I 
112TH CONGRESS 
1ST SESSION H. R. 3535 
To improve outcomes for students in persistently low-performing schools, 
to create a culture of recognizing, rewarding, and replicating educational 
excellence, to authorize school turnaround grants, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
DECEMBER 1, 2011 
Mr. POLIS (for himself and Mrs. DAVIS of California) introduced the following 
bill; which was referred to the Committee on Education and the Workforce 
A BILL 
To improve outcomes for students in persistently low-per-
forming schools, to create a culture of recognizing, re-
warding, and replicating educational excellence, to au-
thorize school turnaround grants, and for other purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Achieving Change in 
Education Act’’ or the ‘‘ACE Act’’. 
SEC. 2. PURPOSES. 
The purposes of this Act are to— 
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(1) significantly improve outcomes for students 
in persistently low-performing schools by— 
(A) building the capacity of State edu-
cational agencies and local educational agencies 
to improve student academic achievement in 
low-performing and persistently low-performing 
schools; 
(B) supporting States and local edu-
cational agencies in implementing school inter-
vention models; and 
(C) targeting State and local supports and 
strategies on the persistently lowest-performing 
schools in each State; and 
(2) create a culture of recognizing, rewarding, 
and replicating educational excellence in every State 
by— 
(A) providing financial and other incen-
tives and rewards to schools that are identified 
as reward schools; and 
(B) supporting State educational agency 
efforts to identify, collect, and disseminate ef-
fective practices for increasing student aca-
demic achievement used by reward schools. 
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TITLE I—ADDITIONAL 
ACCOUNTABILITY PROVISIONS 
SEC. 101. ADDITIONAL ACCOUNTABILITY PROVISIONS. 
(a) IN GENERAL.—The Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6301 et seq.) is amend-
ed by inserting after section 1116 the following: 
‘‘SEC. 1116A. REWARD SCHOOLS AND PERSISTENTLY LOW- 
PERFORMING SCHOOLS. 
‘‘(a) IN GENERAL.—Notwithstanding section 1116 or 
any other provision of this part, each State educational 
agency that receives funds under this part shall identify 
reward schools and persistently low-performing schools in 
the State and take the actions described with respect to 
those schools, in accordance with this section. 
‘‘(b) IDENTIFICATION OF REWARD SCHOOLS.— 
‘‘(1) IN
GENERAL.—Each State educational 
agency that receives funds under this part shall an-
nually identify as reward schools public elementary 
schools or secondary schools served by the State that 
are making significant progress, as determined by 
the State educational agency, in closing the achieve-
ment gap and increasing student academic achieve-
ment, student growth, and, at the high school level, 
graduation rates, for students in the aggregate and 
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for all subgroups of students identified under section 
1111(b)(2)(C)(v)(II). 
‘‘(2) REWARD SCHOOLS.—Each school that is 
identified as a reward school under paragraph (1)— 
‘‘(A) is eligible for recognition and rewards 
under subsection (e); and 
‘‘(B) may use funds provided under this 
part, except for those funds related to serving 
special populations under parts C and D of this 
title, title III, and title VII, in a comprehensive 
and coordinated manner, to design innovative 
programs consistent with the requirements of 
title IX. 
‘‘(c) IDENTIFICATION OF PERSISTENTLY LOW-PER-
FORMING SCHOOLS.— 
‘‘(1) IN
GENERAL.—Each State educational 
agency that receives funds under this part shall 
identify as a persistently low-performing school, a 
public elementary school or secondary school that, 
based on the percentage of students scoring at or 
above the proficient level of academic achievement in 
each of the subjects included in a State’s account-
ability system under section 1111(b)(2) is not mak-
ing progress and— 
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‘‘(A) in the case of a school that is an ele-
mentary school, is in the bottom 5 percent of 
the State’s public elementary schools, as ranked 
in accordance with paragraph (2); 
‘‘(B) in the case of a school that is a sec-
ondary school and does not award high school 
diplomas, is in the bottom 5 percent of the 
State’s public secondary schools that do not 
award a high school diploma, as ranked in ac-
cordance with paragraph (2); or 
‘‘(C) in the case of a secondary school that 
does award high school diplomas, is in the bot-
tom 5 percent of the State’s public secondary 
schools that award high school diplomas, as 
ranked in accordance with paragraph (3), or 
has a graduation rate below 60 percent, or 
both. 
‘‘(2) SCHOOLS
THAT
DO
NOT
AWARD
HIGH 
SCHOOL DIPLOMAS.—To determine if a school that 
does not award a high school diploma is a persist-
ently low-performing school, the State educational 
agency shall, not less frequently than once every 3 
years, rank all such public elementary schools and 
secondary schools served by the State on the basis 
of the combined or averaged percentages across sub-
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jects of students who score at least at the proficient 
level of academic achievement on the assessments 
that were most recently administered and included 
in the State accountability system required under 
section 1111(b)(2). 
