cluding State activities to improve high 
schools and elementary schools. 
(b) PERMISSIBLE ACTIVITIES.—A State educational 
agency that receives a grant under this title may use the 
grant funds to— 
(1) develop and encourage collaborations among 
researchers at institutions of higher education, State 
educational agencies, educational service agencies 
(as defined in section 9101 of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 
7801)), local educational agencies, and nonprofit or-
ganizations with demonstrated expertise in high 
quality middle grades interventions, to expand the 
use of effective practices in the middle grades and 
to improve middle grades education; 
(2) support local educational agencies in imple-
menting effective middle grades practices, models, 
and programs that— 
(A) are evidence-based or, when available, 
scientifically valid; and 
(B) lead to improved student academic 
achievement; 
(3) support collaborative communities of middle 
grades teachers, administrators, and researchers in 
creating and sustaining informational databases to 
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disseminate results from rigorous research on effec-
tive practices and programs for middle grades edu-
cation; and 
(4) increase middle grades student support 
services, such as school counseling on the transition 
to high school. 
SEC. 104. COMPETITIVE SUBGRANTS TO IMPROVE LOW- 
PERFORMING MIDDLE GRADES. 
(a) IN GENERAL.—A State educational agency that 
receives a grant under this title shall make competitive 
subgrants to eligible local educational agencies and eligible 
entities to enable the eligible local educational agencies 
and eligible entities to improve low-performing middle 
grades in schools served by the agencies or entities. 
(b) PRIORITIES.—In making subgrants under sub-
section (a), a State educational agency shall give priority 
to eligible local educational agencies or eligible entities 
based on— 
(1) the respective populations of children de-
scribed in section 102(c)(1) served by the eligible 
local educational agencies participating in the 
subgrant application process; and 
(2) the respective populations of children served 
by the participating eligible local educational agen-
cies who attend eligible schools. 
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(c) APPLICATION.—An eligible local educational 
agency or eligible entity that desires to receive a subgrant 
under subsection (a) shall submit an application to the 
State educational agency at such time, in such manner, 
and accompanied by such information as the State edu-
cational agency may reasonably require, including— 
(1) a comprehensive schoolwide improvement 
plan described in subsection (d); 
(2) a description of how activities described in 
such plan will be coordinated with activities specified 
in plans for schoolwide programs under section 1114 
of the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6314) and school improvement 
plans required under section 1116(b)(3) of such Act 
(20 U.S.C. 6316(b)(3)); and 
(3) a description of how activities described in 
such plan will be complementary to, and coordinated 
with, school improvement activities for elementary 
schools and high schools in need of improvement 
that serve the same students within the participating 
local educational agency. 
(d) COMPREHENSIVE SCHOOLWIDE IMPROVEMENT 
PLAN.—An eligible local educational agency or eligible en-
tity that desires to receive a subgrant under subsection 
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(a) shall develop a comprehensive schoolwide improvement 
plan for the middle grades that shall— 
(1) include the information described in sub-
section (c)(2); 
(2) describe how the eligible local educational 
agency or eligible entity will— 
(A) identify eligible schools; 
(B) ensure that funds go to the highest 
priority eligible schools first, based on the eligi-
ble schools’ populations of children described in 
section 102(c)(1); 
(C) use funds to improve the academic 
achievement of all students, including English 
language learners and students with disabilities, 
in eligible schools; 
(D) implement an early warning indicator 
and intervention system to alert schools when 
students begin to exhibit outcomes or behaviors 
that indicate the student is at increased risk for 
low academic achievement or is unlikely to 
progress to secondary school graduation, and to 
create a system of evidence-based interventions 
to be used by schools to effectively intervene, 
by— 
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(i) identifying and analyzing, such as 
through the use of longitudinal data of 
past cohorts of students, the academic and 
behavioral indicators in the middle grades 
that most reliably predict dropping out of 
high school, such as attendance, behavior 
measures (including suspensions, officer 
referrals, or conduct marks), academic per-
formance in core courses, and earned on- 
time promotion from grade-to-grade; 
(ii) analyzing student progress and 
performance on the indicators identified 
under clause (i) to guide decisionmaking; 
(iii) analyzing academic indicators to 
determine whether students are on track to 
graduate on time, and developing appro-
priate evidence-based intervention; and 
(iv) identifying or developing a mecha-
nism for regularly collecting and report-
ing— 
(I) student-level data on the indi-
cators identified under clause (i); 
(II) student-level progress and 
performance, as described in clause 
(ii); 
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(III) student-level data on the in-
dicators described in clause (iii); and 
(IV) information about the im-
pact of interventions on student out-
comes and progress; 
(E) increase academic rigor and foster stu-
dent engagement to ensure students are enter-
ing high school prepared for success in a rig-
orous college-ready curriculum, including a de-
scription of how such readiness will be meas-
ured; 
(F) implement a systemic transition plan 
for all students and encourage collaboration 
among elementary grades, middle grades, and 
high school grades; and 
(G) provide evidence that the strategies, 
programs, supports, and instructional practices 
proposed under the schoolwide improvement 
plan are new and have not been implemented 
before by the eligible local educational agency 
or eligible entity; and 
(3) provide evidence of an ongoing commitment 
to sustain the plan for a period of not less than 4 
years. 
