datamatters24/research-document-archive huggingface dataset:
II 
Calendar No. 223 
112TH CONGRESS 
1ST SESSION H. R. 1965 
IN THE SENATE OF THE UNITED STATES 
NOVEMBER 3, 2011 
Received; read the first time 
NOVEMBER 7, 2011 
Read the second time and placed on the calendar 
AN ACT 
To amend the securities laws to establish certain thresholds 
for shareholder registration, and for other purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHAREHOLDER REGISTRATION THRESHOLD. 
(a) AMENDMENTS TO SECTION 12 OF THE SECURI-
TIES EXCHANGE ACT OF 1934.—Section 12(g) of the Se-
curities Exchange Act of 1934 (15 U.S.C. 78l (g)) is 
amended— 
(1) in paragraph (1)— 
(A) by striking ‘‘$1,000,000’’ both places 
it appears and inserting ‘‘$10,000,000’’; 
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HR 1965 PCS 
(B) in subparagraph (A), by striking ‘‘; 
and’’ and inserting a semicolon; 
(C) in subparagraph (B), by striking the 
comma at the end and inserting ‘‘; and’’; and 
(D) by inserting after subparagraph (B) 
the following: 
‘‘(C) in the case of an issuer that is a bank, as 
such term is defined in section 3(a)(6) of this title, 
or a bank holding company, as such term is defined 
in section 2 of the Bank Holding Company Act of 
1956 (12 U.S.C. 1841), not later than 120 days 
after the last day of its first fiscal year ended after 
the effective date of this subsection, on which the 
issuer has total assets exceeding $10,000,000 and a 
class of equity security (other than an exempted se-
curity) held of record by 2,000 or more persons,’’; 
and 
(2) in paragraph (4), by striking ‘‘three hun-
dred’’ and inserting ‘‘300 persons, or, in the case of 
a bank, as such term is defined in section 3(a)(6), 
or a bank holding company, as such term is defined 
in section (2) of the Bank Holding Company Act of 
1956 (12 U.S.C. 1841), 1,200’’. 
(b) AMENDMENTS TO SECTION 15 OF THE SECURI-
TIES EXCHANGE ACT OF 1934.—Section 15(d) of the Se-
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HR 1965 PCS 
curities Exchange Act of 1934 (15 U.S.C. 78o(d)) is 
amended, in the third sentence, by striking ‘‘three hun-
dred’’ and inserting ‘‘300 persons, or, in the case of bank, 
as such term is defined in section 3(a)(6), or a bank hold-
ing company, as such term is defined in section (2) of the 
Bank Holding Company Act of 1956 (12 U.S.C. 1841), 
1,200’’. 
SEC. 2. STUDY AND REPORT ON REGISTRATION THRESH-
OLDS. 
(a) STUDY.— 
(1) ANALYSIS
REQUIRED.—The Chief Econo-
mist and Director of the Division of Corporation Fi-
nance of the Commission shall jointly conduct a 
study, including a cost-benefit analysis, of share-
holder registration thresholds. 
(2) COSTS
AND
BENEFITS.—The cost-benefit 
analysis under paragraph (1) shall take into ac-
count— 
(A) the incremental costs and benefits to 
investors of the increased disclosure that results 
from registration; 
(B) the incremental costs and benefits to 
issuers associated with registration and report-
ing requirements; and 
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HR 1965 PCS 
(C) the incremental administrative costs to 
the 
Commission 
associated 
with 
different 
thresholds. 
(3) THRESHOLDS.—The cost-benefit analysis 
under paragraph (1) shall evaluate whether it is ad-
visable to— 
(A) increase the asset threshold; 
(B) index the asset threshold to a measure 
of inflation; 
(C) increase the shareholder threshold; 
(D) change the shareholder threshold to be 
based on the number of beneficial owners; and 
(E) create new thresholds based on other 
criteria. 
