(b) TABLE OF CONTENTS.—The table of contents of 
this Act is as follows: 
Sec. 1. Short title and table of contents. 
Sec. 2. Findings and purposes. 
Sec. 3. Definitions. 
TITLE I—TECHNOLOGY-ENABLED EDUCATION INNOVATION 
PARTNERSHIP PROGRAM. 
Sec. 101. Grants. 
Sec. 102. Report and evaluation. 
Sec. 103. National technology activities. 
TITLE II—TECHNOLOGY INNOVATION RESEARCH CENTERS. 
Sec. 201. Establishment of a Technology Innovation Partnership Coordinating 
Center. 
Sec. 202. Establishment of Advanced Learning Technology Research and De-
velopment Centers. 
TITLE III—AVAILABILITY OF FUNDS 
Sec. 301. Availability of funds. 
SEC. 2. FINDINGS AND PURPOSES. 
(a) FINDINGS.—Congress finds the following: 
(1) Technology and the Internet have trans-
formed nearly every aspect of both the global econ-
omy and our daily lives. In a technology-rich world, 
no amount of memorizing information will make a 
student competitive in the global labor market. 
America needs an education system that supports 
students from all walks of life in becoming inquisi-
tive, resourceful thinkers who use technology to pur-
sue knowledge, collaborate across geographic and 
cultural boundaries, acquire new skills, and solve 
complex problems. 
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(2) Equality and equity of access is more than 
access to the same hardware, software, and 
broadband connections. It includes access to the best 
digital learning resources and access to teachers who 
know how to orchestrate the use of these resources 
in ways that inspire students and produce better 
learning outcomes. 
(3) Technology by itself will not improve stu-
dent outcomes. What is needed are carefully de-
signed innovations that include not just technology 
but also good learning content, effective instructional 
strategies, supports for teachers and school systems 
figuring out how to use the new approach, and the 
capacity to collect, analyze and reflect on data that 
will show whether or not the innovation is having the 
intended effects. 
(4) Effective learning technology implementa-
tions addressing the challenging aspects of language 
arts, mathematics and science that all students are 
expected to master. This will require partnerships 
among education agencies, education researchers, 
and technology developers with the common goal of 
harnessing technology to provide opportunities for 
deeper learning to students who would not otherwise 
experience them. 
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(b) PURPOSES.—The purpose of this Act is to— 
(1) accelerate the development of technology- 
supported innovations that improve student learning 
and educational attainment; and 
(2) promote the use of technology-supported in-
novations that improve student outcomes in class-
rooms serving high-need students. 
SEC. 3. DEFINITIONS. 
In this Act: 
(1) ESEA TERMS.—The terms ‘‘local edu-
cational agency’’, ‘‘professional development’’, and 
‘‘State educational agency’’ have the meanings given 
the terms in section 9101 of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 7801). 
(2) ELIGIBLE PARTNERSHIP.—The term ‘‘eligi-
ble partnership’’ means a partnership that— 
(A) shall include— 
(i) not less than one— 
(I) State educational agency; or 
(II) local educational agency; and 
(ii) not less than one research and 
evaluation partner; and 
(B) may include other necessary partner 
organizations, as determined by the Secretary 
(acting through the Office of Innovation and 
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Improvement), including technology developers 
or vendors, technical assistance providers, and 
education associations. 
(3) HIGH-NEED
STUDENT.—The term ‘‘high- 
need student’’ means— 
(A) a student from a family living below 
the poverty level for the most recent fiscal year 
for which satisfactory data are available; 
(B) English language learners; and 
(C) students with disabilities. 
(4) INSTITUTION OF HIGHER EDUCATION.—The 
term ‘‘institution of higher education’’ has the 
meaning given the term in section 101(a) of the 
Higher Education Act of 1965 (20 U.S.C. 1001(a)). 
(5) META-ANALYSIS.—The term ‘‘meta-anal-
ysis’’ means a statistical technique for combining the 
results of multiple independent studies of the same 
or similar phenomena in order to provide a more 
precise estimate of the treatment effect. 
(6) RESEARCH
AND
EVALUATION
COLLABO-
RATOR.—The term ‘‘research and evaluation collabo-
rator’’ means as an institution of higher education, 
a nonprofit research organization, or an established 
evaluator of educational programs that— 
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(A) is not a member of an eligible partner-
ship; 
(B) is independent of a State educational 
agency; and 
(C) has demonstrated capacity to— 
(i) conduct valid and objective social 
science research on the relationship be-
tween technology-enabled education innova-
tion programs and outcomes, mediated by 
qualities of implementation; and 
(ii) provide timely empirical feedback 
that contributes to improving technology- 
enabled education innovation. 
(7) RESEARCH AND EVALUATION PARTNER.— 
The term ‘‘research and evaluation partner’’ means 
an institution of higher education or a nonprofit re-
search organization in an eligible partnership that is 
responsible for— 
(A) designing and conducting an evalua-
tion of the extent to which the partnership’s in-
novation leads to better outcomes for students; 
and 
(B) researching the way in which the inno-
vation is implemented in different settings and 
with different kinds of students, and the rela-
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