(I) in corrective action or restruc-
turing under section 1116 of the Ele-
mentary and Secondary Education 
Act of 1965 (20 U.S.C. 6316); or 
(II) has a four-year graduation 
rate of less than 60 percent. 
(c) USES OF FUNDS.— 
(1) REQUIRED USES OF FUNDS.—A local edu-
cational agency receiving a grant under this section 
shall use the funds to develop and implement a com-
prehensive plan for using data to improve teaching, 
learning, and student outcomes. The plan must in-
clude strategies designed to— 
(A) provide teachers, leaders, parents, stu-
dents, researchers, and the public with access to 
student education data in a way that respects 
student and educator privacy; 
(B) coordinate with State agency efforts to 
build the integrated statewide longitudinal data 
systems; 
(C) regularly analyze and share student 
education data with educators, counselors and 
school staff, parents, and students, through ac-
tivities such as— 
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(i) using key indicators of progress, 
such as early warning indicators or the re-
sults on local educational agency interim 
tests; 
(ii) providing school-based staff with 
school-level analyses and comparative per-
formance results for schools served by the 
local educational agency and other schools 
enrolling students with similar demo-
graphic profiles to schools on a regular 
basis; 
(iii) publicly reporting school-level 
data on school report cards; 
(iv) embedding additional key indica-
tors, such as percent of students on-track 
to graduation, into local accountability and 
improvement systems; 
(v) sharing data to guide school and 
classroom instructional decisions and prac-
tices; 
(vi) regularly discussing data and 
school improvement plans with school lead-
ership teams; or 
(vii) using data to communicate effec-
tively with parents and other stakeholders; 
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(D) improve school leaders’ use of data to 
guide school improvement efforts and support 
classroom use of data through high-quality 
training and professional development address-
ing issues such as— 
(i) establishing a culture of data use; 
(ii) improving teachers’ data literacy; 
or 
(iii) data-informed instruction, such 
as how results from interim or formative 
tests can be used to re-configure small- 
group instruction; 
(E) improve teachers’ effective use of data 
through on-going, sustainable, and high-quality 
professional development activities that address 
issues such as— 
(i) educators’ data literacy; 
(ii) use of data to individualize in-
struction and interventions; 
(iii) use of technology to facilitate im-
proved and personalized instruction; and 
(iv) development and regular use of 
formative assessment; 
(F) ensure that source data used at the 
local level is consistent with source data used to 
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report indicators as required by State or Fed-
eral law; and 
(G) provide training to address use of data 
collection software, privacy policies (including 
training relating to section 444 of the General 
Education Provisions Act (20 U.S.C. 1232g) 
(commonly known as the Family Educational 
Rights and Privacy Act of 1974)), data integ-
rity issues, report planning, and processes. 
(2) ALLOWABLE USES OF FUNDS.—To enable 
grantees to implement strategies to meet the re-
quirements of paragraph (1), a local educational 
agency receiving a grant under this section may use 
the funds— 
(A) to build or improve longitudinal stu-
dent data systems that allow for management, 
analysis, disaggregation, and State, Federal, 
and public reporting of student, teacher and 
school data that— 
(i) includes the data elements and de-
sign 
features 
described 
in 
section 
6401)(e)(2)(D) of the America COM-
PETES Act (20 U.S.C. 9871(e)(2)(D)); 
(ii) conforms and aligns with state-
wide common data standards and defini-
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