(b) REPORT.—Not later than 2 years after the date 
of enactment of this Act, the Chief Economist and the Di-
rector of the Division of Corporation Finance of the Com-
mission shall jointly submit to the Committee on Banking, 
Housing, and Urban Affairs of the Senate and the Com-
mittee on Financial Services of the House of Representa-
tives a report that includes— 
(1) the findings of the study required under 
subsection (a); and 
(2) recommendations for statutory changes to 
improve the shareholder registration thresholds. 
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HR 1965 PCS 
SEC. 3. RULEMAKING. 
Not later than 1 year after the date of enactment 
of this Act, the Commission shall issue final regulations 
to implement this Act and the amendments made by this 
Act. 
Passed the House of Representatives November 2, 
2011. 
Attest: 
KAREN L. HAAS, 
Clerk. 
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Calendar No. 223 
112TH CONGRESS 
1ST SESSION 
H. R. 1965 
AN ACT 
To amend the securities laws to establish certain 
thresholds for shareholder registration, and for 
other purposes. 
NOVEMBER 7, 2011 
Read the second time and placed on the calendar 
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I 
112TH CONGRESS 
1ST SESSION H. R. 1966 
To amend the Elementary and Secondary Education Act of 1965 to establish 
a partnership program in foreign languages. 
IN THE HOUSE OF REPRESENTATIVES 
MAY 24, 2011 
Mr. HOLT (for himself, Mr. WU, Mr. PIERLUISI, Mr. GRIJALVA, Mr. POLIS, 
Mr. VAN HOLLEN, and Mr. REYES) introduced the following bill; which 
was referred to the Committee on Education and Workforce 
A BILL 
To amend the Elementary and Secondary Education Act 
of 1965 to establish a partnership program in foreign 
languages. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Foreign Language 
Education Partnership Program Act’’. 
SEC. 2. PARTNERSHIP PROGRAM IN FOREIGN LANGUAGES. 
(a) IN GENERAL.—Section 5494 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 7259c) 
is amended to read as follows: 
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‘‘SEC. 5494. PARTNERSHIP PROGRAM IN FOREIGN LAN-
GUAGES. 
‘‘(a) PURPOSES.—The purposes of this section are— 
‘‘(1) to provide grants for developing and main-
taining model programs of articulated foreign lan-
guage learning from kindergarten through grade 12 
that increase the number of students graduating 
from high school with an advanced level of pro-
ficiency in at least one foreign language; and 
‘‘(2) to widely disseminate information on the 
model programs that demonstrate success. 
‘‘(b) PROGRAM AUTHORIZED.— 
‘‘(1) IN GENERAL.—From the amounts made 
available to carry out this section for a fiscal year, 
the Secretary shall make grants to eligible partner-
ships to develop and maintain, or to improve and ex-
pand, model programs that support articulated for-
eign language learning in kindergarten through 
grade 12. 
‘‘(2) PLANNING AND DEVELOPMENT.—For the 
first 2 fiscal years that an eligible partnership re-
ceives funds under paragraph (1) for a model pro-
gram on a less-commonly-taught foreign language 
(as determined by the Secretary), the Secretary may 
allow that partnership, based on demonstrated need, 
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to use those funds for planning and development ac-
tivities, including— 
‘‘(A) development of an articulated instruc-
tional curriculum for the less-commonly-taught 
foreign language to which the model program 
relates; 
‘‘(B) in-service and pre-service develop-
ment of teachers, and development of cur-
riculum and language assessments in the less- 
commonly-taught foreign language to which the 
model program relates; and 
‘‘(C) development of contextual programs 
and curriculum materials related to the less- 
commonly-taught foreign language to which the 
model program relates, as described in sub-
section (e). 
‘‘(c) APPLICATIONS.— 
‘‘(1) IN GENERAL.—Each eligible partnership 
desiring a grant under this section shall submit an 
application to the Secretary at such time, in such 
manner, and containing such information as the Sec-
retary may require. 