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(e) REVIEW AND SELECTION OF SUBGRANTS.—In 
making subgrants under subsection (a), the State edu-
cational agency shall— 
(1) establish a peer-review process to assist in 
the review and approval of applications under sub-
section (c); and 
(2) appoint individuals to participate in the 
peer-review process who are educators and experts in 
identifying, evaluating, and implementing effective 
education programs and practices, including areas of 
teaching and learning, educational standards and as-
sessments, school improvement, and academic and 
behavioral supports for middle grades students, in-
cluding recognized exemplary middle grades teachers 
and principals who have been recognized at the 
State or national level for exemplary work or con-
tributions to the field. 
(f) REVISION
OF SUBGRANTS.—If a State edu-
cational agency, using the peer-review process described 
in subsection (e), determines that an application for a 
grant under subsection (a) does not meet the requirements 
of this title, the State educational agency shall notify the 
eligible local educational agency or eligible entity of such 
determination and the reasons for such determination, and 
offer— 
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(1) the eligible local educational agency or eligi-
ble entity an opportunity to revise and resubmit the 
application; and 
(2) technical assistance to the eligible local edu-
cational agency or eligible entity, by the State edu-
cational agency or a nonprofit organization with 
demonstrated expertise in high quality middle grades 
interventions, to revise the application. 
(g) MANDATORY USES OF FUNDS.—An eligible local 
educational agency or eligible entity that receives a 
subgrant under subsection (a) shall carry out the fol-
lowing: 
(1) Align the curricula for grades kindergarten 
through 12 for schools within the local educational 
agency to improve transitions from elementary 
grades to middle grades to high school grades. 
(2) In each eligible school served by the eligible 
local educational agency receiving or participating in 
the subgrant: 
(A) Align the curricula for all grade levels 
within eligible schools to improve grade to grade 
transitions. 
(B) Implement evidence-based or, when 
available, scientifically valid instructional strate-
gies, programs, and learning environments that 
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meet the needs of all students and ensure that 
school leaders and teachers receive professional 
development on the use of these strategies. 
(C) Ensure that school leaders, teachers, 
pupil service personnel, and other school staff 
understand the developmental stages of adoles-
cents in the middle grades and how to deal with 
those stages appropriately in an educational 
setting. 
(D) Implement organizational practices 
and school schedules that allow for effective 
leadership, collaborative staff participation, ef-
fective teacher teaming, and parent and com-
munity involvement. 
(E) Create a more personalized and engag-
ing learning environment for middle grades stu-
dents by developing a personal academic plan 
for each student and assigning not less than 1 
adult to help monitor student progress. 
(F) Provide all students with information 
and assistance about the requirements for high 
school graduation, college admission, and career 
success. 
(G) Utilize data from an early warning in-
dicator and intervention system described in 
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subsection (d)(2)(D) to identify struggling stu-
dents and assist the students as the students 
transition from elementary school to middle 
grades to high school. 
(H) Implement academic supports and ef-
fective and coordinated additional assistance 
programs to ensure that students have a strong 
foundation in reading, writing, mathematics, 
and science skills. 
(I) Implement evidence-based or, when 
available, scientifically valid schoolwide pro-
grams and targeted supports to promote posi-
tive academic outcomes, such as increased at-
tendance rates and the promotion of physical, 
personal, and social development. 