‘‘(3) SCHOOLS THAT AWARD HIGH SCHOOL DI-
PLOMAS.—To determine if a school that awards a 
high school diploma is a persistently low-performing 
school, the State educational agency shall, not less 
frequently than once every 3 years, rank all such 
schools on the basis of— 
‘‘(A) the combined or averaged percentages 
across subjects of students who score at least at 
the proficient level of achievement on the read-
ing or language arts and mathematics assess-
ments required by section 1111(b)(3) that were 
most recently administered; and 
‘‘(B) a graduation rate approved by the 
Secretary, with such rate given weight equal in 
determining the ranking to the weight of the 
factor described in subparagraph (A). 
‘‘(4) SCHOOLS MAKING PROGRESS.—The State 
educational agency shall not identify as a persist-
ently low-performing school a school that is making 
significant progress as defined by the State, subject 
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to any limitations specified by the Secretary in regu-
lations. 
‘‘(5) 
NO
IDENTIFICATION
OF
CERTAIN 
SCHOOLS.—The State may choose not to identify 
those schools in which the total number of students 
assessed is below the minimum group size used by 
the State to ensure the validity and reliability of 
State academic assessments described in section 
1111(b)(3) or to protect the privacy of individual 
students. 
‘‘(6) SCHOOL
INTERVENTION
MODELS.—Each 
local educational agency that serves a school identi-
fied as a persistently low-performing school under 
this subsection shall select and implement 1 of the 
6 school intervention models described in section 205 
of the Achieving Change in Education Act in such 
school, and provide for family and community en-
gagement in the choice and implementation of the 
model selected in each case. 
‘‘(d) NOTIFICATION.—Each State educational agency 
that receives funds under this part shall ensure that each 
local educational agency annually notifies the staff, par-
ents and students of each persistently low-performing 
school served by the local educational agency of this des-
ignation. 
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‘‘(e) FUNDS FOR REWARD SCHOOLS.— 
‘‘(1) ALLOTMENTS; ALLOCATION TO STATES.— 
‘‘(A) IN GENERAL.— 
‘‘(i) 
ALLOTMENT.—In 
accordance 
with clause (ii), the Secretary shall allot 
among each of the 50 States, the District 
of Columbia, the Commonwealth of Puerto 
Rico, and the Secretary of the Interior for 
programs under this subsection in schools 
operated or funded by the Bureau of In-
dian Affairs, the total amount made avail-
able to carry out this subsection under 
paragraph (5) for any fiscal year, to carry 
out activities under this subsection. 
‘‘(ii) DETERMINATION
OF
ALLOT-
MENTS.—The Secretary shall use the 
amount made available under clause (i) for 
a fiscal year to award a grant to each enti-
ty described in clause (i) in an amount 
that bears the same relation to such 
amount made available under clause (i) as 
the amount the entity received under this 
part for the preceding fiscal year bears to 
the amount received by all the entities de-
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scribed in clause (i) under this part for the 
preceding fiscal year. 
‘‘(B) REALLOTMENT.—If an entity de-
scribed in subparagraph (A)(i) does not receive 
funds under this subsection, the Secretary shall 
reallot those funds to other entities described in 
subparagraph (A)(i) in the same proportion in 
which funds are allotted under subparagraph 
(A). 
‘‘(2) STATE
APPLICATION.—Each State edu-
cational agency desiring to receive a grant under 
this subsection shall submit an application to the 
Secretary at such time, in such manner, and con-
taining such information as the Secretary may re-
quire. At a minimum, each application shall in-
clude— 
‘‘(A) a description of how the State edu-
cational agency will distribute funds under this 
program, by formula or through a competitive 
process, to local educational agencies serving re-
ward schools identified under subsection (b); 
‘‘(B) a description of how the State edu-
cational agency will take into account poverty 
rates within local educational agencies and 
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schools proposed to be served when distributing 
funds under this program; 
‘‘(C) an assurance that the State edu-
cational agency will provide significant rewards 
and incentives under this subsection that are 
large enough to motivate changes in behavior by 
schools throughout the State; 
‘‘(D) a description of how the State edu-
cational agency will identify, collect, and dis-
seminate information on effective practices for 
increasing student achievement that are used by 
the reward schools and how the State will cre-
ate communities of practice among reward 
schools, in order to share best practices and 
replicate successful strategies to assist lower- 
performing schools and local educational agen-
cies; and 
‘‘(E) a description of how the State will 
create mentoring partnerships between reward 
schools and other schools, including persistently 
low-performing schools, and local educational 
agencies in the State. 
‘‘(3) STATE USE OF FUNDS.— 
‘‘(A) STATE RESERVATION.—A State edu-
cational agency that receives a grant under 
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paragraph (1) shall use not less than 90 per-
cent of the grant funds to make subgrants in 
accordance to paragraph (4) to local edu-
cational agencies serving reward schools to 
carry out the activities described in paragraph 
(4). 