‘‘(2) CONTENTS.—Each application shall— 
‘‘(A) identify each member of the partner-
ship, provide contact information and letters of 
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commitment for each such member, and de-
scribe the responsibilities of each such member, 
including— 
‘‘(i) identifying the member that will 
receive and manage the grant; 
‘‘(ii) specifying how each member will 
be involved in the planning, development, 
and implementation of the activities pro-
posed under the grant; 
‘‘(iii) describing the resources to be 
provided by each member; and 
‘‘(iv) describing how each member will 
contribute to ensuring the continuity of 
student progress in proficiency from kin-
dergarten through grade 12 in not less 
than 1 foreign language to which the pro-
gram relates; 
‘‘(B) describe how an articulated cur-
riculum for students to achieve an advanced 
level of proficiency by grade 12 in the foreign 
language will be developed and implemented; 
‘‘(C) identify target proficiency levels in 
the foreign language for students at critical 
benchmarks, and describe how progress toward 
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those proficiency levels will be assessed at the 
benchmarks; 
‘‘(D) describe how the partnership will 
support and continue the program after the 
grant has expired, including how the partner-
ship will seek support from other sources, such 
as State and local governments, foundations, 
and the private sector; and 
‘‘(E) describe what assessments will be 
used or, if assessments are not available, how 
assessments will be developed. 
‘‘(d) USE OF FUNDS.—An eligible partnership receiv-
ing a grant under this section— 
‘‘(1) shall use grant funds— 
‘‘(A) to design model programs and teach-
ing strategies relating to not less than one for-
eign language that are informed by the best 
practices recognized by the field and by avail-
able research; 
‘‘(B) to develop, for the foreign language 
to which the model program relates, curriculum 
materials based on an articulated framework or 
approach designed to bring students to an ad-
vanced level of proficiency by grade 12; 
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‘‘(C) to recruit students and teachers for 
the foreign language, such as individuals from 
heritage populations; and 
‘‘(D) to carry out teacher in-service and 
pre-service professional development programs, 
including summer institutes, that support the 
model programs; and 
‘‘(2) may be used— 
‘‘(A)(i) to develop nationally recognized as-
sessments for kindergarten through grade 12 
for the foreign language to which the model 
program relates, if such assessments do not 
exist for that language; or 
‘‘(ii) to enhance nationally recognized as-
sessments for kindergarten through grade 12 
for the foreign language to which the model 
program relates, if such assessments already 
exist for that language; 
‘‘(B) to provide scholarships and incentives 
to recruit new teachers for the foreign lan-
guage, and encourage practicing teachers to 
take advantage of the professional development 
opportunities; 
‘‘(C) to provide opportunities for maximum 
foreign language exposure for students domesti-
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cally, such as the creation of immersion envi-
ronments in the classroom and school and on 
weekend or summer experiences, and special tu-
toring and academic support; 
‘‘(D) to provide the possibility for multiple 
entry points for studying the foreign language; 
‘‘(E) to provide scholarships for study- 
abroad opportunities related to the foreign lan-
guage, for students in grades 9 through 12 and 
teachers and prospective teachers of such stu-
dents, except that the eligible entity shall not 
use more than 20 percent of the grant funds 
for this purpose; 
‘‘(F) to carry out activities to integrate 
foreign languages into the school curriculum 
and generate whole-school collaboration, includ-
ing activities and support for teachers of other 
subjects and administrators; 
‘‘(G) to carry out activities to encourage 
community involvement in the model program, 
especially with respect to heritage communities; 
‘‘(H) to incorporate effective and innova-
tive uses of technology to enhance student 
learning and teaching in the foreign language; 
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‘‘(I) to develop certification and alternative 
certification programs at the State level, espe-
cially for less-commonly-taught foreign lan-
guages (as determined by the Secretary); 
‘‘(J) to obtain technical assistance in the 
development and implementation of the model 
program funded under this section; and 
‘‘(K) to recruit or appoint a language su-
pervisor to oversee and coordinate the progress 
of the articulated foreign language program 
funded under this section across grade levels in 
the local educational agency. 
‘‘(e) CONTEXTUAL DIMENSION.—A grant under this 
section may not be used to support a model program un-
less the program includes a dimension, carried out in con-
junction with foreign language instruction, under which 
each foreign language learner also participates in pro-
grams to expand the understanding and knowledge of his-
toric, geographic, cultural, economic, and other contextual 
factors of countries with populations who speak the for-
eign language to which the model program relates. 
