of New York, Mr. TIERNEY, Mr. KIND, Ms. SANCHEZ, Mr.
FORD, Mr. KUCINICH, Mr. HOLT, and Mr. WU) introduced the following
bill; which was referred to the Committee on Education and the Work-
force
A BILL
To amend the Elementary and Secondary Education Act
of 1965, to reauthorize and make improvements to that
Act, and for other purposes.
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled,
That this Act may be cited as the ‘‘Educational Excellence
for All Children Act of 1999’’.
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TABLE OF CONTENTS
SEC. 2. The Elementary and Secondary Education
Act of 1965 (20 U.S.C. 6301 et seq., hereinafter in this
Act referred to as ‘‘the ESEA’’) is amended—
(1) in section 1, by amending the heading
thereof to read as follows: ‘‘SHORT TITLE’’; and
(2) by inserting immediately after section 1 the
following new section:
‘‘TABLE OF CONTENTS
‘‘SEC. 2. The table of contents is as follows:
‘‘Sec. 1. Short title.
‘‘Sec. 2. Table of contents.
‘‘Sec. 3. America’s education goals.
‘‘TITLE I—HELPING DISADVANTAGED CHILDREN MEET HIGH
STANDARDS
‘‘Sec. 1001. Declaration of policy and statement of purpose.
‘‘Sec. 1002. Authorization of appropriations.
‘‘Sec. 1003. Reservations for accountability and evaluation.
‘‘PART A—IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL
AGENCIES
‘‘SUBPART 1—BASIC PROGRAM REQUIREMENTS
‘‘Sec. 1111. State plans.
‘‘Sec. 1112. Local educational agency plans.
‘‘Sec. 1113. Eligible school attendance areas.
‘‘Sec. 1114. Schoolwide programs.
‘‘Sec. 1115. Targeted assistance schools.
‘‘Sec. 1115A. School choice.
‘‘Sec. 1116. Assessment and local educational agency and school improvement.
‘‘Sec. 1117. State assistance for school district and school support and improve-
ment.
‘‘Sec. 1118. Parental involvement.
‘‘Sec. 1119. High-quality instruction.
‘‘Sec. 1120. Participation of children enrolled in private schools.
‘‘Sec. 1120A. Fiscal requirements.
‘‘Sec. 1120B. Preschool services; coordination requirements.
‘‘SUBPART 2—ALLOCATIONS
‘‘Sec. 1121. Grants for the outlying areas and the Secretary of the Interior.
‘‘Sec. 1122. Allocations to States.
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‘‘Sec. 1124. Basic grants to local educational agencies.
‘‘Sec. 1124A. Concentration grants to local educational agencies.
‘‘Sec. 1125. Targeted assistance grants to local educational agencies.
‘‘Sec. 1125A. Education finance incentive program.
‘‘Sec. 1126. Special allocation procedures.
‘‘Sec. 1127. Carryover and waiver.
‘‘PART B—EVEN START FAMILY LITERACY PROGRAMS
‘‘Sec. 1201. Statement of purpose.
‘‘Sec. 1202. Program authorized.
‘‘Sec. 1203. State programs.
‘‘Sec. 1204. Uses of funds.
‘‘Sec. 1205. Program elements.
‘‘Sec. 1206. Eligible participants.
‘‘Sec. 1207. Applications.
‘‘Sec. 1208. Award of subgrants.
‘‘Sec. 1209. Evaluation.
‘‘Sec. 1210. Indicators of program quality.
‘‘Sec. 1211. Construction.
‘‘PART C—EDUCATION OF MIGRATORY CHILDREN
‘‘Sec. 1301. Program purpose.
‘‘Sec. 1302. Program authorized.
‘‘Sec. 1303. State allocations.
‘‘Sec. 1304. State applications; services.
‘‘Sec. 1305. Secretarial approval; peer review.
‘‘Sec. 1306. Authorized activities.
‘‘Sec. 1307. Bypass.
‘‘Sec. 1308. Coordination of migrant education activities.
‘‘Sec. 1309. Definitions.
‘‘PART D—STATE AGENCY PROGRAMS FOR CHILDREN AND YOUTH WHO
ARE NEGLECTED OR DELINQUENT
‘‘Sec. 1401. Findings; purpose; program authorized.
‘‘Sec. 1402. Payments for programs under this part.
‘‘SUBPART 1—STATE AGENCY PROGRAMS
‘‘Sec. 1411. Eligibility.
‘‘Sec. 1412. Allocations to States.
‘‘Sec. 1413. State reallocation of funds.
‘‘Sec. 1414. State plan and State agency applications.
‘‘Sec. 1415. Use of funds.
‘‘Sec. 1416. Institution-wide projects.
‘‘Sec. 1417. Three-year programs or projects.
‘‘Sec. 1418. Transition services.
‘‘SUBPART 2—GENERAL PROVISIONS
‘‘Sec. 1431. Program evaluations.
‘‘Sec. 1432. Definitions.
‘‘PART E—READING AND LITERACY GRANTS
‘‘Sec. 1501. Purposes.
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‘‘Sec. 1502. Definitions.
‘‘Sec. 1503. Reading and literacy grants to State educational agencies.
‘‘Sec. 1504. Use of amounts by State educational agencies.
‘‘Sec. 1505. Local reading improvement subgrants.
‘‘Sec. 1506. Tutorial assistance subgrants.
‘‘Sec. 1507. National evaluation.
‘‘Sec. 1508. Information dissemination.
‘‘Sec. 1509. State evaluations; performance reports.
‘‘PART F—FEDERAL EVALUATIONS, DEMONSTRATIONS, AND TRANSITION
PROJECTS
‘‘Sec. 1601. Evaluations, management information, and other national activi-
ties.
‘‘Sec. 1602. Demonstrations of innovative practices.
‘‘PART G—GENERAL PROVISIONS
‘‘Sec. 1701. State administration.
‘‘Sec. 1702. Construction.
‘‘TITLE II—HIGH STANDARDS IN THE CLASSROOM
‘‘PART A—TEACHING TO HIGH STANDARDS
‘‘SUBPART 1—FINDINGS, PURPOSE, AND AUTHORIZATION OF
APPROPRIATIONS
‘‘Sec. 2111. Findings.
‘‘Sec. 2112. Purpose.
‘‘Sec. 2113. Authorizations of appropriations.
‘‘SUBPART 2—STATE AMD LOCAL ACTIVITIES
‘‘Sec. 2121. Allocations to States.
‘‘Sec. 2122. Priority for professional development in mathematics and science.
‘‘Sec. 2123. State application.
‘‘Sec. 2124. Annual State reports.
‘‘Sec. 2125. Within-State allocations.
‘‘Sec. 2126. State-level activities.
‘‘Sec. 2127. Subgrants to partnerships of institutions of higher education and
local educational agencies.
‘‘Sec. 2128. Competitive local awards.
‘‘Sec. 2129. Local applications.
‘‘Sec. 2130. Uses of funds.
‘‘Sec. 2131. Local accountability.
‘‘Sec. 2132. Local cost-sharing requirement.
‘‘Sec. 2133. Maintenance of effort.
‘‘Sec. 2134. Equipment and textbooks.
‘‘Sec. 2135. Supplement, not supplant.
‘‘Sec. 2136. Program performance indicators.
‘‘Sec. 2137. Definitions.
‘‘SUBPART 3—NATIONAL ACTIVITIES FOR THE IMPROVEMENT OF TEACHING
AND SCHOOL LEADERSHIP
‘‘Sec. 2141. Program authorized.
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‘‘Sec. 2142. Eisenhower National Clearinghouse for Mathematics and Science
Education.
‘‘PART B—TRANSITION TO TEACHING: TROOPS TO TEACHERS
‘‘Sec. 2211. Findings.
‘‘Sec. 2212. Purpose.
‘‘Sec. 2213. Program authorized.
‘‘Sec. 2214. Application.
‘‘Sec. 2215. Uses of funds and period of service.
‘‘Sec. 2216. Equitable distribution.
‘‘Sec. 2217. Definitions.
‘‘PART C—EARLY CHILDHOOD EDUCATOR PROFESSIONAL DEVELOPMENT
‘‘Sec. 2301. Purpose.
‘‘Sec. 2302. Program authorized.
‘‘Sec. 2303. Applications.
‘‘Sec. 2304. Selection of grantees.
‘‘Sec. 2305. Uses of funds.
‘‘Sec. 2306. Accountability.
‘‘Sec. 2307. Cost-sharing.
‘‘Sec. 2308. Definitions.
‘‘Sec. 2309. Federal coordination.
‘‘Sec. 2310. Authorization of appropriations.
‘‘PART D—TECHNICAL ASSISTANCE PROGRAMS
‘‘Sec. 2401. Findings.
‘‘Sec. 2402. Purpose.
‘‘SUBPART 1—STRENGTHENING THE CAPACITY OF STATE AND LOCAL EDU-
CATIONAL AGENCIES TO BECOME EFFECTIVE, INFORMED CONSUMERS OF
TECHNICAL ASSISTANCE
‘‘Sec. 2411. Purpose.
‘‘Sec. 2412. Allocation of funds.
‘‘Sec. 2413. Formula grants to State educational agencies.
‘‘Sec. 2414. State application.
‘‘Sec. 2415. State uses of funds.
‘‘Sec. 2416. Grants to large local educational agencies.
‘‘Sec. 2417. Local application.
‘‘Sec. 2418. Local uses of funds.
‘‘Sec. 2419. Equitable services for private schools.
‘‘Sec. 2419A. Consumer information.
‘‘Sec. 2419B. Authorization of appropriations.
‘‘SUBPART 2—TECHNICAL ASSISTANCE CENTERS SERVING SPECIAL NEEDS
‘‘Sec. 2421. General provisions.
‘‘Sec. 2422. Centers for technical assistance on the needs of special populations.
‘‘Sec. 2423. Parental information and resource centers.
‘‘Sec. 2424. Eisenhower regional mathematics and science education consortia.
‘‘SUBPART 3—TECHNOLOGY-BASED TECHNICAL ASSISTANCE INFORMATION
DISSEMINATION
‘‘Sec. 2431. Web-based and other information dissemination.
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‘‘Sec. 2432. Authorization of appropriations.
‘‘SUBPART 4—NATIONAL EVALUATION ACTIVITIES
‘‘Sec. 2441. National evaluation activities.
‘‘TITLE III—TECHNOLOGY FOR EDUCATION
‘‘Sec. 3001. Short title.
‘‘Sec. 3002. Findings.
‘‘Sec. 3003. Statement of purpose.
‘‘Sec. 3004. Supplement, not supplant.
‘‘PART A—FEDERAL LEADERSHIP AND NATIONAL ACTIVITIES
‘‘Sec. 3101. National evaluation of education technology.
‘‘Sec. 3102. National long-range technology plan.
‘‘Sec. 3103. Federal leadership.
‘‘Sec. 3104. Authorization of appropriations.
‘‘PART B—SPECIAL PROJECTS
‘‘SUBPART 1—NEXT-GENERATION TECHNOLOGY INNOVATION AWARDS
‘‘Sec. 3211. Purpose; program authority.
‘‘Sec. 3212. Eligibility.
‘‘Sec. 3213. Uses of funds.
‘‘Sec. 3214. Evaluation.
‘‘Sec. 3215. Authorization of appropriations.
‘‘SUBPART 2—READY-TO-LEARN DIGITAL TELEVISION
‘‘Sec. 3221. Ready-to-learn.
‘‘Sec. 3222. Educational programming.
‘‘Sec. 3223. Duties of Secretary.
‘‘Sec. 3224. Applications.
‘‘Sec. 3225. Reports and evaluation.
‘‘Sec. 3226. Administrative costs.
‘‘Sec. 3227. Definition.
‘‘Sec. 3228. Authorization of appropriations.
‘‘SUBPART 3—TELECOMMUNICATIONS PROGRAM FOR PROFESSIONAL
DEVELOPMENT IN THE CORE CONTENT AREAS
‘‘Sec. 3231. Purpose; program authority.
‘‘Sec. 3232. Application required.
‘‘Sec. 3233. Authorization of appropriations.
‘‘SUBPART 4—COMMUNITY TECHNOLOGY CENTERS
‘‘Sec. 3241. Purpose; program authority.
‘‘Sec. 3242. Eligibility and application requirements.
‘‘Sec. 3243. Uses of funds.
‘‘Sec. 3244. Authorization of appropriations.
‘‘PART C—PREPARING TOMORROW’S TEACHERS TO USE TECHNOLOGY
‘‘Sec. 3301. Purpose; program authority.
‘‘Sec. 3302. Eligibility.
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‘‘Sec. 3303. Uses of funds.
‘‘Sec. 3304. Authorization of appropriations.
‘‘PART D—REGIONAL, STATE, AND LOCAL EDUCATIONAL TECHNOLOGY
RESOURCES
‘‘SUBPART 1—TECHNOLOGY LITERACY CHALLENGE FUND
‘‘Sec. 3411. Purpose.
‘‘Sec. 3412. Allotment and reallotment.
‘‘Sec. 3413. Technology literacy challenge fund.
‘‘Sec. 3414. State application.
‘‘Sec. 3415. Local uses of funds.
‘‘Sec. 3416. Local applications.
‘‘Sec. 3417. Definitions.
‘‘Sec. 3418. Authorization of appropriations.
‘‘SUBPART 2—REGIONAL TECHNOLOGY IN EDUCATION CONSORTIA
‘‘Sec. 3411. Regional technical support and professional development.
‘‘Sec. 3412. Authorization of appropriations.
‘‘TITLE IV—SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES
‘‘Sec. 4001. Short title.
‘‘Sec. 4002. Findings.
‘‘Sec. 4003. Purpose.
‘‘Sec. 4004. Authorization of appropriations.
‘‘PART A—STATE GRANTS FOR DRUG AND VIOLENCE PREVENTION
PROGRAMS
‘‘Sec. 4111. Reservations and allotments.
‘‘Sec. 4112. State applications.
‘‘Sec. 4113. State and local educational agency programs.
‘‘Sec. 4114. Local drug and violence prevention programs.
‘‘Sec. 4115. Governor’s programs.
‘‘Sec. 4116. Local applications.
‘‘Sec. 4117. National evaluations and data collection.
‘‘PART B—NATIONAL PROGRAMS
‘‘Sec. 4211. National activities.
‘‘PART C—SCHOOL EMERGENCY RESPONSE TO VIOLENCE
‘‘Sec. 4311. Project SERV.
‘‘PART D—RELATED PROVISIONS
‘‘Sec. 4411. Gun-Free Schools Act.
‘‘Sec. 4412. Local policies.
‘‘Sec. 4413. Materials.
‘‘Sec. 4414. Prohibited use of funds.
‘‘Sec. 4415. Drug-, alcohol-, and tobacco-free schools.
‘‘Sec. 4416. Prohibition of supplanting.
‘‘Sec. 4417. Definitions.
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‘‘TITLE V—PROMOTING EQUITY, EXCELLENCE, AND PUBLIC
SCHOOL CHOICE
‘‘PART A—MAGNET SCHOOLS ASSISTANCE
‘‘Sec. 5101. Findings.
‘‘Sec. 5102. Statement of purpose.
‘‘Sec. 5103. Program authorized.
‘‘Sec. 5104. Definition.
‘‘Sec. 5105. Eligibility.
‘‘Sec. 5106. Applications and requirements.
‘‘Sec. 5107. Priority.
‘‘Sec. 5108. Use of funds.
‘‘Sec. 5109. Prohibitions.
‘‘Sec. 5110. Limitations.
‘‘Sec. 5111. Evaluations.
‘‘Sec. 5112. Authorization of appropriations; reservation.
‘‘PART B—PUBLIC CHARTER SCHOOLS
‘‘Sec. 5201. Findings and purpose.
‘‘Sec. 5202. Program authorized.
‘‘Sec. 5203. Applications.
‘‘Sec. 5204. Administration.
‘‘Sec. 5205. National activities.
‘‘Sec. 5206. Federal formula allocation during the first year and for successive
enrollment expansions.
‘‘Sec. 5207. Solicitation of input from charter school operators.
‘‘Sec. 5208. Records transfers.
‘‘Sec. 5209. Paperwork reduction.
‘‘Sec. 5210. Definitions.
‘‘Sec. 5211. Authorization of appropriations.
‘‘PART C—OPTIONS: OPPORTUNITIES TO IMPROVE OUR NATION’S SCHOOLS
‘‘Sec. 5301. Findings; purpose.
‘‘Sec. 5302. Grants.
‘‘Sec. 5303. Uses of funds.
‘‘Sec. 5304. Grant application; priorities.
‘‘Sec. 5305. Authorization of appropriations.
‘‘PART D—WOMEN’S EDUCATIONAL EQUITY
‘‘Sec. 5401. Short title; findings.
‘‘Sec. 5402. Statement of purposes.
‘‘Sec. 5403. Programs authorized.
‘‘Sec. 5404. Applications.
‘‘Sec. 5405. Criteria and priorities.
‘‘Sec. 5406. Administration.
‘‘Sec. 5407. Authorization of appropriations.
‘‘TITLE VI—CLASS-SIZE REDUCTION
‘‘Sec. 6001. Findings.
‘‘Sec. 6002. Purpose.
‘‘Sec. 6003. Authorization of appropriations.
‘‘Sec. 6004. Allocations to States.
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‘‘Sec. 6005. Applications.
‘‘Sec. 6006. Within-State allocations.
‘‘Sec. 6007. Local applications.
‘‘Sec. 6008. Uses of funds.
‘‘Sec. 6009. Cost-sharing requirement.
‘‘Sec. 6010. Nonsupplanting.
‘‘Sec. 6011. Annual State reports.
‘‘Sec. 6012. Participation of private school teachers.
‘‘Sec. 6013. Definition.
‘‘TITLE VII—BILINGUAL EDUCATION, LANGUAGE ENHANCEMENT,
AND LANGUAGE ACQUISITION PROGRAMS
‘‘PART A—BILINGUAL EDUCATION
‘‘Sec. 7101. Short title.
‘‘Sec. 7102. Findings, policy, and purpose.
‘‘Sec. 7103. Authorization of appropriations.
‘‘Sec. 7104. Native American and Alaska Native children in School.
‘‘SUBPART 1—BILINGUAL EDUCATION CAPACITY AND DEMONSTRATION
GRANTS
‘‘Sec. 7111. Financial assistance for bilingual education.
‘‘Sec. 7112. Program development and enhancement grants.
‘‘Sec. 7113. Comprehensive school grants.
‘‘Sec. 7114. Systemwide improvement grants.
‘‘Sec. 7115. Applications.
‘‘Sec. 7116. Capacity building.
‘‘Sec. 7117. Programs for Native Americans and Puerto Rico.
‘‘Sec. 7118. Evaluations.
‘‘Sec. 7119. Construction.
‘‘SUBPART 2—RESEARCH, EVALUATION, AND DISSEMINATION
‘‘Sec. 7121. Authority.
‘‘Sec. 7122. Research.
‘‘Sec. 7123. Academic excellence awards.
‘‘Sec. 7124. State grant program.
‘‘Sec. 7125. National Clearinghouse on the Education of Children and Youth
with Limited English Proficiency.
‘‘Sec. 7126. Instructional materials development.
‘‘SUBPART 3—PROFESSIONAL DEVELOPMENT
‘‘Sec. 7131. Purpose.
‘‘Sec. 7132. Training for all teachers program.
‘‘Sec. 7133. Bilingual education teachers and personnel grants.
‘‘Sec. 7134. Bilingual education career ladder program.
‘‘Sec. 7135. Graduate fellowships in bilingual education program.
‘‘Sec. 7136. Application.
‘‘Sec. 7137. Stipends.
‘‘Sec. 7138. Program evaluations.
‘‘Sec. 7139. Use of funds for second language competence.
‘‘SUBPART 4—TRANSITION
‘‘Sec. 7141. Transition.
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‘‘PART B—EMERGENCY IMMIGRANT EDUCATION PROGRAM
‘‘Sec. 7201. Findings and purpose.
‘‘Sec. 7202. State administrative costs.
‘‘Sec. 7203. Withholding.
‘‘Sec. 7204. State allocations.
‘‘Sec. 7205. State applications.
‘‘Sec. 7206. Administrative provisions.
‘‘Sec. 7207. Uses of funds.
‘‘Sec. 7208. Reports.
‘‘Sec. 7209. Authorization of appropriations.
‘‘PART C—ADMINISTRATION
‘‘Sec. 7301. Release time.
‘‘Sec. 7302. Education technology.
‘‘Sec. 7303. Notification.
‘‘Sec. 7304. Continued eligibility.
‘‘Sec. 7305. Coordination and reporting requirements.
‘‘Sec. 7306. Administrative provisions.
‘‘PART D—GENERAL PROVISIONS
‘‘Sec. 7401. Definitions; regulations.
‘‘Sec. 7402. Regulations, parental notification, and use of paraprofessionals.
‘‘TITLE VIII—IMPACT AID
‘‘Sec. 8001. Purpose.
‘‘Sec. 8002. Payments relating to Federal acquisition of real property.
‘‘Sec. 8003. Payments for eligible federally connected children.
‘‘Sec. 8004. Indian community participation.
‘‘Sec. 8005. Application for payments under sections 8002 and 8003.
‘‘Sec. 8007. Construction.
‘‘Sec. 8008. Facilities.
‘‘Sec. 8009. State consideration of payments in providing State aid.
‘‘Sec. 8010. Federal administration.
‘‘Sec. 8011. Administrative hearings and judicial review.
‘‘Sec. 8012. Forgiveness of overpayments.
‘‘Sec. 8013. Definitions.
‘‘Sec. 8014. Authorization of appropriations.
‘‘TITLE IX—INDIAN, NATIVE HAWAIIAN, AND ALASKA NATIVE
EDUCATION
‘‘PART A—INDIAN EDUCATION
‘‘Sec. 9101. Findings.
‘‘Sec. 9102. Purpose.
‘‘SUBPART 1—FORMULA GRANTS TO LOCAL EDUCATIONAL AGENCIES
‘‘Sec. 9111. Purpose.
‘‘Sec. 9112. Grants to local educational agencies.
‘‘Sec. 9113. Amount of grants.
‘‘Sec. 9114. Applications.
‘‘Sec. 9115. Authorized services and activities.
‘‘Sec. 9116. Student eligibility forms.
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‘‘Sec. 9117. Payments.
‘‘Sec. 9118. State educational agency review.
‘‘SUBPART 2—SPECIAL PROGRAMS AND PROJECTS TO IMPROVE
EDUCATIONAL OPPORTUNITIES FOR INDIAN CHILDREN
‘‘Sec. 9121. Improvement of educational opportunities for Indian children.
‘‘Sec. 9122. Professional development.
‘‘SUBPART 3—NATIONAL RESEARCH ACTIVITIES
‘‘Sec. 9141. National activities.
‘‘SUBPART 4—FEDERAL ADMINISTRATION
‘‘Sec. 9151. National Advisory Council on Indian Education.
‘‘Sec. 9152. Peer review.
‘‘Sec. 9153. Preference for Indian applicants.
‘‘Sec. 9154. Minimum grant criteria.
‘‘SUBPART 5—DEFINITIONS; AUTHORIZATIONS OF APPROPRIATIONS
‘‘Sec. 9161. Definitions.
‘‘Sec. 9162. Authorization of appropriations.
‘‘PART B—NATIVE HAWAIIAN EDUCATION
‘‘Sec. 9201. Short title.
‘‘Sec. 9202. Findings.
‘‘Sec. 9203. Purpose.
‘‘Sec. 9204. Program authorized.
‘‘Sec. 9205. Administrative provisions.
‘‘Sec. 9206. Definitions.
‘‘PART C—ALASKA NATIVE EDUCATION
‘‘Sec. 9301. Short title.
‘‘Sec. 9302. Findings.
‘‘Sec. 9303. Purpose.
‘‘Sec. 9304. Program authorized.
‘‘Sec. 9305. Administrative provisions.
‘‘Sec. 9306. Definitions.
‘‘TITLE X—PROGRAMS OF NATIONAL SIGNIFICANCE
‘‘PART A—FUND FOR THE IMPROVEMENT OF EDUCATION
‘‘Sec. 10101. Fund for the improvement of education.
‘‘Sec. 10102. State and local character education program.
‘‘Sec. 10103. Character education research, dissemination, and evaluation.