(J) Develop and use an effective formative 
assessment to inform instruction. 
(h) PERMISSIBLE USES OF FUNDS.—An eligible local 
educational agency or eligible entity that receives a 
subgrant under subsection (a) may use the subgrant funds 
to carry out the following: 
(1) Implement extended learning opportunities 
in core academic areas including more instructional 
time in literacy, mathematics, science, history, and 
civics in addition to opportunities for language in-
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struction and understanding other cultures and the 
arts. 
(2) Provide evidence-based professional develop-
ment activities with specific benchmarks to enable 
teachers and other school staff to appropriately 
monitor academic and behavioral progress of, and 
modify curricula and implement accommodations 
and assistive technology services for, students with 
disabilities, consistent with the students’ individual-
ized education programs under section 614(d) of the 
Individuals with Disabilities Education Act (20 
U.S.C. 1414(d)). 
(3) Employ and use instructional coaches, in-
cluding literacy, mathematics, and English language 
learner coaches. 
(4) Provide professional development for con-
tent-area teachers on working effectively with 
English language learners and students with disabil-
ities, as well as professional development for English 
as a second language educators, bilingual educators, 
and special education personnel. 
(5) Encourage and facilitate the sharing of data 
among elementary grades, middle grades, high 
school grades, and postsecondary educational institu-
tions. 
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(6) Create collaborative study groups composed 
of principals or middle grades teachers, or both, 
among eligible schools within the eligible local edu-
cational agency receiving or participating in the 
subgrant, or between such eligible local educational 
agency and another local educational agency, with a 
focus on developing and sharing methods to increase 
student learning and academic achievement. 
(i) PLANNING SUBGRANTS.— 
(1) IN GENERAL.—In addition to the subgrants 
described in subsection (a), a State educational 
agency may (without regard to the preceding provi-
sions of this section) make planning subgrants, and 
provide technical assistance, to eligible local edu-
cational agencies and eligible entities that have not 
received a subgrant under subsection (a) to assist 
the local educational agencies and eligible entities in 
meeting the requirements of subsections (c) and (d). 
(2) AMOUNT AND DURATION.—Each subgrant 
under this subsection shall be in an amount of not 
more than $100,000 and shall be for a period of not 
more than 1 year in duration. 
SEC. 105. DURATION OF GRANTS; SUPPLEMENT NOT SUP-
PLANT. 
(a) DURATION OF GRANTS.— 
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(1) IN GENERAL.—Except as provided in para-
graph (2), grants under this title and subgrants 
under section 104(a) may not exceed 3 years in du-
ration. 
(2) RENEWALS.— 
(A) IN GENERAL.—Grants and subgrants 
under this title may be renewed in 2-year incre-
ments. 
(B) CONDITIONS.—In order to be eligible 
to have a grant or subgrant renewed under this 
paragraph, the grant or subgrant recipient shall 
demonstrate, to the satisfaction of the granting 
entity, that— 
(i) the recipient has complied with the 
terms of the grant or subgrant, including 
by undertaking all required activities; and 
(ii) during the period of the grant or 
subgrant, 
there 
has 
been 
significant 
progress in— 
(I) student academic achieve-
ment, as measured by the annual 
measurable objectives established pur-
suant to section 1111(b)(2)(C)(v) of 
the Elementary and Secondary Edu-
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cation 
Act 
(20 
U.S.C. 
6311(b)(2)(C)(v)); and 
(II) other key risk factors such 
as attendance and on-time promotion. 
(b) FEDERAL FUNDS TO SUPPLEMENT, NOT SUP-
PLANT, NON-FEDERAL FUNDS.— 
(1) IN GENERAL.—A State educational agency, 
eligible local educational agency, or eligible entity 
shall use Federal funds received under this title only 
to supplement the funds that would, in the absence 
of such Federal funds, be made available from non- 
Federal sources for the education of pupils partici-
pating in programs assisted under this title, and not 
to supplant such funds. 
(2) SPECIAL RULE.—Nothing in this title shall 
be construed to authorize an officer, employee, or 
contractor of the Federal Government to mandate, 
direct, limit, or control a State, local educational 
agency, or school’s specific instructional content, 
academic achievement standards and assessments, 
curriculum, or program of instruction. 
