datamatters24/research-document-archive huggingface dataset:
‘‘(i) shall include assistance in ana-
lyzing data from the assessments required
under section 1111(b)(4), and other sam-
ples of student work, to identify and ad-
dress instructional problems and solutions;
‘‘(ii) shall include assistance in identi-
fying and implementing instructional strat-
egies and methods that are tied to scientif-
ically based research and that have proven
effective in addressing the specific instruc-
tional issues that caused the school to be
identified for school improvement;
‘‘(iii) shall include assistance in ana-
lyzing and revising the school’s budget so
that the school resources are more effec-
tively allocated for the activities most likely
to increase student performance and to re-
move the school from school improvement
status; and
‘‘(iv) may be provided—
‘‘(I) by the local educational
agency, through mechanisms author-
ized under section 1117; or
‘‘(II) by the State educational
agency, an institution of higher edu-
1030
(C) YOUTH
GROUP.—The term ‘‘youth
group’’ means any group or organization in-
tended to serve young people under the age of
21.
(2) RULE.—For purposes of this section, an el-
ementary school or secondary school has a des-
ignated open forum whenever the school involved
grants an offering to or opportunity for 1 or more
youth or community groups to meet on school prem-
ises or in school facilities before or after the hours
during which attendance at the school is compulsory.
SEC. 923. EFFECTIVE DATE.
Notwithstanding section 5, this part takes effect 1
day after the date of the enactment of this Act.
PART C—REPEALS
SEC. 931. REPEALS.
The following provisions are repealed:
(1) GOALS.—Parts A and C of title II and title
VI of Goals 2000: Educate America Act.
(2) TROOPS-TO-TEACHERS
PROGRAM
ACT
OF
1999.—The Troops-to-Teachers Program Act of
1999 (title XVII of Public Law 106–65; 20 U.S.C.
9301 et seq.).
(3) ESEA.—
1031
(A) Title IX, relating to Indian, Native
Hawaiian, and Alaska Native education.
(B) Parts A, B, C, D, F, G, I, J, L, of
title X, relating to programs of national signifi-
cance.
(C) Title XI, relating to coordinated serv-
ices.
(D) Title XII, relating to education infra-
structure.
(E) The title heading of title XIII and sec-
tions 13001 and 13002.
(F) Title XIV, relating to general provi-
sions.
Passed the House of Representatives May 23, 2001.
Attest:
Clerk.
107TH CONGRESS
1ST SESSION
H. R. 1
AN ACT
To close the achievement gap with accountability,
flexibility, and choice, so that no child is left be-
hind.
523
‘‘(I) at least 5 percent; or
‘‘(II) less than 5 percent and affects the
recruitment or retention of employees at the
school.
‘‘(ii) A request under clause (i) shall be deemed
granted at the end of the 60th day after the request
is received in the Central Office of the Bureau un-
less before that time the request is approved, ap-
proved with modification, or disapproved by the Sec-
retary.
‘‘(iii) The Secretary or the supervisor of a Bu-
reau school may discontinue or decrease a post-dif-
ferential authorized under this subparagraph at the
beginning of a school year if—
‘‘(I) the local school board requests that
such differential be discontinued or decreased;
or
‘‘(II) the Secretary or the supervisor deter-
mines for clear and convincing reasons (and ad-
vises the board in writing of those reasons) that
there is no disparity of compensation that
would affect the recruitment or retention of em-
ployees at the school after the differential is
discontinued or decreased.
and Secondary Education Act of 1965 (20 U.S.C. 6301
et seq.) prior to the date of the enactment of this Act shall
continue to receive funds in accordance with the terms of
such award, except that funds for such award may not
continue more than one year after the date of the enact-
ment of this Act.
TITLE I—IMPROVING THE ACA-
DEMIC 
PERFORMANCE 
OF
THE DISADVANTAGED
PART A—BASIC PROGRAM
SEC. 101. DISADVANTAGED CHILDREN MEET HIGH STAND-
ARDS.
Section 1001 is amended to read as follows:
‘‘SEC. 1001. FINDINGS; STATEMENT OF PURPOSE; AND REC-
OGNITION OF NEED.