‘‘PART B—GIFTED AND TALENTED CHILDREN
‘‘Sec. 10201. Short title.
‘‘Sec. 10202. Findings and purpose.
‘‘Sec. 10203. Construction.
‘‘Sec. 10204. Authorized programs.
‘‘Sec. 10205. Program priorities.
‘‘Sec. 10206. General provisions.
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‘‘Sec. 10207. Authorization of appropriations.
‘‘PART C—INTERNATIONAL EDUCATION PROGRAM
‘‘Sec. 10301. International education program.
‘‘PART D—ARTS IN EDUCATION
‘‘Sec. 10401. Support for arts education.
‘‘PART E—INEXPENSIVE BOOK DISTRIBUTION PROGRAM
‘‘Sec. 10501. Inexpensive book distribution program for reading motivation.
‘‘PART F—CIVIC EDUCATION
‘‘Sec. 10601. Instruction on the history and principles of democracy in the
United States.
‘‘Sec. 10602. Authorization of appropriations.
‘‘PART G—21ST CENTURY COMMUNITY LEARNING CENTERS
‘‘Sec. 10701. Short title.
‘‘Sec. 10702. Findings.
‘‘Sec. 10703. Program authorization.
‘‘Sec. 10704. Application required.
‘‘Sec. 10705. Uses of funds.
‘‘Sec. 10706. Definitions.
‘‘Sec. 10707. Authorization of appropriations.
‘‘Sec. 10708. Continuation awards.
‘‘PART H—HIGH SCHOOL REFORM
‘‘Sec. 10801. Purposes.
‘‘Sec. 10802. Grants to local educational agencies.
‘‘Sec. 10803. Applications.
‘‘Sec. 10804. Selection of grantees.
‘‘Sec. 10805. Outcomes and components of education reforms.
‘‘Sec. 10806. Private schools.
‘‘Sec. 10807. Additional activities.
‘‘Sec. 10808. Definition.
‘‘Sec. 10809. Authorization of appropriations.
‘‘PART I—ELEMENTARY SCHOOL FOREIGN LANGUAGE ASSISTANCE
PROGRAM
‘‘Sec. 10901. Findings; purposes.
‘‘Sec. 10902. Elementary school foreign language assistance program.
‘‘PART J—NATIONAL WRITING PROJECT
‘‘Sec. 10951. Findings.
‘‘Sec. 10952. National writing project.
‘‘TITLE XI—GENERAL PROVISIONS
‘‘PART A—DEFINITIONS
‘‘Sec. 11101. Definitions.
‘‘Sec. 11102. Applicability of this title.
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‘‘Sec. 11103. Applicability to Bureau of Indian Affairs Operated Schools.
‘‘PART B—IMPROVING EDUCATION THROUGH ACCOUNTABILITY
‘‘Sec. 11201. Short title.
‘‘Sec. 11202. Purpose.
‘‘Sec. 11203. Turning around failing schools.
‘‘Sec. 11204. Student progress and promotion policy.
‘‘Sec. 11205. Ensuring teacher quality.
‘‘Sec. 11206. Sound discipline policy.
‘‘Sec. 11207. Education report cards.
‘‘Sec. 11208. Education accountability plans.
‘‘Sec. 11209. Authority of Secretary to ensure accountability.
‘‘Sec. 11210. Recognition and rewards.
‘‘Sec. 11211. Best practices and models.
‘‘Sec. 11212. Construction.
‘‘PART C—AMERICA’S EDUCATION GOALS PANEL
‘‘Sec. 11301. Purpose.
‘‘Sec. 11302. America’s Education Goals Panel.
‘‘Sec. 11303. Duties.
‘‘Sec. 11304. Powers of the Goals Panel.
‘‘Sec. 11305. Administrative provisions.
‘‘Sec. 11306. Director and staff; experts and consultants.
‘‘Sec. 11307. Authorization of appropriations.
‘‘PART D—FLEXIBILITY IN THE USE OF ADMINISTRATIVE AND OTHER
FUNDS
‘‘Sec. 11401. Consolidation of State administrative funds for elementary and
secondary education programs.
‘‘Sec. 11402. Single local educational agency States.
‘‘Sec. 11403. Consolidation of funds for local administration.
‘‘Sec. 11404. Consolidated set-aside for Department of the Interior funds.
‘‘Sec. 11405. Most effective use of program funds.
‘‘PART E—COORDINATION OF PROGRAMS; CONSOLIDATED STATE AND LOCAL
PLANS
‘‘Sec. 11501. Purpose.
‘‘Sec. 11502. Optional consolidated State plans.
‘‘Sec. 11503. General applicability of State educational agency assurances.
‘‘Sec. 11504. Consolidated local plans.
‘‘Sec. 11505. Other general assurances.
‘‘Sec. 11506. Consolidated reporting.
‘‘PART F—WAIVERS
‘‘Sec. 11601. Waivers of statutory and regulatory requirements.
‘‘PART G—EDUCATION FLEXIBILITY PARTNERSHIPS
‘‘Sec. 11701. Short title.
‘‘Sec. 11702. Findings.
‘‘Sec. 11703. Definitions.
‘‘Sec. 11704. Education flexibility partnerships.
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‘‘PART H—UNIFORM PROVISIONS
‘‘Sec. 11801. Maintenance of effort.
‘‘Sec. 11802. Prohibition regarding State aid.
‘‘Sec. 11803. Participation by private school children and teachers.
‘‘Sec. 11804. Standards for by-pass.
‘‘Sec. 11805. Complaint process for participation of private school children.
‘‘Sec. 11806. By-pass determination process.
‘‘Sec. 11807. Prohibition against funds for religious worship or instruction.
‘‘Sec. 11808. Applicability to home schools.
‘‘Sec. 11809. General provisions regarding nonrecipient nonpublic schools.
‘‘Sec. 11810. School prayer.
‘‘Sec. 11811. General prohibitions.
‘‘Sec. 11812. Prohibition on Federal mandates, direction, and control.
‘‘PART I—COORDINATED SERVICES
‘‘Sec. 11901. Findings and purpose.
‘‘Sec. 11902. Definitions.
‘‘Sec. 11903. Project development and implementation.
‘‘Sec. 11904. Uses of funds.
‘‘Sec. 11905. Continuing authority.
‘‘PART J—EVALUATION AND INDICATORS
‘‘Sec. 11911. Evaluations.
‘‘Sec. 11912. Performance measures.
‘‘PART K—SENSE OF THE CONGRESS
‘‘Sec. 11921. Sense of Congress to increase the total share of federal spending
on education.
‘‘Sec. 11922. Sense of Congress; requirement regarding notice.’’.
AMERICA’S EDUCATION GOALS
SEC. 3. (a) FINDINGS.—The Congress finds that:
(1) America’s Education Goals (formerly the
National Education Goals) are very ambitious, and
purposely designed to set high expectations for edu-
cational performance at every stage of an individ-
ual’s life, from the preschool years through adult-
hood.
(2) With a focus by policymakers, educators,
and the public on the Goals, the Nation will be able
to raise its overall level of educational achievement.
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(3) Since the 1990 adoption of the National
Education Goals, some progress has been made to-
ward achieving those Goals. Areas in which the Na-
tion has made progress toward these Goals during
the last decade include:
(A) On Goal #1, that all children will start
school ready to learn, there has been an in-
crease in the percentages of—
(i) preschool children whose parents
read to them or tell them stories; and
(ii) 2-year-old children who have been
fully immunized against preventable child-
hood diseases.
(B) On Goal #3, that all students dem-
onstrate competency over challenging subject
matter, the percentage of fourth, eighth, and
twelfth grade students who meet the Goals Pan-
el’s performance standard in mathematics has
increased.
(C) On Goal #5, that United States stu-
dents become first in the world in mathematics
and science achievement, the percentage of all
college degrees awarded that are in mathe-
matics and science has increased for all stu-
dents.
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(D) On Goal #7, that every school in the
United States will be free of drugs, violence,
and the unauthorized presence of firearms and
alcohol, the percentage of students who report
that they have been threatened or injured at
school has decreased.
(4) Areas in which the Nation has been unsuc-
cessful in making progress toward these Goals dur-
ing the last decade include:
(A) On Goal #4, that all teachers have ac-
cess to programs for the continued improve-
ment of their professional skills, the percentage
of secondary school teachers who hold a degree
in the subject that is their main teaching as-
signment has decreased.
(B) On Goal #6, that every adult will be
literate and prepared to compete in the global
economy and exercise the rights of citizenship—
(i) fewer adults with a high school di-
ploma or less, and who need additional
training, are participating in adult edu-
cation than individuals who have a postsec-
ondary education; and
(ii) the difference between the per-
centage of Black high school graduates
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who complete a college degree and the per-
centage of white high school graduates who
complete a college degree has increased.
(C) On Goal #7, that every school in the
United States will be free of drugs, violence,
and the unauthorized presence of firearms and
alcohol—
(i) the percentage of students report-
ing that they have used an illicit drug, or
that someone offered to sell or give them
drugs, has increased;
(ii) the percentage of public school
teachers who report that they were threat-
ened or injured at school has increased;
and
(iii) a higher percentage of secondary
school teachers report that student disrup-
tions in their classrooms interfere with
their teaching.
(5) Because States began the 1990s at various
levels of achievement with respect to each of the
Goals, the time and effort needed to reach the Goals
will vary from State to State and from Goal to Goal.
(6) Individual States have made significant
progress toward the Goals, and some States have
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made progress in multiple areas. Areas in which
States have made progress toward the Goals during
the last decade include:
(A) With respect to Goal #1, that all chil-
dren will start school ready to learn—
(i) 35 States have reduced the per-
centage of infants born with one or more
of four health risks;
(ii) 50 States have increased the per-
centage of mothers receiving early prenatal
care; and
(iii) 47 States have increased the per-
centage of children with disabilities partici-
pating in preschool.
(B) With respect to Goal #2, that at least
90 percent of all students graduate from high
school—
(i) 10 States have increased the per-
centage of young adults who have a high
school diploma; and
(ii) 3 States have reduced the percent-
age of students in grades 9 through 12
who leave school without completing a rec-
ognized program of secondary education.
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(C) With respect to Goal #3, that all stu-
dents demonstrate competency over subject
matter—
(i) 27 States have increased the per-
centage 
of 
8th-grade 
students 
who
achieved to at least the ‘‘proficient’’ stand-
ard on the 1996 National Assessment of
Educational Progress (NAEP) in mathe-
matics; and
(ii) 50 States have increased the per-
centage of students that received a score
on an Advanced Placement examination
that permitted the students to earn college
credits in the subject area tested.
(D) With respect to Goal #4, that all
teachers have access to programs for the con-
tinued improvement of their professional skills,
17 States have increased the percentage of pub-
lic school teachers who received support from a
master or mentor teacher during their first year
of teaching.
(E) With respect to Goal #5, that United
States students become first in the world in
mathematics and science achievement—
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(i) 47 States have increased the per-
centage of all degrees that were awarded in
mathematics and science;
(ii) 33 States have increased the per-
centage of all degrees in mathematics and
science that were awarded to minority stu-
dents; and
(iii) 42 States have increased the per-
centage of all degrees in mathematics and
science that were awarded to female stu-
dents.
(F) With respect to Goal #6, that every
adult will be literate and prepared to compete
in the global economy and exercise the rights of
citizenship—
(i) 39 States have increased the per-
centage of high school graduates who im-
mediately enroll in an institution of higher
education; and
(ii) 10 States have increased the per-
centage of their citizens who registered to
vote.
(G) With respect to Goal #8, that every
school will promote partnerships that increase
parental involvement, 17 States have increased
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the influence of parent associations in setting
public school policies.
(7) Areas in which States have been unsuccess-
ful in making progress toward these Goals during
the 1990s include:
(A) On Goal #1, that all children will start
school ready to learn, the percentage of infants
born at low birthweight has increased in 32
States.
(B) On Goal #2, that at least 90 percent
of all students graduate from high school, the
high school dropout rate has increased in 10
States.
(C) On Goal #6, that every adult will be
literate and prepared to compete in the global
economy and exercise the rights of citizenship,
lower percentages of students are enrolling in
college immediately after high school in 11
States.
(D) On Goal #7, that every school in the
United States will be free of drugs, violence,
and the unauthorized presence of firearms and
alcohol—
(i) student use of marijuana has in-
creased in 16 States;
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(ii) the percentage of students who re-
port that drugs are available on school
property has increased in 15 States; and
(iii) the percentage of public school
teachers reporting that student disruptions
in class interfere with their teaching has
increased in 37 States.
(8) The continued pursuit of these Goals is nec-
essary to ensure continued, and more evenly distrib-
uted, progress across our Nation.
(9) Federal programs and policies have contrib-
uted to States’ ability to offer high-quality education
to all students and have helped States to implement
reforms intended to raise the achievement level of
every child.
(10) Even though all the Goals have not been
reached, nor accomplished to equal degrees, there is
a continued need to reaffirm these Goals as a bench-
mark to which all students can strive and attain.
(b) AMERICA’S EDUCATION GOALS.—The ESEA is
further amended by inserting immediately after section 2
(as added by section 2 of the bill) the following new sec-
tion:
‘‘AMERICA’S EDUCATION GOALS
‘‘SEC. 3. (a) PURPOSE.—It is the purpose of this sec-
tion to—
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‘‘(1) set forth a common set of national goals
for the education of our Nation’s students that the
Federal Government and all States and local com-
munities will work to achieve;
‘‘(2) identify the Nation’s highest education pri-
orities related to preparing students for responsible
citizenship, further learning, and the technological,
scientific, and economic challenges of the 21st cen-
tury; and
‘‘(3) establish a framework for educational ex-
cellence at the national, State, and local levels.
‘‘(b) AMERICA’S EDUCATION GOALS.—The Congress
declares that America’s Education Goals are the following:
‘‘(1) SCHOOL READINESS.—(A) All children in
America will start school ready to learn.
‘‘(B) The objectives for this goal are that—
‘‘(i) all children will have access to high-
quality, and developmentally appropriate, pre-
school programs that help prepare children for
school;
‘‘(ii) every parent in the United States will
be a child’s first teacher, and devote time each
day to helping his or her preschool child learn,
and parents will have access to the training and
support they need; and
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‘‘(iii) children will receive the nutrition,
physical activity, and health care needed to ar-
rive at school with healthy minds and bodies,
and to maintain the mental alertness necessary
to be prepared to learn, and the number of low-
birthweight babies will be significantly reduced
through enhanced prenatal health systems.
‘‘(2) SCHOOL
COMPLETION.—(A) The high
school graduation rate will increase to at least 90
percent.
‘‘(B) The objectives for this goal are that—
‘‘(i) the Nation will dramatically reduce its
school dropout rate, and 75 percent of the stu-
dents who do drop out will successfully com-
plete a high school degree or its equivalent; and
‘‘(ii) the gap in high school graduation
rates between American students from minority
backgrounds and their non-minority counter-
parts will be eliminated.
‘‘(3) STUDENT
ACHIEVEMENT
AND
CITIZEN-
SHIP.—(A) All students will leave grades 4, 8, and
12 having demonstrated competency over challenging
subject matter including English, mathematics,
science, foreign languages, civics and government,
economics, arts, history, and geography, and every
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school in America will ensure that all students learn
to use their minds well, so they may be prepared for
responsible citizenship, further learning, and produc-
tive employment in our Nation’s modern economy.
‘‘(B) The objectives for this goal are that—
‘‘(i) the academic performance of all stu-
dents at the elementary and secondary level will
increase significantly in every quartile, and the
distribution of minority students in each quar-
tile will more closely reflect the student popu-
lation as a whole;
‘‘(ii) the percentage of all students who
demonstrate the ability to reason, solve prob-
lems, apply knowledge, and write and commu-
nicate effectively will increase substantially;
‘‘(iii) all students will be involved in activi-
ties that promote and demonstrate good citizen-
ship, good health, community service, and per-
sonal responsibility;
‘‘(iv) all students will have access to phys-
ical education and health education to ensure
they are healthy and fit;
‘‘(v) the percentage of all students who are
competent in more than one language will sub-
stantially increase; and
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‘‘(vi) all students will be knowledgeable
about the diverse cultural heritage of this Na-
tion and about the world community.
‘‘(4) TEACHER EDUCATION AND PROFESSIONAL
DEVELOPMENT.—(A) The Nation’s teaching force
will have access to programs for the continued im-
provement of its professional skills and the oppor-
tunity to acquire the knowledge and skills needed to
instruct and prepare all American students for the
next century.
‘‘(B) The objectives for this goal are that—
‘‘(i) all teachers will have access to
preservice teacher education and continuing
professional development activities that will pro-
vide such teachers with the knowledge and skills
needed to teach to an increasingly diverse stu-
dent population with a variety of educational,
social, and health needs;
‘‘(ii) all teachers will have continuing op-
portunities to acquire additional knowledge and
skills needed to teach challenging subject mat-
ter and to use emerging new methods, forms of
assessment, and technologies;
‘‘(iii) States and school districts will create
integrated strategies to attract, recruit, pre-
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pare, retrain, and support the continued profes-
sional development of teachers, administrators,
and other educators, so that there is a highly
talented work force of professional educators to
teach challenging subject matter; and
‘‘(iv) partnerships will be established,
whenever possible, among local educational
agencies, institutions of higher education, par-
ents, and local labor, business, and professional
associations to provide and support programs
for the professional development of educators.
‘‘(5) MATHEMATICS AND SCIENCE.—(A) United
States students will be first in the world in mathe-
matics and science achievement.
‘‘(B) The objectives for this goal are that—
‘‘(i) mathematics and science education, in-
cluding the metric system of measurement, will
be strengthened throughout the education sys-
tem, especially in the early grades;
‘‘(ii) the number of teachers with a sub-
stantive 
background 
in 
mathematics 
and
science, including the metric system of meas-
urement, will increase; and
‘‘(iii) the number of United States under-
graduate and graduate students, especially
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women and minorities, who complete degrees in
mathematics, science, and engineering will in-
crease significantly.
‘‘(6) ADULT LITERACY AND LIFELONG LEARN-
ING.—(A) Every adult American will be literate and
will possess the knowledge and skills necessary to
compete in a global economy and exercise the rights
and responsibilities of citizenship.
‘‘(B) The objectives for this goal are that—
‘‘(i) every major American business will be
involved in strengthening the connection be-
tween education and work;
‘‘(ii) all workers will have the opportunity
to acquire the knowledge and skills, from basic
to highly technical, needed to adapt to emerging
new technologies, work methods, and markets
through public and private educational, voca-
tional, technical, workplace, or other programs;
‘‘(iii) the number of high-quality programs,
including those at libraries, that are designed to
serve more effectively the needs of the growing
number of part-time and midcareer students
will increase substantially;
‘‘(iv) the proportion of qualified students,
especially minorities, who enter college, who
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complete at least two years, and who complete
their degree programs will increase substan-
tially;
‘‘(v) the proportion of college graduates
who demonstrate an advanced ability to think
critically, communicate effectively, and solve
problems will increase substantially; and
‘‘(vi) schools, in implementing comprehen-
sive parent involvement programs, will offer
more adult literacy, parent training and life-
long learning opportunities to improve the ties
between home and school, and enhance parents’
work and home lives.
‘‘(7) SAFE, DISCIPLINED, AND ALCOHOL- AND
DRUG-FREE
SCHOOLS.—(A) Every school in the
United States will be free of drugs, violence, and the
unauthorized presence of firearms and alcohol, and
will offer a disciplined environment conducive to
learning.
‘‘(B) The objectives for this goal are that—
‘‘(i) every school will implement a firm and
fair policy on use, possession, and distribution
of drugs and alcohol;
‘‘(ii) parents, businesses, and governmental
and community organizations will work together
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to ensure the rights of students to study in a
safe and secure environment that is free of
drugs and crime, and that schools provide a
healthy environment and a safe haven for all
children;
‘‘(iii) every local educational agency will
develop and implement a policy to ensure that
all schools are free of violence and the unau-
thorized presence of weapons;
‘‘(iv) every local educational agency will de-
velop a sequential, comprehensive kindergarten
through twelfth grade drug and alcohol preven-
tion education program;
‘‘(v) drug and alcohol curriculum will be
taught as an integral part of sequential, com-
prehensive health education;
‘‘(vi) community-based teams will be orga-
nized to provide students and teachers with
needed support; and
‘‘(vii) every school will work to eliminate
sexual harassment.
‘‘(8) PARENTAL
PARTICIPATION.—(A) Every
school will promote partnerships that will increase
parental involvement and participation in promoting
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the social, emotional, and academic growth of chil-
dren.
‘‘(B) The objectives for this Goal are that—
‘‘(i) every State will develop policies to as-
sist local schools and local educational agencies
to establish programs for increasing partner-
ships that respond to the varying needs of par-
ents and the home, including parents of chil-
dren who are disadvantaged, limited English
proficient, or have disabilities;
‘‘(ii) every school will actively engage par-
ents and families in a partnership that supports
the academic work of children at home and
shared educational decisionmaking at school;
and
‘‘(iii) parents and families will help to en-
sure that schools are adequately supported and
will hold schools and teachers to high standards
of accountability.’’.
TRANSITION
SEC. 4. (a) ACTIONS OF THE SECRETARY.—The Sec-
retary shall take such steps as the Secretary determines
to be appropriate to provide for the orderly transition of
programs and activities under the ESEA, as amended by
the Educational Excellence for All Children Act of 1999,
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from programs and activities under the ESEA, as it was
in effect the date before the date of enactment of this Act.
(b) ACTIONS OF FUNDING RECIPIENTS.—A recipient
of funds under the ESEA, as it was in effect the date
before the date of enactment of this Act, may use such
funds to carry out necessary and reasonable planning and
transition activities in order to ensure a smooth implemen-
tation of programs and activities under the ESEA, as
amended by this Act.
EFFECTIVE DATES
SEC. 5. The provisions of this Act shall take effect
on July 1, 2000, except that—
(1) those amendments that pertain to programs
under the ESEA that are conducted by the Sec-
retary on a competitive basis, and the amendments
made by title VIII of this Act, shall take effect with
respect to appropriations for use under those pro-
grams for fiscal year 2001 and subsequent fiscal
years; and
(2) section 4 of this Act shall take effect upon
enactment.
TITLE I—HELPING DISADVANTAGED
CHILDREN MEET HIGH STANDARDS
DECLARATION OF POLICY AND STATEMENT OF PURPOSE
SEC. 101. (a) STATEMENT
OF POLICY.—Section
1001(a) of the ESEA is amended—
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(1) by striking out ‘‘(a) STATEMENT OF POL-
ICY.—(1) IN GENERAL.’’ and inserting in lieu there-
of ‘‘(a) STATEMENT OF POLICY.’’; and
(2) by striking out paragraph (2).
(b) RECOGNITION OF NEED.—Section 1001(b) of the
ESEA is amended—
(1) in paragraph (4), by striking out ‘‘and’’ at
the end thereof;
(2) in paragraph (5)—
(A) by striking out ‘‘National Education
Goal described in section 102(3) of the Goals
2000: Educate America Act’’ and inserting in
lieu thereof ‘‘of America’s Education Goals set
out in section 3 of this Act’’; and
(B) by striking out the period at the end
thereof and inserting in lieu thereof a semicolon
and ‘‘and’’; and
(3) by adding at the end thereof a new para-
graph (6) to read as follows:
‘‘(6) holding local educational agencies and
schools accountable for results, including processes
for identifying and turning around low-performing
schools, provides a focus for educators and promotes
better outcomes for students.’’.
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(c) WHAT HAS BEEN LEARNED.—Section 1001(c) of
the ESEA is amended—
(1) in the subsection heading, by striking out
‘‘SINCE 1988’’ and inserting in lieu thereof ‘‘IN RE-
CENT YEARS’’;
(2) in the matter before paragraph (1), by
striking out ‘‘learned’’;
(3) in paragraph (7), by adding the following
sentence at the end thereof: ‘‘Family literacy pro-
grams can help parents make this contribution.’’;
(4) in paragraph (8)—
(A) in the first sentence, by striking out
‘‘Decentralized’’ and inserting in lieu thereof
‘‘Data-driven’’; and
(B) in the second sentence, by inserting
‘‘information,’’ before ‘‘resources’’;
(5) by striking out paragraphs (2), (3), (6), and
(10);
(6) by redesignating paragraphs (4), (5), (7),
(8), (9), (11), and (12) as paragraphs (8) through
(14), respectively; and
(7) by inserting new paragraphs (2) through
(7) to read as follows:
‘‘(2) Schools that enroll high concentrations of
children living in poverty face the greatest chal-
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lenges, but recent research demonstrates that, by
implementing effective, research-based educational
strategies, they can succeed in educating children to
high standards.