‘‘(f) RESEARCH AND EVALUATION.— 
‘‘(1) IN GENERAL.—A grant under this section 
may not be used to support a model program unless 
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the program includes a research and evaluation com-
ponent, under which— 
‘‘(A) information is collected and analyzed 
regarding the effectiveness of activities carried 
out under the program, including— 
‘‘(i) program design; 
‘‘(ii) student and teacher recruitment 
strategies; 
‘‘(iii) curricular approaches; 
‘‘(iv) teacher development; and 
‘‘(v) foreign language assessment in-
struments; 
‘‘(B) information is collected and analyzed 
regarding the impact of each activity in sub-
paragraph (A) on the foreign language pro-
ficiency of the students; 
‘‘(C) information is collected and analyzed 
regarding program participation, including data 
on student enrollments and numbers of foreign 
language teachers; and 
‘‘(D) the information collected, and the 
analyses of that information, are made widely 
available to the public. 
‘‘(2) STANDARDIZATION.—The Secretary shall 
provide guidelines to standardize the categories of 
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information collected and analyzed under paragraph 
(1) and the manner in which that information is col-
lected, analyzed, and made available to the public. 
‘‘(g) DURATION OF PAYMENTS.— 
‘‘(1) INITIAL GRANTS.—An initial grant award-
ed under this section to an eligible partnership shall 
be for a period of 4 years. 
‘‘(2) ADDITIONAL
GRANTS.—An eligible part-
nership completing a 4-year grant award under this 
section may be eligible for not more than 2 addi-
tional 5-year awards under this section, but only if 
the partnership demonstrates, based on nationally 
recognized standardized foreign language assess-
ments, that the partnership’s model program is ef-
fective. 
‘‘(h) MATCHING REQUIREMENT.— 
‘‘(1) IN GENERAL.—An eligible partnership that 
receives a grant under this section shall provide, to-
ward the cost of carrying out the activities sup-
ported by the grant, from non-Federal sources an 
amount equal to–– 
‘‘(A) 20 percent of the amount of the 
grant payment for the first fiscal year for which 
a grant payment is made; 
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‘‘(B) 30 percent of the amount of the 
grant payment for the second such fiscal year; 
‘‘(C) 40 percent of the amount of the 
grant payment for the third such fiscal year; 
and 
‘‘(D) 50 percent of the amount of the 
grant payment for the fourth such fiscal year, 
and for each year of any subsequent grants 
made to the eligible partnership under this sec-
tion. 
‘‘(2) NON-FEDERAL SHARE.—The non-Federal 
share required under paragraph (1) may be provided 
in cash or in-kind. 
‘‘(3) WAIVER.—The Secretary may waive, in 
whole or in part, the matching requirement under 
paragraph (1) for any fiscal year if–– 
‘‘(A) the eligible partnership demonstrates 
hardship and the waiver will best serve the pur-
poses of this section; or 
‘‘(B) the foreign language to which the 
model program relates is a less-commonly- 
taught foreign language (as determined by the 
Secretary). 
‘‘(i) SUPPLEMENT NOT SUPPLANT.—Grant funds 
provided under this section shall be used to supplement, 
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not supplant, other Federal and non-Federal funds avail-
able to carry out the activities described in this section. 
‘‘(j) DATA COLLECTION, ANALYSIS, AND DISSEMINA-
TION.— 
‘‘(1) IN GENERAL.—The Secretary may reserve 
not more than 3 percent of the total amount appro-
priated for this section for any fiscal year to— 
‘‘(A) annually collect and analyze data on 
the model programs supported under this sec-
tion; and 
‘‘(B) 
disseminate 
nationally, 
including 
through a Web-based clearinghouse— 
‘‘(i) aggregated data collected under 
subparagraph (A); and 
‘‘(ii) promising kindergarten through 
grade 12 foreign language learning and 
teaching practices, and successful program 
models, that are developed under this sec-
tion. 
‘‘(2) 
AUTHORITY
FOR
GRANTS
OR
CON-
TRACTS.—The activities described in paragraph (1) 
may be carried out by the Secretary directly or 
through grants or contracts to institutions of higher 
education or public or private nonprofit agencies and 
organizations. 
