ness for postsecondary education and the 
workforce, such as— 
(I) providing work-based, project- 
based, and service-learning opportuni-
ties; or 
(II) providing a high quality, col-
lege preparatory curriculum in the 
context of a rigorous career and tech-
nical education core; 
(iii) regularly collecting and using 
data to inform instruction, such as— 
(I) through use of formative as-
sessments; 
(II) creating and using common 
grading rubrics; or 
(III) identifying effective instruc-
tional approaches to meet student 
needs; and 
(iv) emphasizing core skills instruc-
tion, such as literacy, across content areas; 
(D) provide students with academic and 
social support to address individual student 
learning needs, including through— 
(i) increasing personalization through 
learning structures that facilitate the de-
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velopment of student and staff relation-
ships such as— 
(I) implementing grade 9 acad-
emies or thematic smaller learning 
communities; 
(II) establishing teams of teach-
ers who work exclusively with small 
groups of students; or 
(III) creating advisor positions to 
provide students with study, organiza-
tional, and social skills; 
(ii) offering extended-learning, credit 
recovery, mentoring, or tutoring options of 
sufficient scale to meet student needs; 
(iii) providing evidence-based acceler-
ated learning for students with academic 
skill levels below grade level; 
(iv) coordinating and increasing ac-
cess to integrated services, such as pro-
viding additional counselors, social work-
ers, and behavior and mental health pro-
viders to deliver such services; and 
(v) providing graduation and postsec-
ondary planning and transition supports, 
including college awareness and planning; 
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(E) increase teacher and school leader ef-
fectiveness, including through— 
(i) professional development activities 
that respond to student and schoolwide 
needs as identified through the data de-
scribed in section 110(b)(3), such as— 
(I) training teachers, leaders, and 
administrators together with staff 
from high schools making adequate 
yearly progress that serve similar pop-
ulations and in such schools; and 
(II) establishing peer learning 
and coaching among teachers; and 
(ii) facilitating collaboration, including 
through professional communities across 
subject area and interdisciplinary groups 
and similar high schools; and 
(F) engage families and community part-
ners, including community-based organizations, 
organizations assisting parent involvement, in-
stitutions of higher education, and industry, in 
school improvement activities through evidence- 
based strategies; and 
(4) may include— 
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(A) providing enabling policies, such as ad-
ditional flexibility regarding staffing and com-
pensation, budgeting, student credit attainment, 
or use of school time, that support the imple-
mentation of effective school improvement ac-
tivities and educational options; 
(B) implementing multiple school options 
or effective school models that address the 
needs of students who are not making sufficient 
progress to graduate in the standard number of 
years or have dropped out of high school, as in-
formed by analysis of school performance indi-
cator data described in section 106(b)(3) and 
early warning indicator system data described 
in section 110(b)(6)(A); and 
(C) other activities designed to address 
whole school needs, such as implementing a 
comprehensive reform model for the high 
school. 
(d) REPLACEMENT.—The local educational agency, 
in consultation with the State educational agency, sec-
ondary school reform partners, and external partners, 
shall replace each high school that, using data under sec-
tion 110(b)(3), is identified for replacement pursuant to 
section 110(b)(1). The local educational agency shall en-
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sure successful implementation of the replacement strat-
egy through— 
(1) closing and reopening the schools or imple-
menting multiple school options or effective school 
models that address the needs of students in the re-
placed schools, including students who are not mak-
ing sufficient progress to graduate in the standard 
number of years or have dropped out of high school; 
(2) providing enabling policies, such as addi-
tional flexibility regarding staffing and compensa-
tion, budgeting, or use of school time; and 
(3) implementing activities described in sub-
section (c). 
SEC. 112. EVALUATION AND REPORTING. 
(a) LOCAL EDUCATIONAL AGENCY REPORTING.—On 
an annual basis, each local educational agency receiving 
a subgrant under section 109 shall report to the State 
educational agency and to the public on— 
(1) the identified category of school improve-
ment for each high school in the school that failed 
to make adequate yearly progress for the most re-
cent 2 consecutive years; 
(2) the school performance indicators (as de-
scribed in section 106(b)(3)) for each such high 
school, in the aggregate and disaggregated by the 
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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)); 
(3) each such high school’s progress in meeting 
the high school’s annual growth targets under sec-
tion 110(b)(4)(A); and 
(4) the use of funds by the local educational 
agency and each such school. 
(b) STATE EDUCATIONAL AGENCY REPORTING.—On 
an annual basis, each State educational agency receiving 
a grant under this title shall prepare and submit to the 
Secretary, and make available to the public, a report on— 
(1) the school performance indicators (as de-
scribed in section 106(b)(3)) for each high school 
served by the State educational agency that receives 
assistance under this title, in the aggregate and 
disaggregated by the subgroups described in section 
1111(b)(2)(C)(v)(II) of the Elementary and Sec-
ondary 
Education 
Act 
of 
1965 
(20 
U.S.C. 
6311(b)(2)(C)(v)(II)); 
(2) progress in meeting the annual growth tar-
gets under section 110(b)(4)(A) for each such high 
school; 
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(3) the high schools in the State that have 
changed school improvement categories pursuant to 
section 110(b)(7); 
(4) the use of funds by each local educational 
agency and each school served with such funds; 
(5) the State definition of a new school, for 
purposes of whole school reform or replacement; 
(6) the number of schools closed for each local 
educational agency in the State; 
(7) the number of new schools for each local 
educational agency in the State; and 
(8) the new schools in the State that have made 
adequate yearly progress. 
