Sec. 3. References. 
TITLE I—IMPROVING BASIC PROGRAM REQUIREMENTS 
Sec. 101. State plans. 
Sec. 102. Annual State report cards. 
Sec. 103. Local educational agency plans. 
TITLE II—IMPROVING TEACHING FOR GIFTED AND TALENTED 
STUDENTS 
Sec. 201. State plans. 
Sec. 202. Local plans. 
TITLE III—GIFTED AND TALENTED STUDENTS IN RURAL 
SCHOOLS 
Sec. 301. Small rural school achievement program. 
Sec. 302. Rural and low-income school program. 
TITLE IV—AIDING GIFTED AND HIGH-ABILITY LEARNERS BY 
EMPOWERING THE NATION’S TEACHERS 
Sec. 401. Establishment of TALENT program. 
TITLE V—GENERAL PROVISIONS 
Sec. 501. Definitions. 
Sec. 502. Repeal of the Jacob K. Javits gifted and talented program. 
Sec. 503. Technical and conforming amendments. 
Sec. 504. Effective date. 
SEC. 2. FINDINGS. 
Congress makes the following findings: 
(1) Academically gifted and talented students 
make up an estimated 6 to 10 percent of the pre-
kindergarten through grade 12 student population, 
totaling between 3,000,000 and 6,000,000 students. 
(2) There is a growing gap at the highest levels 
of achievement between the performance of sub-
groups of students, particularly between the per-
formance of students who are African-American or 
Hispanic and the performance of White students, on 
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statewide assessments and on the National Assess-
ment of Educational Progress. 
(3) Students with gifts and talents, and high- 
ability students who have not been formally identi-
fied for gifted education services, require modifica-
tions to the general education curriculum to fully 
meet their potential. 
(4) Effective assessment and instruction of stu-
dents with gifts and talents requires educators to 
have specialized knowledge and skills. 
(5) Ninety percent of teachers nationwide want 
more professional development focused on the skills 
necessary for teaching advanced students. 
(6) Interventions and strategies that have been 
demonstrated to be successful with gifted and tal-
ented students can be modified to improve the 
achievement of all students. 
(7) The availability of gifted education pro-
grams and services to students who require such 
services is unequal and often relies solely on local re-
sources and leadership, leaving many high-ability 
students from rural areas or who are English lan-
guage learners or Hispanic, African-American, or 
Native American, among others, without access to 
appropriate services. 
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(8) There are an estimated 360,000 students in 
the United States who are both gifted and have a 
disability. These ‘‘twice exceptional’’ children present 
special challenges because their disability often 
masks their academic potential or their academic 
strengths may mask their disability, resulting in a 
lack of services and supports for this student popu-
lation. 
(9) The development and dissemination of re-
search and national data on gifted and talented stu-
dents is necessary to— 
(A) guide evidence-based classroom prac-
tices vital to meeting the unique needs of this 
population of students; and 
(B) contribute to the decisionmaking of 
educators, families, and policymakers. 
SEC. 3. REFERENCES. 
Except as otherwise expressly provided, whenever in 
this Act an amendment or repeal is expressed in terms 
of an amendment to, or repeal of, a section or other provi-
sion, the reference shall be considered to be made to a 
section or other provision of the Elementary and Sec-
ondary Education Act (20 U.S.C. 6301 et seq.). 
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TITLE I—IMPROVING BASIC 
PROGRAM REQUIREMENTS 
SEC. 101. STATE PLANS. 
(a) ACCOUNTABILITY.—Section 1111(b)(2)(A) (20 
U.S.C. 6311(b)(2)(A)) is amended— 
(1) in clause (ii), by striking ‘‘and’’ after the 
semicolon; 
(2) in clause (iii), by striking the period at the 
end and inserting ‘‘; and’’; and 
(3) by adding at the end the following: 
‘‘(iv) include a recognition program 
for local educational agencies in the State 
that, for each category of students de-
scribed in subparagraph (C)(v), signifi-
cantly increase the proportion of students 
scoring at or above the advanced level of 
achievement on the State academic assess-
ments under subsection (a)(3).’’. 