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‘‘(k) DEFINITIONS.—In this section: 
‘‘(1) ADVANCED LEVEL OF PROFICIENCY.—The 
term ‘advanced level of proficiency’ means— 
‘‘(A) the advanced level as measured by 
the American Council on the Teaching of For-
eign Languages; 
‘‘(B) level 2 as measured by the Inter-
agency Language Roundtable; or 
‘‘(C) any other nationally recognized meas-
ure of advanced standards of foreign language 
proficiency, as determined by the Secretary. 
‘‘(2) ARTICULATED.—The term ‘articulated’ 
means that each grade level of the foreign language 
program is designed to sequentially expand on the 
student achievement of the previous level with a goal 
toward achieving an established level of language 
proficiency. 
‘‘(3) ELIGIBLE PARTNERSHIP.—The term ‘eligi-
ble partnership’ means a partnership that— 
‘‘(A) shall include— 
‘‘(i) one or more local educational 
agencies or State educational agencies; and 
‘‘(ii) one or more institutions of high-
er education, which shall include— 
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‘‘(I) a school, department, or pro-
gram within the institution or institu-
tions of higher education that provides 
a teacher preparation program; 
‘‘(II) a school, department, pro-
gram, or center within the institution 
or institutions of higher education 
that provides a program of study or 
research in foreign languages; and 
‘‘(III) a school, department, pro-
gram, or center within the institution 
or institutions of higher education 
that provides programs of study about 
the historic, geographic, cultural, eco-
nomic, and other contextual factors of 
the world area or country with popu-
lations who speak the foreign lan-
guage to which the model program re-
lates; and 
‘‘(B) may also include one or more busi-
nesses or nonprofit organizations. 
‘‘(l) AUTHORIZATION OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this section 
$50,000,000 for fiscal year 2012 and such sums as may 
be necessary for each of the 5 succeeding fiscal years.’’. 
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(b) FINDINGS AND PURPOSES.—Subpart 9 of part D 
of title V of the Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 7259 et seq.) is further amended by 
inserting after section 5491 the following: 
‘‘SEC. 5491A. FINDINGS; PURPOSES. 
‘‘(a) FINDINGS.—Congress finds the following: 
‘‘(1) According to the National Research Coun-
cil in 2007, a pervasive lack of knowledge about for-
eign cultures and foreign languages in this country 
threatens the security of the United States as well 
as its ability to compete in the global marketplace 
and produce an informed citizenry. 
‘‘(2) According to the National Research Coun-
cil in 2007, early language learning in elementary 
and secondary school is key to establishing a pipeline 
of students who can eventually reach a high enough 
level of proficiency in foreign language and culture 
to meet national needs. 
‘‘(3) According to the Committee for Economic 
Development in 2006, current efforts to develop lan-
guage skills and knowledge of world regions at an 
early age are clearly inadequate to prepare high 
school graduates with the skills necessary for pro-
ductivity and citizenship in an integrated global 
economy. 
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‘‘(4) The American Council on the Teaching of 
Foreign Languages found that only 34 percent of 
United States students in kindergarten through 
grade 12 were enrolled in foreign language classes in 
2000. Furthermore, the length of time students 
spend studying languages at school has stagnated, 
so that many students reach only introductory levels 
of proficiency. 
‘‘(5) Research demonstrates that success lies 
not only in the number of years of learning but also 
in having carefully sequenced and articulated pro-
grams of language learning across a child’s school 
experience, requiring bridging the gaps between lev-
els in foreign language education. 
‘‘(6) A survey of secondary school principals 
and foreign language teachers by the Center for Ap-
plied Linguistics in 1999 identified a shortage of 
foreign language teachers as a major impediment to 
greater foreign language learning, along with fund-
ing, lack of training, and poor academic counseling. 
‘‘(b) PURPOSES.—The purposes of this subpart are— 
‘‘(1) to provide grants for model programs that 
address the needs for developing, strengthening, and 
expanding the teaching and learning of foreign lan-
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