(c) REPORT TO CONGRESS.—Every 2 years, the Sec-
retary shall prepare and submit to Congress and make 
available to the public— 
(1) a summary of the State reports under sub-
section (b); and 
(2) a report on the use of funds by each State 
under this title. 
SEC. 113. AUTHORIZATION OF APPROPRIATIONS. 
There is authorized to be appropriated to carry out 
the activities authorized under this title, $2,440,000,000 
for fiscal year 2012 and each of the 4 succeeding fiscal 
years. 
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TITLE II—DEVELOPMENT OF 
EFFECTIVE SCHOOL MODELS 
SEC. 201. PURPOSES. 
The purposes of this title are— 
(1) to facilitate the development and implemen-
tation of effective secondary school models for strug-
gling students and dropouts in order to raise sec-
ondary school graduation rates and more effectively 
prepare students for postsecondary education and 
the workforce; and 
(2) to build the capacity of State educational 
agencies, local educational agencies, nonprofit orga-
nizations, and institutions of higher education to im-
plement effective secondary school models for strug-
gling students and dropouts. 
SEC. 202. DEFINITIONS. 
In this title: 
(1) DROPOUT.—The term ‘‘dropout’’ means an 
individual who— 
(A) is not older than 21; 
(B) is not attending any school; and 
(C) has not received a secondary school di-
ploma or its recognized equivalent. 
(2) EFFECTIVE
SCHOOL
MODEL.—The term 
‘‘effective school model’’ means— 
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(A) an existing secondary school model 
with demonstrated effectiveness in improving 
student academic achievement and outcomes for 
off-track students or dropouts; or 
(B) a proposed new secondary school 
model design that is based on research-based 
organizational and instructional practices for 
improving student academic achievement and 
outcomes for struggling students or dropouts. 
(3) ELIGIBLE ENTITY.—The term ‘‘eligible enti-
ty’’ means— 
(A) a local educational agency, nonprofit 
organization, or institution of higher edu-
cation— 
(i) that proposes to enhance or ex-
pand an existing effective school model for 
off-track students or dropouts; or 
(ii) that has a track record of serving 
struggling students or dropouts and pro-
poses to develop a new effective school 
model for off-track students or dropouts; 
or 
(B) a partnership involving 2 or more enti-
ties described in subparagraph (A). 
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(4) 
LATE
ENTRANT
ENGLISH
LANGUAGE 
LEARNER.—The term ‘‘late entrant English lan-
guage learner’’ means a high school student who— 
(A) enters a school served by a local edu-
cational agency at grade 9 or higher; and 
(B) is identified by the local educational 
agency as being limited English proficient and 
as having experienced interrupted formal edu-
cation. 
(5) STRUGGLING STUDENT.—The term ‘‘strug-
gling student’’— 
(A) means a high school-aged student who 
is not making sufficient progress toward grad-
uating from secondary school with a regular di-
ploma in the standard number of years; and 
(B) includes a student who— 
(i) has been retained in grade level; 
(ii) is an undercredited student; or 
(iii) is a late entrant English language 
learner. 
(6) UNDERCREDITED
STUDENT.—The term 
‘‘undercredited student’’ means a high school stu-
dent who lacks either the necessary credits or 
courses, as determined by the relevant local edu-
cational agency and State educational agency, to 
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graduate from secondary school with a regular di-
ploma in the standard number of years. 
SEC. 203. GRANTS AUTHORIZED. 
(a) IN GENERAL.—The Secretary is authorized to 
award grants, on a competitive basis, to eligible entities 
to enable the eligible entities to develop and implement, 
or replicate, effective school models for struggling students 
and dropouts. 
(b) PERIOD OF GRANT.—A grant awarded under this 
section shall be for a period of 5 years. 
SEC. 204. APPLICATION. 
(a) IN GENERAL.—Each eligible entity desiring a 
grant under this title shall submit an application to the 
Secretary at such time, in such manner, and containing 
such information as the Secretary may require. 
(b) CONTENTS.—Each application submitted under 
this section shall include a description of— 
(1) how the eligible entity will carry out the 
mandatory activities under section 206(a); 
(2) the research or evidence concerning the ef-
fective school model that the eligible entity proposes 
to develop and implement or replicate, including— 
(A) for an existing effective school model 
described in section 202(2)(A), the evidence 
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that the model has improved academic out-
comes for struggling students or dropouts; or 
(B) for a proposed effective school model 
described in section 202(2)(B), the research 
that supports the key organizational and in-
structional practices of the proposed effective 
school model; 
(3) the eligible entity’s school design elements 
and principles that will be used in the effective 
school model, including— 
(A) the academic program; 
(B) the instructional practices; 
(C) the methods of assessment; and 
(D) student supports and services, such as 
the supports and services provided by the school 
or offered by other organizations and agencies 
in the community, to support positive student 
academic achievement and outcomes; 
(4) how the eligible entity will use student data 
from the local educational agency or State edu-
cational agency to evaluate and improve academic 
outcomes for struggling students or dropouts; 
(5) for each school in which the eligible entity 
implements or replicates an effective school model 
under this title, how the eligibility entity will sustain 
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