‘‘(a) FINDINGS.—Congress finds the following:
‘‘(1) The Constitution of the United States re-
serves to the States and to the people the responsi-
bility for the general supervision of public education
in kindergarten through the twelfth grade.
‘‘(2) States and local educational agencies need
the maximum liberty to build upon existing innova-
tive approaches for education reform and continue
their proven record of increasing student success.
‘‘(3) The best education decisions are made by
those who know the students best and who are re-
sponsible for implementing the decisions, and there-
fore, educators and parents should retain the right
and responsibility to educate their pupils and chil-
dren free of excessive regulation by the Federal Gov-
ernment.
‘‘(4) The Supreme Court has regarded the right
of parents to direct the upbringing of their children
as a fundamental right implicit in the concept of or-
dered liberty within the 14th Amendment to the
Constitution, as specified in Meyer v. Nebraska, 262
US 390 (1923) and Pierce v. Society of Sisters, 268
US 510 (1925).
‘‘(5) Schools that enroll high concentrations of
children living in poverty face the greatest chal-
lenges, but effective educational strategies based on
scientifically based research can succeed in edu-
cating children to high standards.
‘‘(6) High-poverty schools are much more likely
to be identified as failing to meet State standards
for satisfactory progress. As a result, these schools
are generally the most in need of additional re-
sources and technical assistance to build the capac-
ity of these schools to address the many needs of
their students.
‘‘(7) The educational progress of children par-
ticipating in programs under this title is closely as-
sociated with their being taught by a highly qualified
staff, particularly in schools with the highest con-
centrations of poverty, where paraprofessionals,
uncertified teachers, and teachers teaching out of
field frequently provide instructional services.
‘‘(8) Congress and the public would benefit
from additional data evaluatinig the efficacy of the
Elementary and Secondary Education Act of 1965.
‘‘(9) States, local educational agencies, and
schools should be given as much flexibility as pos-
sible in exchange for greater accountability for im-
proving student achievement.
‘‘(10) Schools operating programs assisted
under this part must be held accountable for the
educational achievement of their students, when
those students fail to demonstrate progress in
achieving high standards, local educational agencies
and States must take significant actions to improve
the educational opportunities available to them.
‘‘(b) PURPOSE AND INTENT.—The purpose and in-
tent of this title are to ensure that all children have a
fair and equal opportunity to obtain a high-quality edu-
cation.
‘‘(c) RECOGNITION OF NEED.—The Congress recog-
nizes the following:
‘‘(1) Educational needs are particularly great
for low-achieving children in our Nation’s highest-
poverty schools, children with limited English pro-
ficiency, children of migrant workers, children with
disabilities, Indian children, children who are ne-
glected or delinquent, and young children who are in
need of reading assistance.
‘‘(2) Despite more than 3 decades of Federal
assistance, a sizable achievement gap remains be-
tween minority and nonminority students, and be-
tween disadvantaged students and their more advan-
taged peers.
‘‘(3) Too many students attend local schools
that fail to provide them with a quality education,
and are given no alternatives to enable them to re-
ceive a quality education.
‘‘(4) States, local educational agencies, and
schools need to be held accountable for improving
the academic achievement of all students, and for
identifying and turning around low-performing
schools.
‘‘(5) Federal education assistance is intended
not only to increase pupil achievement overall, but
also more specifically and importantly, to help en-
sure that all students, especially the disadvantaged,
meet challenging achievement standards. It can only
be determined if schools, local educational agencies,
and States are reaching this goal if student achieve-
ment results are reported specifically by disadvan-
taged and minority status.’’.
SEC. 102. AUTHORIZATION OF APPROPRIATIONS.
Section 1002 is amended to read as follows:
‘‘SEC. 1002. AUTHORIZATION OF APPROPRIATIONS.
‘‘(a) LOCAL EDUCATIONAL AGENCY GRANTS.—For
the purpose of carrying out part A, other than section
1120(e), there are authorized to be appropriated
$9,061,000,000 for fiscal year 2002 and such sums as
may be necessary for each of the 4 succeeding fiscal years.