SEC. 106. EVALUATION AND REPORTING. 
(a) EVALUATION.—Not later than 180 days after the 
date of enactment of this Act, and annually thereafter for 
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the period of the grant, each State receiving a grant under 
this title shall— 
(1) conduct an evaluation of the State’s 
progress regarding the impact of the changes made 
to the policies and practices of the State in accord-
ance with this title, including— 
(A) a description of the specific changes 
made, or in the process of being made, to poli-
cies and practices as a result of the grant; 
(B) a discussion of any barriers hindering 
the identified changes in policies and practices, 
and implementations strategies to overcome 
such barriers; 
(C) evidence of the impact of changes to 
policies and practices on behavior and actions 
at the local educational agency and school level; 
and 
(D) evidence of the impact of the changes 
to State and local policies and practices on im-
proving measurable learning gains by middle 
grades students; 
(2) use the results of the evaluation conducted 
under paragraph (1) to adjust the policies and prac-
tices of the State as necessary to achieve the pur-
poses of this title; and 
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(3) submit the results of the evaluation to the 
Secretary. 
(b) AVAILABILITY.—The Secretary shall make the re-
sults of each State’s evaluation under subsection (a) avail-
able to other States and local educational agencies. 
(c) LOCAL EDUCATIONAL AGENCY REPORTING.—On 
an annual basis, each eligible local educational agency and 
eligible entity receiving a subgrant under section 104(a) 
shall report to the State educational agency and to the 
public on— 
(1) the performance on the school performance 
indicators (as described in section 103(a)(4)(B)(vi)) 
for each eligible school served by the eligible local 
educational agency or eligible entity, in the aggre-
gate and disaggregated by the subgroups described 
in section 1111(b)(2)(C)(v)(II) of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
6311(b)(2)(C)(v)(II)); and 
(2) the use of funds by the eligible local edu-
cational agency or eligible entity and each such 
school. 
(d) STATE EDUCATIONAL AGENCY REPORTING.—On 
an annual basis, each State educational agency receiving 
grant funds under this title shall report to the Secretary 
and to the public on— 
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(1) the performance of eligible schools in the 
State, based on the school performance indicators 
described in section 103(a)(4)(B)(vi), in the aggre-
gate and disaggregated by the subgroups described 
in section 1111(b)(2)(C)(v)(II) of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
6311(b)(2)(C)(v)(II)); and 
(2) the use of the funds by each eligible local 
educational agency in the State and by each eligible 
school. 
(e) REPORT TO CONGRESS.—Every 2 years, the Sec-
retary shall report to the public and to Congress— 
(1) a summary of the State reports under sub-
section (d); and 
(2) the use of funds by each State under this 
title. 
SEC. 107. AUTHORIZATION OF APPROPRIATIONS. 
There are authorized to be appropriated to carry out 
this title $1,000,000,000 for fiscal year 2010 and such 
sums as may be necessary for each of the 5 succeeding 
fiscal years. 
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TITLE II—RESEARCH 
RECOMMENDATIONS 
SEC. 201. PURPOSE. 
The purpose of this title is to facilitate the genera-
tion, dissemination, and application of research needed to 
identify and implement effective practices that lead to con-
tinual student learning and high academic achievement in 
the middle grades. 
SEC. 202. RESEARCH RECOMMENDATIONS. 
(a) STUDY ON PROMISING PRACTICES.— 
(1) IN GENERAL.—Not later than 60 days after 
the date of enactment of this Act, the Secretary 
shall enter into a contract with the Center for Edu-
cation of the National Academies to study and iden-
tify promising practices for the improvement of mid-
dle grades education. 
(2) CONTENT OF STUDY.—The study described 
in paragraph (1) shall identify promising practices 
currently being implemented for the improvement of 
middle grades education. The study shall be con-
ducted in an open and transparent way that provides 
interim information to the public about criteria 
being used to identify— 
(A) promising practices; 
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(B) the practices that are being consid-
ered; and 
(C) the kind of evidence needed to docu-
ment effectiveness. 
(3) REPORT.—The contract entered into pursu-
ant to this subsection shall require that the Center 
for Education of the National Academies submit to 
the Secretary, the Committee on Health, Education, 
Labor, and Pensions of the Senate, and the Com-
mittee on Education and Labor of the House of 
Representatives a final report regarding the study 
conducted under this subsection not later than 1 
year after the date of the commencement of the con-
tract. 