‘‘(3) New survey data demonstrate that the de-
velopment and implementation of standards and as-
sessments under this title are driving educational re-
form in high-poverty schools and local educational
agencies, and in elementary and secondary education
generally.
‘‘(4) Standards-based reform, as encouraged,
accelerated, and supported by both the Improving
America’s Schools Act of 1994 and the Goals 2000:
Educate America Act, has resulted in overall im-
proved student achievement and indications are that
it is helping to close the achievement gap between
minority and non-minority students. A recent study
of North Carolina and Texas, the States that reg-
istered the largest achievement gains on the Na-
tional Assessment of Educational Progress, found
that the most plausible cause for those gains was an
aligned system of standards, curriculum, and assess-
ments tied to accountability for improvement by all
students.
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‘‘(5) Other recent research also confirms the va-
lidity of amendments to this title made by the Im-
proving America’s Schools Act of 1994. For exam-
ple, the National Research Council (NRC) report,
Preventing Reading Difficulties in Young Children,
stresses the importance of language development and
literacy in the preschool years, upgrading the cur-
riculum and instruction provided to all children in a
school, intensive professional development to prepare
teachers and other instructional staff to teach to
high standards, and providing extended learning op-
portunities outside the regular school day.
‘‘(6) The NRC report also recommended the
early identification of reading difficulties in children
in the first grade, to ensure that interventions can
be offered early to those who need them most,
through the use of multiple approaches, including
developmentally appropriate assessments, the careful
observation of children’s reading by skilled observ-
ers, and the targeting of interventions to groups in
schools with large numbers of at-risk children.
‘‘(7) The educational progress of children par-
ticipating in programs under this title depends on
their being taught by credentialed and highly quali-
fied staff, particularly in schools with the highest
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concentrations of poverty, where paraprofessionals,
uncertified teachers, and teachers teaching out of
field frequently provide instructional services.’’.
(d) STATEMENT OF PURPOSE.—Section 1001(d) of
the ESEA is amended—
(1) in paragraph (3), by striking out ‘‘pro-
moting schoolwide reform and’’;
(2) in paragraph (6), by inserting a comma and
‘‘such as family literacy programs,’’ after ‘‘opportu-
nities’’;
(3) in paragraph (9), by striking out ‘‘schools
and’’ and inserting in lieu thereof ‘‘local educational
agencies, schools, and’’;
(4) by redesignating paragraphs (2) through
(9) as paragraphs (3) through (10), respectively;
and
(5) by inserting after paragraph (1) a new
paragraph (2) to read as follows:
‘‘(2) promoting comprehensive schoolwide re-
forms that are based on reliable research and effec-
tive practices;’’.
AUTHORIZATION OF APPROPRIATIONS
SEC. 102. Section 1002 of the ESEA is amended to
read as follows:
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‘‘AUTHORIZATION OF APPROPRIATIONS
‘‘SEC. 1002. (a) LOCAL EDUCATIONAL AGENCY
GRANTS.—For the purpose of carrying out part A, there
are authorized to be appropriated such sums as may be
necessary for fiscal year 2001 and each of the four suc-
ceeding fiscal years.
‘‘(b) EVEN START.—For the purpose of carrying out
part B, there are authorized to be appropriated such sums
as may be necessary for fiscal year 2001 and each of the
four succeeding fiscal years.
‘‘(c) EDUCATION OF MIGRATORY CHILDREN.—For
the purpose of carrying out part C, there are authorized
to be appropriated such sums as may be necessary for fis-
cal year 2001 and each of the four succeeding fiscal years.
‘‘(d) STATE AGENCY PROGRAMS FOR CHILDREN AND
YOUTH WHO ARE NEGLECTED OR DELINQUENT.—For
the purpose of carrying out part D, there are authorized
to be appropriated such sums as may be necessary for fis-
cal year 2001 and each of the four succeeding fiscal years.
‘‘(e) READING EXCELLENCE.—For the purpose of
carrying out part E, there are authorized to be appro-
priated such sums as may be necessary for fiscal year
2001 and each of the four succeeding fiscal years, of which
the Secretary shall reserve $5 million for each fiscal year
to carry out section 1508.
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‘‘(f) FEDERAL ACTIVITIES.—For the purpose of car-
rying out section 1602, there are authorized to be appro-
priated such sums as may be necessary for fiscal year
2001 and each of the four succeeding fiscal years.’’.
RESERVATIONS FOR ACCOUNTABILITY AND EVALUATION
SEC. 103. Section 1003 of the ESEA is amended to
read as follows:
‘‘RESERVATIONS FOR ACCOUNTABILITY AND EVALUATION
‘‘SEC. 1003. (a) STATE RESERVATIONS.—(1) Each
State educational agency shall reserve 2.5 percent of the
amount it receives under part A of this title for fiscal years
2001 and 2002, and 3.5 percent of that amount for fiscal
years 2003 through 2005, to carry out paragraph (2) and
to carry out its responsibilities under sections 1116 and
1117, including its statewide system of technical assist-
ance and support for local educational agencies.
‘‘(2) Of the amount reserved under paragraph (1) for
any fiscal year, the State educational agency shall either—
‘‘(A) allocate at least 70 percent directly to
local educational agencies, by—
‘‘(i) giving first priority to those agencies
with schools identified for corrective action
under section 1116(c)(5), which those agencies
shall use effectively to carry out corrective ac-
tion, as described in that section, in those
schools; and
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‘‘(ii) giving second priority to those agen-
cies with other schools identified for school im-
provement under section 1116(c)(1), which
those agencies shall use to bring about substan-
tial improvement in the performance of those
schools; or
‘‘(B) use at least 70 percent to carry out an al-
ternative system of intervention and corrective ac-
tion approved by the Secretary under section
1111(b)(3)(B)(ii).
‘‘(b) NATIONAL ACTIVITIES.—From the total amount
appropriated for any fiscal year to carry out this title, the
Secretary may reserve not more than 0.30 percent to con-
duct evaluations and studies, collect data, and carry out
other activities under section 1601.’’.
PART A—BASIC GRANTS
STATE PLANS
SEC. 111. Section 1111 of the ESEA is amended—
(1) in subsection (a)—
(A) in paragraph (1)—
(i) by inserting a comma and ‘‘in
order to help all children achieve to high
State standards and to improve teaching
and learning in the State,’’ after ‘‘shall’’;
and
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(ii) by striking out ‘‘the Goals 2000’’
and all that follows through ‘‘section
14306’’ and inserting in lieu thereof ‘‘the
Individuals with Disabilities Education
Act, the Carl D. Perkins Vocational and
Technical Education Act of 1998, and
other Acts, as appropriate’’; and
(B) by amending paragraph (2) to read as
follows:
‘‘(2) CONSOLIDATED PLAN.—A State may sub-
mit its plan under paragraph (1) as part of a con-
solidated plan under section 11502.’’;
(2) in subsection (b)—
(A) by amending the subsection heading to
read as follows: ‘‘STANDARDS, ASSESSMENTS,
AND ACCOUNTABILITY.’’;
(B) in paragraph (1)—
(i) by amending subparagraph (B) to
read as follows:
‘‘(B) The standards required by subpara-
graph (A) shall be the same standards that the
State applies to all schools and children in the
State.’’; and
(ii) by amending subparagraph (C) to
read as follows:
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‘‘(C) If a State has not adopted State con-
tent and student performance standards for all
students, the State shall have such standards
for elementary and secondary school children
served under this part in subjects determined
by the State, but including at least mathematics
and reading or language arts, which shall in-
clude the same knowledge, skills, and levels of
performance expected of all children.’’;
(C) by striking out paragraph (2) and re-
designating paragraph (3) as paragraph (2);
(D) in paragraph (2), as so redesignated—
(i) by inserting a comma and ‘‘start-
ing no later than the 2000–2001 school
year,’’ after ‘‘that will be used’’;
(ii) in subparagraph (F)—
(I) in clause (ii), by striking out
‘‘and’’ at the end thereof;
(II) in clause (iii), by striking out
‘‘can do’’ and all that follows through
the end thereof and inserting in lieu
thereof ‘‘can do in content areas;’’;
and
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(III) by adding at the end thereof
new clauses (iv) and (v) to read as fol-
lows:
‘‘(iv) the assessment (using tests writ-
ten in Spanish) of Spanish-speaking stu-
dents with limited English proficiency, if
Spanish-language assessments are more
likely than English-language tests to yield
accurate and reliable information on what
those students know and can do in content
areas other than English; and
‘‘(v) notwithstanding clauses (iii) and
(iv), the assessment (using tests written in
English) of reading or language arts of
any student who has attended school in the
United States (not including Puerto Rico)
for three or more consecutive years;’’ and
(iii) in subparagraph (G)—
(I) by striking out ‘‘have at-
tended schools in a local educational
agency for a full academic year but’’;
and
(II) by striking out ‘‘year, how-
ever the’’ and inserting in lieu thereof
‘‘year; however, the’’;
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(E) by inserting after paragraph (2) a new
paragraph (3) to read as follows:
‘‘(3) ACCOUNTABILITY.—(A) Each State receiv-
ing assistance under this part shall develop and im-
plement (and describe in its State plan) a statewide
system for holding local educational agencies and
schools accountable for student performance that
meets the following criteria:
‘‘(i) It is based on the State content and
student performance standards described in
paragraph (1) and on the assessments described
in paragraph (2), and includes multiple indica-
tors, such as attendance and dropout rates.
‘‘(ii) It includes all students in the grades
assessed under paragraph (2), in accordance
with that paragraph.
‘‘(iii) It holds local educational agencies
and schools accountable for student achieve-
ment in at least reading and mathematics.
‘‘(B) The accountability system described in
subparagraph (A), and described in the State plan,
shall also include a procedure for identifying local
educational agencies and schools in need of improve-
ment, intervening in those agencies and schools, and
(when those interventions are not effective) imple-
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menting corrective actions no later than three years
after first identifying such an agency or school, that
either—
‘‘(i) complies with sections 1116 and 1117
and includes rigorous criteria for identifying
those agencies and schools that are based on
their failure to make continuous and substantial
gains, which the Secretary may define in regu-
lations, in overall student performance and in
the performance of the lowest performing stu-
dents; or
‘‘(ii) includes an alternative procedure for
identifying and intervening in those agencies
and schools, which gives highest priority to cor-
rective actions in the lowest performing agen-
cies and schools that fail to show gains over an
extended period, if the Secretary determines
that—
‘‘(I) the alternative procedure is at
least as effective as the procedures de-
scribed in clause (i) and in sections 1116
and 1117, and that the State has shown
substantial overall achievement gains and a
reduction in the achievement gap between
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high-performing and low-performing stu-
dents in the State; or
‘‘(II) the alternative procedure will be
at least as effective as the procedures de-
scribed in clause (i) and in sections 1116
and 1117.
‘‘(C) Each State plan shall also describe how
the State will recognize and reward local educational
agencies and schools under this part, including, at a
minimum, the designation of Distinguished Schools
under section 1116(b).
‘‘(D) If a State does not have a statewide sys-
tem for holding local educational agencies account-
able that meets the requirements of subparagraphs
(A) through (C), it shall implement a system that
meets those requirements for local educational agen-
cies and schools participating under this part.’’;
(F) in paragraph (4), by striking out
‘‘paragraph (3)(C)’’ and inserting in lieu there-
of ‘‘paragraph (2)(C)’’;
(G) by striking out paragraphs (5) through
(7) and inserting in lieu thereof a new para-
graph (5) to read as follows:
‘‘(5) REVISIONS.—A State may revise its final
assessments described in this subsection at any time,
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but no such revision shall affect the timelines estab-
lished under this subsection for identifying, assist-
ing, and taking corrective action with respect to,
schools and local educational agencies in need of im-
provement.’’;
(H) by redesignating paragraph (8) as
paragraph (6); and
(I) in paragraph (6), as so redesignated—
(i) in subparagraph (A)—
(I) by striking out ‘‘sections
1112(c)(1)(D), 1114(b), and 1115(c)’’
and inserting in lieu thereof ‘‘sections
1114 (b) and (c) and 1115’’; and
(II) by inserting a comma and
‘‘and 
in 
implementing 
section
1120A(c)’’ before the semicolon at the
end thereof; and
(ii) in subparagraph (B), by inserting
‘‘as’’ after ‘‘factors’’;
(3) by amending subsection (c) to read as fol-
lows:
‘‘(c) ASSURANCES.—Each State plan shall contain
assurances that the State educational agency—
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‘‘(1) has involved the committee of practitioners
(established under section 1701(b)) in developing the
plan;
‘‘(2) will suballocate at least 97 percent of the
allocation it receives under this part for any fiscal
year to local educational agencies (except as pro-
vided by sections 1003 and 1701(c)) so that those
funds can be used to improve teaching and learning
in local schools; and
‘‘(3) will work to reduce State fiscal and ac-
counting barriers so that local educational agencies
can combine funds under this part with funds from
other Federal, State, and local sources to achieve
schoolwide reform in schoolwide programs under sec-
tion 1114.’’;
(4) in subsection (d)—
(A) by striking out paragraph (2);
(B) in paragraph (1)—
(i) by striking out the paragraph des-
ignation ‘‘(1)’’ and the paragraph heading
‘‘IN GENERAL.’’; and
(ii) by redesignating subparagraphs
(A) through (F) as paragraphs (1) through
(6);
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LOCAL EDUCATIONAL AGENCY PLANS
SEC. 112. Section 1112 of the ESEA is amended—
(1) in subsection (a)—
(A) in paragraph (1), by striking out
‘‘Goals 2000’’ and all that follows through ‘‘sec-
tion 14306’’ and inserting in lieu thereof ‘‘Indi-
viduals with Disabilities Education Act, the
Carl D. Perkins Vocational and Technical Edu-
cation Act of 1998, and other Acts, as appro-
priate’’; and
(B) in paragraph (2), by striking out ‘‘sec-
tion 14306’’ and inserting in lieu thereof ‘‘sec-
tion 11504’’;
(2) in subsection (b)—
(A) in the matter before paragraph (1), by
striking out ‘‘Each’’ and inserting in lieu there-
of ‘‘In order to help all children achieve to high
standards, each’’;
(B) in paragraph (1)—
(i) in subparagraph (B), by striking
out ‘‘and’’ at the end thereof;
(ii) in subparagraph (C), by adding
‘‘and’’ at the end thereof; and
(iii) by adding at the end thereof a
new subparagraph (D) to read as follows:
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‘‘(D) determine the literacy levels of first
graders and their need for interventions, and a
description of how it will ensure that any such
assessments—
‘‘(i) are developmentally appropriate;
‘‘(ii) use multiple measures to provide
information about the variety of skills that
research has identified as leading to early
reading; and
‘‘(iii) are administered to students in
the language most likely to yield valid re-
sults;’’;
(C) in paragraph (3), by inserting a
comma and ‘‘which shall also be a component of
its plan for professional development under title
II of this Act, if it receives funds under that
title’’ after ‘‘section 1119’’;
(D) in paragraph (4)(B)—
(i) by striking out ‘‘or who were for-
merly’’ and all that follows through
‘‘1994’’;
(ii) by striking out ‘‘and youth at risk
of dropping out’’; and
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(iii) by inserting ‘‘Indian children
served under title IX,’’ after ‘‘under part
D,’’;
(E) in paragraph (7), by striking out ‘‘eli-
gible’’;
(F) by amending paragraph (9) to read as
follows:
‘‘(9) where appropriate, a description of how
the local educational agency will use funds under
this part to support preschool programs in accord-
ance with section 1120B;’’; and
(G) by adding at the end thereof new para-
graphs (10) and (11) to read as follows:
‘‘(10) a description of the actions the agency
will take to assist its low-performing schools (includ-
ing schools identified under section 1116 as in need
of improvement), if there are any such schools, in
making the changes needed to educate all children to
the State standards; and
‘‘(11) a description of how the agency will pro-
mote the use of extended learning time, such as an
extended school year, before- and after-school pro-
grams, and summer programs.’’;
(3) in subsection (c)—
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(A) by striking out paragraphs (2) and
(3); and
(B) in paragraph (1)—
(i) by striking out the paragraph des-
ignation ‘‘(1)’’ and the paragraph heading
‘‘IN GENERAL.’’;
(ii) by striking out subparagraphs (D)
and (H);
(iii) by redesignating subparagraphs
(A) through (C) and (E) through (G) as
paragraphs (1) through (6), respectively;
(iv) in paragraph (3), as so redesig-
nated, by striking out ‘‘adequate yearly
progress’’ and inserting in lieu thereof ‘‘the
continuous and substantial gains called for
under section 1111(b)(3)’’;
(v) in paragraph (6), as redesignated
by clause (iii), by striking out ‘‘and’’ at the
end thereof; and
(vi) by adding at the end thereof new
paragraphs (7) and (8) to read as follows:
‘‘(7) annually assess the English proficiency of
all children with limited English proficiency partici-
pating in programs under this part, use the results
of those assessments to help guide and modify in-
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struction in the content areas, and provide those re-
sults to the parents of those children; and
‘‘(8) comply with the requirements of section
1119 regarding qualifications of teachers and para-
professionals.’’;
(4) by amending subsection (d) to read as fol-
lows:
‘‘(d) PLAN DEVELOPMENT
AND DURATION.—(1)
Each local educational agency plan shall be developed in
consultation with teachers, administrators, and other ap-
propriate school personnel, and with parents of children
in schools served under this part.
‘‘(2) Each such plan shall be submitted for the first
year for which this part is in effect following enactment
of the Educational Excellence for All Children Act of 1999
and shall remain in effect for the duration of the agency’s
participation under this part.
‘‘(3) Each such local educational agency shall—
‘‘(A) periodically review and, as necessary, re-
vise its plan, including revisions that respond to any
peer review carried out under this part; and
‘‘(B) submit any such revisions to the State
educational agency for its approval.’’; and
(5) in subsection (e)—
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(A) by amending paragraph (1) to read as
follows:
‘‘(1) IN
GENERAL.—Each local educational
agency plan shall be filed according to a schedule es-
tablished by the State educational agency.’’;
(B) in paragraph (2), by inserting a
comma and ‘‘through a peer-review process,’’
after ‘‘determines’’; and
(C) by striking out paragraph (3).
ELIGIBLE SCHOOL ATTENDANCE AREAS
SEC. 113. Section 1113 of the ESEA is amended—
(1) in subsection (a)(7), by striking out ‘‘with’’
and all that follows through ‘‘if’’ and inserting in
lieu thereof ‘‘under a desegregation plan ordered by
a State or court or approved by the Secretary, or
such a plan that the agency continues to implement
after it has expired, if’’;
(2) in subsection (b)(1)—
(A) in subparagraph (B), by striking out
‘‘and’’ at the end thereof;
(B) in subparagraph (C)(iii), by striking
out the period at the end thereof and inserting
in lieu thereof a semicolon and ‘‘and’’; and
(C) by adding at the end thereof a new
subparagraph (D) to read as follows:
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‘‘(D) designate and serve a school attend-
ance area or school that is not eligible under
subsection (a)(2), but that was eligible and that
was served in the preceding fiscal year, but only
for one additional fiscal year.’’; and
(3) in subsection (c)—
(A) in paragraph (2), by adding at the end
thereof a new subparagraph (C) to read as fol-
lows:
‘‘(C) A local educational agency may allo-
cate a greater per-child amount of funds under
this part to higher-poverty school attendance
areas and schools than it provides to lower-pov-
erty areas and schools.’’; and
(B) in paragraph (3)(A), by striking out
‘‘where appropriate, eligible’’.
SCHOOLWIDE PROGRAMS
SEC. 114. (a) PURPOSE AND ELIGIBILITY.—Section
1114(a) of the ESEA is amended—
(1) by amending the subsection heading to read
as follows: ‘‘PURPOSE AND ELIGIBILITY.’’;
(2) by amending paragraphs (1) and (2) to
read as follows:
‘‘(1) PURPOSE.—The purpose of a schoolwide
program under this section is to—
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‘‘(A) enable a local educational agency to
use funds under this part, in combination with
other Federal, State, and local funds, to up-
grade the entire educational program in a high-
poverty school; and
‘‘(B) help ensure that all children in such
a school meet challenging State standards for
student performance, particularly those children
who are most at risk of not meeting those
standards.
‘‘(2) ELIGIBILITY.—A local educational agency
may use funds under this part for the purposes de-
scribed in paragraph (1) for a school that, in the
first year of the schoolwide program—
‘‘(A) serves an eligible school attendance
area in which at least 50 percent of the children
are from low-income families; or
‘‘(B) has a student enrollment at least 50
percent of which is comprised of such chil-
dren.’’;
(3) in paragraph (4)(A)—
(A) by striking out ‘‘subsection (b)’’ and
inserting in lieu thereof ‘‘subsections (b) and
(c)’’; and
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(B) by inserting a comma and ‘‘except as
provided in section 613(a)(2)(D) of that Act’’
after ‘‘Individuals with Disabilities Education
Act’’; and
(4) by striking out paragraph (5).
(b) REORGANIZATION OF SECTION.—Section 1114 of
the ESEA is further amended—
(1) by striking out subsection (c); and
(2) by redesignating paragraph (2) of sub-
section (b) as subsection (c).
(c) COMPONENTS.—Section 1114(b) of the ESEA, as
amended by subsection (b)(2), is amended to read as fol-
lows:
‘‘(b) COMPONENTS OF A SCHOOLWIDE PROGRAM.—
A schoolwide program shall include the following compo-
nents:
‘‘(1) A comprehensive needs assessment of the
entire school that is based on—
‘‘(A) information on the performance of all
children in the school in relation to the State
content standards and the State student per-
formance 
standards 
described 
in 
section
1111(b)(1); and
‘‘(B) other factors that affect teaching and
learning in the school.
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‘‘(2) A coherent, research-based design to im-
prove teaching and learning throughout the entire
school that is based on the data from the needs as-
sessment described in paragraph (1) and includes—
‘‘(A) schoolwide reform strategies that—
‘‘(i) provide opportunities for all chil-
dren to meet the State’s proficient and ad-
vanced levels of student performance de-
scribed in section 1111(b)(1)(D);
‘‘(ii) 
use 
effective 
research-based
methods 
and 
instructional 
strategies
that—
‘‘(I) strengthen the core aca-
demic program in the school;
‘‘(II) increase the amount and
quality of learning time, such as pro-
viding an extended school year and
before- and after-school and summer
programs and opportunities, and help
provide an enriched and accelerated
curriculum; and
‘‘(III) include strategies for meet-
ing the educational needs of histori-
cally underserved populations, includ-
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ing children with limited English pro-
ficiency;
‘‘(iii)(I) address the needs of all chil-
dren in the school, but particularly the
needs of children who are most at risk of
not meeting the State student performance
standards, including the needs of children
who are members of the target population
of any program that is included in the
schoolwide program; and
‘‘(II) address how the school will de-
termine if those needs have been met; and
‘‘(iv) are integrated with, and are de-
signed to implement, State and local im-
provement plans or policies for comprehen-
sive standards-based reform;
‘‘(B) instruction by highly qualified profes-
sional staff employed in accordance with section
1119;
‘‘(C) in accordance with section 1119, on-
going, high-quality professional development for
teachers and aides and, where appropriate,
pupil services personnel, parents, principals,
and other staff to enable all children in the
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school to meet the State student performance
standards;
‘‘(D) strategies to increase parental in-
volvement, such as family literacy services;
‘‘(E) plans for addressing transitions to
and from the grade span served by the
schoolwide program by, for example—
‘‘(i) assisting preschool children in the
transition from early childhood programs
to kindergarten; and
‘‘(ii) preparing high-school students
for the transition from school to further
education or the workplace; and
‘‘(F) activities to ensure that students who
experience difficulty mastering any of the
standards required by section 1111(b) during
the course of the school year are provided with
effective, timely additional assistance, which
shall include—
‘‘(i) measures to ensure that students’
difficulties are identified on a timely basis
and to provide sufficient information on
which to base effective assistance;
‘‘(ii) for any student who has not met
those 
standards, 
teacher-parent 
con-
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ferences, at which the teacher and parents
shall discuss—
‘‘(I) what the school will do to
help the student meet those stand-
ards;
‘‘(II) what the parents can do to
help the student improve his or her
performance; and
‘‘(III) additional assistance that
may be available to the student at the
school or elsewhere in the community;
and
‘‘(iii) specific interventions, such as
providing before- and after-school and
summer programs, and one-on-one tutoring
during non-instructional time.
