SEC. 10. NATIONAL EVALUATION, INFORMATION DISSEMI-
NATION, AND TECHNICAL ASSISTANCE. 
(a) NATIONAL EVALUATION.— 
(1) IN GENERAL.—From funds reserved under 
paragraph (1)(A)(i) or (2)(A)(i) of section 4(b), the 
Secretary shall perform a 5-year national evaluation 
of the grant and subgrant programs assisted under 
this Act by entering into one or more contracts or 
cooperative agreements with independent organiza-
tions. Such evaluation shall include scientifically 
valid research that applies rigorous and systematic 
procedures to obtain information relevant to the im-
plementation and effect of the programs assisted 
under this Act. 
(2) CONTENTS OF EVALUATION.—The evalua-
tion described in this subsection shall include an 
analysis of each of the following: 
(A) IMPACT.—The impact of literacy ini-
tiatives supported under this Act on improving 
early literacy skills and student academic out-
comes, including student literacy development 
in reading and writing, student literacy develop-
ment in other academic content areas, grade 
promotion, and graduation. 
(B) IMPLEMENTATION
OF
CORE
FEA-
TURES.—The fidelity of implementation of core 
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program features, such as coherence of program 
across grades, quality of technical assistance, 
State and school district leadership, profes-
sional development for teachers and administra-
tors, use of quality materials and pedagogy, and 
use of assessment. 
(C) OTHER INQUIRIES.—Other inquiries as 
designated by the Secretary, such as— 
(i) the types of literacy initiatives that 
have demonstrated the greatest impact on 
student achievement; 
(ii) how State standards, local edu-
cational agency and school curricula, as-
sessments, and interventions combine to 
improve literacy; 
(iii) how screening, diagnostic, and 
formative assessments of reading and writ-
ing assist teachers in identifying students’ 
reading and writing needs; 
(iv) how job-embedded, ongoing, high- 
quality professional development improves 
teacher practice and increases literacy 
skills of children and students; 
(v) the types of literacy activities that 
improve the early reading, writing, and 
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language skills of children from birth 
through kindergarten entry; 
(vi) how early learning providers are 
being prepared with scientifically valid re-
search on early childhood literacy and lit-
eracy development; 
(vii) how early literacy instructional 
materials and activities based on scientif-
ically valid research are being integrated 
into preschools, child care programs and 
programs carried out under the Head 
Start Act (42 U.S.C. 9831 et seq.), and 
family literacy programs; 
(viii) the impact of adolescent literacy 
initiatives on student motivation, engage-
ment, and participation in adolescent lit-
eracy activities; 
(ix) the impact of literacy initiatives 
on diverse learners, including English lan-
guage learners; 
(x) the relationship between students’ 
literacy achievement and secondary school 
graduation rates; and 
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(xi) effective strategies to integrate 
school and public library programs to im-
prove literacy. 
(3) REPORTS.— 
(A) INTERIM REPORT.—Not later than 2 
years after the date of the enactment of this 
Act, the Secretary shall submit to the Congress 
an interim report on the national evaluation 
conducted under this subsection. 
(B) FINAL
REPORT.—Not later than 5 
years after the date of the enactment of this 
Act, the Secretary shall submit a final report 
containing the results of the national evaluation 
conducted under this subsection to— 
(i) State educational agencies and eli-
gible entities on a periodic basis for use in 
program improvement; and 
(ii) the Congress. 
(b) INFORMATION DISSEMINATION AND TECHNICAL 
ASSISTANCE.— 
(1) IN
GENERAL.—From amounts reserved 
under paragraph (1)(A)(i) or (2)(A)(i) of section 
4(b), the Secretary shall, in collaboration with the 
Secretary of Health and Human Services, the Direc-
tor of the National Institute of Child Health and 
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Human Development, regional educational labora-
tories established under section 174 of the Edu-
cation Sciences Reform Act of 2002 (20 U.S.C. 
9564), and the comprehensive centers established 
under section 203 of the Educational Technical As-
sistance Act of 2002 (20 U.S.C. 9602), distribute 
information and provide technical assistance on lit-
eracy instruction, including— 
(A) information on literacy instruction and 
the impact of the instruction on— 
(i) student achievement, motivation, 
and engagement for literacy; and 
(ii) student graduation with a sec-
ondary school diploma; 
(B) information on elements of job-embed-
ded, ongoing, high-quality professional develop-
ment that improves literacy achievement in chil-
dren and students in early education through 
grade 12; and 
(C) information on schools, eligible enti-
ties, and States that have successfully improved 
literacy achievement in early education through 
grade 12. 
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(2) DISSEMINATION AND COORDINATION.—The 
Secretary shall disseminate and make publicly avail-
able the information described in paragraph (1) to— 
(A) recipients of Federal financial assist-
ance under this Act, part A of title I of the Ele-
mentary and Secondary Education Act of 1965 
(20 U.S.C. 6311 et seq.), the Head Start Act 
(42 U.S.C. 9831 et seq.), the Individuals with 
Disabilities Education Act (20 U.S.C. 1400 et 
seq.), and the Adult Education and Family Lit-
eracy Act (20 U.S.C. 9201 et seq.); and 
(B) each school operated or funded by the 
Bureau of Indian Education. 
(3) USE OF NETWORKS.—In carrying out this 
subsection, the Secretary shall, to the extent prac-
ticable, use information and dissemination networks 
developed and maintained through other public and 
private entities. 
SEC. 11. CONSEQUENCES OF INSUFFICIENT PROGRESS, RE-
PORTING REQUIREMENTS, AND CONFLICTS 
OF INTEREST. 
(a) CONSEQUENCES OF INSUFFICIENT PROGRESS.— 
(1) CONSEQUENCES FOR GRANT RECIPIENTS.— 
If the Secretary determines that a State educational 
agency receiving an award under section 4(b) or an 
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