‘‘(b) STUDENT
READING
SKILLS
IMPROVEMENT
GRANTS.—
‘‘(1) READING FIRST.—For the purpose of car-
rying out subpart 1 of part B, there are authorized
to be appropriated $900,000,000 for fiscal year
2002 and such sums as may be necessary for each
of the 4 succeeding fiscal years.
‘‘(II) contain coherent and rig-
orous content; and
‘‘(III) encourage the teaching of
advanced skills; and
‘‘(ii) challenging student achievement
standards that—
‘‘(I) are aligned with the State’s
content standards;
‘‘(II) describe 2 levels of high
performance, proficient and advanced,
that determine how well children are
mastering the material in the State
content standards; and
‘‘(III) describe a third level of
performance, basic, to provide com-
plete information about the progress
of the lower performing children to-
ward achieving to the proficient and
advanced levels of performance.
‘‘(E) For the subjects in which students
will be served under this part, but for which a
State is not required by subparagraphs (A),
(B), and (C) to develop, and has not otherwise
developed such standards, the State plan shall
describe a strategy for ensuring that students
are taught the same knowledge and skills in
such subjects and held to the same expectations
as are all children.
‘‘(2) ACCOUNTABILITY.—
‘‘(A) IN GENERAL.—Each State plan shall
demonstrate that the State has developed and is
implementing a statewide State accountability
system that has been or will be effective in en-
suring that all local educational agencies, public
elementary 
schools, 
and 
public 
secondary
schools make adequate yearly progress as de-
fined under subparagraph (B). Each State ac-
countability system shall—
‘‘(i) be based on the standards and as-
sessments adopted under paragraphs (1)
and (4) and take into account the perform-
ance of all public school students;
‘‘(ii) be the same as the accountability
system the State uses for all public schools
or all local educational agencies in the
State, except that public schools and local
educational 
agencies 
not 
participating
under this part are not subject to the re-
quirements of section 1116(c); and
‘‘(D) measure the proficiency of students
in the academic subjects in which a State has
adopted 
challenging 
content 
and 
student
achievement standards, and be administered not
less than 1 or more times during—
‘‘(i) grades 3 through 5;
‘‘(ii) grades 6 through 9; and
‘‘(iii) grades 10 through 12;
‘‘(E) involve multiple up-to-date measures
of student achievement, including measures that
assess higher order thinking skills and under-
standing;
‘‘(F) beginning not later than school year
2004-2005, measure the performance of stu-
dents against the challenging State content and
student achievement standards in grades 3
through 8 in at least mathematics, and reading
or language arts, except that the Secretary may
provide the State 1 additional year if the State
demonstrates that exceptional or uncontrollable
circumstances, such as a natural disaster or a
precipitous and unforeseen decline in the finan-
cial resources of the State, prevented full imple-
mentation of the assessments by that deadline
and that it will complete implementation within
the additional 1-year period;
‘‘(G) provide for—
‘‘(i) the participation in such assess-
ments of all students;
‘‘(ii) the reasonable adaptations and
accommodations for students with disabil-
ities defined under 602(3) of the Individ-
uals with Disabilities Education Act nec-
essary to measure the achievement of such
students relative to State content and
State student achievement standards;
‘‘(iii) the inclusion of limited English
proficient students who shall be assessed,
to the extent practicable, in the language
and form most likely to yield accurate and
reliable information on what such students
know and can do in content areas;
‘‘(iv) notwithstanding clause (iii), 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 3 or
more consecutive school years, except if the
local educational agency determines, on a
case-by-case individual basis, that assess-
ments in another language and form would
likely yield more accurate and reliable in-
formation on what such students know and
can do, the local educational agency may
assess such students in the appropriate
language other than English for 1 addi-
tional year; and
‘‘(H) include students who have attended
schools in a local educational agency for a full
academic year but have not attended a single
school for a full academic year, except that the
performance of students who have attended
more than 1 school in the local educational
agency in any academic year shall be used only
in determining the progress of the local edu-
cational agency;
‘‘(I) produce individual student reports to
be provided to parents, which include assess-
ment scores, or other information on the attain-
ment of student achievement standards; and
‘‘(J) enable results to be disaggregated
within each State, local educational agency, and
school by gender, by each major racial and eth-
nic group, by English proficiency status, by mi-
grant status, by students with disabilities as
compared to nondisabled students, and by eco-
nomically disadvantaged students as compared
to students who are not economically disadvan-
taged.