‘‘(B) STATE
ACTIVITIES.—A State edu-
cational agency that receives a grant under 
paragraph (1) shall use any portion of its grant 
funds that it does not use under subparagraph 
(A) to carry out the following activities: 
‘‘(i) Identifying, collecting, and dis-
seminating information on effective prac-
tices that are used by reward schools to in-
crease student achievement. 
‘‘(ii) Supporting mentoring partner-
ships between reward schools and other 
schools, and local educational agencies, 
which may include persistently low-per-
forming schools. 
‘‘(iii) Creating communities of prac-
tice among reward schools. 
‘‘(iv) Administration of this sub-
section. 
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‘‘(4) SUBGRANTS
TO
LOCAL
EDUCATIONAL 
AGENCIES.— 
‘‘(A) IN
GENERAL.—A State educational 
agency shall make 1-year subgrants to local 
educational agencies serving reward schools. 
‘‘(B) ACTIVITIES.—A local educational 
agency that receives a subgrant under this sub-
section shall use the funds— 
‘‘(i) to provide tangible rewards for 
principals, teachers, and other staff in re-
ward schools; 
‘‘(ii) to provide financial rewards to 
reward schools, which may be used at the 
school’s discretion, including for financial 
rewards or to improve or enrich the 
school’s or local educational agency’s pro-
gram; and 
‘‘(iii) to provide reward schools with 
increased flexibility in making budgeting 
and staffing decisions, by— 
‘‘(I) providing reward schools 
with priority in receiving Federal or 
State funds; 
‘‘(II) reducing reporting require-
ments of reward schools; or 
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‘‘(III) taking other actions to 
provide reward schools with greater 
autonomy. 
‘‘(5) AUTHORIZATION
OF
APPROPRIATIONS.— 
There are authorized to be appropriated to carry out 
this subsection $300,000,000 for fiscal year 2013 
and such sums as may be necessary for each of the 
5 succeeding fiscal years.’’. 
(b) TABLE OF CONTENTS.—The table of contents in 
section 2 of the Elementary and Secondary Education Act 
of 1965 is amended by inserting after the item relating 
to section 1116 the following: 
‘‘Sec. 1116A. Reward schools and persistently low-performing schools.’’. 
TITLE II—SCHOOL 
TURNAROUND GRANTS 
SEC. 201. RESERVATION AND ALLOTMENTS. 
(a) RESERVATION
FOR ACTIVITIES
OF NATIONAL 
SIGNIFICANCE.—From the amount appropriated under 
section 207 for a fiscal year, the Secretary may reserve 
not more than 10 percent to carry out activities of national 
significance, such as— 
(1) building State and local educational agency 
turnaround capacity, including— 
(A) through technical assistance and sup-
port; 
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(B) identification and dissemination of 
best practices; and 
(C) facilitating the creation and operation 
of communities of practice; 
(2) supporting the use of school quality review 
teams by making grants to State educational agen-
cies, consortia of such agencies, or partnerships of 
State educational agencies or State consortia and 
public or private nonprofit organizations to develop 
and implement school quality review teams that re-
view and provide support and technical assistance to 
local educational agencies and schools; 
(3) identifying and disseminating practices that 
are effective in rural areas such as rural turnaround 
practices, making available targeted technical assist-
ance in rural areas, and expanding the availability 
and capacity of turnaround partners that operate in 
rural areas; 
(4) identifying schools that are effectively im-
plementing school intervention models and other ef-
fective strategies to improve schools, and making in-
formation on those schools available to State edu-
cational agencies, local educational agencies, and 
schools in a manner that facilitates replication of ef-
fective practices; and 
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(5) other activities designed to support State 
and local efforts to turn around persistently low-per-
forming schools. 
(b) ALLOTMENT TO STATES.— 
(1) IN GENERAL.— 
(A) ALLOTMENT.—In accordance with sub-
paragraph (B), the Secretary shall allot among 
each of the 50 States, the District of Columbia, 
the Commonwealth of Puerto Rico, the outlying 
areas, and the Secretary of the Interior for pro-
grams under this title in schools operated or 
funded by the Bureau of Indian Affairs, the 
amount made available to carry out this title 
under section 207 for a fiscal year and not re-
served under subsection (a), to carry out activi-
ties under this title. 
(B) DETERMINATION OF ALLOTMENTS.— 
The Secretary shall use the amount made avail-
able under subparagraph (A) for a fiscal year 
to award a grant to each entity described in 
subparagraph (A) in an amount that bears the 
same relation to such amount made available 
under subparagraph (A) as the amount the en-
tity received under part A of title I of the Ele-
mentary and Secondary Education Act of 1965 
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(20 U.S.C. 6311 et seq.) for the preceding fis-
cal year bears to the amount received by all the 
entities described in subparagraph (A) under 
such part for the preceding fiscal year. 