(b) STATE ASSESSMENTS.—Section 1111(b)(3) (20 
U.S.C. 6311(b)(3)) is amended— 
(1) in subparagraph (A)— 
(A) by inserting ‘‘vertically scaled,’’ after 
‘‘high-quality,’’; and 
(B) by inserting ‘‘and exceed’’ after ‘‘chil-
dren to meet’’; and 
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(2) in subparagraph (C)— 
(A) in clause (xiv), by striking ‘‘and’’ after 
the semicolon; 
(B) in clause (xv), by striking the period 
and inserting ‘‘; and’’; and 
(C) by adding at the end the following: 
‘‘(xvi) measure the full spectrum of 
student learning, by being, at a min-
imum— 
‘‘(I) vertically scaled in alignment 
with the State academic content 
standards 
and 
student 
academic 
achievement standards; and 
‘‘(II) able to determine student 
mastery of content standards above 
the grade level in which the student is 
enrolled.’’. 
(c) ACCOUNTABILITY SYSTEM.—Section 1111(b) (20 
U.S.C. 6311(b)) is amended— 
(1) in paragraph (8)— 
(A) in subparagraph (D), by striking 
‘‘and’’ after the semicolon; 
(B) by redesignating subparagraph (E) as 
subparagraph (F); and 
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(C) by inserting after subparagraph (D) 
the following: 
‘‘(E) the specific steps the State edu-
cational agency will take to assist each local 
educational agency and school affected by the 
State plan to provide additional educational as-
sistance to individual students who— 
‘‘(i) perform at the advanced level of 
achievement on the State academic assess-
ments described in paragraph (3); or 
‘‘(ii) are gifted and talented (including 
high-ability students who have not been 
formally identified for gifted education 
services); and’’; and 
(2) in paragraph (10)(B), by inserting ‘‘, in-
cluding students who score at the advanced level of 
achievement on State academic assessments de-
scribed in paragraph (3) and students who are gifted 
and talented (including high-ability students who 
have not been formally identified for gifted edu-
cation services)’’ before the period at the end. 
SEC. 102. ANNUAL STATE REPORT CARDS. 
Section 1111(h)(1)(C) (20 U.S.C. 6311(h)(1)(C)) is 
amended— 
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(1) in clause (vii), by striking ‘‘; and’’ and in-
serting a semicolon; 
(2) by redesignating clause (viii) as clause (ix); 
and 
(3) by inserting after clause (vii) the following: 
‘‘(viii) the most recent 2-year trend in 
student achievement for students scoring 
in the highest 10 percent on the State aca-
demic assessments under subsection (a)(3), 
in each subject area, and each grade level, 
for which such assessments are required, 
disaggregated by each of the categories de-
scribed in subsection (b)(2)(C)(v); and’’. 
SEC. 103. LOCAL EDUCATIONAL AGENCY PLANS. 
(a) PLAN
PROVISIONS.—Section 1112(b)(1) (20 
U.S.C. 6312(b)(1)) is amended— 
(1) in subparagraph (P), by striking ‘‘and’’ 
after the semicolon; 
(2) in subparagraph (Q), by striking the period 
at the end and inserting ‘‘; and’’; and 
(3) by adding at the end the following: 
‘‘(R) a description of how the local edu-
cational agency will identify gifted and talented 
students, including high-ability students who 
have not previously been formally identified for 
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gifted education services, and provide services 
to support the learning needs of such students 
to ensure that such students make appropriate 
learning gains.’’. 
(b) SCHOOLWIDE PROGRAMS.—Section 1114(b)(1) 
(20 U.S.C. 6314(b)(1)) is amended by adding at the end 
the following: 
‘‘(K) A description of how the school will 
identify gifted and talented students, including 
high-ability students who have not previously 
been formally identified for gifted education 
services, and provide services to support such 
students’ learning needs to ensure that such 
students make appropriate learning gains.’’. 
(c) TARGETED
ASSISTANCE
SCHOOLS.—Section 
1115(c)(1) (20 U.S.C. 6315(c)(1)) is amended— 
(1) in subparagraph (G), by striking ‘‘and’’ 
after the semicolon; 
(2) in subparagraph (H), by striking the period 
at the end and inserting ‘‘; and’’; and 
(3) by adding at the end the following: 
‘‘(I) describe how the school will identify 
gifted and talented students, including high- 
ability students who have not previously been 
formally identified for gifted education services, 
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and provide services to support their learning 
needs to ensure that gifted and talented and 
high-ability students make appropriate learning 
gains.’’. 