‘‘(5) SPECIAL
RULE.—Assessment measures
that do not meet the requirements of paragraph
(4)(C) may be included as 1 of the multiple meas-
ures, if a State includes in the State plan informa-
tion regarding the State’s efforts to validate such
measures.
‘‘(6) LANGUAGE
ASSESSMENTS.—Each State
plan shall identify the languages other than English
that are present in the participating student popu-
lation and indicate the languages for which yearly
student assessments are not available and are need-
ed. The State shall make every effort to develop
such assessments and may request assistance from
the Secretary if linguistically accessible assessment
measures are needed. Upon request, the Secretary
shall assist with the identification of appropriate as-
sessment measures in the needed languages, but
shall not mandate a specific assessment or mode of
instruction.
‘‘(7) ASSESSMENTS
OF
ENGLISH
LANGUAGE
PROFICIENCY.—Each State plan shall demonstrate
that local educational agencies in the State will, be-
ginning no later than school year 2002–2003, annu-
ally assess the English proficiency of all students
with limited English proficiency in their schools.’’.
‘‘(8) REQUIREMENT.—Each State plan shall
describe—
‘‘(A) how the State educational agency will
assist each local educational agency and school
affected by the State plan to develop the capac-
ity to comply with each of the requirements of
sections 1112(c)(1)(D), 1114(c), and 1115(c)
that is applicable to such agency or school; and
‘‘(B) such other factors as the State con-
siders appropriate to provide students an oppor-
tunity to achieve the knowledge and skills de-
scribed in the challenging content standards
adopted by the State.
‘‘(c) OTHER PROVISIONS TO SUPPORT TEACHING
AND LEARNING.—Each State plan shall contain assur-
ances that—
‘‘(1) the State shall produce, beginning with the
2003–2004 school year, the annual State report
cards described in subsection (h)(1);
ments described in paragraph (1), the Secretary may
withhold funds for State administration and for ac-
tivities until the Secretary determines that the State
has fulfilled those requirements.
‘‘(h) REPORTS.—
‘‘(1) ANNUAL STATE REPORT CARD.—
‘‘(A) IN GENERAL.—Not later than the be-
ginning of the 2003–2004 school year, a State
that receives assistance under this Act shall
prepare and disseminate an annual State ‘‘re-
port card’’.
‘‘(B) IMPLEMENTATION.—The State report
card shall be—
‘‘(i) concise; and
‘‘(ii) presented in a format and man-
ner that parents can understand, and
which, to the extent practicable, shall be in
a language the parents can understand.
‘‘(C) PUBLIC DISSEMINATION.—The State
shall widely disseminate the information de-
scribed in subparagraph (D) to all schools and
local educational agencies in the State and
make the information broadly available through
public means, such as posting on the Internet,
distribution to the media, and distribution
through public agencies.
‘‘(D) 
REQUIRED
INFORMATION.—The
State shall include in its annual State report
card—
‘‘(i) information, in the aggregate, on
student achievement at each proficiency
level on the State assessments described in
subsection (b)(4)(F) (disaggregated by
race, ethnicity, gender, disability status,
migrant status, English proficiency, and
status as economically disadvantaged, ex-
cept that such disaggregation shall not be
required in a case in which the number of
students in a category is insufficient to
yield statistically reliable information or
the results would reveal individually identi-
fiable information about an individual stu-
dent);
‘‘(ii) the percentage of students not
tested (disaggregated by the same cat-
egories and subject to the same exception);
‘‘(iii) the percentage of students who
graduate from high school within 4 years
of starting high school;
‘‘(iv) the rate of completion of Ad-
vanced Placement courses and the rate of
passing of Advanced Placement tests;
‘‘(v) the professional qualifications of
teachers in the aggregate, including the
percentage of teachers teaching with emer-
gency or provisional qualifications, and the
percentage of class sections not taught by
fully qualified teachers; and
‘‘(vi) such other information (such as
dropout and school attendance rates; and
average class size by grade level) as the
State believes will best provide parents,
students, and other members of the public
with information on the progress of each of
the State’s public schools.