(4) PUBLICATION.—The Secretary shall make 
public and post on the website of the Department of 
Education the findings of the study conducted under 
this subsection. 
(b) SYNTHESIS STUDY OF EFFECTIVE TEACHING 
AND LEARNING IN MIDDLE GRADES.— 
(1) IN GENERAL.—Not later than 60 days after 
the date of enactment of this Act, the Secretary 
shall enter into a contract with the Center for Edu-
cation of the National Academies to review existing 
research on middle grades education, and on factors 
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that might lead to increased effectiveness and en-
hanced innovation in middle grades education. 
(2) CONTENT OF STUDY.—The study described 
in paragraph (1) shall review research on education 
programs, practices, and policies, as well as research 
on the cognitive, social, and emotional development 
of children in the middle grades age range, in order 
to provide an enriched understanding of the factors 
that might lead to the development of innovative and 
effective middle grades programs, practices, and 
policies. The study shall focus on— 
(A) the areas of curriculum, instruction, 
and assessment (including additional supports 
for students who are below grade level in read-
ing, writing, mathematics, and science, and the 
identification of students with disabilities) to 
better prepare all students for subsequent suc-
cess in high school, college, and cognitively chal-
lenging employment; 
(B) the quality of, and supports for, the 
teacher workforce; 
(C) aspects of student behavioral and so-
cial development, and of social interactions 
within schools that affect the learning of aca-
demic content; 
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(D) the ways in which schools and local 
educational agencies are organized and operated 
that may be linked to student outcomes; 
(E) how development and use of early 
warning indicator and intervention systems can 
reduce risk factors for dropping out of school 
and low academic achievement; and 
(F) identification of areas where further 
research and evaluation may be needed on these 
topics to further the development of effective 
middle grades practices. 
(3) REPORT.—The contract entered into pursu-
ant to this subsection shall require that the Center 
for Education of the National Academies submit to 
the Secretary, the Committee on Health, Education, 
Labor, and Pensions of the Senate, and the Com-
mittee on Education and Labor of the House of 
Representatives a final report regarding the study 
conducted under this subsection not later than 2 
years after the date of commencement of the con-
tract. 
(4) PUBLICATION.—The Secretary shall make 
public and post on the website of the Department of 
Education the findings of the study conducted under 
this subsection. 
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(c) OTHER ACTIVITIES.—The Secretary shall carry 
out each of the following: 
(1) Create a national clearinghouse, in coordi-
nation with entities such as What Works and the 
Doing What Works Clearinghouses, for research in 
best practices in the middle grades and in the ap-
proaches that successfully take those best practices 
to scale in schools and local educational agencies. 
(2) Create a national middle grades database 
accessible to educational researchers, practitioners, 
and policymakers that identifies school, classroom, 
and system-level factors that facilitate or impede 
student academic achievement in the middle grades. 
(3) Require the Institute of Education Sciences 
to develop a strand of field-initiated and scientif-
ically valid research designed to enhance perform-
ance of schools serving middle grades students, and 
of middle grades students who are most at risk of 
educational failure, which may be coordinated with 
the regional educational laboratories established 
under section 174 of the Education Sciences Reform 
Act of 2002 (20 U.S.C. 9564), institutions of higher 
education, agencies recognized for their research 
work that has been published in peer-reviewed jour-
nals, and organizations that have such regional edu-
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cational laboratories. Such research shall target spe-
cific issues such as— 
(A) effective practices for instruction and 
assessment in mathematics, science, technology, 
and literacy; 
(B) academic interventions for adolescent 
English language learners; 
(C) school improvement programs and 
strategies for closing the academic achievement 
gap; 
(D) evidence-based or, when available, sci-
entifically valid professional development plan-
ning targeted to improve pedagogy and student 
academic achievement; 
(E) the effects of increased learning or ex-
tended school time in the middle grades; and 
(F) the effects of decreased class size or 
increased instructional and support staff. 
(4) Strengthen the work of the existing national 
research and development centers under section 
133(c) of the Education Sciences Reform Act of 
2002 (20 U.S.C. 9533(c)), as of the date of enact-
ment of this Act, by adding an educational research 
and development center dedicated to addressing— 
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