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These data shall complement the data collected and re-
ported under subsections (a) and (c).
‘‘(c) NATIONAL LONGITUDINAL STUDY.—The Sec-
retary shall continue to conduct the longitudinal study of
the educational achievement and progress of children
served under this title, as authorized under section 1462
of this Act as in effect prior to its amendment by the Im-
proving America’s Schools Act of 1993. The Secretary
shall report, not later than January 1, 1997, the findings
of the study and recommendations for future data collec-
tions and reports to the President and the appropriate
committees of the Congress.
‘‘(d) DESIGN STUDY ON ESTIMATING STATE CHILD
POVERTY COUNTS.—The Secretary shall conduct a study
to determine whether a feasible method exists for produc-
ing reliable estimates, between decennial census counts, of
the number of school-aged children living in poverty by
State in each of the 50 States, the District of Columbia,
and Puerto Rico, and use such a method, if one exists,
to provide Congress with such estimates.
‘‘DEMONSTRATIONS OF INNOVATIVE PRACTICES
‘‘SEC. 1502. (a) DEMONSTRATION PROGRAMS TO
IMPROVE ACHIEVEMENT.—(1) From the funds appro-
priated for any fiscal year under section 1002(g)(2), the
Secretary may make grants to State educational agencies,
local educational agencies, other public agencies, non-prof-
130
it organizations, and consortia of those bodies to carry out
demonstration projects that show the most promise of ena-
bling children served under this title to meet challenging
State standards. Such projects shall include promising
strategies such as—
‘‘(A) accelerated curricula, the application of
new technologies to improve teaching and learning,
extended learning time, and a safe and enriched full-
day environment for children to provide them the op-
portunity to reach high standards;
‘‘(B) integration of education services with each
other and with health, family, and other social serv-
ices, particularly in empowerment zones and enter-
prise communities;
‘‘(C) effective approaches to whole school re-
form; and
‘‘(D) programs that have been especially effec-
tive with limited English proficient children, migra-
tory children and other highly mobile students, chil-
dren leaving institutions for neglected or delinquent
children and returning to school, and homeless chil-
dren and youth.
‘‘(2) The Secretary shall evaluate the demonstration
projects supported under this title, using rigorous meth-
odological designs and techniques, including control
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groups and random assignment, to the extent feasible, to
produce reliable evidence of effectiveness.
‘‘(b) PARTNERSHIPS.—(1) From funds appropriated
under section 1002(g)(2) for any fiscal year, the Secretary
may, directly or through grants or contracts, work in part-
nership with State educational agencies, local educational
agencies, other public agencies, and non-profit organiza-
tions to disseminate and use the highest quality research
and knowledge about effective practices to improve the
quality of teaching and learning in schools supported
under this title.
‘‘PART F—GENERAL PROVISIONS
‘‘STATE ADMINISTRATION
‘‘SEC. 1601. (a) RULEMAKING.—(1) Each State that
receives funds under this title shall—
‘‘(A) ensure that any State rules, regulations,
and policies relating to this title conform to the pur-
poses of this title;
‘‘(B) minimize such rules, regulations, and poli-
cies to which their local educational agencies and
schools are subject; and
‘‘(C) identify any such rule, regulation, or pol-
icy as a State-imposed requirement.
‘‘(2) State rules, regulations, and policies under this
title shall support and facilitate local educational agency
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and school-level systemic reform designed to enable all
children to meet the State’s standards.
‘‘(b) COMMITTEE
OF PRACTITIONERS.—(1) Each
State educational agency shall create a State committee
of practitioners to advise the State in carrying out its re-
sponsibilities under this title.
‘‘(2) Each such committee shall include—
‘‘(A) as a majority of its members, representa-
tives from local educational agencies;
‘‘(B) administrators;
‘‘(C) teachers;
‘‘(D) parents;
‘‘(E) members of local boards of education; and
‘‘(F) representatives of private school children.
‘‘(c) PAYMENT FOR STATE ADMINISTRATION.—Each
State may reserve for the proper and efficient performance
of its duties under this title the greater of—
‘‘(1) 1 percent of the funds received under sec-
tion 1002(a) and (c) through (f); or
‘‘(2) $325,000, or $50,000 in the case of
Guam, American Samoa, the Virgin Islands, the
Northern Mariana Islands, and Palau (until the
Compact of Free Association takes effect).
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‘‘TITLE II—IMPROVING TEACHING AND
LEARNING
‘‘PART A—DWIGHT D. EISENHOWER PROFESSIONAL
DEVELOPMENT PROGRAM
‘‘FINDINGS
‘‘SEC. 2101. The Congress finds that—
‘‘(1) reaching National Education Goal Three
(all students will demonstrate mastery of challenging
subject matter in the core academic subjects) and
National Education Goal Four (U.S. students will
become first in the world in mathematics and science
achievement) requires a comprehensive educational
reform strategy that involves parents, schools, gov-
ernment, communities, and other public and private
organizations at all levels;
‘‘(2) a crucial component of the strategy for
achieving these two goals is ensuring, through sus-
tained and intensive high-quality professional devel-
opment, that all teachers can provide challenging
learning experiences in the core academic subjects
for their students;
‘‘(3) the potential positive impact of high-qual-
ity professional development is underscored by re-
cent research findings that—
134
‘‘(A) professional development must be fo-
cused on teaching and learning in order to
change the opportunities of all students to
achieve higher standards;
‘‘(B) effective professional development fo-
cuses on discipline-based knowledge and effec-
tive subject-specific pedagogical skills, involves
teams of teachers and administrators in a
school and, through professional networks of
teachers and administrators, is interactive and
collaborative, motivates by its intrinsic content
and relationship to practice, builds on experi-
ence and learning-by-doing, and becomes incor-
porated into the everyday life of the school; and
‘‘(C) professional development can dra-
matically improve classroom instruction and
learning when teachers and administrators are
partners in its development and implementa-
tion;
‘‘(4) special attention must be given in profes-
sional development activities to ensure that edu-
cation professionals are knowledgeable of, and make
use of, strategies for serving populations that his-
torically have lacked access to equal opportunities
for advanced learning and career advancement;
135
‘‘(5) professional development is often a victim
of budget reductions in fiscally difficult times;
‘‘(6) there are few incentives or sanctions oper-
ating to encourage teachers and administrators to
work to prepare themselves to be more effective or
to participate in challenging and effective profes-
sional development activities; and
‘‘(7) the Federal Government has a vital role in
helping to make sustained and intensive high-quality
professional development in the core academic sub-
jects become an integral part of the elementary and
secondary education system.
‘‘PURPOSES
‘‘SEC. 2102. The purposes of this part are to help
ensure that teachers, other staff, and administrators have
access to high-quality professional development that is
aligned to challenging State content and performance
standards and to support the development and implemen-
tation of sustained and intensive high-quality professional
development activities in the core academic subjects. This
program is designed to help ensure that teachers have ac-
cess to professional development that—
‘‘(1) is tied to challenging State student content
and performance standards;
‘‘(2) reflects recent research on teaching and
learning;