(2) REALLOTMENT.—If an entity described in 
paragraph (1)(A) does not receive funds under this 
title, the Secretary shall reallot those funds to other 
entities described in paragraph (1)(A) in the same 
proportion in which funds are allotted under para-
graph (1). 
SEC. 202. APPLICATION. 
For a State to be eligible to receive a grant under 
section 201(b), the State educational agency shall submit 
an application to the Secretary at such time, in such man-
ner, and containing such information as the Secretary may 
reasonably require. At a minimum, each application shall 
include— 
(1) a copy of the application form and instruc-
tions that the State will use in making competitive 
subgrants under this title; 
(2) the criteria the State educational agency 
will use to determine whether each eligible applicant 
applying for a subgrant under section 204— 
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(A) has analyzed the needs of each school 
the eligible applicant seeks to serve and has se-
lected an appropriate intervention model; 
(B) has the capacity to implement fully 
and effectively the selected school intervention 
model; and 
(C) has submitted a budget that includes 
sufficient funds to implement fully and effec-
tively the selected school intervention model; 
(3) a description of how the State educational 
agency will set priorities for subgrants if the State 
educational agency does not have sufficient funds to 
support all persistently low-performing schools that 
eligible applicants have applied to serve; 
(4) the criteria the State educational agency 
will use to determine the quality of applications the 
State educational agency receives; 
(5) a description of how the State educational 
agency will— 
(A) monitor each subgrantee to ensure 
that the subgrantee is fully and effectively im-
plementing the selected school intervention 
model and is improving student achievement 
and making progress on leading indicators; and 
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(B) communicate, in a timely fashion, to 
each subgrantee about the— 
(i) State’s expectations for the sub-
grantee to make progress on leading indi-
cators; and 
(ii) consequences the State may im-
pose if the subgrantee fails to make such 
progress; 
(6) a description of how the State educational 
agency, in accordance with section 203(b)(1), will 
use the funds it reserves at the State level to provide 
technical assistance and other support to sub-
grantees; and 
(7) a description of how the State will— 
(A) help develop pipelines of teachers and 
leaders trained for turnaround schools; 
(B) collect and report data that informs 
the work of subgrantees; 
(C) encourage the clustering of turnaround 
schools; and 
(D) build capacity in the State educational 
agency for assisting turnaround schools. 
SEC. 203. STATE USE OF FUNDS. 
(a) STATE RESERVATION.— 
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(1) IN GENERAL.—Except as provided in para-
graph (2), a State that receives a grant under sec-
tion 201(b) shall use not less than 90 percent of the 
grant funds to make competitive subgrants to eligi-
ble applicants under section 204 to carry out the 
purposes of this title. 
(2) EXCEPTION FOR SCHOOL TAKEN OVER BY 
THE
STATE.—Notwithstanding paragraph (1), a 
State may, subject to regulations of the Secretary, 
reserve from the amount to be used to make sub-
grants under paragraph (1) such funds as are nec-
essary to implement a school intervention model, ei-
ther directly or through a turnaround partner des-
ignated by the State, in a school that has been taken 
over by the State. 
(b) STATE ACTIVITIES.—A State that receives a 
grant under section 201(b) shall use any portion of the 
grant funds that the State educational agency does not 
use to make subgrants under subsection (a) to carry out 
activities designed to build State capacity to support 
school improvement. These activities may include— 
(1) providing technical assistance and other 
support, either directly, or through the creation of a 
school turnaround office, or through turnaround 
partners, to eligible applicants, which may include 
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the use of school quality review teams or regular site 
visits to monitor the implementation of selected 
models; 
(2) evaluating State and local implementation 
of school intervention models and other improvement 
activities, and using the results to improve State 
strategies for supporting and providing flexibility for 
targeted schools; 
(3) providing subgrants to turnaround partners 
to enable the turnaround partners to increase their 
capacity to help turn around schools; 
(4) developing pipelines of teachers and leaders 
trained for turnaround schools; 
(5) collecting and reporting data that informs 
the work of subgrantees; 
(6) supporting collaborations or coalitions of 
turnaround schools; and 
(7) building capacity in the State educational 
agency for assisting turnaround schools. 
SEC. 204. SUBGRANTS TO ELIGIBLE APPLICANTS. 
(a) DURATION.—A State educational agency— 
(1) shall award subgrants under this section for 
a period of not more than 3 years; and 
(2) may extend a subgrant awarded under this 
section for an additional 2-year period if the State 
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educational agency determines that schools served by 
the eligible applicant are making sufficient progress, 
as described in subsection (f). 