TITLE II—IMPROVING TEACHING 
FOR GIFTED AND TALENTED 
STUDENTS 
SEC. 201. STATE PLANS. 
Section 2112(b)(5) (20 U.S.C. 6612(b)(5)) is amend-
ed by adding at the end the following: 
‘‘(C) A description of the comprehensive strat-
egy the State educational agency will use to improve 
the teaching skills of teachers, principals, pupil serv-
ices personnel, and other instructional leaders in 
order to enable them to employ strategies that focus 
on— 
‘‘(i) the identification of students’ specific 
learning needs, particularly students with dis-
abilities, students who are limited English pro-
ficient, students who are gifted and talented, 
and students with low literacy levels; and 
‘‘(ii) the tailoring of academic instruction 
to such needs.’’. 
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SEC. 202. LOCAL PLANS. 
Section 2122(b)(2) (20 U.S.C. 6622(b)(2)) is amend-
ed— 
(1) by striking ‘‘to eliminate the achievement’’ 
and inserting the following: ‘‘to eliminate— 
‘‘(A) the achievement’’; 
(2) by striking ‘‘students.’’ and inserting ‘‘stu-
dents; and’’; and 
(3) by adding at the end the following: 
‘‘(B) including the achievement gap be-
tween the highest 10 percent of scores on the 
State academic assessments for students in 
each 
category 
described 
in 
section 
1111(b)(2)(C)(v)(II), as compared to the high-
est 10 percent of such scores for all students 
served by the local educational agency.’’. 
TITLE 
III—GIFTED 
AND 
TAL-
ENTED STUDENTS IN RURAL 
SCHOOLS 
SEC. 301. SMALL RURAL SCHOOL ACHIEVEMENT PROGRAM. 
Section 6211 (20 U.S.C. 7345) is amended by insert-
ing ‘‘, including supporting gifted and talented students, 
including high-ability students who have not been formally 
identified for gifted education services,’’ after ‘‘local activi-
ties’’. 
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SEC. 302. RURAL AND LOW-INCOME SCHOOL PROGRAM. 
Section 6222(a)(2) (20 U.S.C. 7351a(a)(2)) is 
amended by striking ‘‘and to’’ and inserting ‘‘, train teach-
ers to meet the unique learning needs of gifted and tal-
ented students, including high-ability students who have 
not been formally identified for gifted education services, 
and’’. 
TITLE IV—AIDING GIFTED AND 
HIGH-ABILITY LEARNERS BY 
EMPOWERING THE NATION’S 
TEACHERS 
SEC. 401. ESTABLISHMENT OF TALENT PROGRAM. 
(a) IN GENERAL.—Title II (20 U.S.C. 6601 et seq.) 
is amended by adding at the end the following: 
‘‘PART E—AIDING GIFTED AND HIGH-ABILITY 
LEARNERS BY EMPOWERING THE NATION’S 
TEACHERS 
‘‘SEC. 2501. ESTABLISHMENT OF TALENT PROGRAM. 
‘‘(a) PURPOSES AND OBJECTIVES.— 
‘‘(1) PURPOSES.—The purposes of this part 
are— 
‘‘(A) to address the urgent need for inno-
vation in teaching gifted and talented students, 
including high-ability students who have not 
been formally identified for gifted education 
services, by initiating a coordinated program of 
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high-quality professional development for teach-
ers (including gifted and talented teachers), 
principals, pupil services personnel, and other 
instructional leaders, to support the identifica-
tion and education of gifted and talented stu-
dents, including high-ability students who have 
not previously been formally identified for gifted 
education services; 
‘‘(B) to spur the development and dissemi-
nation of evidence-based best practices that ele-
mentary and secondary schools and families can 
use to improve instruction and learning by initi-
ating evidence-based demonstration projects 
that investigate the effectiveness of services and 
programs to meet the special education needs of 
gifted and talented students, including high- 
ability students who have not been formally 
identified for gifted education services; and 
‘‘(C) to establish a National Research and 
Dissemination Center for the Education of the 
Gifted and Talented to conduct and synthesize 
research and disseminate practical information 
on improving education outcomes for gifted and 
talented students, including high-ability stu-
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dents who have not been formally identified for 
gifted education services. 