‘‘(3) Regular review of the school’s progress in
implementing its program and in achieving its goals
for student achievement.’’.
(d) SCHOOLWIDE PLANS.—Subsection (c) of section
1114 of the ESEA, as redesignated by subsection (b)(2),
is amended—
(1) by striking out subparagraph (B);
(2) by redesignating subparagraphs (A) and (C)
as paragraphs (1) and (2), respectively;
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(3) in paragraph (1), as so redesignated—
(A) by striking out ‘‘date of enactment’’
and all that follows through ‘‘section 1117,’’
and inserting in lieu thereof ‘‘effective date of
the Educational Excellence for All Children Act
of 1999), in consultation with the local edu-
cational agency,’’;
(B) by redesignating clauses (i) through
(vii) as subparagraphs (A) through (G);
(C) in subparagraph (A), as redesignated
by subparagraph (B), by striking out ‘‘para-
graph (1)’’ and inserting in lieu thereof ‘‘sub-
section (b)’’; and
(D) in subparagraph (D), as redesignated
by subparagraph (B), by striking out ‘‘section
1111(b)(3)’’ and inserting in lieu thereof ‘‘sec-
tion 1111(b)(2)’’;
(4) in paragraph (2), as redesignated by para-
graph (2)—
(A) by redesignating clauses (i) through
(v) as subparagraphs (A) through (E);
(B) 
in 
subparagraph 
(A), 
as 
so
redesignated—
(i) by redesignating subclauses (I) and
(II) as clauses (i) and (ii);
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(ii) in clause (i), as so redesignated,
by striking out ‘‘agency’’ and all that fol-
lows through ‘‘1117,’’ and inserting in lieu
thereof ‘‘agency’’; and
(iii) in clause (ii), as redesignated by
clause (i), by striking out ‘‘the date of en-
actment 
of 
the 
Improving 
America’s
Schools Act of 1994’’ and inserting in lieu
thereof ‘‘the effective date of the Edu-
cational Excellence for All Children Act of
1999’’; and
(C) in subparagraph (B), as redesignated
by subparagraph (A), by striking out ‘‘other
staff’’ and all that follows through ‘‘personnel’’
and inserting in lieu thereof ‘‘appropriate school
staff’’; and
(5) by adding at the end thereof a new para-
graph (3) to read as follows:
‘‘(3) No school shall implement a new or revised
plan under this section until the local educational
agency subjects it to a peer-review process, which
may include reviewers from outside the agency, and
approves it.’’.
TARGETED ASSISTANCE SCHOOLS
SEC. 115. Section 1115 of the ESEA is amended—
(1) in subsection (b)—
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(A) in paragraph (1)(A)—
(i) by striking out ‘‘part’’ and insert-
ing in lieu thereof ‘‘section’’; and
(ii) in clause (ii), by striking out
‘‘public education’’ and all that follows
through ‘‘setting’’ and inserting in lieu
thereof ‘‘public education’’; and
(B) in paragraph (2)—
(i) by amending subparagraph (A)(i)
to read as follows:
‘‘(i) Children with disabilities, migrant
children, and children with limited English
proficiency are eligible for services under
this part on the same basis as other chil-
dren.’’;
(ii) in subparagraph (B), by inserting
‘‘or in pre-school services under this title’’
after ‘‘program’’;
(iii) in subparagraph (C)—
(I) in clause (i), by striking out
‘‘the program’’ and all that follows
through ‘‘may be’’ and inserting in
lieu thereof ‘‘part D is’’; and
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(II) in clause (ii), by striking out
‘‘may be eligible’’ and inserting in lieu
thereof ‘‘is eligible’’; and
(iv) in subparagraph (D), by striking
out ‘‘may be eligible’’ and inserting in lieu
thereof ‘‘is eligible’’;
(2) in subsection (c)(1)—
(A) in subparagraph (B), by adding a
comma and ‘‘such as research-based approaches
for modifying instruction for children with lim-
ited English proficiency’’ after ‘‘children’’;
(B) in subparagraph (D)(ii), by striking
out ‘‘curriculum, including applied learning’’
and inserting in lieu thereof ‘‘curriculum’’;
(C) by amending subparagraph (E) to read
as follows:
‘‘(E) coordinate with and support the reg-
ular education program, which may include
services to assist preschool children in the tran-
sition from early childhood programs to elemen-
tary school programs and, for programs serving
high schools, preparing students for the transi-
tion from school to further education or the
workplace;’’;
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(D) in subparagraph (F), by inserting
‘‘employed in accordance with section 1119’’
after ‘‘staff’’;
(E) in subparagraph (G), by striking out
‘‘subsection (e)(3) and’’; and
(F) in subparagraph (H), by striking out
‘‘literary’’ and inserting in lieu thereof ‘‘lit-
eracy’’; and
(3) in subsection (e), by striking out paragraph
(3).
SCHOOL CHOICE
SEC. 115A. Section 1115A(b)(4) of the ESEA is
amended by striking out ‘‘section 1111(b)(3)’’ and insert-
ing in lieu thereof ‘‘section 1111(b)(2)’’.
ASSESSMENT AND LOCAL EDUCATIONAL AGENCY AND
SCHOOL IMPROVEMENT
SEC. 116. Subsections (a) through (d) of section
1116 of the ESEA are amended to read as follows:
‘‘(a) LOCAL REVIEW.—Each local educational agency
receiving funds under this part shall—
‘‘(1) use the State assessments and other indi-
cators described in the State plan, as well as any ad-
ditional measures or indicators described in the local
educational agency’s plan, to review annually the
progress of each school served under this part to de-
termine if it is making continuous and substantial
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gains as described in section 1111(b)(3) toward ena-
bling its students to meet the State student perform-
ance standards described in the State plan; and
‘‘(2) provide the results of the local annual re-
view to schools so that they can continually refine
the program of instruction to help all children served
under this part in those schools meet those stand-
ards.
‘‘(b) DESIGNATION OF DISTINGUISHED SCHOOLS.—
Each State educational agency shall designate as ‘Distin-
guished Schools’ those schools served under this part that
meet criteria established by the State, such as—
‘‘(1) making the continuous and substantial
gains in student performance described in section
1111(b)(3) for three consecutive years;
‘‘(2) having nearly all students meet the State
‘proficient’ or ‘advanced’ levels of student perform-
ance; or
‘‘(3) achieving, or significantly improving, eq-
uity in participation and achievement of students by
sex and race.
‘‘(c) SCHOOL IMPROVEMENT.—
‘‘(1) IN GENERAL.—
‘‘(A) PURPOSE.—In order to improve staff,
curriculum, and the services offered to children,
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so that they can meet challenging State stand-
ards, each local educational agency shall iden-
tify for school improvement any school served
under this part that—
‘‘(i) for two consecutive years, failed
to meet the State’s criteria under section
1111(b)(3) either for overall improvement
or for improvement of the lowest per-
forming students, unless the Secretary has
approved an alternative procedure pro-
posed by the State in its plan under sec-
tion 1111(b)(3)(B)(ii); or
‘‘(ii) immediately preceding the effec-
tive date of the amendments to this section
made by the Educational Excellence for All
Children Act of 1999, was in school-im-
provement status under this section, as
then in effect.
‘‘(B) TRANSITION.—The two-year period
described in subparagraph (A) shall include any
continuous period of time, immediately pre-
ceding the effective date of the amendments
made to this section by the Educational Excel-
lence for All Children Act of 1999, during
which a school did not make adequate progress
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as defined in the State’s plan under section
1111(b)(2)(B) or (7)(B), as then in effect.
‘‘(C) TARGETED ASSISTANCE SCHOOLS.—
In determining whether a school that is con-
ducting a targeted assistance program under
section 1115 should be identified as in need of
improvement under this paragraph, a local edu-
cational agency may choose to review the
progress of only those students in that school
who are served under this part.
‘‘(2) OPPORTUNITY TO REVIEW AND PRESENT
EVIDENCE.—(A) Before identifying a school for
school improvement under paragraph (1), the local
educational agency shall provide the school with an
opportunity to review the school-level data, including
assessment data, on which that proposed identifica-
tion is based.
‘‘(B) If the school believes that the proposed
identification is in error for statistical or other sub-
stantive reasons, it may provide supporting evidence
to the local educational agency, which such agency
shall consider before making a final determination.
‘‘(3) SCHOOL PLAN.—(A) Each school identified
under paragraph (1) shall, within three months of
being so identified, develop or revise a school plan,
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in consultation with parents, school staff, the local
educational agency, and a State school support team
or other outside experts, that includes research-
based strategies and specific goals and objectives for
making continuous and substantial progress and
that—
‘‘(i) has the greatest likelihood of improv-
ing the performance of participating children in
meeting the State’s student performance stand-
ards;
‘‘(ii) addresses the fundamental teaching
and learning needs in that school, and the spe-
cific academic problems of low-performing stu-
dents;
‘‘(iii) identifies and addresses the need to
improve the skills of its staff through effective
professional development;
‘‘(iv) identifies student performance tar-
gets and goals for the next three years; and
‘‘(v) specifies the responsibilities of the
local educational agency and the school under
the plan.
‘‘(B) The local educational agency shall prompt-
ly subject the plan to a peer-review process, work
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with the school to revise the plan as necessary, and
approve the plan.
‘‘(C) The school shall implement its plan (or re-
vised plan) as soon as it is approved.
‘‘(4) TECHNICAL ASSISTANCE.—For each school
identified under paragraph (1), the local educational
agency shall provide technical or other assistance as
the school develops and implements its plan.
‘‘(5) CORRECTIVE
ACTION.—In order to help
students served under this part meet challenging
State standards, each local educational agency shall
implement a system of corrective action in accord-
ance with the following, unless the Secretary has ap-
proved an alternative procedure proposed by the
State in its plan under section 1111(b)(3)(B)(ii):
‘‘(A) After providing technical assistance
under paragraph (4) and taking other remedial
measures, the local educational agency—
‘‘(i) may take corrective action at any
time with respect to a school that has been
identified under paragraph (1);
‘‘(ii) shall take corrective action with
respect to any school that still fails to
make continuous and substantial gains, as
defined by the State, immediately after the
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third year following its identification under
paragraph (1), except that the local edu-
cational agency may refrain from taking
such action for not more than one addi-
tional year if it assesses the school’s per-
formance and determines that—
‘‘(I) the school is meeting the
targets and goals of the school im-
provement plan described in para-
graph (3)(A)(iv), as shown by an im-
provement in student achievement
through a one-year gain in scores on
the State assessment; and
‘‘(II) the school will meet the
State’s criteria for continuous and
substantial gains within one year; and
‘‘(iii) shall continue to provide tech-
nical assistance while instituting any cor-
rective action under clause (i) or (ii).
‘‘(B) As used in this paragraph, the term
‘corrective action’ means action, consistent with
State and local law, that—
‘‘(i) substantially and directly re-
sponds to the consistent academic failure
that caused that agency to take that action
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and to any underlying staffing, curricular,
or other problems in the school; and
‘‘(ii) is designed to substantially in-
crease the likelihood that students in that
school will meet challenging State stand-
ards.
‘‘(C) In any case described in subpara-
graph (A)(ii), the local educational agency shall
take at least one of the following corrective ac-
tions:
‘‘(i) 
Instituting 
and 
fully 
imple-
menting a new curriculum, including ap-
propriate professional development for all
relevant staff, that is research-based and
offers substantial promise of improving
educational 
achievement 
for 
low-per-
forming students.
‘‘(ii) Redesigning the school by recon-
stituting all or part of the school staff in
a manner consistent with section 1119(a);
restructuring the school, such as by cre-
ating schools within schools or other small-
er learning environments; or re-opening the
school under alternative governance ar-
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rangements, such as a public charter
school.
‘‘(iii) Closing the school.
‘‘(iv) In conjunction with any other
action described in clauses (i) through (iii),
allowing students in the school who are
served under this part to choose to attend
other public schools and providing them
transportation (or the costs of transpor-
tation) to those schools.
‘‘(D) The local educational agency shall
make public and disseminate any corrective ac-
tion it takes under this paragraph.
‘‘(E) OPPORTUNITY
TO
REVIEW
AND
PRESENT
EVIDENCE.—(i) Before determining
that it will take corrective action with respect to
any school under this paragraph, the local edu-
cational agency shall provide the school an op-
portunity to review the school-level data, includ-
ing assessment data, on which the proposed de-
termination is made.
‘‘(ii) If the school believes that the pro-
posed determination is in error for statistical or
other substantive reasons, it may provide sup-
porting evidence to the local educational agency,
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which shall consider it before making a final de-
termination.
‘‘(6) STATE
EDUCATIONAL
AGENCY
RESPON-
SIBILITIES.—If a State educational agency deter-
mines that a local educational agency failed to carry
out its responsibilities under paragraphs (4) and (5),
it shall take such action as it finds necessary to im-
prove the affected schools and to ensure that the
local educational agency carries out those respon-
sibilities.
‘‘(7) SPECIAL RULE.—A local educational agen-
cy may remove from school-improvement status
under this subsection any school that meets the
State’s criteria under section 1111(b)(3), including
showing substantial gains by the lowest-performing
students, for at least two of the three years following
its identification under paragraph (1).
‘‘(d) STATE REVIEW AND LEA IMPROVEMENT.—
‘‘(1) PURPOSE.—In order to ensure that chil-
dren served under this part meet challenging State
standards, each State educational agency shall annu-
ally review the progress of each participating local
educational agency, in accordance with section
1111(b)(3), to determine whether it is meeting the
State’s criteria for accountability, including showing
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continuous and substantial gains in the achievement
of the lowest-performing students.
‘‘(2) DISTINGUISHED
SCHOOL
DISTRICTS.—
Each State may designate as ‘Distinguished School
Districts’ those local educational agencies that, over
a three-year period, meet or exceed such criteria as
the State may establish for performance and im-
provement under this part.
‘‘(3) IDENTIFICATION.—(A) A State edu-
cational agency shall identify for improvement any
local educational agency that, for two consecutive
years, does not meet the State’s criteria for account-
ability under section 1111(b)(3), including showing
continuous and substantial gains in achievement for
the lowest-performing students, unless the Secretary
has approved an alternative procedure in the State’s
plan under section 1111(b)(3)(B)(ii).
‘‘(B)(i) Before identifying a local educational
agency for improvement under subparagraph (A),
the State educational agency shall provide the local
educational agency with an opportunity to review the
school-level data, including assessment data, on
which that proposed identification is based.
‘‘(ii) If the local educational agency believes
that such proposed identification is in error due to
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statistical or other substantive reasons, the local
educational agency may provide supporting evidence,
which the State educational agency shall consider
before making a final determination.
‘‘(4) LOCAL
EDUCATIONAL
AGENCY
REVI-
SIONS.—(A) Each local educational agency identified
under paragraph (3) shall, within three months of
being so identified, revise its plan under section
1112, in consultation with schools, parents, and out-
side educational experts, to—
‘‘(i) address the fundamental teaching and
learning needs in the schools of that agency,
and the specific academic problems of low-per-
forming students;
‘‘(ii) have the greatest likelihood of improv-
ing the performance of participating children in
meeting the State’s student performance stand-
ards; and
‘‘(iii) identify annual student performance
targets and goals for the next three years.
‘‘(B) Such revision shall include determining
why the local educational agency’s plan failed to
bring about increased achievement.
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‘‘(C) The local educational agency shall submit
its revised plan to the State educational agency for
peer review and approval.
‘‘(5) STATE EDUCATIONAL AGENCY RESPONSI-
BILITY.—For each local educational agency identi-
fied under paragraph (3), the State educational
agency shall provide technical or other assistance, if
requested, as authorized under section 1117, to bet-
ter enable the local educational agency to—
‘‘(A) develop and implement its revised
plan; and
‘‘(B) work with schools needing improve-
ment.
‘‘(6) CORRECTIVE ACTION.—In order to ensure
that children served under this part meet chal-
lenging State standards, each State educational
agency shall implement a system of corrective action
in accordance with the following, unless the Sec-
retary has approved an alternative procedure in the
State’s plan under section 1111(b)(3)(B)(ii):
‘‘(A) After providing technical assistance
under paragraph (5) and taking other remedial
measures, the State educational agency—
‘‘(i) may take corrective action at any
time with respect to a local educational
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agency that has been identified under
paragraph (3);
‘‘(ii) shall take such action with re-
spect to any local educational agency that
still fails to make continuous and substan-
tial gains, as defined by the State, imme-
diately after the third year following its
identification under paragraph (3), except
that the State educational agency may re-
frain from taking such action for not more
than one additional year if it assesses the
local educational agency’s performance and
determines that—
‘‘(I) the local educational agency
is meeting the targets and goals in its
revised plan, as described in para-
graph (4)(A)(iii), as shown by an im-
provement in student achievement
through a one-year gain in scores on
the State assessment; and
‘‘(II) the local educational agency
will meet the State’s criteria for con-
tinuous and substantial gains within
one year; and
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‘‘(iii) shall continue to provide tech-
nical assistance while instituting any cor-
rective action under clause (i) or (ii).
‘‘(B) As used in this paragraph, the term
‘corrective action’ means action, consistent with
State law, that—
‘‘(i) substantially and directly re-
sponds to the persistent academic failure
that caused that agency to take that action
and to any underlying staffing, curricular,
or other problems in the local educational
agency; and
‘‘(ii) is designed to substantially in-
crease the likelihood that students in the
local educational agency’s schools will meet
challenging State standards.
‘‘(C) In any case described in subpara-
graph (A)(ii), the State educational agency
shall take at least one of the following correc-
tive actions:
‘‘(i) Withholding of funds.
‘‘(ii) Appointing a receiver or trustee
to administer the affairs of the local edu-
cational agency in place of the super-
intendent and school board.
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‘‘(iii) Abolishing or restructuring the
local educational agency.
‘‘(iv) In conjunction with any other
action described in this subparagraph, al-
lowing students in schools served under
this part to choose to attend public schools
in other local educational agencies and pro-
viding them transportation (or the costs of
transportation) to those schools.
‘‘(D) Before implementing any corrective
action under subparagraph (A), the State edu-
cational agency shall provide due process and a
hearing to the affected local educational agency,
if State law provides for such process and hear-
ing.
‘‘(E) The State educational agency shall
make public and disseminate any corrective ac-
tion it takes under this paragraph.
‘‘(7) SPECIAL
RULE.—A State educational
agency may remove from improvement status under
this subsection any local educational agency that, for
at least two of the three years following identifica-
tion under paragraph (3), makes substantial gains
toward meeting the State’s standards.’’.
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STATE ASSISTANCE FOR SCHOOL SUPPORT AND
IMPROVEMENT
SEC. 117. Section 1117 of the ESEA is amended to
read as follows:
‘‘STATE ASSISTANCE FOR SCHOOL DISTRICT AND SCHOOL
SUPPORT AND IMPROVEMENT
‘‘SEC. 1117. (a) SYSTEM FOR SUPPORT.—Each State
educational agency shall establish a statewide system of
intensive and sustained support and improvement for local
educational agencies and schools receiving funds under
this part, in order to increase the opportunity for all stu-
dents in those agencies and schools to meet the State’s
content standards and student performance standards.
‘‘(b) PRIORITIES.—In carrying out this section, the
State educational agency shall—
‘‘(1) first provide support and assistance to
local educational agencies subject to corrective action
under section 1116 and to help schools, in accord-
ance with section 1116(c)(6), for which a local edu-
cational agency has failed to carry out its respon-
sibilities under section 1116(c)(4) and (5);
‘‘(2) next, provide support and assistance to
other local educational agencies identified as in need
of improvement under section 1116; and
‘‘(3) then provide support and assistance to
other local educational agencies and schools partici-
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pating under this part that need that support and
assistance in order to achieve the purpose of this
part.
‘‘(c) APPROACHES.—In order to achieve the purpose
described in subsection (a), each such system shall provide
technical assistance and support through such approaches
as—
‘‘(1) school support teams, composed of individ-
uals who are knowledgeable about research and
practice on teaching and learning, particularly about
strategies for improving educational results for low-
achieving students;
‘‘(2) the designation and use of ‘Distinguished
Educators’, chosen from schools served under this
part that have been especially successful in enabling
children to meet (or make outstanding progress to-
ward meeting) State standards; and
‘‘(3) a peer-review process designed to increase
the capacity of local educational agencies and
schools to develop high-quality school improvement
plans.
‘‘(d) FUNDS.—Each State educational agency—
‘‘(1) shall use funds reserved under section
1003(a)(1), but not used under section 1003(a)(2),
to carry out this section; and
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‘‘(2) may use State administrative funds re-
served under section 1701(c) for that purpose.’’.
PARENTAL INVOLVEMENT
SEC. 118. Section 1118 of the ESEA is amended—
(1) in subsection (a)(3)(A), by striking out
‘‘(other 
than 
funds 
allocated 
under 
section
1002(e))’’;
(2) in subsection (c)—
(A) in paragraph (3), by striking out ‘‘sec-
tion 1114(b)’’ and inserting in lieu thereof
‘‘section 1114(c)’’;
(B) in paragraph (4)(B)—
(i) by striking out ‘‘school perform-
ance 
profiles 
required 
under 
section
1116(a)(3)’’ and inserting in lieu thereof
‘‘the school report cards required by sec-
tion 11206’’; and
(ii) 
by 
striking 
out 
‘‘section
1111(b)(3)(H)’’ and inserting in lieu there-
of ‘‘section 1111(b)(2)(H)’’; and
(C) in paragraph (5)—
(i) 
by 
striking 
out 
‘‘section
1114(b)(2)’’ and inserting in lieu thereof
‘‘section 1114(c)’’; and
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(ii) by striking out ‘‘participating chil-
dren’’ and inserting in lieu thereof ‘‘chil-
dren attending the school’’;
(3) in subsection (e)(1)—
(A) by striking out ‘‘the National Edu-
cation Goals’’ and inserting in lieu thereof
‘‘America’s Education Goals’’; and
(B) by striking out ‘‘section 1111(b)(8)’’
and 
inserting 
in 
lieu 
thereof 
‘‘section
1111(b)(6)’’;
(4) in subsection (f), by striking out ‘‘the pa-
rental involvement requirements of’’; and
(5) by striking out subsection (g).
TEACHER QUALIFICATIONS AND PROFESSIONAL
DEVELOPMENT
SEC. 119. Section 1119 of the ESEA is amended—
(1) by amending the section heading to read as
follows: ‘‘HIGH-QUALITY INSTRUCTION’’;
(2) by striking out subsections (f), (h), and (i)
and redesignating subsections (b) through (e) and
subsection (g) as subsections (d) through (h), re-
spectively;
(3) by amending subsection (a) to read as fol-
lows:
‘‘(a) PURPOSE AND GENERAL REQUIREMENTS.—In
order to enable all children to meet challenging State
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standards, each local educational agency receiving assist-
ance under this part shall—
‘‘(1) hire qualified instructional staff, consistent
with subsections (b) and (c);
‘‘(2) provide high-quality professional develop-
ment that will improve teaching and learning in core
content areas, consistent with subsection (d); and
‘‘(3) use at least five percent of its allocation
under this part for fiscal years 2001 and 2002, and
10 percent of that allocation for subsequent fiscal
years, for that professional development, except that
if a local educational agency fails to make substan-
tial progress against the indicators for professional
development identified by the Secretary under sec-
tion 2136 or the indicators for teacher quality estab-
lished by the State under section 11205 or by the
Secretary under section 11912, the State edu-
cational agency may withhold all or a portion of the
funds described in this paragraph and shall use any
funds so withheld to provide, or arrange for the pro-
vision of, the professional development described in
paragraph (2).’’;
(4) by inserting new subsections (b) and (c) to
read as follows:
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‘‘(b) MINIMUM QUALIFICATIONS FOR TEACHERS.—
Each local educational agency shall ensure that, by no
later than the effective date of the amendments to this
section made by the Educational Excellence for All Chil-
dren Act of 1999, all new teachers in programs supported
with funds under this part—
‘‘(1) are certified in the field in which they will
teach; or
‘‘(2) have a bachelors degree and are enrolled
in a program through which they will obtain such
certification within three years.