(b) APPLICATION.—In order to receive a subgrant 
under this section, an eligible applicant shall submit an 
application to the State educational agency at such time, 
in such form, and including such information as the State 
educational agency may reasonably require. Each applica-
tion shall include, at a minimum— 
(1) a description of the process the applicant 
has used for selecting an appropriate school inter-
vention model for each school to be served (which 
process shall include family and community input as 
to which of the school intervention models is most 
likely to improve student achievement), including in-
formation on the magnitude and intensity of the 
challenges facing the school and its students and the 
capacity of the school to improve student perform-
ance, and has considered such information in select-
ing the model; 
(2) the school intervention model to be used in 
each school to be served and the timeline for imple-
menting the selected school intervention model in 
each school to be served; 
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(3) a detailed budget covering the grant period, 
including planned expenditures at the school level 
and by the eligible applicant for activities supporting 
full and effective implementation of the selected 
intervention model; 
(4) a description of how the eligible applicant 
will— 
(A) design and implement interventions 
consistent with the requirements of the selected 
school intervention model, including how the ap-
plicant will use appropriate leading indicators 
and student achievement measures to monitor 
the effectiveness of implementation; 
(B) use a rigorous review process to re-
cruit, screen, and select turnaround partners 
with which the local educational agency will 
partner; 
(C) align other Federal, State, and local 
resources with the interventions; 
(D) modify practices and policies, if nec-
essary, to provide site-based operational flexi-
bility that enables full and effective implemen-
tation of the selected school intervention model; 
(E) collect and use data on an ongoing 
basis to adjust implementation of the school 
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intervention 
model 
during 
implementation 
(while maintaining consistency with the require-
ments of section 205) in order to achieve the 
desired outcomes; 
(F) ensure that the implementation of the 
school intervention model addresses the needs 
of 
all 
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)) in each school to be 
served; and 
(G) sustain successful reforms and prac-
tices after the funding period ends; 
(5) a description of the technical assistance and 
other support that the eligible applicant will provide 
to ensure effective implementation of intervention 
models in eligible schools, which may include— 
(A) assistance in data analysis; 
(B) recruiting staff; 
(C) teacher evaluation; 
(D) professional development; 
(E) coordination of services to address stu-
dents’ social, emotional, and health needs; 
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(F) facilitating the creation and operation 
of professional learning communities and com-
munities of practice; and 
(G) progress monitoring; and 
(6) an assurance that each school the applicant 
proposes to serve will receive all of the State and 
local funds it would have received in the absence of 
these funds. 
(c) AUTHORITY.—A State educational agency shall 
use not less than 90 percent of a grant received under 
section 201(b) to make subgrants, on a competitive basis, 
to eligible applicants. 
(d) CRITERIA.—Subgrants awarded under this sec-
tion shall be of sufficient size to enable subgrantees to im-
plement the selected intervention model fully and effec-
tively. 
(e) PRIORITY.—In making subgrants under this sec-
tion, a State educational agency shall give priority to an 
eligible applicant if the applicant— 
(1) demonstrates that it has a sufficient pool of 
effective educators within or outside the local edu-
cational agency to staff low-performing schools and 
a comprehensive plan to recruit retain, reward, and 
improve staff using comprehensive evaluation sys-
tems; 
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(2) demonstrates the support of school manage-
ment, teachers, community partners, and public 
stakeholders to implement strategies described in 
section 205; 
(3) demonstrates school leaders have sufficient 
flexibility in making budgeting, staffing, and pro-
gram decisions; and 
(4) demonstrates the ability to collect, report, 
and use data to inform decisionmaking and to target 
resources at the school level. 
(f) ACCOUNTABILITY.— 
(1) IN GENERAL.—Each eligible applicant that 
receives a subgrant under this section shall dem-
onstrate sufficient progress annually, as defined by 
the State, on the core academic indicators and lead-
ing indicators described in subsection (g). 
(2) ADDITIONAL TWO-YEAR GRANT PERIOD FOR 
SUFFICIENT PROGRESS.— 
(A) IN
GENERAL.—Subject to subpara-
graph (B), an eligible applicant that makes suf-
ficient progress on core indicators described in 
subsection (g) and leading indicators described 
in subsection (g) shall be eligible for an exten-
sion of the applicant’s subgrant for an addi-
tional 2-year period. 
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(B) DETERMINATION OF ELIGIBILITY.—In 
determining whether an eligible applicant is eli-
gible for an extension under subparagraph (A), 
the Secretary shall give less weight to the 
progress made by the applicant on leading indi-
cators described in subsection (g) than on the 
progress made by the applicant on core indica-
tors described in subsection (g). 
(3) INSUFFICIENT PROGRESS.—An eligible ap-
plicant that does not make sufficient progress, as 
described under paragraph (1) and determined by 
the State educational agency, shall be required to— 
(A) modify their existing school interven-
tion model; 
(B) restart the school using the restart 
model described in section 205(a)(2); or 
(C) close the school using the school clo-
sure model described in section 205(a)(3). 