‘‘(b) APPLICABILITY TO ALL GIFTED STUDENTS.— 
The provisions of this part apply to all gifted and talented 
students, including high-ability students, without regard 
as to whether such students have been formally identified 
as gifted and talented or selected for gifted education serv-
ices. 
‘‘(c) PROFESSIONAL
DEVELOPMENT
AND
BEST 
PRACTICES GRANT PROGRAM.— 
‘‘(1) DEFINITION
OF
ELIGIBLE
ENTITY.—In 
this subsection, the term ‘eligible entity’ means an 
institution of higher education or State educational 
agency acting in a partnership that— 
‘‘(A) includes a State educational agency, 
local educational agency, consortium of local 
educational agencies, or an institution of higher 
education; and 
‘‘(B) may include other public agencies, 
private entities, or organizations, that have 
demonstrated expertise in gifted education ped-
agogy. 
‘‘(2) PROGRAM AUTHORIZED.— 
‘‘(A) IN
GENERAL.—From the amounts 
appropriated to carry out this subsection under 
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section 5202(b)(2), the Secretary, after con-
sultation with experts in the field of gifted and 
talented education, is authorized to award, on a 
competitive basis, grants to eligible entities to 
enable the eligible entities to carry out activities 
supporting the purposes of subparagraph (A) or 
(B) of subsection (a)(1). 
‘‘(B) 
DURATION
OF
DEMONSTRATION 
PROJECT GRANTS.—A grant awarded to carry 
out 
the 
purpose 
described 
in 
subsection 
(a)(1)(B) shall be for a period of not less than 
3 years nor more than 5 years. 
‘‘(3) APPLICATIONS.—Each entity seeking a 
grant under this subsection shall submit an applica-
tion to the Secretary at such time, in such manner, 
and containing such information as the Secretary 
may reasonably require. Each such application shall 
describe— 
‘‘(A) in the case of an application for a 
grant for the purpose described in subsection 
(a)(1)(A), how the proposed professional devel-
opment program is designed in response to a 
needs assessment; 
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‘‘(B) in the case of an application for a 
grant for the purpose described in subsection 
(a)(1)(B)— 
‘‘(i) how the proposed demonstration 
project will support the development and 
dissemination of evidence-based strategies 
and practices that local educational agen-
cies and families can use to improve the 
identification and education of gifted and 
talented students, including high-ability 
students who have not previously been for-
mally identified for gifted education serv-
ices; and 
‘‘(ii) how the grantee proposes to dis-
seminate project findings and outcomes to 
general education and gifted and talented 
education professionals and to parents; 
‘‘(C) where appropriate, how the profes-
sional development program or demonstration 
project can be adapted for use with all stu-
dents; and 
‘‘(D) how the proposed professional devel-
opment program or demonstration project will 
be evaluated. 
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‘‘(4) REVIEW OF DEMONSTRATION PROJECT AP-
PLICATIONS.—In reviewing applications for grants 
for the purpose described in subsection (a)(1)(B), 
the Secretary shall select eligible entities for such 
grants based on one or more of the following prior-
ities: 
‘‘(A) Improving methods and techniques 
for identifying and serving gifted and talented 
students, including high-ability students who 
have not previously been formally identified for 
gifted education services, from underserved pop-
ulations (including economically disadvantaged 
individuals, individuals with limited English 
proficiency, individuals with disabilities, and in-
dividuals from rural geographic areas). 
‘‘(B) Developing valid and reliable forma-
tive and summative assessment instruments 
that accurately measure student performance 
above grade level. 
‘‘(C) Increasing the ability of teachers in 
general education settings to identify and in-
struct gifted and talented students, including 
high-ability students who have not previously 
been formally identified for gifted education 
services. 
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‘‘(D) Exploring the impact on achievement 
of various school- and classroom-based edu-
cational strategies such as multi-tiered supports 
and services, accelerated learning opportunities, 
and enrichment. 
‘‘(E) Improving— 
‘‘(i) access to advanced programs and 
services by traditionally underserved popu-
lations; and 
‘‘(ii) the effectiveness of the programs 
and services for such populations. 