‘‘(c) PARAPROFESSIONALS.—(1) Each local edu-
cational agency shall ensure that, not later than July 1,
2002, all paraprofessionals working in programs sup-
ported with funds under this part meet the educational
requirements of paragraph (2) or (3) and perform only
the duties described in those paragraphs.
‘‘(2) A paraprofessional may perform any of the fol-
lowing duties only if he or she has completed at least two
years of college and is under the direct supervision of a
teacher:
‘‘(A) One-on-one tutoring for eligible students.
Any such tutoring must be at times that are in addi-
tion to the time a student would otherwise receive
instruction from a teacher.
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‘‘(B) Assisting with classroom management,
such as organizing instructional and other materials.
‘‘(C) Providing assistance in a computer labora-
tory.
‘‘(3) A paraprofessional who possesses a secondary
school diploma or its equivalent, but who has not com-
pleted at least two years of college, may perform only non-
instructional duties, such as improving parental involve-
ment, providing support in a library or media center, or
acting as a translator.
‘‘(4) Each local educational agency shall ensure that
each paraprofessional described in paragraph (1)—
‘‘(A) is appropriately trained and possesses the
knowledge and skills sufficient to support teachers,
parents, or school administrators, as the case may
be, in meeting the goals of this part;
‘‘(B) participates in professional development
and other training opportunities directly relevant to
his or her work assignment or to upgrading his or
her assignment; and
‘‘(C) is supervised by a teacher or other appro-
priate school staff member.’’;
(5) in subsection (d), as redesignated by para-
graph (2)—
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(A) by amending paragraph (1) to read as
follows:
‘‘(1) Professional development under this sec-
tion shall include principals, teachers, and other
school staff in its design and shall—
‘‘(A) improve the ability of teachers to help
all students, including children with disabilities,
children with limited English proficiency, and
economically disadvantaged children, reach high
State content and student performance stand-
ards;
‘‘(B) advance teacher understanding of one
or more of the core academic subject areas and
effective instructional strategies for improving
student achievement in those areas;
‘‘(C) be of sufficient duration to have a
positive and lasting impact on classroom in-
struction;
‘‘(D) be an integral part of broader school
and district-wide plans for raising student
achievement to State standards;
‘‘(E) be based on the best available re-
search on teaching and learning;
‘‘(F) include professional development ac-
tivities that involve collaborative groups of
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teachers and administrators from the same
school or district and, to the greatest extent
possible, include follow-up and school-based
support such as coaching or study groups; and
‘‘(G) as a whole, be regularly evaluated for
its impact on increased teacher effectiveness
and improved student achievement, with the
findings of such evaluations used to improve the
quality of professional development.’’; and
(B) in paragraph (2)—
(i) by amending subparagraph (A) to
read as follows:
‘‘(A) instruction in the use of data and as-
sessments to inform and instruct classroom
practice;’’;
(ii) by amending subparagraph (D) to
read as follows:
‘‘(D) instruction in the use of technology
as a tool to improve instruction;’’; and
(iii) in subparagraph (H), by striking
out ‘‘Head Start’’ and all that follows
through ‘‘personnel’’ and inserting in lieu
thereof ‘‘Head Start, or family literacy
programs such as Even Start; State-run
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that assessment will be used to improve
those services’’;
(ii) in subparagraph (E), by striking
out ‘‘what is’’ and all that follows through
the period at the end thereof and inserting
in lieu thereof ‘‘the amounts of funds gen-
erated by low-income private school chil-
dren in each participating attendance area
for those services;’’; and
(iii) by adding at the end thereof new
subparagraphs (F) and (G) to read as fol-
lows:
‘‘(F) the method or sources of data that
are used under subsection (a)(4) to determine
the number of children from low-income fami-
lies in participating school attendance areas
who attend private schools; and
‘‘(G) how and when the agency will make
decisions about the delivery of services to those
children.’’; and
(B) in paragraph (2)—
(i) by inserting ‘‘shall include meet-
ings of agency and private school officials
and’’ after ‘‘consultation’’; and
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(ii) by inserting a comma and ‘‘and
shall continue throughout implementation
and assessment of activities under this sec-
tion’’ before the period at the end thereof;
(3) in subsection (d)(2), by striking out ‘‘sec-
tions 14505 and 14506’’ and inserting in lieu there-
of ‘‘sections 11805 and 11806’’; and
(4) by striking out subsection (e).
FISCAL REQUIREMENTS
SEC. 120A. Section 1120A of the ESEA is
amended—
(1) in subsection (a), by striking out ‘‘section
14501’’ and inserting in lieu thereof ‘‘section
11801’’; and
(2) in subsection (c)—
(A) in paragraph (2)—
(i) by amending the paragraph head-
ing to read as follows: ‘‘CRITERIA
FOR
MEETING
COMPARABILITY
REQUIRE-
MENT.’’;
(ii) by amending subparagraph (A) to
read as follows:
‘‘(A) To meet the requirement of para-
graph (1), a local educational agency shall es-
tablish, and obtain the State educational agen-
cy’s approval of, policies to ensure com-
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parability in the use of State and local funds
among its schools participating under this part
and its other schools with respect to—
‘‘(i) pupil-teacher ratios and the quali-
fications of teachers (by category of assign-
ment, such as regular education, special
education, and bilingual education) and
professional staff;
‘‘(ii) curriculum, the range of courses
offered, instructional materials, and in-
structional resources to ensure that partici-
pating children have the opportunity to
achieve to the highest student performance
levels under the State’s challenging content
and student performance standards; and
‘‘(iii) the condition and safety of
school facilities, and their accessibility to
technology.’’;
(iii) by striking out subparagraph (B)
and redesignating subparagraph (C) as
subparagraph (B); and
(iv) by inserting after subparagraph
(B), as so redesignated, a new subpara-
graph (C) to read as follows:
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‘‘(C) Notwithstanding subparagraph (A), a
local educational agency may continue to meet
the requirement of paragraph (1) by complying
with subparagraph (A) as it was in effect prior
to the enactment of the Educational Excellence
for All Children Act of 1999, but each local
educational agency shall comply with subpara-
graph (A), as amended by that Act, no later
than July 1, 2002.’’; and
(B) in paragraph (3)(B), by striking out
‘‘biennially’’ and inserting in lieu thereof ‘‘an-
nually’’.
PRESCHOOL SERVICES AND COORDINATION
REQUIREMENTS
SEC. 120B. Section 1120B of the ESEA is
amended—
(1) by amending the section heading to read as
follows: ‘‘PRESCHOOL SERVICES; COORDINATION RE-
QUIREMENTS’’;
(2) in subsection (c), by striking out ‘‘Head
Start Act Amendments of 1994’’ and inserting in
lieu thereof ‘‘Head Start Amendments of 1998’’; and
(3) by adding the following at the end thereof:
‘‘(d) PRESCHOOL SERVICES.—(1) A local educational
agency may use funds received under this part to provide
preschool services—
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‘‘(A) directly to eligible preschool children in all
or part of its jurisdiction;
‘‘(B) through any school participating in the
agency’s program under this part; or
‘‘(C) through a contract with a local Head
Start agency, a partnership operating an Even Start
program, a State-funded preschool program, or a
comparable public early-childhood development pro-
gram.
‘‘(2) Preschool programs operated with funds pro-
vided under this part may be operated and funded jointly
with Even Start programs under part B of this title, Head
Start programs, or State-funded preschool programs.
‘‘(3) All preschool programs funded under this part
shall—
‘‘(A) focus on the developmental needs of par-
ticipating children, including their social, cognitive,
and language-development needs, and use research-
based approaches that build on competencies that
lead to school success, particularly in language and
literacy development and in reading; and
‘‘(B) ensure that participating children, at a
minimum—
‘‘(i) understand and use language to com-
municate for various purposes;
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‘‘(ii) understand and use increasingly com-
plex and varied vocabulary;
‘‘(iii) develop and demonstrate an appre-
ciation of books;
‘‘(iv) 
develop 
phonemic, 
print, 
and
numeracy awareness; and
‘‘(v) in the case of children with limited
English proficiency, progress toward acquisition
of the English language.—
ALLOCATIONS
SEC. 120C. (a) GRANTS FOR THE OUTLYING AREAS
AND
THE
SECRETARY
OF
THE
INTERIOR.—Section
1121(b) of the ESEA is amended—
(1) in paragraph (1), by striking out ‘‘para-
graph (3)’’ and inserting in lieu thereof ‘‘paragraph
(2)’’; and
(2) in paragraph (2)(A), by inserting ‘‘not more
than’’ after ‘‘shall reserve’’.
(b) ALLOCATIONS TO STATES.—Section 1122 of the
ESEA is amended to read as follows:
‘‘ALLOCATIONS TO STATES
‘‘SEC. 1122. (a) AMOUNTS FOR BASIC GRANTS, CON-
CENTRATION GRANTS, AND TARGETED GRANTS.—Of the
amount appropriated under section 1002(a) for any fiscal
year that remains after funds are reserved under section
HR 1960 IH
1003(b), the Secretary shall allocate the greater of the fol-
lowing to targeted grants under section 1125:
‘‘(1) 20 percent of that remaining amount.
‘‘(2) The portion of that remaining amount that
exceeds the combined appropriation for fiscal year
1995 for basic grants under section 1124 and for
concentration grants under section 1124A.
‘‘(b) ALLOCATIONS.—Except as provided in sub-
sections (c) and (d), the Secretary shall allocate to each
State the sum of the amounts determined for the local
educational agencies in the State under sections 1124,
1124A, and 1125.
‘‘(c) ADUSTMENTS IN CASE OF INSUFFICIENT AP-
PROPRIATIONS.—(1) If the sums available for any fiscal
year under subsection (a) are insufficient to pay the full
amounts that all local educational agencies in the States
are eligible to receive under sections 1124, 1124A, and
1125, the Secretary shall ratably reduce the allocations
to those agencies and to the States.
‘‘(2) If additional funds become available for making
payments under those sections, the Secretary shall ratably
increase those allocations.
‘‘(d) HOLD-HARMLESS
AMOUNTS.—(1) Notwith-
standing subsections (b) and (c), the amount made avail-
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able to each local educational agency under each of sec-
tions 1124 and 1125 for any fiscal year shall be—
‘‘(A) at least 95 percent of its amount for the
previous fiscal year if the number of children count-
ed under section 1124(c) is at least 30 percent of
the total number of children aged 5 through 17 in
that agency;
‘‘(B) at least 90 percent of its amount for the
previous fiscal year if the number of children so
counted is at least 15 percent, but less than 30 per-
cent, of the total number of children aged 5 through
17 in that agency; and
‘‘(C) at least 85 percent of its amount for the
previous fiscal year if the number of children so
counted is less than 15 percent of the total number
of children aged 5 through 17 in that agency.
‘‘(2) In any fiscal year for which the Secretary makes
allocations under this part to counties—
‘‘(A) the Secretary shall apply the percentages
described in paragraph (1) to counties; and
‘‘(B) if the allocation to a county is not suffi-
cient to meet the requirement of paragraph (1) for
each local educational agency in that county, the
State educational agency shall proportionately reallo-
cate funds from all other local educational agencies
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in the State that would otherwise receive allocations
in excess of the amounts determined under that
paragraph.
‘‘(e) DEFINITION.—For the purpose of this section
and sections 1124, 1124A, and 1125, the term ‘State’
means each of the 50 States, the District of Columbia,
and the Commonwealth of Puerto Rico.’’.
(c) BASIC GRANTS TO LOCAL EDUCATIONAL AGEN-
CIES.—Section 1124 of the ESEA is amended—
(1) in subsection (a)—
(A) by amending paragraph (1) to read as
follows:
‘‘(1) GRANTS FOR LOCAL EDUCATIONAL AGEN-
CIES.—Except as provided in paragraph (4) and in
section 1126, the grant that a local educational
agency is eligible to receive under this section for a
fiscal 
year 
is 
the 
amount 
determined 
by
multiplying—
‘‘(A) the number of children counted under
subsection (c); and
‘‘(B) 40 percent of the average per-pupil
expenditure in the State, except that the
amount determined under this subparagraph
shall not be less than 32 percent, and not more
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than 48 percent, of the average per-pupil ex-
penditure in the United States.’’;
(B) by redesignating paragraphs (3) and
(4) as paragraphs (4) and (5), respectively;
(C) by amending paragraph (2), and in-
serting after paragraph (2) a new paragraph
(3), to read as follows:
‘‘(2) CALCULATION OF GRANTS.—
‘‘(A) 
ALLOCATIONS
TO
LOCAL
EDU-
CATIONAL AGENCIES.—The Secretary shall cal-
culate grants under this section on the basis of
the number of children counted under sub-
section (c) for local educational agencies, unless
the Secretary and the Secretary of Commerce
determine that some or all of those data are un-
reliable or that their use would be otherwise in-
appropriate, in which case—
‘‘(i) the two Secretaries shall publicly
disclose the reasons for their determination
in detail; and
‘‘(ii) paragraph (3) shall apply.
‘‘(B) ALLOCATIONS TO LARGE AND SMALL
LOCAL EDUCATIONAL AGENCIES.—(i) For any
fiscal year to which this paragraph applies, the
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Secretary shall calculate grants under this sec-
tion for each local educational agency.
‘‘(ii) The amount of a grant under this
section for each large local educational agency
shall be the amount determined under clause
(i).
‘‘(iii) For small local educational agencies,
the State educational agency may either—
‘‘(I) distribute grants under this sec-
tion in amounts determined by the Sec-
retary under clause (i); or
‘‘(II) use an alternative method ap-
proved by the Secretary to distribute the
portion of the State’s total grants under
this section that is based on those small
agencies.
‘‘(iv) An alternative method under clause
(iii)(II) shall be based on population data that
the State educational agency determines best
reflect the current distribution of children in
poor families among the State’s small local edu-
cational agencies that meet the eligibility cri-
teria of subsection (b).
‘‘(v) If a small local educational agency is
dissatisfied with the determination of its grant
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by the State educational agency under clause
(iii)(II), it may appeal that determination to the
Secretary, who shall respond within 45 days of
receiving it.
‘‘(vi) As used in this subparagraph—
‘‘(I) the term ‘large local educational
agency’ means a local educational agency
serving an area with a total population of
20,000 or more; and
‘‘(II) the term ‘small local educational
agency’ means a local educational agency
serving an area with a total population of
less than 20,000.
‘‘(3) ALLOCATIONS TO COUNTIES.—(A) For any
fiscal year to which this paragraph applies, the Sec-
retary shall calculate grants under this section on
the basis of the number of children counted under
section 1124(c) for counties, and State educational
agencies shall suballocate county amounts to local
educational agencies, in accordance with regulations
of the Secretary.
‘‘(B) In any State in which a large number of
local educational agencies overlap county boundaries,
or for which the State believes it has data that
would better target funds than allocating them by
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county, the State educational agency may apply to
the Secretary for authority to make the allocations
under this part for a particular fiscal year directly
to local educational agencies without regard to coun-
ties.
‘‘(C) If the Secretary approves its application
under subparagraph (B), the State educational
agency shall provide the Secretary an assurance that
those allocations will be made—
‘‘(i) using precisely the same factors for
determining a grant as are used under this
part; or
‘‘(ii) using data that the State educational
agency submits to the Secretary for approval
that more accurately target poverty.
‘‘(D) The State educational agency shall pro-
vide the Secretary an assurance that a procedure is
(or will be) established through which local edu-
cational agencies that are dissatisfied with its deter-
minations under subparagraph (B) may appeal di-
rectly to the Secretary for a final determination.’’;
and
(D) by amending paragraph (4), as redes-
ignated by subparagraph (B), to read as fol-
lows:
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‘‘(4) PUERTO RICO.—The grant that the Com-
monwealth of Puerto Rico is eligible to receive under
this section for a fiscal year is the amount deter-
mined for Puerto Rico under paragraph (1), multi-
plied by the following:
‘‘(A) For fiscal year 2001, 77.6 percent.
‘‘(B) For fiscal year 2002, 83.2 percent.
‘‘(C) For fiscal year 2003, 88.8 percent.
‘‘(D) For fiscal year 2004, 94.4 percent.
‘‘(E) For fiscal years starting with fiscal
year 2005, 100 percent.’’;
(2) by amending subsection (b) to read as fol-
lows:
‘‘(b) MINIMUM NUMBER OF CHILDREN TO QUAL-
IFY.—A local educational agency is eligible for a basic
grant under this section for any fiscal year only if the
number of children counted under subsection (c) for that
agency is both—
‘‘(1) 10 or more; and
‘‘(2) more than two percent of the total school-
age population in the agency’s jurisdiction.’’;
(3) in subsection (c)—
(A) in paragraph (1)—
(i) in subparagraph (A), by adding
‘‘and’’ at the end thereof;
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(ii) by striking out subparagraph (B)
and redesignating subparagraph (C) as
subparagraph (B); and
(iii) in subparagraph (B), as so redes-
ignated, by inserting ‘‘(determined under
paragraph (4) for either the preceding year
as described in that paragraph, or for the
second preceding year, as the Secretary
finds appropriate)’’ after ‘‘number of chil-
dren’’;
(B) in paragraph (2)—
(i) in the second sentence, by striking
out ‘‘For fiscal year 1999 and beyond,
the’’ and inserting in lieu thereof ‘‘The’’;
and
(ii) by striking out the third and
fourth sentences;
(C) in paragraph (3)—
(i) in the first sentence—
(I) by striking out ‘‘1997’’ and
inserting in lieu thereof ‘‘2001’’; and
(II) by striking out ‘‘unreliable’’
and all that follows through Sciences’’
and inserting in lieu thereof ‘‘unreli-
able’’; and
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(ii) in the second sentence, by striking
out ‘‘jointly issue a report setting forth
their reasons in detail’’ and inserting in
lieu thereof ‘‘publicly disclose their rea-
sons’’;
(D) by striking out paragraph (4) and re-
designating paragraphs (5) and (6) as para-
graphs (4) and (5), respectively;
(E) in paragraph (4), as redesignated by
subparagraph (D)—
(i) by striking out the first sentence;
(ii) in the second sentence—
(I) by striking out ‘‘the number
of such children and’’;
(II) by striking out ‘‘of such
ages’’ and inserting in lieu thereof
‘‘aged 5 through 17’’; and
(III) by striking out ‘‘(using’’
and all that follows through ‘‘Octo-
ber)’’; and
(iii) by adding the following sentence
at the end thereof: ‘‘For the purpose of
this section, the Secretary shall consider all
children who are in correctional institu-
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tions to be living in institutions for delin-
quent children.’’; and
(F) in paragraph (5), as redesignated by
subparagraph (D), by striking out the final sen-
tence; and
(4) in subsection (d), by striking out ‘‘sub-
section (b)(1) or (d) of’’.
(d) CONCENTRATION GRANTS.—Section 1124A of
the ESEA is amended—
(1) in subsection (a)—
(A) in paragraph (1)—
(i) by amending subparagraph (A) to
read as follows:
‘‘(A) Except as provided in subparagraph
(B), each local educational agency that is eligi-
ble for a grant under section 1124 for any fis-
cal year is eligible for an additional grant under
this section for that fiscal year if the number
of children counted under section 1124(c) in
the agency exceeds either—
‘‘(i) 6,500; or
‘‘(ii) 15 percent of the total number of
children aged 5 through 17 in the agen-
cy.’’; and
(ii) in subparagraph (B)—
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(I) by striking out ‘‘such sub-
sections (b)(1) and (d) of’’; and
(II) by striking out ‘‘described in
subparagraph (A)’’; and
(B) by amending paragraph (4) to read as
follows:
‘‘(4) 
LOCAL
ALLOCATIONS.—(A) 
Grant
amounts under this section shall be determined in
accordance with section 1124(a)(2) and (3).
‘‘(B) For any fiscal year for which the Sec-
retary allocates funds under this section to counties,
a State may reserve not more than two percent of
its allocation under this section for any fiscal year
to make grants to local educational agencies that
meet the criteria of paragraph (1)(A)(i) or (ii) but
that are in ineligible counties.’’; and
(2) by deleting subsections (b) and (c) and re-
designating subsection (d) as subsection (b).
(e) TARGETED ASSISTANCE GRANTS.—Section 1125
of the ESEA is amended—
(1) in subsection (b)—
(A) in paragraph (1)(B), by striking out
‘‘the 
second 
sentence 
of 
subparagraph
1124(a)(1)(A)’’ and inserting in lieu thereof
‘‘section 1124(a)(1)(A)’’; and
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(B) in paragraph (2), by striking out ‘‘sub-
paragraph 1124(a)(3)’’ and inserting in lieu
thereof ‘‘section 1124(a)(4)’’;
(2) in subsection (c)—
(A) in paragraph (1), by amending the
paragraph 
heading 
to 
read 
as 
follows:
‘‘WEIGHTS FOR ALLOCATIONS TO COUNTIES.’’;
and
(B) in paragraph (2)—
(i) by amending the paragraph head-
ing to read as follows: ‘‘WEIGHTS FOR AL-
LOCATIONS TO LOCAL EDUCATIONAL AGEN-
CIES.’’; and
(ii) in subparagraph (A), by striking
out ‘‘beginning with fiscal year 1999’’;
(3) by amending subsection (d) to read as fol-
lows:
‘‘(d) CALCULATION OF GRANT AMOUNTS.—Grants
under this section shall be calculated in accordance with
section 1124(a)(2) and (3).’’; and
(4) in subsection (e), by striking out ‘‘sub-
section (b)(1) or (d) of’’.
(f) EDUCATION FINANCE INCENTIVE PROGRAM.—
Section 1125A of the ESEA is amended—
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(1) by amending subsection (a) to read as fol-
lows:
‘‘(a) GRANTS.—From sums appropriated to carry out
this section, the Secretary is authorized to make grants
to States to carry out the purposes of this part.’’;
(2) in subsection (b)—
(A) by striking out ‘‘Funds appropriated
pursuant to subsection (e)’’ and inserting in
lieu thereof ‘‘Funds described in subsection (a)
for each fiscal year’’; and
(B) by striking out ‘‘appropriated pursuant
to subsection (e) for such fiscal year’’ and in-
serting in lieu thereof ‘‘of those funds’’; and
(3) by striking out subsection (e).
(g) SPECIAL ALLOCATION PROCEDURES.—Section
1126(a)(1) of the ESEA is amended—
(1) by inserting ‘‘or delinquent’’ after ‘‘ne-
glected’’; and
(2) 
by 
striking 
out 
‘‘subparagraph
1124(c)(1)(C)’’ and inserting in lieu thereof ‘‘section
1124(c)(1)(B)’’.
PROGRAM INDICATORS
SEC. 120D. Part A of title I of the ESEA is further
amended by adding at the end thereof a new subpart 3
to read as follows:
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‘‘Subpart 3—Program Indicators
‘‘PROGRAM INDICATORS
‘‘SEC. 1131. Each State receiving assistance under
this part shall report to the Secretary each year with re-
spect to its progress in meeting the following performance
indicators for participating schools and local educational
agencies, and shall use those indicators to improve its pro-
gram performance:
‘‘(1) 
STUDENT
PERFORMANCE.—Increasing
percentages of students in schools with at least 50
percent poverty will meet proficient and advanced
performance levels on State assessments in reading
and mathematics.
‘‘(2) STUDENT
PERFORMANCE.—The average
scores representing the performance of the lowest
achieving students on State assessments will in-
crease annually in both reading and mathematics.
‘‘(3) ACCOUNTABILITY.—Increasing percentages
of schools identified as in need of improvement
under this part will show academic progress after
two years.
‘‘(4) QUALIFIED
TEACHERS.—The percentage
of teachers in programs under this part who are cer-
tified in the field in which they teach will increase
annually.
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‘‘(5) ALIGNED CURRICULA AND MATERIALS.—
Increasing percentages of school principals will re-
port that curricula and instructional materials in use
in their school are aligned with challenging State
content standards.
‘‘(6) EXTENDED TIME.—Increasing percentages
of schools will operate before- and after-school, sum-
mer, and other programs designed to extend and re-
inforce student learning.