(g) REPORTING.—Each eligible applicant that re-
ceives a subgrant under this section shall— 
(1) comply with the reporting and account-
ability requirements of part A of title I of the Ele-
mentary and Secondary Education Act of 1965 (20 
U.S.C. 6311 et seq.) for each of the schools the eli-
gible applicant serves with subgrant funds; and 
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(2) monitor and report data, on an annual 
basis, to the State educational agency involved, that 
includes, with respect to students served by the ap-
plicant with grant funds received under this sec-
tion— 
(A) core academic indicators, such as— 
(i) percentage of students at or above 
each proficiency level on State assessments 
in reading or language arts and mathe-
matics; 
(ii) student progress toward core aca-
demic benchmarks, including academic lon-
gitudinal growth, as determined under the 
State’s accountability system; 
(iii) average scale scores on State as-
sessments in reading or language arts and 
in mathematics; 
(iv) percentage of English language 
learner students who attain English lan-
guage proficiency on the State’s summative 
language assessments; 
(v) graduation rates; 
(vi) college enrollment rates, including 
data for all students and for all subgroups 
of 
students 
identified 
under 
section 
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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)); 
(vii) dropout rates; and 
(viii) reduction in the percentage of 
students in the bottom level of achievement 
on State assessments in reading or lan-
guage arts and mathematics, including 
data for all students and all subgroups of 
students identified under such section 
1111(b)(2)(C)(v)(II); and 
(B) leading indicators such as— 
(i) student attendance rates; 
(ii) number and percentage of stu-
dents completing advanced coursework; 
(iii) student participation rates on 
State assessments in reading or language 
arts and mathematics; 
(iv) discipline incident rates; 
(v) teacher attendance rates; and 
(vi) distribution of teachers by per-
formance level on the applicant’s teacher 
evaluation system; and 
(h) LOCAL ACTIVITIES.—An eligible applicant that 
receives a subgrant under this section— 
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(1) shall use the subgrant funds to— 
(A) implement 1 or more of the school 
intervention models described in section 205 in 
persistently low-performing schools; and 
(B) identify and address issues that may 
contribute to low academic achievement in such 
schools; and 
(2) may use such funds to— 
(A) provide comprehensive services to ad-
dress the issues identified pursuant to para-
graph (1)(B) and meet the full range of student 
needs; and 
(B) carry out local educational agency-level 
activities that directly support the implementa-
tion of the school intervention model selected 
for implementation, such as— 
(i) carrying out pre-implementation 
activities at the school or local educational 
agency level during the school year prior to 
the school year in which the local edu-
cational agency will fully implement the 
school intervention model; 
(ii) recruiting effective teachers and 
principals for the schools at which the local 
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educational agency will fully implement the 
school intervention model; 
(iii) implementing a rigorous process 
to evaluate the quality of charter manage-
ment organizations or education manage-
ment organizations applying to operate re-
start schools as described in section 205; 
or 
(iv) developing rigorous, transparent, 
and equitable teacher and principal evalua-
tion systems. 
SEC. 205. SCHOOL INTERVENTION MODELS. 
(a) IN GENERAL.—Each eligible applicant that re-
ceives a subgrant under section 204 shall select and imple-
ment any 1 of the following 6 school intervention models: 
(1) 
TRANSFORMATION
MODEL.—A 
trans-
formation model is 1 in which the local educational 
agency— 
(A) if the principal has led the school for 
2 or more years, replaces the principal with a 
new principal who has demonstrated effective-
ness as an educator and leader; 
(B) uses rigorous, transparent, and equi-
table evaluation systems to— 
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(i) identify and reward school leaders, 
teachers, and other staff who, in imple-
menting 
the 
model, 
increase 
student 
achievement and, if applicable, high school 
graduation rates; and 
(ii) identify and remove school lead-
ers, teachers, and other staff who, after 
ample opportunities have been provided for 
such individuals to improve their profes-
sional practice— 
(I) 
do 
not 
increase 
student 
achievement; 
(II) if applicable, do not increase 
high school graduation rates; and 
(III) have not demonstrated ef-
fectiveness according to the local edu-
cational agency’s evaluation system; 
(C) provides staff with ongoing, high-qual-
ity, job-embedded professional development that 
is aligned with the school’s instructional pro-
gram and evaluation system and facilitates ef-
fective teaching and learning, and supports the 
implementation of school-reform strategies; 
(D) implements strategies, such as finan-
cial incentives, increased opportunities for pro-
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motion and career growth, and more flexible 
work conditions that are designed to recruit, 
place, and retain staff with the skills necessary 
to meet the needs of the students in the school; 
(E) uses data to identify and implement a 
research-based instructional program that is 
aligned with State challenging academic content 
standards and challenging student academic 
achievement standards; 
(F) in the case of a secondary school, pro-
vides graduation and postsecondary planning 
and transition supports; 
(G) promotes the continuous use of stu-
dent data to provide instruction that meets the 
academic needs of individual students, which 
may include, in elementary school, individual 
students’ levels of school readiness; 
(H) establishes schedules and strategies 
that provide significantly increased learning 
time, which may include expanding the day or 
year for all students in the school or expanding 
the school program to offer full-day kinder-
garten or a high-quality preschool program; 
(I) provides ongoing mechanisms for family 
and community engagement; 
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(J) gives the school sufficient operational 
flexibility in programming, staffing, budgeting, 
and scheduling to fully implement a comprehen-
sive strategy designed to substantially improve 
student achievement and, if applicable, increase 
the graduation rate; 
(K) ensures that the school receives ongo-
ing, intensive technical assistance and related 
support from the local educational agency, the 
State educational agency, or a designated exter-
nal lead partner organization; and 
(L) provides appropriate social-emotional 
and community-oriented services and supports 
for students and, at the discretion of the local 
educational agency, uses not more than 10 per-
cent of the funds available for such school 
under this part to provide services to meet 
those needs. 