‘‘(2) CONTENT OF LOCAL EDUCATIONAL AGEN-
CY REPORT CARDS.—
‘‘(A) 
MINIMUM
REQUIREMENTS.—The
State shall ensure that each local educational
agency collects appropriate data and includes in
its annual report for each of its schools, at a
minimum—
‘‘(b) PLAN PROVISIONS.—In order to help low achiev-
ing children achieve high standards, each local educational
agency plan shall include—
‘‘(1) a description of additional high-quality
student assessments, if any, other than the assess-
ments described in the State plan under section
1111, that the local educational agency and schools
served under this part will use to—
‘‘(A) determine the success of children
served under this part in meeting the State’s
student achievement standards and provide in-
formation to teachers, parents, and students on
the progress being made toward meeting the
State student achievement standards described
in section 1111(b)(1)(D)(ii);
‘‘(B) assist in diagnosis, teaching, and
learning in the classroom in ways that best en-
able low-achieving children served under this
title to meet State standards and do well in the
local curriculum;
‘‘(C) determine what revisions are needed
to projects under this title so that such children
meet the State’s student achievement stand-
ards; and
‘‘(2) at the local educational agency’s discre-
tion, a description of any other indicators that will
be used in addition to the assessments described in
paragraph (1) for the uses described in such para-
graph;
‘‘(3) a description of the strategy the local edu-
cational agency will use to provide professional de-
velopment for teachers, and, if appropriate, pupil
services personnel, administrators, parents and other
staff, including local educational agency level staff in
accordance with section 1119A;
‘‘(4) a description of how the local educational
agency will coordinate and integrate services pro-
vided under this part with other educational services
at the local educational agency or individual school
level, such as—
‘‘(A) Even Start, Head Start, Reading
First, Early Reading First, and other preschool
programs, including plans for the transition of
participants in such programs to local elemen-
tary school programs; and
‘‘(B) services for children with limited
English proficiency or with disabilities, migra-
tory children served under part C, neglected or
delinquent youth, Indian children served under
part B of title III, homeless children, and immi-
grant children in order to increase program ef-
fectiveness, eliminate duplication, and reduce
fragmentation of the instructional program;
‘‘(5) an assurance that the local educational
agency will participate, if selected, in the State Na-
tional Assessment of Educational Progress in 4th
and 8th grade reading and mathematics carried out
under section 411(b)(2) of the Education Statistics
Act of 1994, or in another assessment pursuant to
the State decision under section 7101(b)(1)(B)(ii);
‘‘(6) a description of the poverty criteria that
will be used to select school attendance areas under
section 1113;
‘‘(7) a description of how teachers, in consulta-
tion with parents, administrators, and pupil services
personnel, in targeted assistance schools under sec-
tion 1115, will identify the eligible children most in
need of services under this part;
‘‘(8) a general description of the nature of the
programs to be conducted by such agency’s schools
under sections 1114 and 1115 and, where appro-
priate, educational services outside such schools for
children living in local institutions for neglected or
delinquent children, for neglected and delinquent
children in community day school programs, and for
homeless children;
‘‘(9) a description of how the local educational
agency will ensure that migratory children and for-
merly migratory children who are eligible to receive
services under this part are selected to receive such
services on the same basis as other children who are
selected to receive services under this part;
‘‘(10) if appropriate, a description of how the
local educational agency will use funds under this
part to support preschool programs for children,
particularly children participating in Early Reading
First, or in a Head Start or Even Start program,
which services may be provided directly by the local
educational agency or through a subcontract with
the local Head Start agency designated by the Sec-
retary of Health and Human Services under section
641 of the Head Start Act, agencies operating Even
Start programs, Early Reading First, or another
comparable public early childhood development pro-
gram.
‘‘(11) a description of the actions the local edu-
cational agency will take to assist its low-performing
schools, including schools identified under section
1116 as in need of improvement;