‘‘(F) Replicating, on a larger scale, suc-
cessful evidence-based practices. 
‘‘(5) AUTHORIZED USE OF FUNDS.— 
‘‘(A) ENSURING
NECESSARY
TEACHING 
SKILLS.—An eligible entity receiving a grant for 
the purpose described in subsection (a)(1)(A) 
shall use grant funds to ensure that school per-
sonnel, including teachers, principals, pupil 
services personnel, and other instructional lead-
ers, have the necessary teaching skills and edu-
cational strategies to ensure that gifted and tal-
ented students, including high-ability students 
who have not been formally identified for gifted 
education services, are achieving at levels com-
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mensurate with the students’ ability or apti-
tude, by implementing a professional develop-
ment program that— 
‘‘(i) enables school personnel to recog-
nize the learning differences, develop-
mental milestones, and cognitive and affec-
tive characteristics of gifted and talented 
students, including gifted and talented stu-
dents from diverse backgrounds and high- 
ability students who have not been for-
mally identified for gifted education serv-
ices, and to identify the students’ related 
academic and social-emotional needs; 
‘‘(ii) enables educators to— 
‘‘(I) understand, plan, and imple-
ment a range of evidence-based strate-
gies to assess students who are gifted 
and talented, including high-ability 
students who have not previously been 
formally identified for gifted education 
services, to differentiate instruction, 
content, and assignments for such 
students (including the use of higher- 
order critical and creative thinking 
skills), and to nominate such students 
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for advanced programs or academic 
acceleration, as needed; and 
‘‘(II) understand how, if appro-
priate, such strategies may be adapted 
for the use of all students; and 
‘‘(iii) builds the capacity of teachers, 
principals, pupil services personnel, and 
other instructional leaders to identify and 
serve such students. 
‘‘(B) SUPPORTING
EVIDENCE-BASED
RE-
SEARCH DEMONSTRATION PROJECTS.—An eligi-
ble entity receiving a grant for the purpose de-
scribed in subsection (a)(1)(B) shall use grant 
funds to— 
‘‘(i) conduct field-based research to 
develop innovative practices, assessment 
tools for gifted identification, materials, 
and other practices and strategies, that are 
designed specifically to address the needs 
of gifted and talented students, including 
high-ability students who have not been 
formally identified for gifted education 
services; and 
‘‘(ii) provide research findings and 
other grant results to the National Re-
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search and Dissemination Center estab-
lished under subsection (d) not later than 
12 months after the completion of the 
grant period for synthesis and dissemina-
tion. 
‘‘(d) NATIONAL RESEARCH
AND DISSEMINATION 
CENTER FOR THE EDUCATION OF THE GIFTED AND TAL-
ENTED.— 
‘‘(1) DEFINITION
OF
ELIGIBLE
ENTITY.—In 
this subsection, the term ‘eligible entity’ means a 
partnership composed of not less than one of each 
of the following: 
‘‘(A) An institution of higher education 
with expertise in gifted and talented education. 
‘‘(B) A nonprofit organization with an es-
tablished national network of stakeholders, in-
cluding parents and classroom educators, inter-
ested in serving the unique learning needs of 
gifted and talented students, including high- 
ability students who have not been formally 
identified for gifted education services. 
‘‘(2) ESTABLISHMENT OF NATIONAL RESEARCH 
AND DISSEMINATION CENTER.—From the amounts 
appropriated under section 2502(b)(1) to carry out 
this subsection, the Secretary, through a competitive 
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grant process, is authorized to award a grant to an 
eligible entity to enable the eligible entity to estab-
lish a National Research and Dissemination Center 
for the Education of the Gifted and Talented that 
is focused on the unique needs of gifted and talented 
students, including high-ability students who have 
not been formally identified for gifted education 
services. 
‘‘(3) AUTHORIZED USE OF FUNDS.—An eligible 
entity that receives a grant under this subsection 
shall use the funds provided under the grant to 
carry out all of the following activities: 
‘‘(A) Conduct evidence-based research on 
methods and techniques for identifying and 
serving gifted and talented students, including 
high-ability students who have not previously 
been formally identified for gifted education 
services and, where appropriate, for using the 
methods and techniques to serve all students. 