(2) RESTART MODEL.—A restart model is 1 in 
which the local educational agency— 
(A) converts a school or closes and reopens 
the school— 
(i) under a charter school operator, a 
charter management organization, or an 
education management organization; or 
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(ii) as an autonomous or redesigned 
school; 
(B) implements a rigorous review process 
to select such a charter management organiza-
tion or education management organization, as 
applicable, which includes an assurance from 
such organization that it will make significant 
changes in the leadership and staffing of the 
school; and 
(C) enrolls in the school, within the grades 
it serves, any former student who wishes to at-
tend the school. 
(3) SCHOOL CLOSURE.—A school closure model 
is 1 in which the local educational agency— 
(A) closes a school and enrolls the students 
who attended such school in other schools 
served by the local educational agency that are 
higher performing, provided the other schools 
are within reasonable proximity to the closed 
school; and 
(B) provides information, in a timely fash-
ion, in the appropriate language, and prior to 
closing the school, to children who attended 
such closed school and their parents, about 
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high-quality educational options and transition 
and support services. 
(4) 
TURNAROUND
MODEL.—A 
turnaround 
model is 1 in which the local educational agency— 
(A) if the principal has led the school for 
2 or more years, replaces the principal with a 
new principal who has demonstrated effective-
ness as an educator and leader; 
(B) gives the new principal sufficient oper-
ational flexibility (including over staffing, the 
school day and school calendar, and budgeting) 
to fully implement a comprehensive approach to 
improve student outcomes; 
(C) using comprehensive evaluation sys-
tems, including the use of student achievement 
data to measure the effectiveness of staff who 
can work within the turnaround environment to 
meet the needs of students— 
(i) screens all existing staff and re-
tains not more than 50 percent of such 
staff; and 
(ii) requires the principal to justify 
personnel decisions, such as hiring, dis-
missal, and providing rewards, based on 
results of such evaluations; 
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(D) provides staff with ongoing, high-qual-
ity, job-embedded professional development that 
is aligned with the school’s instructional pro-
gram, facilitates effective teaching and learning, 
and supports the implementation of school-re-
form strategies; 
(E) adopts a new governance structure for 
the school, which may include requiring the 
school to report to a new turnaround office in 
the local educational agency or State edu-
cational agency, hire a turnaround leader who 
reports directly to the superintendent or chief 
academic officer, or enter into a multi-year 
agreement with the local educational agency or 
State educational agency to obtain added flexi-
bility in exchange for greater accountability; 
(F) uses data to identify and implement a 
research-based instructional program and pro-
motes the continuous use of data to evaluate 
school improvement strategies and to inform 
the differentiated instruction in order to meet 
the academic needs of individual students; 
(G) establishes schedules and strategies 
that provide increased learning time, which may 
include offering full-day kindergarten or a high- 
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quality preschool program, using a longer 
school day, week, or year schedule to signifi-
cantly increase the total number of school hours 
to include additional time for— 
(i) instruction in core academic sub-
jects, including English, reading or lan-
guage arts, mathematics, science, foreign 
languages, civics and government, econom-
ics, arts, history, and geography; 
(ii) instruction in other subjects and 
enrichment activities that contribute to a 
well-rounded education, including physical 
education, service learning, and experien-
tial and work-based learning opportunities 
that are provided by partnering, as appro-
priate, with other organizations; and 
(iii) teachers to collaborate, plan, and 
engage in professional development within 
and across grades and subjects; 
(H) provides ongoing mechanisms for fam-
ily and community engagement; 
(I) provides appropriate social-emotional 
and community-oriented services and supports 
for students; and 
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(J) may include any of the strategies de-
scribed in paragraph (1). 
