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gible research institution; (IV) a private
nonprofit or for-profit eligible professional
development provider providing instruction
based on reliable, replicable research on
reading; (V) a family literacy service pro-
vider; (VI) an adult education provider;
(VII) a volunteer organization that is in-
volved in reading programs; or (VIII) a
school or a public library that offers read-
ing or literacy programs for children or
families.
‘‘(2) AGREEMENT.—The contractual agreement
that establishes a reading and literacy partnership—
‘‘(A) shall specify—
‘‘(i) the nature and extent of the asso-
ciation among the participants referred to
in paragraph (1); and
‘‘(ii) the roles and duties of each such
participant; and
‘‘(B) shall remain in effect during the entire
grant period proposed in the partnership’s grant
application under subsection (e).
‘‘(3) FUNCTIONS.—Each reading and literacy
partnership for a State shall prepare and submit an
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application under subsection (e) and, if the partner-
ship receives a grant under this section—
‘‘(A) shall solicit applications for, and
award, subgrants under sections 2354 and 2355;
‘‘(B) shall oversee the performance of the
subgrants and submit performance reports in ac-
cordance with subsection (h);
‘‘(C) if sufficient grant funds are available
under this part—
‘‘(i) work to enhance the capacity of
agencies in the State to disseminate reliable,
replicable research on reading to schools,
classrooms, and providers of early education
and child care;
‘‘(ii) facilitate the provision of tech-
nical assistance to subgrantees under sec-
tions 2354 and 2355 by providing the sub-
grantees information about technical assist-
ance providers; and
‘‘(iii) build on, and promote coordina-
tion among, literacy programs in the State,
in order to increase their effectiveness and
to avoid duplication of their efforts; and
‘‘(D) shall ensure that each local edu-
cational agency to which the partnership makes
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a subgrant under section 2354 makes available,
upon request and in an understandable and uni-
form format, to any parent of a student attend-
ing any school selected under section 2354(a)(2)
in the geographic area served by the agency, in-
formation regarding the qualifications of the stu-
dent’s classroom teacher to provide instruction in
reading.
‘‘(4) FISCAL
AGENT.—The State educational
agency shall act as the fiscal agent for the reading
and literacy partnership for the purposes of receipt of
funds from the Secretary, disbursement of funds to
subgrantees under sections 2354 and 2355, and ac-
counting for such funds.
‘‘(c) PREEXISTING PARTNERSHIP.—If, before the date
of the enactment of the Reading Excellence Act, a State es-
tablished a consortium, partnership, or any other similar
body, that includes the Governor and the chief State school
officer and has, as a central part of its mission, the pro-
motion of literacy for children in their early childhood
years through the 3d grade, but that does not satisfy the
requirements of subsection (b)(1), the State may elect to
treat that consortium, partnership, or body as the reading
and literacy partnership for the State notwithstanding such
subsection, and the consortium, partnership, or body shall
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be considered a reading and literacy partnership for pur-
poses of the other provisions of this part.
‘‘(d) MULTI-STATE PARTNERSHIP ARRANGEMENTS.—
A reading and literacy partnership that satisfies the re-
quirements of subsection (b) may join with other such part-
nerships in other States to develop a single application that
satisfies the requirements of subsection (e) and identifies
which State educational agency, from among the States
joining, shall act as the fiscal agent for the multi-State ar-
rangement. For purposes of the other provisions of this part,
any such multi-State arrangement shall be considered to
be a reading and literacy partnership.