‘‘(7) 
PARENTAL
INVOLVEMENT.—Increasing
percentages of parents will report that their schools
engage them in supporting their children’s learn-
ing.’’.
PART B—EVEN START
STATEMENT OF PURPOSE
SEC. 121. Section 1201 of the ESEA is amended—
(1) in paragraph (1), by inserting ‘‘high-qual-
ity’’ after ‘‘existing’’;
(2) in paragraph (2), by striking out ‘‘and’’ at
the end thereof;
(3) in paragraph (3), by striking out the period
and inserting in lieu thereof a semicolon and ‘‘and’’;
and
(4) by adding at the end thereof a new para-
graph (4) to read as follows:
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‘‘(4) be based on the best available research on
language development, reading instruction, and pre-
vention of reading difficulties.’’.
PROGRAM AUTHORIZED
SEC. 122. Section 1202 of the ESEA is amended—
(1) by amending subsection (a) to read as fol-
lows:
‘‘(a) RESERVATION OF FUNDS.—For each fiscal year,
the Secretary shall reserve 5 percent of the amount appro-
priated under section 1002(b) for programs, under such
terms and conditions as the Secretary shall establish, that
are consistent with the purpose of this part, and that sup-
port national demonstration and model projects for iso-
lated and especially hard-to-reach populations, which shall
include projects for—
‘‘(1) children of migratory workers;
‘‘(2) the outlying areas, for which the Secretary
shall reserve one-half of one percent of the funds ap-
propriated under section 1002(b);
‘‘(3) Indian tribes and tribal organizations; and
‘‘(4) such other populations as the Secretary
may from time to time determine, such as families
that are homeless, that have children with severe
disabilities, or that include incarcerated mothers of
young children.’’;
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(2) by amending subsection (b) to read as fol-
lows:
‘‘(b) RESERVATION
FOR FEDERAL ACTIVITIES.—
From amounts appropriated under section 1002(b) for
any fiscal year, the Secretary may reserve not more than
one percent to provide, directly or through grants or con-
tracts with eligible organizations, technical assistance,
program improvement, and replication activities.’’;
(3) in subsection (c)—
(A) by amending the subsection heading to
read ‘‘RESERVATION FOR STATEWIDE FAMILY
LITERACY INITIATIVES.’’;
(B) in paragraph (1), by striking out
‘‘From 
funds 
reserved 
under 
section
2260(b)(3), the Secretary shall’’ and inserting
in lieu thereof ‘‘From funds appropriated under
section 1002(b) for any fiscal year, the Sec-
retary may’’;
(C) in paragraph (2)(C)—
(i) in the subparagraph heading, by
striking out ‘‘PART C OF TITLE II’’ and
inserting in lieu thereof ‘‘PART E’’;
(ii) by striking out ‘‘section 2253(d)’’
and inserting in lieu thereof ‘‘section
1503(d)’’; and
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(iii) by striking out ‘‘section 2253’’
and inserting in lieu thereof ‘‘section
1503’’; and
(D) in paragraph (3), by striking out ‘‘sec-
tion 2252’’ and inserting in lieu thereof ‘‘sec-
tion 1502’’;
(4) in subsection (d)—
(A) in paragraph (2), by striking out ‘‘that
section’’ and inserting in lieu thereof ‘‘that
part’’; and
(B) in paragraph (3)—
(i) by striking out ‘‘$250,000, or’’;
and
(ii) by striking out ‘‘such year, which-
ever is greater’’ and inserting in lieu there-
of ‘‘such year’’; and
(5) in subsection (e)—
(A) in paragraph (2), by striking out ‘‘non-
profit’’; and
(B) in paragraph (3), by striking out the
period at the end thereof and inserting in lieu
thereof a semicolon.
STATE PROGRAMS
SEC. 123. Section 1203 of the ESEA is amended—
(1) by redesignating subsections (a) and (b) as
subsections (b) and (c), respectively;
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(2) by inserting a new subsection (a) to read as
follows:
‘‘(a) STATE PLAN.—
‘‘(1) CONTENTS.—Each State that desires to
receive a grant under this part shall submit a plan
to the Secretary containing such budgetary and
other information as the Secretary may require, and
which shall—
‘‘(A) include the State’s indicators of pro-
gram quality, developed under section 1210 or,
if the State has not completed work on those
indicators, describe its progress in developing
them;
‘‘(B) describe how the State is using, or
will use, those indicators to monitor, evaluate,
and improve projects it assists under this part,
and to decide whether to continue assisting
those projects;
‘‘(C) describe how the State will help each
project under this part ensure the full imple-
mentation of the program elements described in
section 1205, including how it will encourage
local projects to use technology, such as dis-
tance learning, to improve program access and
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the intensity of services, especially for isolated
populations;
‘‘(D) describe how the State will conduct
the competition for subgrants, including the ap-
plication of the criteria described in section
1208; and
‘‘(E) describe how the State will coordinate
resources, especially among State agencies, to
improve family literacy services in the State.
‘‘(2) DURATION.—Each State plan shall—
‘‘(A) be submitted for the first year for
which this part is in effect following the enact-
ment of the Educational Excellence for All Chil-
dren Act of 1999;
‘‘(B) remain in effect for the duration of
the State’s participation under this part; and
‘‘(C) be periodically reviewed and revised
by the State, as necessary.’’;
(3) in subsection (b), as redesignated by para-
graph (1)—
(A) by striking out ‘‘section 1202(d)(1)’’
and inserting in lieu thereof ‘‘section 1202(d)’’;
and
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(B) in paragraph (2), by striking out ‘‘sub-
section (b)’’ and inserting in lieu thereof ‘‘sub-
section (c)’’; and
(4) in paragraph (1) of subsection (c), as redes-
ignated by paragraph (1)—
(A) by striking out ‘‘section 1202(d)(1)’’
and inserting in lieu thereof ‘‘section 1202(d)’’;
and
(B) by striking out ‘‘subsection (a)’’ and
inserting in lieu thereof ‘‘subsection (b)’’.
USES OF FUNDS
SEC. 124. Section 1204 of the ESEA is amended—
(1) in subsection (a), by striking out ‘‘family-
centered education programs’’ and inserting in lieu
thereof ‘‘family literacy services’’; and
(2) in subsection (b)(1), by inserting ‘‘and in
section 1208(c)(2)’’ after ‘‘paragraph (2)’’.
PROGRAM ELEMENTS
SEC. 125. Section 1205 of the ESEA is amended to
read as follows:
‘‘PROGRAM ELEMENTS
‘‘SEC. 1205. Each program assisted under this part
shall—
‘‘(1) identify and recruit families most in need
of services provided under this part, as indicated by
the eligible parent or parents’ low income and low
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level of adult literacy or English language pro-
ficiency, and other need-related factors;
‘‘(2) screen and prepare parents (including
teenage parents) and children to enable them to par-
ticipate fully in the activities and services provided
under this part, including testing, referral to nec-
essary counseling, and other developmental, support,
and related services;
‘‘(3) be designed to accommodate participating
families’ work schedules and other responsibilities,
including scheduling and locating services to allow
joint participation by parents and children, and pro-
viding support services necessary for participation in
the activities assisted under this part if those serv-
ices are unavailable from other sources, such as—
‘‘(A) child care for the period that the par-
ents are involved in the programs assisted
under this part;
‘‘(B) transportation to enable parents and
their children to participate in those programs;
and
‘‘(C) career counseling and job-placement
services;
‘‘(4) provide high-quality, intensive family lit-
eracy services (as defined in section 1202(e)(3)),
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using instructional approaches that the best avail-
able research on reading indicates will be most effec-
tive in building adult literacy and children’s lan-
guage development and reading ability;
‘‘(5) with respect to the qualifications of staff
whose salaries are supported with funds under this
part, ensure that—
‘‘(A)(i) a majority of instruction is pro-
vided by teachers who have obtained at least a
bachelor’s degree, and who are certified in the
field in which they are teaching, or who are en-
rolled in a program leading to such certification
within two years;
‘‘(ii) within four years of the effective date
of the amendments to this section made by the
Educational Excellence for All Children Act of
1999, all instruction is provided by teachers
who have at least a bachelor’s degree; and
‘‘(iii) as of that effective date, all new
teachers who are hired to provide instruction
have at least a bachelor’s degree, and are cer-
tified in the field in which they are going to
teach, or are enrolled in a program leading to
such certification within two years;
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‘‘(B) not later than July 1, 2002, para-
professionals who provide instructional support
services, such as one-on-one tutoring and fol-
low-up educational activities in home visits and
with individuals and small groups, have com-
pleted at least two years of college and are
under the direct supervision of a teacher de-
scribed in subparagraph (A); and
‘‘(C) paraprofessionals who provide non-in-
structional services, such as family recruitment,
acting as a translator, community-liaison work,
and media-center or library support, possess at
least a secondary school diploma or its equiva-
lent;
‘‘(6) provide special training for staff, including
child-care staff, to develop the skills, and obtain cer-
tification in, instructional areas needed to carry out
the purpose of this part;
‘‘(7) provide and monitor integrated instruc-
tional services to participating parents and children
through center-based and home-based programs;
‘‘(8) serve those families most in need of the ac-
tivities and services provided under this part, includ-
ing individuals with special needs, such as individ-
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uals with disabilities, individuals with limited
English proficiency, and homeless individuals;
‘‘(9) use methods that ensure that participating
families 
successfully 
complete 
the 
program,
including—
‘‘(A) operating a year-round program, in-
cluding continuing to provide some instructional
services for participants during the summer
months;
‘‘(B) providing developmentally appropriate
educational services for at least a three-year
age range of children;
‘‘(C) encouraging participating families to
regularly attend and remain in the program for
a sufficient time to meet their program goals;
and
‘‘(D) promoting the continuity of family
literacy services across critical points in the
lives of children and their parents so that those
individuals can retain and improve their edu-
cational outcomes;
‘‘(10) be coordinated with—
‘‘(A) programs assisted under other parts
of this title and this Act;
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‘‘(B) any relevant programs under the
Adult Education and Family Literacy Act, the
Individuals with Disabilities Education Act, and
the Workforce Investment Act of 1998; and
‘‘(C) Head Start programs, Child Care De-
velopment Block Grant programs, volunteer lit-
eracy programs, and other relevant programs;
and
‘‘(11) provide for an independent evaluation of
the program, consistent with section 1207(c)(1)(E),
to be used for program improvement.’’.
ELIGIBLE PARTICIPANTS
SEC. 126. Section 1206(a)(1)(B) of the ESEA is
amended by inserting a comma and ‘‘or who are attending
secondary school’’ after ‘‘this part’’.
APPLICATIONS
SEC. 127. (a) PLANS.—Section 1207(c) of the ESEA
is amended—
(1) by inserting ‘‘and continuous improvement’’
after ‘‘plan of operation’’;
(2) in paragraph (1)—
(A) by amending subparagraph (A) to read
as follows:
‘‘(A) a description of the program goals,
including outcomes for children and families
that are consistent with the program indicators
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established or adopted by the State under sec-
tion 1210, and of the strategies the applicant
will use to reach those goals;’’;
(B) in subparagraph (B), by inserting
‘‘each of’’ after ‘‘incorporate’’;
(C) in subparagraph (D) by inserting
‘‘and’’ at the end thereof; and
(D) by striking out subparagraphs (E) and
(F) and inserting in lieu thereof the following:
‘‘(E) provisions for rigorous and objective
evaluation of progress toward the goals de-
scribed in subparagraph (A), and the con-
tinuing use of evaluation data for program im-
provement.’’; and
(3) in paragraph (2), by striking out ‘‘para-
graph (1)(A)’’ and inserting in lieu thereof ‘‘para-
graph (1)’’.
(b) TECHNICAL AMENDMENT.—Section 1207 of the
ESEA is further amended by striking out subsection (d).
AWARD OF SUBGRANTS
SEC. 
128. 
(a) 
SELECTION
PROCESS.—Section
1208(a) of the ESEA is amended—
(1) in paragraph (1)—
(A) in subparagraph (B), by striking out
‘‘limited-English’’ and inserting in lieu thereof
‘‘limited English’’;
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(B) by striking out subparagraph (C);
(C) by redesignating subparagraphs (D)
through (H) as subparagraphs (C) through (G)
respectively;
(D) in subparagraph (E), as redesignated
by subparagraph (C), by striking out ‘‘Federal’’
and inserting in lieu thereof ‘‘non-Federal’’; and
(E) in subparagraph (G), as redesignated
by subparagraph (C), by striking out ‘‘local
educational agencies’’ and inserting in lieu
thereof ‘‘family literacy projects’’; and
(2) in paragraph (3), by striking out ‘‘one or
more of the following individuals:’’ and inserting in
lieu thereof ‘‘an individual with expertise in family
literacy programs, and may include other individ-
uals, such as one or more of the following:’’.
(b) EXEMPLARY PROJECTS.—Section 1208 of the
ESEA is amended by adding at the end thereof a new
subsection (c) to read as follows:
‘‘(c) EXEMPLARY PROJECTS.—(1) Notwithstanding
subsection (b)(5)(A), each State may use funds under this
part in any fiscal year to continue providing assistance,
for up to two additional years, for not more than two
projects that have been highly successful in achieving the
goals described in their plans under section 1207(c)(1)(A)
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and that have substantial potential to serve as models for
other projects throughout the Nation and as mentor sites
for other family-literacy programs in the State.
‘‘(2) The Federal share of any subgrant under para-
graph (1) shall not exceed 40 percent for the first year
and 30 percent for the second year.’’.
EVALUATION
SEC. 129. Section 1209 of the ESEA is amended to
read as follows:
‘‘EVALUATION
‘‘SEC. 1209. The Secretary shall provide for an inde-
pendent evaluation of programs assisted under this part,
to—
‘‘(1) determine their performance and effective-
ness; and
‘‘(2) identify effective programs that can be du-
plicated and used in providing technical assistance to
Federal, State, and local programs.’’.
INDICATORS OF PROGRAM QUALITY
SEC. 130. Section 1210 of the ESEA is amended—
(1) by striking out ‘‘Each’’ and inserting in lieu
thereof ‘‘By September 30, 2000, each’’; and
(2) by adding at the end thereof a new para-
graph (3) to read as follows:
‘‘(3) With respect to a program’s implementa-
tion of high-quality, intensive family literacy serv-
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ices, specific levels of intensity of those services and
duration of individuals’ participation that are nec-
essary to result in the outcomes described under
paragraphs (1) and (2), which the State shall peri-
odically review and revise as needed to achieve those
outcomes.’’.
REPEAL AND REDESIGNATION
SEC. 130A. (a) REPEAL.—Section 1211 of the ESEA
is repealed.
(b) REDESIGNATION.—Section 1212 of the ESEA is
redesignated as section 1211.
PART C—EDUCATION OF MIGRATORY CHILDREN
STATE ALLOCATIONS
SEC. 131. Section 1303 of the ESEA is amended—
(1) by amending subsection (a) to read as fol-
lows:
‘‘(a) STATE ALLOCATIONS.—
‘‘(1) IN GENERAL.—Except as provided in para-
graph (2) and subsection (b), each State is entitled
to receive under this part, for each fiscal year, an
amount equal to—
‘‘(A) the sum of—
‘‘(i) the number of identified eligible
migratory children, aged 3 through 21, re-
siding in the State during the previous
year; and
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‘‘(ii) the number of identified eligible
migratory children, aged 3 through 21,
who received services under this part in
summer or intersession programs provided
by the State; multiplied by
‘‘(B) 40 percent of the average per-pupil
expenditure in the State, but not less than 32
percent or more than 48 percent of the average
per-pupil expenditure in the United States.
‘‘(2) MINIMUM AND MAXIMUM ALLOCATIONS.—
No State’s allocation under paragraph (1) for any
fiscal year shall be more than 120 percent, or less
than 80 percent, of its allocation for the previous
year, except that no State’s allocation shall be less
than $200,000.’’;
(2) by amending subsection (b) to read as fol-
lows:
‘‘(b) ALLOCATIONS TO PUERTO RICO.—Subject to
subsection (a)(2), the grant that the Commonwealth of
Puerto Rico is eligible to receive under this section for a
fiscal year is the amount determined for Puerto Rico
under subsection (a)(1), multiplied by the following:
‘‘(1) For fiscal year 2001, 77.6 percent.
‘‘(2) For fiscal year 2002, 83.2 percent.
‘‘(3) For fiscal year 2003, 88.8 percent.
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‘‘(4) For fiscal year 2004, 94.4 percent.
‘‘(5) For fiscal years starting with fiscal year
2005, 100 percent.’’; and
(3) by striking out subsections (d) and (e).
STATE APPLICATIONS
SEC. 132. Section 1304 of the ESEA is amended—
(1) in subsection (b)—
(A) in paragraph (1), by striking out
‘‘through’’ and all that follows through the end
thereof and inserting in lieu thereof ‘‘through—
‘‘(A) the full range of services that are
available for migratory children from appro-
priate local, State, and Federal educational pro-
grams;
‘‘(B) joint planning among such local,
State, and Federal programs, and bilingual
education programs under part A of title VII;
‘‘(C) the integration of services available
under this part with services provided by those
other programs; and
‘‘(D) measurable program goals and out-
comes;
(B) in paragraph (5), by striking out ‘‘the
requirements of paragraph (1)’’ and inserting
in lieu thereof ‘‘the numbers and needs of mi-
gratory children, the requirements of subsection
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(d), and the availability of funds from other
Federal, State, and local programs’’;
(C) by redesignating paragraphs (5) and
(6) as paragraphs (6) and (7); and
(D) by inserting after paragraph (4) a new
paragraph (5) to read as follows:
‘‘(5) a description of how the State will encour-
age the participation of migratory children in State
assessments required under section 1111(b)(2);’’;
and
(2) in subsection (c)—
(A) in paragraph (1)(A), by striking out
‘‘section 1306(b)(1)’’ and inserting in lieu
thereof ‘‘section 1306(a)’’;
(B) in paragraph (2), by striking out ‘‘part
F’’ and inserting in lieu thereof ‘‘part G’’;
(C) in paragraph (3)—
(i) by striking out ‘‘appropriate’’; and
(ii) by striking out ‘‘carried out, to
the extent feasible,’’ and inserting in lieu
thereof ‘‘carried out’’; and
(D) in paragraph (7), by striking out ‘‘sec-
tion 1303(e)’’ and inserting in lieu thereof ‘‘sec-
tion 1303(a)(1)(A)’’.
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AUTHORIZED ACTIVITIES
SEC. 133. Section 1306 of the ESEA is amended to
read as follows:
‘‘AUTHORIZED ACTIVITIES
‘‘SEC. 1306. (a) IN GENERAL.—(1)(A) Each State
educational agency, through its operating agencies, shall
have the flexibility to determine the activities to be pro-
vided with funds made available under this part; except
that (B) such funds shall first be used to meet the identi-
fied needs of migratory children that result from their mi-
gratory lifestyle, and permit these children to participate
effectively in school.
‘‘(2) Funds provided under this part shall be used
to address the needs of migratory children that are not
addressed by services available from other Federal or non-
Federal programs, except that migratory children who are
eligible to receive services under part A of this title may
receive those services through funds provided under that
part, or with funds under this part that remain after the
agency addresses the needs described in paragraph (1)(B).
‘‘(b) CONSTRUCTION.—Nothing in this part shall be
construed to prohibit a local operating agency from serv-
ing migratory children simultaneously with students with
similar educational needs in the same educational settings,
where appropriate.
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‘‘(c) SPECIAL RULE.—Notwithstanding section 1114,
a school that receives funds under this part shall continue
to address the identified needs described in subsection
(a)(1).’’.
COORDINATION OF MIGRANT EDUCATION ACTIVITIES
SEC. 134. Section 1308 of the ESEA is amended—
(1) in subsection (a)—
(A) in paragraph (1), by striking out ‘‘non-
profit’’; and
(B) in paragraph (2) by striking out ‘‘sub-
part’’ and inserting in lieu thereof ‘‘subsection’’;
(2) by amending subsection (b) to read as fol-
lows:
‘‘(b) ASSISTANCE.—The Secretary shall assist States
in developing effective methods for the transfer of student
records and in determining the number of migratory chil-
dren in each State.’’;
(3) 
in 
subsection 
(c), 
by 
striking 
out
‘‘$6,000,000’’ 
and 
inserting 
in 
lieu 
thereof
‘‘$10,000,000’’; and
(4) by amending subsection (d) to read as fol-
lows:
‘‘(d) INCENTIVE GRANTS.—From the amounts made
available to carry out this section for any fiscal year, the
Secretary may reserve not more than $3,000,000 to award
grants of not more than $250,000 to State educational
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agencies that propose consortium arrangements with an-
other State or other appropriate entity that the Secretary
determines, pursuant to criteria the Secretary shall estab-
lish, would improve the delivery of services to migratory
children whose education is interrupted.’’.
DEFINITIONS
SEC. 135. Section 1309(2) of the ESEA is amended
by striking out ‘‘parent, spouse, or guardian’’ each place
it appears and inserting in lieu thereof ‘‘parent or
spouse’’.
PART D—NEGLECTED AND DELINQUENT CHILDREN
PROGRAM NAME
SEC. 141. The heading of part D of title I of the
ESEA is amended to read as follows:
‘‘PART D—STATE AGENCY PROGRAMS FOR CHILDREN
AND YOUTH WHO ARE NEGLECTED OR DELINQUENT’’.
FINDINGS; PURPOSE; PROGRAM AUTHORIZED
SEC. 142. (a) FINDING.—Section 1401(a) of the
ESEA is amended to read as follows:
‘‘(a) FINDINGS.—Congress finds the following:
‘‘(1) A large percentage of youth in the juve-
nile-justice system have poor academic achievement,
are a year or more behind grade level, and have
dropped out of school.
‘‘(2) Many schools and correctional facilities fail
to communicate regarding a youth’s academic needs,
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and students often return to their home school ill-
prepared to meet current curriculum requirements.
‘‘(3) Schools are often reluctant to deal with
youth returning from facilities and often receive no
funds to deal with the unique educational and other
needs of those youth.
‘‘(4) There is a need for federal assistance to
support State efforts to educate students in State
institutions for neglected and delinquent children
and youth to challenging academic standards.’’.
(b) PURPOSE.—Section 1401(b) of the ESEA is
amended—
(1) in paragraph (1), by striking out ‘‘local
and’’; and
(2) by amending paragraph (3) to read as fol-
lows:
‘‘(3) to provide youth returning from institu-
tions with a support system to ensure their contin-
ued education.’’.
(c) PROGRAM AUTHORIZED.—Section 1401(c) of the
ESEA is amended—
(1) by striking out ‘‘and local educational agen-
cies’’; and
(2) by striking out ‘‘at risk’’ and all that fol-
lows through ‘‘graduation’’.
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PAYMENTS FOR PROGRAMS UNDER PART D
SEC. 143. Section 1402 of the ESEA is amended—
(1) by striking out ‘‘(a) AGENCY
SUB-
GRANTS.—’’; and
(2) by striking out subsections (b) and (c).
ALLOCATION OF FUNDS
SEC. 144. Section 1412 of the ESEA is amended—
(1) in subsection (a)(1)—
(A) by striking out ‘‘Each State agency de-
scribed in section 1411 (other than an agency
in the Commonwealth of Puerto Rico)’’ and in-
serting in lieu thereof ‘‘Except as provided in
subsection (b), each State agency described in
section 1411’’; and
(B) by inserting ‘‘in’’ before ‘‘an amount
equal’’; and
(2) by amending subsection (b) to read as fol-
lows:
‘‘(b) SUBGRANTS TO STATE AGENCIES IN PUERTO
RICO.—The amount of the subgrant for which a State
agency in the Commonwealth of Puerto Rico is eligible
under this part for a fiscal year is the amount determined
for that agency under subsection (a), multiplied by the fol-
lowing:
‘‘(1) For fiscal year 2001, 77.6 percent.
‘‘(2) For fiscal year 2002, 83.2 percent.
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‘‘(3) For fiscal year 2003, 88.8 percent.
‘‘(4) For fiscal year 2004, 94.4 percent.
‘‘(5) For fiscal years starting with fiscal year
2005, 100 percent.’’.