(5) SCHOOL ENGAGEMENT MODEL.—A school 
engagement model is 1 in which the local edu-
cational agency— 
(A) if the principal has led the school for 
2 or more years, replaces the principal with a 
new principal who has demonstrated effective-
ness as an educator and leader; 
(B) establishes a year-round academic cal-
endar or increases the number of school days 
per year by at least 10 percent and increases 
learning time by at least 10 percent; 
(C) establishes an evidence-based student 
engagement system, to be approved by the 
State educational agency, that includes— 
(i) attendance and truancy improve-
ment and tracking approaches for all stu-
dents; 
(ii) evidence-based behavior identifica-
tion needs for all students, and evidence- 
based behavior intervention and improve-
ment approaches for students as needed, 
which may include a multi-tier system of 
supports; and 
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(iii) grade-level literacy improvement 
interventions for all non-proficient students 
provided after-school by a supplemental 
education services provider; 
(D) if the school is a high school, the 
school must establish— 
(i) course credit recovery or mainte-
nance and tracking strategies for all stu-
dents; 
(ii) dropout recovery activities for all 
students who have dropped out; and 
(iii) concurrent enrollment opportuni-
ties for all students; 
(E) uses rigorous, transparent, and equi-
table evaluation systems to— 
(i) identify and reward school leaders, 
teachers, and other staff who, in imple-
menting 
the 
model, 
increase 
student 
achievement and high school graduation 
rates; and 
(ii) identify and remove those school 
leaders, teachers, and other staff who, 
after ample opportunities have been pro-
vided for them to improve their profes-
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sional practice, do not improve student 
achievement; 
(F) provides ongoing, high-quality profes-
sional development to staff that is aligned with 
the school’s instructional program, facilitates 
effective teaching and learning, and supports 
the implementation of school-reform strategies; 
(G) implements strategies, such as finan-
cial incentives, increased opportunities for pro-
motion and career growth, and more flexible 
work conditions, that are designed to recruit, 
place, and retain staff with the skills that are 
necessary to meet the needs of the students in 
the school; 
(H) gives the school sufficient operational 
flexibility in programming, staffing, budgeting, 
and scheduling to fully implement a comprehen-
sive strategy that is designed to substantially 
improve student achievement and, if applicable, 
increase the graduation rate; 
(I) uses data to identify and implement a 
research-based instructional program that is 
aligned with State academic standards; and 
(J) promotes the continuous use of student 
data to provide instruction that meets the aca-
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demic needs of individual students, which may 
include, in elementary schools, individual stu-
dents’ levels of school readiness. 
(6) EXPANDED SCHOOL CHOICE OPTION.—An 
expanded school choice model is one in which the 
local educational agency— 
(A) closes the school; 
(B) transfers students from the persist-
ently low-performing school that has been 
closed to 1 or more existing high-performing 
charter schools or high-performing traditional 
schools in the same or another local educational 
agency, upon an agreement or memorandum of 
understanding between the agency that served 
the closed school and the agency to which the 
students are transferred; and 
(C) expands the capacity of the high-per-
forming school or schools selected under sub-
paragraph (B) by transferring to such schools 
its allotment awarded under section 204 to be 
used for staffing and other student support, in-
cluding transportation to the high-performing 
school. 
(b) FLEXIBILITY.—Notwithstanding any other provi-
sion of this section, in carrying out a school intervention 
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model under this section, a local educational agency may 
continue to build on or complete actions it took in the 3 
years before the school year in which it begins to fully 
implement that model, including retaining a school prin-
cipal hired within that period to implement a turnaround 
plan in that school. 
SEC. 206. DEFINITIONS. 
In this title— 
(1) ELIGIBLE APPLICANT.—The term ‘‘eligible 
applicant’’ means— 
(A) a local educational agency that receives 
funds under part A of title I of the Elementary 
and Secondary Education Act of 1965 (20 
U.S.C. 6311 et seq.) and serves at least 1 per-
sistently low-performing school; or 
(B) a local educational agency described in 
subparagraph (A) in partnership with a turn-
around partner. 
(2) ESEA TERMS.—Except as otherwise pro-
vided, any term used that is defined in section 9101 
of the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 7801) shall have the meaning given 
the term in such section. 
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(3) HIGH-PERFORMING.—The term ‘‘high-per-
forming’’ when used in relation to school means a 
school ranking— 
(A) in the top 25 percent in the State at 
student academic longitudinal growth; or 
(B) in the absence of such a State meas-
urement, in the top 25 percent in progress to-
ward core academic benchmarks, as determined 
under the State’s accountability system. 
(4) MULTI-TIER SYSTEM OF SUPPORTS.—The 
term ‘‘multi-tier system of supports’’ means a com-
prehensive system of differentiated supports that in-
cludes evidence-based instruction, universal screen-
ing, progress monitoring, formative assessment, and 
research-based interventions matched to student 
needs, and educational decisionmaking using student 
outcome data. 
(5) TURNAROUND PARTNER.—The term ‘‘turn-
around partner’’ means a public or private nonprofit 
organization that has a successful record of imple-
menting or supporting school intervention models. 
SEC. 207. AUTHORIZATION OF APPROPRIATIONS. 
There are authorized to be appropriated to carry out 
this title $600,000,000 for fiscal year 2013 and such sums 
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as may be necessary for each of the 5 succeeding fiscal 
years. 
Æ 
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