‘‘(B) Develop and disseminate evidence- 
based resources on the unique learning needs of 
students who are gifted and talented, including 
high-ability students who have not been for-
mally identified for gifted education services, in 
order to— 
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‘‘(i) support teacher training and pro-
fessional development strategies to improve 
the teaching skills of teachers (including 
general education, gifted and talented, and 
special education teachers); and 
‘‘(ii) assist parents in supporting their 
gifted and talented children’s education. 
‘‘(C)(i) Synthesize research findings and 
strategies (including research produced under 
grants awarded under subsection (c)) on meet-
ing the needs of gifted and talented students, 
including high-ability students who have not 
been formally identified for gifted education 
services. 
‘‘(ii) Disseminate such research findings 
and strategies widely, including to— 
‘‘(I) the regional comprehensive cen-
ters authorized under section 203 of the 
Educational Technical Assistance Act of 
2002 that provide technical assistance to 
States and local educational agencies; and 
‘‘(II) the technical assistance and dis-
semination centers and parent training and 
information centers authorized under sec-
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tions 663 and 671, respectively, of the In-
dividuals with Disabilities Education Act. 
‘‘(e) ANNUAL REPORTING.—Each entity receiving a 
grant under this part shall submit an annual report to 
the Secretary that describes the number of students served 
and the activities supported with funds provided under 
this part. 
‘‘(f) RULE OF CONSTRUCTION.—Nothing in this part 
shall be construed to prohibit a recipient of funds under 
this part from serving gifted and talented students simul-
taneously with students with similar educational needs, in 
the same educational settings where appropriate. 
‘‘(g) PROGRAM PRIORITIES.—In carrying out this 
part, the Secretary shall ensure that not less than 50 per-
cent of the applications approved under subsection (c) in 
a fiscal year address one or more of the following prior-
ities: 
‘‘(1) Improving the capability of schools to plan 
and conduct targeted gifted and talented interven-
tions and academic services to ensure that the rate 
of growth in academic achievement of subgroups of 
gifted and talented or high-ability students who may 
not be identified and served through traditional as-
sessment methods (including economically disadvan-
taged individuals, individuals with limited English 
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proficiency, and individuals with disabilities) is com-
mensurate with their aptitude or ability. 
‘‘(2) Assisting rural schools and local edu-
cational agencies in providing services to gifted and 
talented students, including high-ability students 
who have not previously been formally identified for 
gifted education services. 
‘‘(h) GENERAL PROVISIONS.— 
‘‘(1) REVIEW, DISSEMINATION, AND
EVALUA-
TION.—The Secretary shall— 
‘‘(A) use a peer review process in reviewing 
applications under this part; 
‘‘(B) ensure that information on the activi-
ties and results of programs and projects fund-
ed under this part is disseminated to State edu-
cational agencies, local educational agencies, in-
stitution of higher education teacher prepara-
tion programs, and other appropriate organiza-
tions, including nonprofit organizations; and 
‘‘(C) evaluate the effectiveness of programs 
under this part in accordance with section 
9601, in terms of the impact on students tradi-
tionally served in separate gifted and talented 
programs and on other students, and submit 
the results of such evaluation to Congress not 
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later than 2 years after the date of enactment 
of the To Aid Gifted and High-Ability Learners 
by Empowering the Nation’s Teachers Act. 
‘‘(2) PROGRAM
OPERATIONS.—The Secretary 
shall ensure that the programs under this part are 
administered within the Department by a person 
who has recognized professional qualifications and 
experience in the field of gifted and talented edu-
cation. Such individual shall— 
‘‘(A) administer and coordinate the pro-
grams authorized under this part; 
‘‘(B) serve as a focal point of national 
leadership and information on the educational 
needs of gifted and talented students, including 
high-ability students who have not been for-
mally identified for gifted education services, 
and the availability of educational services and 
programs designed to meet such needs; 
‘‘(C) assist the Director of the Institute of 
Education Sciences in identifying research and 
data collection priorities that reflect the needs 
of gifted and talented students, including high- 
ability students who have not been formally 
identified for gifted education services, and 
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would facilitate appropriate decisionmaking by 
local educational agencies; 
‘‘(D) consult with other offices within the 
Department of Education and in other Federal 
departments or agencies regarding issues in-
volving gifted and talented education, and dis-
seminate information on gifted and talented 
education to such offices and the public; and 
‘‘(E)(i) every 2 years, prepare and submit 
to the Committee on Health, Education, Labor, 
and Pensions of the Senate and the Committee 
on Education and the Workforce of the House 
of Representatives, a report on the outcomes 
and promising practices developed through pro-
grams or projects funded under this part, as 
well as the condition of gifted and talented stu-
dents in the United States; and 
‘‘(ii) share such report with the Institute 
for Education Sciences and the National Re-
search and Dissemination Center for the Edu-
cation of the Gifted and Talented established 
under subsection (d), in order for the report to 
be disseminated nationally. 