STATE PLAN AND STATE AGENCY APPLICATIONS
SEC. 145. (a) STATE PLAN.—Section 1414(a) of the
ESEA is amended—
(1) in paragraph (1), by striking out ‘‘14306’’
and inserting in lieu thereof ‘‘11506’’; and
(2) in paragraph (2)—
(A) in subparagraph (B), by striking out
‘‘as such children would have if such children’’
and inserting in lieu thereof a comma and ‘‘and
will be held to the same challenging standards,
as they would if they’’; and
(B) in subparagraph (C)(ii), by striking
out ‘‘1416’’ and inserting in lieu thereof
‘‘1431’’.
(b) 
STATE
AGENCY
APPLICATIONS.—Section
1414(c)(6) of the ESEA of the ESEA is amended by
striking out ‘‘14701’’ and inserting in lieu thereof ‘‘1431’’.
USE OF FUNDS
SEC. 146. Section 1415(a)(2)(D) of the ESEA is
amended by striking out ‘‘14701’’ and inserting in lieu
thereof ‘‘1431’’.
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LOCAL AGENCY PROGRAMS
SEC. 147. Part D of title I of the ESEA is further
amended by—
(1) repealing subpart 2; and
(2) redesignating subpart 3 as subpart 2.
PROGRAM EVALUATIONS
SEC. 148. Section 1431 of the ESEA is amended—
(1) in subsection (a)—
(A) by striking out ‘‘or local educational
agency’’; and
(B) by striking out ‘‘subpart 1 or 2’’ and
inserting in lieu thereof ‘‘subpart 1’’;
(2) by amending subsection (b) to read as fol-
lows:
‘‘(b) EVALUATION MEASURES.—In conducting each
evaluation under subsection (a), a State agency shall use
multiple measures of student progress that, while con-
sistent with section 1414(a)(2)(B), are appropriate for the
students and are feasible for the agency to achieve (consid-
ering such factors as the duration of students’ participa-
tion in the program).’’; and
(3) in subsection (c), by striking out ‘‘and local
educational agency’’.
DEFINITIONS
SEC. 149. Section 1432 of the ESEA is amended by
striking out paragraph (2) and redesignating paragraphs
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(3), (4), and (5) as paragraphs (2), (3), and (4), respec-
tively.
PART E—FEDERAL EVALUATIONS, DEMONSTRATIONS,
AND TRANSITION PROJECTS
EVALUATIONS, MANAGEMENT INFORMATION, AND OTHER
NATIONAL ACTIVITIES
SEC. 151. Section 1501 of the ESEA is amended to
read as follows:
‘‘EVALUATIONS, MANAGEMENT INFORMATION, AND
OTHER NATIONAL ACTIVITIES
‘‘SEC. 1501. (a) PURPOSE.—The purpose of this sec-
tion is to authorize—
‘‘(1) evaluations of the activities assisted under
this title to determine their effectiveness, consistent
with the Government Performance and Results Act
of 1993;
‘‘(2) activities undertaken in partnership with
the States to develop information needed to inform
program management and support continuous im-
provement at the State, school district, and school
levels;
‘‘(3) applied research, technical assistance, dis-
semination, and recognition activities relating to this
title; and
‘‘(4) obtaining biennial updates of census data
used under this title.
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‘‘(b) NATIONAL ASSESSMENT OF TITLE I.—
(1) IN GENERAL.—The Secretary shall conduct
a national assessment of programs assisted under
this title, in coordination with the national longitu-
dinal study of schools under subsection (d), which
shall be planned, reviewed, and conducted with an
independent panel authorized under section 11911.
‘‘(2) SCOPE OF ASSESSMENT.—The national as-
sessment shall examine—
‘‘(A) the implementation and impact of the
programs carried out under this title on student
academic performance, particularly in schools
with high concentrations of children living in
poverty;
‘‘(B) the implementation and impact of
State standards, assessments, and account-
ability systems developed under this title on
educational programs and instruction at the
local level;
‘‘(C) the effect of schoolwide programs
under section 1114 and targeted-assistance pro-
grams under section 1115 on increasing the
number of students who have access to an en-
riched, challenging curriculum consistent with
high standards;
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‘‘(D) the implementation and impact of the
professional development activities supported
under this title on instruction and student per-
formance;
‘‘(E) the extent to which local educational
agencies and schools, in carrying out activities
under this title, provide parents with meaning-
ful opportunities to participate in the education
of their children at home and at school, and the
impact of those opportunities;
‘‘(F) the extent to which the resources pro-
vided under this title are effectively targeted to
schools that need them most;
‘‘(G) the effectiveness of Federal adminis-
tration, including monitoring and technical as-
sistance, on programs under this title; and
‘‘(H) such other issues as the Secretary
may determine.
‘‘(3) SOURCES
OF
INFORMATION.—The Sec-
retary shall use information from a variety of
sources, including the National Assessment of Edu-
cational Progress, State evaluations, and available
research studies, in carrying out the national assess-
ment.
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‘‘(4) INTERIM AND FINAL REPORTS.—The Sec-
retary shall submit to the President and the appro-
priate committees of the Congress an interim report
on the national assessment within three years of the
enactment of the Educational Excellence for All
Children Act of 1999 and a final report within four
years of that enactment.
‘‘(c) STUDIES AND DATA COLLECTION.—
(1) IN GENERAL.—In addition to other activi-
ties described in this section, the Secretary may, di-
rectly or through grants to, and contracts with, ap-
propriate entities—
‘‘(A) conduct studies and evaluations of
the need for, and effectiveness of, programs
under this title;
‘‘(B) collect data that are needed to com-
ply with the Government Performance and Re-
sults Act of 1993; and
‘‘(C) provide guidance and technical assist-
ance to State educational agencies and local
educational agencies in developing and main-
taining 
management-information 
systems
through which they can develop program-per-
formance indicators, collect data to measure
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performance against those indicators, and use
the data to improve services and performance.
‘‘(2) MINIMUM INFORMATION.—At a minimum,
the Secretary shall collect trend information on the
effect of programs under this title, which shall com-
plement the data collected and reported under sub-
sections (b) and (d).
‘‘(d) 
NATIONAL
LONGITUDINAL
STUDY
OF
SCHOOLS.—(1) The Secretary shall carry out an ongoing
longitudinal study of schools in order to provide the public,
the Congress, and educators involved in the program car-
ried out under this title—
‘‘(A) an accurate description of its short-term
and long-term effectiveness;
‘‘(B) information that can be used to improve
its effectiveness in enabling students to meet chal-
lenging State student performance standards; and
‘‘(C) information on such other topics as the
Secretary may find appropriate, such as the pro-
gram’s effectiveness in enabling students to graduate
from secondary school and make successful transi-
tions to postsecondary education and work.
‘‘(2) The longitudinal study shall—
‘‘(A) include a nationally representative sample
of schools participating in programs under this title
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that serve large concentrations of children with lim-
ited English proficiency; and
‘‘(B) evaluate the extent to which those children
are—
‘‘(i) participating in services and school-im-
provement efforts supported by this title; and
‘‘(ii) included and accommodated in State
assessments under this title.’’.
DEMONSTRATIONS OF INNOVATIVE PRACTICES
SEC. 152. Section 1502 of the ESEA is amended—
(1) in subsection (a)(1), by striking out ‘‘sec-
tion 1002(g)(2)’’ and inserting in lieu thereof ‘‘sec-
tion 1002(f)’’; and
(2) in subsection (b), by striking out ‘‘section
1002(g)(2)’’ and inserting in lieu thereof ‘‘section
1002(f)’’.
PART F—GENERAL PROVISIONS
GENERAL PROVISIONS
SEC. 161. Part F of title I of the ESEA is
amended—
(1) by striking out sections 1601 and 1602; and
(2) by redesignating sections 1603 and 1604 as
sections 1601 and 1602, respectively.
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PART G—READING EXCELLENCE
READING AND LITERACY GRANTS TO STATE
EDUCATIONAL AGENCIES
SEC. 171. Section 2253 of the ESEA is amended—
(1) by amending subsection (a)(2)(A) to read as
follows:
‘‘(A) NUMBER OF GRANTS.—After receiv-
ing a grant under this subpart, a State edu-
cational agency may apply for a subsequent
grant, but the period of any subsequent grant
may not begin before the end of the period of
the prior grant.’’;
(2) in subsection (b)—
(A) in paragraph (1)—
(i) in the first sentence, by striking
out ‘‘and in such form’’ and inserting in
lieu thereof a comma and ‘‘in such form,
and containing such information’’; and
(ii) in the second sentence, by insert-
ing ‘‘also’’ after ‘‘shall’’; and
(B) in paragraph (2)(B), by adding at the
end thereof a new clause (ix) to read as follows:
‘‘(ix) The process and criteria that the
State educational agency will use to review
and approve applications for local reading
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improvement subgrants under section 1505
and for tutorial assistance subgrants under
section 1506, including a peer-review proc-
ess that includes individuals described in
section 1503(c)(2)(B) and, in the case of
tutorial assistance subgrants under section
1506, includes experts on tutorial assist-
ance.’’;
(3) in subsection (c)(2), by amending subpara-
graph (C) to read as follows:
‘‘(C) PRIORITY.—(i) The panel shall rec-
ommend grant applications from State edu-
cational agencies under this section to the Sec-
retary for funding or disapproval.
‘‘(ii) In making its recommendations, the
panel shall give priority to applications from
State educational agencies in States that have
modified or are modifying, or that provide per-
suasive evidence that not later than 18 months
after receiving a grant under this section the
State will modify, its requirements for certifi-
cation of elementary school teachers to require
prospective teachers to be effectively trained in
methods of reading instruction that reflect sci-
entifically based reading research.
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‘‘(iii) Nothing in this part shall be read to
establish a national system of teacher certifi-
cation.’’; and
(4) in subsection (d)(3), by striking out ‘‘the
date of the enactment of the Reading Excellence
Act’’ and inserting in lieu thereof ‘‘October 21,
1998’’.
USE OF FUNDS BY STATE EDUCATIONAL AGENCIES
SEC. 172. Section 2254 of the ESEA is amended to
read as follows:
‘‘USE OF AMOUNTS BY STATE EDUCATIONAL AGENCIES
‘‘SEC. 2254. A State educational agency that receives
a grant under section 1503—
‘‘(1) may use not more than five percent of the
grant funds for the administrative costs of carrying
out this part, including the use of not more than two
percent of the grant funds to carry out section 1509;
and
‘‘(2) shall award not more than 15 percent of
the grant funds through at least one subgrant under
section 1506.’’.
LOCAL READING IMPROVEMENT SUBGRANTS
SEC. 173. (a) IN GENERAL.—Section 2255(a) of the
ESEA is amended—
(1) in paragraph (1)—
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(A) by inserting ‘‘serve children in grades
one through three and that’’ after ‘‘agencies
that’’;
(B) in subparagraph (B), by inserting
‘‘serving children in grades one through three’’
after ‘‘State’’; and
(C) in subparagraph (C), by inserting
‘‘serving children in grades one through three’’
after ‘‘State’’;
(2) by redesignating paragraph (2) as para-
graph (3);
(3) by redesignating the second sentence of
paragraph (1) as paragraph (2); and
(4) in paragraph (2), as so redesignated—
(A) by inserting the paragraph heading
‘‘DEFINITION.—’’ after the paragraph designa-
tion ‘‘(2)’’; and
(B) by striking out ‘‘subparagraph (C)’’
and inserting in lieu thereof ‘‘paragraph
(1)(C)’’.
(b) USE OF FUNDS.—Section 2255(d) of the ESEA
is amended—
(1) by redesignating paragraph (2) as para-
graph (3) and redesignating the second sentence of
paragraph (1) as paragraph (2);
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(2) in paragraph (1)—
(A) by striking out ‘‘paragraph (2)’’ and
inserting in lieu thereof ‘‘paragraph (3)’’;
(B) by inserting ‘‘serves children in third
grade or below and’’ after ‘‘any school that’’;
and
(C) by striking out ‘‘the second sentence of
subsection (a)(1)’’ and inserting in lieu thereof
‘‘subsection (a)(2)’’; and
(3) in paragraph (2), as redesignated by para-
graph (1), by striking out ‘‘Such activities shall’’
and inserting in lieu thereof ‘‘AUTHORIZED ACTIVI-
TIES.—The activities referred to in paragraph (1)’’.
TUTORIAL ASSISTANCE SUBGRANTS
SEC. 174. (a) IN GENERAL.—Section 2256(a) of the
ESEA is amended—
(1) in paragraph (1)—
(A) by inserting ‘‘local educational agen-
cies that serve children in grades one through
three and that’’ after ‘‘basis to’’;
(B) by striking out subparagraph (A) and
redesignating subparagraphs (B) through (D)
as subparagraphs (A) through (C), respectively;
(C) in subparagraph (A), as so redesig-
nated, by striking out ‘‘local educational agen-
cies that’’;
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(D) in subparagraph (B), as redesignated
by subparagraph (B)—
(i) by striking out ‘‘local educational
agencies with’’ and inserting in lieu thereof
‘‘have’’; and
(ii) by inserting ‘‘that serve children
in 
grades 
one 
through 
three’’ 
after
‘‘State’’; and
(E) in subparagraph (C), as redesignated
by subparagraph (B)—
(i) by striking out ‘‘local educational
agencies with’’ and inserting in lieu thereof
‘‘have’’; and
(ii) by inserting ‘‘that serve children
in 
grades 
one 
through 
three’’ 
after
‘‘State’’;
(2) by redesignating paragraphs (2), (3), and
(4) as paragraphs (3), (4), and (5), respectively;
(3) by redesignating the second sentence of
paragraph (1) as paragraph (2);
(4) in paragraph (2), as so redesignated—
(A) by inserting the paragraph heading
‘‘DEFINITION.—’’ after the paragraph designa-
tion ‘‘(2)’’; and
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(B) by striking out ‘‘subparagraph (D)’’
and inserting in lieu thereof ‘‘paragraph
(1)(C)’’;
(5) in subparagraph (B) of paragraph (3), as
redesignated by paragraph (2), by striking out
‘‘shall, as a condition’’ and all that follows through
‘‘provide’’ and inserting in lieu thereof ‘‘shall pro-
vide’’;
(6) in the second sentence of paragraph (4), as
redesignated by paragraph (2), by striking out ‘‘that
(A)’’ and all that follows through the end thereof
and inserting in lieu thereof ‘‘that—
‘‘(A) is described in paragraph (1)(A);
‘‘(B) has the largest, or second largest,
number of children who are counted under sec-
tion 1124(c), in comparison to all other schools
in the local educational agency; or
‘‘(C) has the highest, or second highest,
school-age child-poverty rate (as defined in
paragraph (2)), in comparison to all other
schools in the local educational agency.’’; and
(7) in paragraph (5), as redesignated by para-
graph (2)—
(A) by striking out ‘‘paragraph (2)’’ and
inserting in lieu thereof ‘‘paragraph (3)’’; and
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(B) by striking out ‘‘paragraph (3)’’ and
inserting in lieu thereof ‘‘paragraph (4)’’.
(b) USE
OF FUNDS.—Section 2256(b)(2) of the
ESEA is amended by inserting ‘‘who are in, or have just
completed, a pre-kindergarten program, kindergarten, or
grades 1, 2, or 3 and’’ after ‘‘to children’’.
NATIONAL EVALUATION
SEC. 175. Section 2257 of the ESEA is amended by
striking out ‘‘From funds reserved under section
2260(b)(1), the’’ and inserting in lieu thereof ‘‘The’’.
INFORMATION DISSEMINATION
SEC. 176. Section 2258 of the ESEA is amended—
(1) in subsection (a)—
(A) by striking out ‘‘section 2260(b)(2)’’
and inserting in lieu thereof ‘‘section 1002(e)’’;
and
(B) by adding the following sentence at the
end thereof: ‘‘The Institute may use not more
than 5 percent of the amount reserved under
section 1002(e) for the costs of administering
this section.’’; and
(2) by adding at the end thereof a new sub-
section (c) to read as follows:
‘‘(c) SECRETARY’S AUTHORITY.—From amounts ap-
propriated for any fiscal year under section 1002(e), the
Secretary may reserve not more than one percent to pro-
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vide, directly or through grants or contracts, technical as-
sistance, program improvement, and replication activi-
ties.’’.
AUTHORIZATION OF APPROPRIATIONS
SEC. 177. Section 2260 of the ESEA is repealed.
TRANSFER AND REDESIGNATIONS
SEC. 178. (a) REDESIGNATION OF TITLE I PARTS
E AND F.—Title I of the ESEA is further amended—
(1) by redesignating parts E and F as parts F
and G, respectively;
(2) by redesignating sections 1601 and 1602,
as redesignated by section 161(2) of this Act, as sec-
tions 1701 and 1702, respectively; and
(3) by redesignating sections 1501, 1502, and
1503 as sections 1601, 1602, and 1603, respectively.
(b) TRANSFER OF READING EXCELLENCE ACT TO
TITLE I.—(1) Part C of title II of the ESEA, as amended
by this part, is redesignated as, and transferred to, part
E of title I of the ESEA.
(2) Sections 2251 through 2259 of the ESEA are re-
designated as sections 1501 through 1509, respectively.
(3) Section 1503 of the ESEA, as redesignated by
paragraph (2), is amended—
(A) in subsection (a)(1), by striking out ‘‘sec-
tions 2254 through 2256’’ and inserting in lieu
thereof ‘‘sections 1504 through 1506’’;
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(B) in subsection (b)(2)—
(i) by striking out ‘‘sections 2255 and
2256’’ each place it appears and inserting in
lieu thereof ‘‘sections 1505 and 1506’’; and
(ii) in subparagraph (E)(iii), by striking
out ‘‘sections 2255(a)(1) and 2256(a)(1)’’ and
inserting in lieu thereof ‘‘sections 1505(a)(1)
and 1506(a)(1)’’; and
(C) in subsection (d)(1)(D), by striking out
‘‘section 2255’’ and inserting in lieu thereof ‘‘section
1505’’.
(4) Section 1505 of the ESEA, as redesignated by
paragraph (2), is amended—
(A) in subsection (a)(1), by striking out ‘‘sec-
tion 2253’’ and inserting in lieu thereof ‘‘section
1503’’; and
(B) in subsection (e), by striking out ‘‘title I of
this Act’’ and inserting in lieu thereof ‘‘other parts
of this title’’.
(5) Subsection (a) of section 1506 of the ESEA, as
redesignated by paragraph (2), is amended—
(A) in paragraph (1), by striking out ‘‘section
2253’’ and inserting in lieu thereof ‘‘section 1503’’;
and
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(B) in paragraph (5), as redesignated by sec-
tion 174(2)—
(i) by striking out ‘‘2254(2)’’ and inserting
in lieu thereof ‘‘section 1504(2)’’; and
(ii) by striking out ‘‘section 2255’’ and in-
serting in lieu thereof ‘‘section 1505’’.
(6) Section 1507 of the ESEA, as redesignated by
paragraph (2), is amended by striking out ‘‘section
2253(c)(2)’’ and inserting in lieu thereof ‘‘section
1503(c)(2)’’.
(7) Section 1508 of the ESEA, as redesignated by
paragraph (2), is amended—
(A) in subsection (a), by striking out ‘‘section
2255 or 2256’’ and inserting in lieu thereof ‘‘section
1505 or 1506’’; and
(B) in subsection (b)(3), by striking out ‘‘sec-
tion 2253’’ each place it appears and inserting in
lieu thereof ‘‘section 1503’’.
(8) Section 1509 of the ESEA, as redesignated by
paragraph (2), is amended—
(A) in subsection (a)—
(i) in paragraph (1), by striking out ‘‘sec-
tion 2253’’ and inserting in lieu thereof ‘‘sec-
tion 1503’’; and
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(ii) in paragraph (3), by striking out ‘‘sec-
tion 2257’’ and inserting in lieu thereof ‘‘sec-
tion 1507’’; and
(B) in subsection (b)—
(i) by striking out ‘‘section 2253’’ and in-
serting in lieu thereof ‘‘section 1503’’;
(ii) in paragraph (1), by striking out ‘‘sec-
tion 2255’’ and inserting in lieu thereof ‘‘sec-
tion 1505’’; and
(iii) in paragraph (2), by striking out ‘‘sec-
tion 2253(b)(2)(E)(iv)’’ and inserting in lieu
thereof ‘‘section 1503(b)(2)(E)(iv)’’.
TITLE II—HIGH STANDARDS IN THE
CLASSROOM
HIGH STANDARDS IN THE CLASSROOM
SEC. 201. Title II of the ESEA is amended to read
as follows:
‘‘TITLE II—HIGH STANDARDS IN THE
CLASSROOM
‘‘PART A—TEACHING TO HIGH STANDARDS
‘‘Subpart 1—Findings, Purpose, and Authorization of
Appropriations
‘‘FINDINGS
‘‘SEC. 2111. The Congress finds as follows:
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‘‘(1) All students can learn and achieve to high
standards.
‘‘(2) States that have shown the most recent
success in improving student achievement are those
that have developed challenging content and student
performance standards, aligned curricula and assess-
ments with those standards, prepare educators to
teach to those standards, and hold schools account-
able for the achievement of all students against
those standards.
‘‘(3) A crucial component of an effective strat-
egy for achieving high standards is ensuring,
through professional development, that all teachers
provide their students with challenging learning ex-
periences in the core academic subjects.
‘‘(4) Increased teachers’ knowledge of academic
content and effective teaching skills are associated
with increases in student achievement. While other
factors also influence learning, teacher quality makes
a critical difference in how well students learn,
across all categories of students. For example, recent
research has found that teachers’ expertise has a
greater impact on students’ achievement in reading
than any other in-school factor.
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‘‘(5) Recent research has found that teachers
who participate in sustained curriculum-centered
professional development are much more likely to re-
port that their teaching is aligned with high stand-
ards than are teachers who have not received such
training.
‘‘(6) Students who attend schools with large
numbers of poor children are less likely to be taught
by teachers who have met all State requirements for
certification or licensure or who have a solid aca-
demic background in the subject matter they are
teaching.
‘‘(7) Despite the fact that every year the Na-
tion’s colleges and universities produce many more
teachers than are hired and that over 2 million indi-
viduals who possess education degrees are currently
engaged in activities other than teaching, many
school districts experience difficulty recruiting and
hiring enough fully qualified teachers. Among the
reasons researchers have found for districts hiring
less than fully qualified teachers are—
‘‘(A) cumbersome and poorly coordinated
State licensing procedures and local hiring
practices;
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‘‘(B) bureaucratic personnel practices that
result in hiring decisions being delayed until as
late as the start of the school year;
‘‘(C) local salaries and working conditions
that discourage many individuals from entering
teaching and cause experienced teachers to
leave the profession;
‘‘(D) the lack of portability of teacher cre-
dentials, pensions, and credited years of experi-
ence across State and school district lines;
‘‘(E) a lack of support for new teachers,
such as high-quality mentoring programs, that
can help reduce the attrition rate and the num-
ber of new teachers that school districts must
hire every year; and
‘‘(F) compensation systems that do not re-
ward teachers for improving their knowledge
and skills.
‘‘(8) As a result of increasing enrollments, nat-
ural teacher turnover, and the retirement of many
veteran teachers, the Nation faces the challenge of
hiring approximately two million new teachers in the
coming decade.
‘‘(9) As retirement and other causes of attrition
diminish the pool of experienced school administra-
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tors, many school districts report a growing shortage
of qualified candidates for the job of principal at the
elementary, middle, and high school levels.
‘‘(10) Programs that facilitate mid-career tran-
sitions from other fields can be an effective means
of bringing talented individuals into the classroom
and addressing teacher shortages.
‘‘(11) Programs that recruit, train, and retain
highly qualified recent college graduates as teachers
in high-poverty local educational agencies can also
help to bring talented individuals into the classroom
and address teacher shortages.
‘‘(12) Research has found that high-quality pro-
fessional development is—
‘‘(A) linked to high standards: professional
development activities should improve the abil-
ity of teachers to help all students, including
children with disabilities, children with limited
English proficiency, and economically disadvan-
taged children, reach high State academic
standards;
‘‘(B) focused on content: professional de-
velopment activities should advance teacher un-
derstanding of one or more of the core aca-
demic subject areas and effective instructional
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strategies for improving student achievement in
those areas;
‘‘(C) collaborative: professional develop-
ment activities should involve collaborative
groups of teachers and administrators from the
same school or district;
‘‘(D) sustained: professional development
activities should be of sufficient duration to
have a positive and lasting impact on classroom
instruction and, to the greatest extent possible,
should include follow-up and school-based sup-
port such as coaching or study groups;
‘‘(E) embedded in a plan: professional de-
velopment activities should be embedded in
school and district-wide plans designed to raise
student achievement to State academic stand-
ards; and
‘‘(F) informed by research: professional de-
velopment activities should be based on the best
available research on teaching and learning.
‘‘(13) Programs funded under this part can as-
sist the Nation to achieve America’s Education
Goals #3, #4, and #5, as set out in section 3 of
this Act.
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‘‘PURPOSE
‘‘SEC. 2112. The purpose of this part is to support
improvement in classroom instruction so that all students
are prepared to achieve to challenging State content and
student performance standards in the core academic sub-
jects, by providing assistance to State and local edu-
cational agencies and to institutions of higher education
to—
‘‘(1) support States and school districts in con-
tinuing the task of developing challenging content
and student performance standards and aligned as-
sessments, revising curricula and teacher certifi-
cation requirements, and using challenging content
and student performance standards to improve
teaching and learning;
‘‘(2) ensure that teachers and administrators
have access to professional development that is
aligned with challenging State content and student
performance standards in the core academic sub-
jects;
‘‘(3) provide assistance to new teachers during
their first three years in the classroom; and
‘‘(4) support the development and acquisition of
curricular materials and other instructional aids, if
they are not normally provided by the local edu-
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cational agency or the State as part of the regular
instructional program, that will advance local stand-
ards-based school reform efforts.
‘‘AUTHORIZATIONS OF APPROPRIATIONS
‘‘SEC. 2113. (a) SUBPART 2.—For the purpose of
carrying out subpart 2, there are authorized to be appro-
priated such sums as may be necessary for fiscal year
2001 and each of the four succeeding fiscal years.
‘‘(b) SUBPART 3.—For the purpose of carrying out
subpart 3, there are authorized to be appropriated such
sums as may be necessary for fiscal year 2001 and each
of the four succeeding fiscal years.
‘‘Subpart 2—State and Local Activities
‘‘ALLOCATIONS TO STATES
‘‘SEC. 2121. (a) RESERVATION OF FUNDS.—From
the amount available to carry out this subpart for any fis-
cal year, the Secretary shall reserve a total of one percent
to provide assistance to—
‘‘(1) the outlying areas, which the Secretary
shall distribute among them on the basis of their rel-
ative need, which they shall use to provide profes-
sional development; and
‘‘(2) the Secretary of the Interior for profes-
sional development activities for teachers, other
staff, and administrators in schools operated or
funded by the Bureau of Indian Affairs.
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‘‘(b) STATE ALLOCATIONS.—After reserving funds
under subsection (a), the Secretary shall allocate the re-
maining funds among the States as follows:
‘‘(1) Fifty percent shall be allocated on the
basis of the relative amounts the States received
under subpart 2 of part A of title I for the previous
fiscal year.
‘‘(2) Fifty percent shall be allocated on the
basis of the relative populations of individuals aged
5 through 17, as determined by the Secretary on the
basis of the most recent data that are satisfactory
to the Secretary.
‘‘(c) 
MINIMUM
STATE
ALLOCATION.—Notwith-
standing subsection (b), the Secretary shall allocate to
each State no less than one-half of 1 percent of the total
amount available under that subsection.
‘‘(d) DEFINITION.—For the purpose of this section,
the term ‘State’ means each of the 50 States, the District
of Columbia, and the Commonwealth of Puerto Rico.
‘‘PRIORITY FOR PROFESSIONAL DEVELOPMENT IN
MATHEMATICS AND SCIENCE
‘‘SEC. 2122. (a) PRIORITY.—(1) In any fiscal year
for which the appropriation for this subpart is $300 mil-
lion or less, each State educational agency, working jointly
with the State agency for higher education, shall ensure
that all funds received under this subpart are used for pro-
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fessional development in mathematics and science that is
aligned with State content and student performance
standards.
‘‘(2) In any fiscal year for which the appropriation
for this subpart is greater than $300 million, the State
educational agency and the State agency for higher edu-
cation shall jointly ensure that the total amount of funds
under this subpart that they use for professional develop-
ment in mathematics and science is at least as much as
the allocation the State would have received if that appro-
priation had been $300 million.
‘‘(b) INTERDISCIPLINARY ACTIVITIES.—A State may
apply funds under this subpart that it uses for activities
that focus on more than one core academic subject toward
meeting the requirements of subsection (a) if those activi-
ties include a strong focus on improving instruction in
mathematics or science.
‘‘(c) ADDITIONAL FUNDS.—Each State educational
agency and State agency for higher education shall jointly
ensure that any funds in excess of the amount required
by subsection (a) to be spent on professional development
in mathematics or science are used to provide professional
development activities in one or more of the core academic
subjects.
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‘‘STATE APPLICATION
‘‘SEC. 2123. (a) APPLICATIONS REQUIRED.—(1)
Each State desiring to receive its allocation under this
subpart shall submit an application to the Secretary at
such time, in such form, and containing such information
as the Secretary may reasonably require.
‘‘(2) The State educational agency shall develop the
State application—
‘‘(A) in consultation with the State agency for
higher education, community-based and other non-
profit organizations of demonstrated effectiveness in
professional development, and institutions of higher
education; and
‘‘(B) with the extensive participation of teach-
ers, teacher educators, school administrators, and
content specialists.
‘‘(b) CONTENTS.—Each such application shall
include—
‘‘(1) a description of how the State educational
agency will use all funds received under this subpart,
including funds reserved for State-level activities
under section 2126, to implement State plans or
policies that support comprehensive standards-based
education reform through the following strategies:
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agencies will use the information collected to im-
prove program performance; and
‘‘(5) a description of the process the State edu-
cational agency will use to make competitive awards
to local educational agencies under section 2128, in-
cluding a description of—
‘‘(A) the State’s criteria for classifying
local educational agencies as among those hav-
ing the greatest need for services provided
under this subpart and its justification for
those criteria;
‘‘(B) the State’s strategies for ensuring
that local educational agencies that have his-
torically had little success in competing for
funds are provided a reasonable opportunity to
compete for subgrants;
‘‘(C) the State’s criteria for determining
the amounts that it will award to recipients and
the criteria for providing noncompetitive renew-
als of subgrants; and
‘‘(D) the technical assistance that the
State educational agency will provide, under
section 2128(e)(2), to local educational agencies
that it identifies as having the greatest need for
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services and that fail to receive an award under
this subpart.
‘‘(c) APPROVAL.—The Secretary shall, using a peer-
review process, approve a State application if it meets the
requirements of this section and holds reasonable promise
of achieving the purpose described in section 2112.
‘‘ANNUAL STATE REPORTS
‘‘SEC. 2124. Each State that receives funds under
this subpart shall annually report to the Secretary, by
such deadline as the Secretary may establish, with the
first such report due by October 1, 2001—
‘‘(1) on its activities under this subpart;
‘‘(2) on the progress of recipients of subgrants
under this subpart against such program perform-
ance indicators as the Secretary may identify under
section 2136 and against any additional indicators
included in the State’s application; and
‘‘(3) such other information as the Secretary
may reasonably require.
‘‘WITHIN-STATE ALLOCATIONS
‘‘SEC. 2125. (a) STATE
ADMINISTRATION
AND
STATE-LEVEL ACTIVITIES.—(1) Each State educational
agency may reserve not more than a total of 10 percent
of the amount it receives under this subpart for any fiscal
year for—
‘‘(A) its costs of administering this subpart;
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‘‘(B) the State-level activities described in sec-
tion 2126; and
‘‘(C) evaluations of the effectiveness of activities
under this part, including effectiveness as measured
against such indicators of program performance as
the Secretary may identify under section 2136.
‘‘(2) A State educational agency may use not more
than one third of the amount reserved under paragraph
(1) for administration of this subpart, including any costs
of conducting subgrant competitions under section 2128.
‘‘(b) RESERVATION FOR STATE AGENCY FOR HIGH-
ER EDUCATION.—For the purpose of carrying out section
2127 for any fiscal year, each State educational agency
shall make available to the State agency for higher edu-
cation an amount equal to what the State’s allocation
would be if the amount appropriated for this subpart were
$60 million.
‘‘(c) SUBGRANTS TO LOCAL EDUCATIONAL AGEN-
CIES.—Each State educational agency shall use the re-
maining funds to make subgrants to local educational
agencies as follows:
‘‘(1) Fifty percent shall be allocated to local
educational agencies in proportion to the relative
numbers of children, aged 5 through 17, from fami-
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lies below the poverty level who reside in the juris-
dictions served by those agencies.
‘‘(2) Fifty percent shall be used to provide addi-
tional funds to local educational agencies on a com-
petitive basis under section 2128.
‘‘STATE-LEVEL ACTIVITIES
‘‘SEC. 2126. Each State shall use funds it reserves
under section 2125(a)(1)(B) to carry out activities de-
scribed in its approved application that promote high-qual-
ity classroom instruction, such as—
‘‘(1) supporting the continued improvement of
State content and student performance standards
and assessments aligned with those standards;
‘‘(2) providing technical assistance and other
services to increase the capacity of local educational
agencies and schools to develop and implement sys-
temic local improvement plans, implement State and
local assessments, and develop curricula consistent
with State and local content and performance stand-
ards;
‘‘(3) supporting the development and improve-
ment of performance-based accountability and incen-
tive systems for schools;
‘‘(4) supporting the development and implemen-
tation, at the local educational agency and school-
building level, of improved systems for recruiting, se-
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lecting, hiring, mentoring, supporting, evaluating,
and rewarding teachers and principals;
‘‘(5) redesigning and strengthening professional
licensure systems for educators;
‘‘(6) developing and implementing professional
development opportunities for teachers, principals,
and other educators based on State content and stu-
dent performance standards;
‘‘(7) developing performance-based assessment
systems for full teacher licensure;
‘‘(8) establishing, expanding, or improving rig-
orous alternative routes to State certification or li-
censure;
‘‘(9) developing or strengthening assessments to
test the content knowledge and teaching skills of
new teachers;
‘‘(10) creating a statewide network to provide
potential teachers with access to information on job
openings and required qualifications, and with access
to on-line applications;
‘‘(11) supporting the work of a broad-based
Statewide panel that promotes comprehensive edu-
cation reform; and
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‘‘(12) meeting the requirements of part B of
title XI of this Act, except for the development of
policies on school discipline.
‘‘SUBGRANTS TO PARTNERSHIPS OF INSTITUTIONS OF
HIGHER EDUCATION AND LOCAL EDUCATIONAL AGENCIES
‘‘SEC. 2127. (a) ADMINISTRATION.—From the funds
made available to it under section 2125(b) for any fiscal
year, the State agency for higher education may use not
more than three and one-third percent for its expenses in
administering this subpart, including conducting evalua-
tions against such indicators of program performance as
the Secretary may identify under section 2136.
‘‘(b) SUBGRANTS TO PARTNERSHIPS.—(1) The State
agency for higher education shall use the remainder of
those funds, in cooperation with the State educational
agency, to make subgrants to, or enter into contracts or
cooperative agreements with, institutions of higher edu-
cation or nonprofit organizations of demonstrated effec-
tiveness in providing professional development in the core
academic subjects.
‘‘(2) Each subgrant under this section shall be—
‘‘(A) of sufficient size and duration to carry out
the purpose of this subpart effectively;
‘‘(B) awarded, using a peer-review process, on
a competitive basis; and
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‘‘(C) for a period of three years, which the
State agency for higher education shall extend for
an additional two years if it determines that sub-
stantial progress is being made toward meeting the
specific goals set out in the written agreements re-
quired by subsection (c) and against such indicators
of program performance as the Secretary may iden-
tify under section 2136.
‘‘(3) In making subgrants, the State agency for high-
er education shall give a priority to projects that focus
on induction programs for new teachers.
‘‘(4) In making subgrants, the State agency for high-
er education shall consider—
‘‘(A) the need for the proposed professional de-
velopment activities in the local educational agency
or agencies with which the institution or organiza-
tion has an agreement under subsection (c), as dem-
onstrated by measurable indicators, such as those
described in section 2128(c) and those identified by
the Secretary under section 2136;
‘‘(B) the quality of the proposed program and
its likelihood of success in improving classroom in-
struction and student academic achievement; and
‘‘(C) such other criteria as it finds appropriate.
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‘‘(c) LOCAL EDUCATIONAL AGENCIES AS REQUIRED
PARTNERS.—(1) No institution of higher education or
nonprofit organization may receive a subgrant under this
section unless it enters into a written agreement with at
least one local educational agency to provide professional
development for elementary and secondary school teachers
in the schools of that agency in the core academic subjects.
‘‘(2) Each such agreement shall identify specific goals
for how the professional development that the subgrantee
provides will enhance the ability of those teachers to pre-
pare all students to achieve to challenging State and local
content and student performance standards.
‘‘(d) COORDINATION.—Any professional development
activities carried out under this section shall be coordi-
nated with activities carried out under title II of the High-
er Education Act of 1965, if the local educational agency
or institution of higher education is participating in pro-
grams funded under that title.
‘‘(e) JOINT EFFORTS WITHIN INSTITUTIONS
OF
HIGHER EDUCATION.—Each activity assisted under this
section shall involve the joint effort of the institution of
higher education’s school or department of education and
the school or departments in the specific disciplines in
which the professional development will be provided.
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‘‘(f) USES OF FUNDS.—A recipient of funds under
this section shall use those funds for—
‘‘(1) professional development in the core aca-
demic subjects, aligned with State or local content
standards, for teams of teachers from a school or
local educational agency and, where appropriate, ad-
ministrators and teaching assistants on a career
track;
‘‘(2) research-based programs to assist new
teachers during their first three years in the class-
room, which may include—
‘‘(A) mentoring and coaching by trained
mentor teachers that lasts at least two years;
‘‘(B) team teaching with experienced
teachers;
‘‘(C) time for observation of, and consulta-
tion with, experienced teachers;
‘‘(D) assignment of fewer course prepara-
tions; and
‘‘(E) provision of additional time for prep-
aration; and
‘‘(3) providing technical assistance to school
and agency staff for planning, implementing, and
evaluating professional development.
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‘‘(g) ANNUAL REPORTS.—(1) Beginning with fiscal
year 2002, each subgrantee under this section shall submit
an annual report to the State agency for higher education,
by a date set by that agency, on its progress against such
indicators of program performance as the Secretary may
identify under section 2136.
‘‘(2) Each such report shall—
‘‘(A) include a copy of each written agreement
required by subsection (c); and
‘‘(B) describe how the subgrantee and the local
educational agency have collaborated to achieve the
specific goals set out in the agreement, and the re-
sults of that collaboration.
‘‘(3) The State agency for higher education
shall provide the State educational agency with a
copy of each subgrantee’s annual report.
‘‘COMPETITIVE LOCAL AWARDS
‘‘SEC. 2128. (a) IN GENERAL.—Each State edu-
cational agency shall use the funds described in section
2125(c)(2) for competitive grants to local educational
agencies that are primarily focused on those agencies with
the greatest need for activities related to the development
and effective implementation of curricula aligned with
State content and student performance standards and for
professional development activities that are aligned with
those standards.
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‘‘(b) SELECTION PROCESS.—(1) The State edu-
cational agency shall award subgrants under this section
through a peer-review process that includes reviewers who
are knowledgeable in the academic content areas.
‘‘(2) The State educational agency shall—
‘‘(A) provide local educational agencies and the
general public with a list of the selection criteria
that the State educational agency will use in making
subgrants; and
‘‘(B) at the completion of the awards process,
make public a complete list of applicants and of the
applicants that received awards.
‘‘(c) DEMONSTRATION OF NEED.—The State edu-
cational agency shall identify the applicants with the
greatest need for services based on objective data supplied
by the applicant, such as—
‘‘(1) the number or percentage of children who
fail to meet State performance standards on assess-
ments used for part A of title I;
‘‘(2) the number or percentage of schools iden-
tified for school improvement under section 1116(c);
‘‘(3) the number or percentage of teachers em-
ployed who have not received full State certification
or licensure;
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‘‘(4) the number or percentage of secondary-
school teachers whose primary teaching assignment
is in a core academic subject for which the teacher
does not have an academic major or minor in the
subject area or a related field;
‘‘(5) the number or percentage of students liv-
ing in poverty;
‘‘(6) the number or percentage of students who
have limited English proficiency; and
‘‘(7) the applicant’s fiscal capacity to fund pro-
grams described in this section without Federal as-
sistance.
‘‘(d) SELECTION OF SUBGRANTEES.—The State edu-
cational agency shall make awards to applicants based
on—
‘‘(1) the quality of the applicant’s proposal and
the likelihood of its success in improving classroom
instruction and student academic achievement; and
‘‘(2) the demonstrated need of the applicant
under subsection (c).
‘‘(e) OPPORTUNITY TO COMPETE.—(1) To ensure
that local educational agencies that have the greatest need
are provided a reasonable opportunity to compete for an
award, State educational agencies shall adopt at least one
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of, or a strategy similar to at least one of, the following
strategies:
‘‘(A) Holding more than one competition for
funds from a fiscal year and, before each subsequent
competition, providing technical assistance in devel-
oping a high-quality application to districts it identi-
fies as having the greatest need that were unsuccess-
ful in the initial grant competition.
‘‘(B) Holding a competition restricted to local
educational agencies that it has identified as having
the greatest need for services.
‘‘(C) Requiring recipients seeking a renewal of
their awards to form a partnership with an applicant
that failed to receive an award.
‘‘(D) Providing a competitive priority to those
districts it has identified as having the greatest need
for services.
‘‘(2) At a minimum, a State educational agency shall,
after the completion of an award cycle and before the start
of the next cycle, provide any applicant local educational
agency that met its criteria for greatest need for services,
but that did not receive a subgrant, with technical assist-
ance in developing a high-quality application for future
competitions.
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‘‘(f) SCOPE OF PROJECTS.—The State educational
agency shall approve only applications for projects that are
of sufficient size, scope, and quality to achieve the purpose
of this part.
‘‘(g) DURATION
OF SUBGRANTS.—Each subgrant
under this section shall be for a period of three years,
which the State educational agency shall extend for an ad-
ditional two years if it determines that the local edu-
cational agency is making substantial progress toward
meeting the specific goals in its plan described in section
2129(c)(1) and against such indicators of program per-
formance as the Secretary may identify under section
2136.
‘‘LOCAL APPLICATIONS
‘‘SEC. 2129. (a) APPLICATION REQUIRED.—A local
educational agency that wishes to receive a subgrant under
this subpart shall submit an application to the State edu-
cational agency containing such information as the State
educational agency may reasonably require.
‘‘(b) PLAN.—(1) Each such application shall include
a district-wide plan for raising student achievement
against State standards through each of the following
strategies:
‘‘(A) Supporting the alignment of curricula, as-
sessments, and professional development with chal-
lenging State and local content standards.
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‘‘(B) Providing professional development in core
academic content areas.
‘‘(C) Carrying out activities to assist new teach-
ers during their first three years in the classroom.
‘‘(D) Ensuring that teachers employed by the
local educational agency are proficient in teaching
skills and in the content knowledge needed to effec-
tively teach the content called for by State stand-
ards.
‘‘(2) Each plan under paragraph (1) shall be data-
driven and based on results of assessments of student per-
formance that the local educational agency is using under
title I.
‘‘(c) ADDITIONAL CONTENTS.—Each such applica-
tion shall also—
‘‘(1) identify specific, measurable goals for
achieving the purpose described in section 2112
that, at a minimum, reflect the performance indica-
tors identified by the Secretary under section 2136;
‘‘(2) describe how the local educational agency
will address the needs of high-poverty, low-per-
forming schools within its jurisdiction;
‘‘(3) describe how the local educational agency
will address the needs of teachers of students with
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limited English proficiency and other students with
special needs;
‘‘(4) include an assurance that the local edu-
cational agency will collect data that measure
progress toward the indicators of program perform-
ance identified by the Secretary under section 2136;
‘‘(5) describe how the local educational agency
will coordinate funds under this subpart with the
professional development activities funded through
other State and Federal programs;
‘‘(6) describe how the local educational agency
will use funds described in section 2125(c)(1) to
help implement the plan described in subsection (b);
and
‘‘(7) if applying for a competitive subgrant
under section 2128, describe how it will use the ad-
ditional funds under that section to support imple-
mentation of that plan.
‘‘(d) 
APPROVAL.—Notwithstanding 
section
2125(c)(1)—
‘‘(1) a State educational agency shall approve a
local educational agency’s application under this sec-
tion only if it determines that it holds reasonable
promise of achieving the purpose described in section
2112; and
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‘‘(2) shall continue to provide funds to a local
educational agency under section 2125(c)(1) after
its third year of participation only if it determines
that the local educational agency has made substan-
tial progress toward meeting the specific goals in its
plan described in section 2129(c)(1) and against
such indicators of program performance as the Sec-
retary may identify under section 2136.
‘‘(e) DURATION.—(1) An application approved under
this section shall remain in effect for the duration of a
local educational agency’s participation in the program
under this subpart.
‘‘(2) A local educational agency shall annually review
its plan, revise it as necessary, and submit any such revi-
sions to the State educational agency for its approval.
‘‘USES OF FUNDS
‘‘SEC. 2130. A local educational agency that receives
funds under this subpart shall use those funds for activi-
ties to raise student achievement against challenging State
standards, in accordance with its plan described in section
2129(b), which may include—
‘‘(1) professional development in the core aca-
demic subjects that provides educators with content
and pedagogical skills to prepare all students to
achieve to challenging State and local content and
student performance standards;
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‘‘(2) school-based collaborative efforts among
teachers to improve instruction in core academic
subject areas, including programs that facilitate
teacher observation and analyses of fellow teachers’
classroom practice to improve instruction;
‘‘(3) sustained collaboration that takes place
over the course of at least one school year among
teachers and outside experts to improve instruction
in core academic subject areas;
‘‘(4) teacher participation in working groups,
task forces, or committees charged with adapting
and implementing high standards for all students,
including district-wide and school-based teams of
teachers charged with aligning curricula and lesson
plans with State content and student performance
standards and assessments;
‘‘(5) programs to assist new teachers during
their first three years in the classroom, such as—
‘‘(A) mentoring and coaching by trained
mentor teachers that lasts for at least two
school years;
‘‘(B) team teaching with experienced
teachers;
‘‘(C) time for observation of, and consulta-
tion with, experienced teachers;
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‘‘(D) assignment of fewer course prepara-
tions; and
‘‘(E) provision of additional time for
course preparation;
‘‘(6) programs to implement peer-review proc-
esses for teachers and principals;
‘‘(7) collaborative professional development ex-
periences for veteran teachers based on the stand-
ards in the core academic subjects of the National
Board for Professional Teaching Standards;
‘‘(8) the participation of teams of teachers in
summer institutes and summer immersion activities
that are focused on preparing teachers to bring all
students to high standards in one or more of the
core academic subjects;
‘‘(9) the establishment and maintenance of local
professional networks that provide a forum for inter-
action among teachers and that allow for the ex-
change of information on advances in content and
pedagogy;
‘‘(10) the development of incentives to encour-
age teachers employed by the agency, and other
qualified individuals, to obtain proficiency in content
knowledge in a core academic subject area identified
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by the agency as having a shortage of qualified
teachers;
‘‘(11) the development and acquisition of cur-
ricular materials and other instructional aids, if they
are not normally provided by the local educational
agency or the State as part of the regular instruc-
tional program, that will advance local reform efforts
to raise student achievement against State and local
content and student performance standards; and
‘‘(12) the development and distribution of
school and agency report cards on the status of edu-
cation and educational progress, as required by sec-
tion 11206.
‘‘LOCAL ACCOUNTABILITY
‘‘SEC. 2131. (a) ANNUAL REPORTS.—Each local edu-
cational agency that receives funds under this subpart
shall make publicly available and submit to the State edu-
cational agency every year, beginning in fiscal year 2002,
a report on its activities under this subpart, in such form
and containing such information as the State educational
agency may reasonably require.
‘‘(b) CONTENTS.—The report shall contain, at a
minimum—
‘‘(1) information on progress across the local
educational agency against such indicators of pro-