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‘‘SEC. 2502. AUTHORIZATION OF APPROPRIATIONS. 
‘‘(a) IN GENERAL.—There are authorized to be ap-
propriated to carry out this part $10,000,000 for fiscal 
year 2013 and such sums as may be necessary for each 
succeeding fiscal year. 
‘‘(b) ALLOCATION OF FUNDING.—Of the amounts 
appropriated under subsection (a) for a fiscal year, the 
Secretary— 
‘‘(1) shall allocate an amount not to exceed 20 
percent of the funds to carry out section 2501(d); 
and 
‘‘(2) shall, from the amount remaining after the 
allocation under paragraph (1)— 
‘‘(A) allocate 60 percent of such remaining 
amount to carry out grants described in section 
2501(a)(1)(A); and 
‘‘(B) allocate 40 percent of the remaining 
amount to carry out grants described in section 
2501(a)(1)(B).’’. 
TITLE V—GENERAL PROVISIONS 
SEC. 501. DEFINITIONS. 
Section 9101 (20 U.S.C. 7801) is amended— 
(1) by redesignating paragraph (43) as para-
graph (44); and 
(2) by inserting after paragraph (42) the fol-
lowing: 
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‘‘(43) TEACHING SKILLS.—The term ‘teaching 
skills’ has the meaning given the term in section 200 
of the Higher Education Act of 1965.’’. 
SEC. 502. REPEAL OF THE JACOB K. JAVITS GIFTED AND 
TALENTED PROGRAM. 
(a) IN GENERAL.—Subpart 6 of part D of title V 
(20 U.S.C. 7253 et seq.) is repealed. 
(b) TRANSITION PROVISIONS.—Notwithstanding any 
other provision of law, the Secretary of Education shall 
take such steps as are necessary to provide for the orderly 
transition to the authority of part E of title II of the Ele-
mentary and Secondary Education Act of 1965 (as en-
acted by title IV of this Act), from any authority under 
subpart 6 of part D of title V of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7253 et seq.) 
(as such subpart was in effect on the day before the effec-
tive date of this Act). 
SEC. 503. TECHNICAL AND CONFORMING AMENDMENTS. 
(a) TABLE OF CONTENTS.—The table of contents in 
section 2 of the Elementary and Secondary Education Act 
of 1965 is amended— 
(1) by striking the items relating to subpart 6 
of part D of title V; and 
(2) by inserting after the item relating to sec-
tion 2441 the following: 
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‘‘PART E—AIDING GIFTED AND HIGH-ABILITY LEARNERS BY EMPOWERING 
THE NATION’S TEACHERS 
‘‘Sec. 2501. Establishment of TALENT program. 
‘‘Sec. 2502. Authorization of appropriations.’’. 
(b) AMENDMENTS
TO EDUCATION SCIENCES RE-
FORM ACT OF 2002.—The Education Sciences Reform 
Act of 2002 (20 U.S.C. 9501) is amended— 
(1) in section 133(c)(2), by adding after sub-
section (K) the following: 
‘‘(L) The condition of education for gifted 
and talented students.’’; and 
(2) in section 153(a)(3), by inserting ‘‘including 
children who are gifted and talented,’’ after ‘‘popu-
lation characteristics,’’. 
SEC. 504. EFFECTIVE DATE. 
This Act, and the amendments made by this Act, 
shall take effect 1 year after the date of enactment of this 
Act. 
Æ 
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