‘‘(e) APPLICATIONS.—A reading and literacy partner-
ship that desires to receive a grant under this section shall
submit an application to the Secretary at such time, in
such manner, and including such information as the Sec-
retary may require. The application—
‘‘(1) shall describe how the partnership will en-
sure that 95 percent of the grant funds are used to
make subgrants under sections 2354 and 2355;
‘‘(2) shall be integrated, to the maximum extent
possible, with State plans and programs under this
Act, the Individuals with Disabilities Education Act
(20 U.S.C. 1400 et seq.), and, to the extent appro-
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priate, the Adult Education Act (20 U.S.C. 1201 et
seq.);
‘‘(3) shall describe how the partnership will en-
sure that professional development funds available at
the State and local levels are used effectively to im-
prove instructional practices for reading and are
based on reliable, replicable research on reading;
‘‘(4) shall describe—
‘‘(A) the contractual agreement that estab-
lishes the partnership, including at least the ele-
ments of the agreement referred to in subsection
(b)(2);
‘‘(B) how the partnership will assess, on a
regular basis, the extent to which the activities
undertaken by the partnership and the partner-
ship’s subgrantees under this part have been ef-
fective in achieving the purposes of this part;
‘‘(C) what evaluation instruments the part-
nership will use to determine the success of local
educational agencies to whom subgrants under
sections 2354 and 2355 are made in achieving
the purposes of this part;
‘‘(D) how subgrants made by the partner-
ship under such sections will meet the require-
ments of this part, including how the partner-
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ship will ensure that subgrantees will use prac-
tices based on reliable, replicable research on
reading; and
‘‘(E) how the partnership will, to the extent
practicable, make grants to subgrantees in both
rural and urban areas;
‘‘(5) shall include an assurance that each local
educational agency to whom the partnership makes a
subgrant under section 2354—
‘‘(A) will carry out family literacy pro-
grams based on the Even Start family literacy
model authorized under part B of title I to en-
able parents to be their child’s first and most im-
portant teacher, and will make payments for the
receipt of technical assistance for the develop-
ment of such programs;
‘‘(B) will carry out programs to assist those
kindergarten students who are not ready for the
transition to 1st grade, particularly students ex-
periencing difficulty with reading skills;
‘‘(C) will use supervised individuals (in-
cluding tutors), who have been appropriately
trained using reliable, replicable research on
reading, to provide additional support, before
school, after school, on weekends, during non-in-
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structional periods of the school day, or during
the summer, for students in grades 1 through 3
who are experiencing difficulty reading; and
‘‘(D) will carry out professional develop-
ment for the classroom teacher and other appro-
priate teaching staff on the teaching of reading
based on reliable, replicable research on reading;
and
‘‘(6) shall describe how the partnership—
‘‘(A) will ensure that a portion of the grant
funds that the partnership receives in each fiscal
year will be used to make subgrants under sec-
tion 2355; and
‘‘(B) will make local educational agencies
described in section 2355(a)(1) aware of the
availability of such subgrants.
‘‘(f) PEER REVIEW PANEL.—
‘‘(1) COMPOSITION OF PEER REVIEW PANEL.—
‘‘(A) IN GENERAL.—The National Institute
for Literacy, in consultation with the National
Research Council of the National Academy of
Sciences, the National Institute of Child Health
and Human Development, and the Secretary,
shall convene a panel to evaluate applications
under this section. At a minimum the panel
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shall include representatives of the National In-
stitute for Literacy, the National Research Coun-
cil of the National Academy of Sciences, the Na-
tional Institute of Child Health and Human De-
velopment, and the Secretary.
‘‘(B) EXPERTS.—The panel shall include
experts who are competent, by virtue of their
training, expertise, or experience, to evaluate ap-
plications under this section, and experts who
provide professional development to teachers of
reading to children and adults, based on reliable,
replicable research on reading.
‘‘(C) LIMITATION.—Not more than 1⁄3 of the
panel may be composed of individuals who are
employees of the Federal Government.
‘‘(2) PAYMENT OF FEES AND EXPENSES OF CER-
TAIN MEMBERS.—The Secretary shall use funds re-
served under section 2260(b)(2) to pay the expenses
and fees of panel members who are not employees of
the Federal Government.
‘‘(3) DUTIES OF PANEL.—
‘‘(A) MODEL
APPLICATION
FORMS.—The
peer review panel shall develop a model applica-
tion form for reading and literacy partnerships
desiring to apply for a grant under this section.
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The peer review panel shall submit the model ap-
plication form to the Secretary for final ap-
proval.
‘‘(B) SELECTION OF APPLICATIONS.—
‘‘(i) RECOMMENDATIONS OF PANEL.—
‘‘(I) IN GENERAL.—The Secretary
shall receive grant applications from
reading 
and 
literacy 
partnerships
under this section and shall provide
the applications to the peer review
panel for evaluation. With respect to
each application, the peer review panel
shall initially recommend the applica-
tion for funding or for disapproval.
‘‘(II) PRIORITY.—In recommend-
ing applications to the Secretary, the
panel shall give priority to applica-
tions from States that have modified,
are modifying, or provide an assurance
that not later than 1 year after receiv-
ing a grant under this section the
State will modify, State teacher certifi-
cation in the area of reading to reflect
reliable, replicable research, except that
nothing in this part shall be construed
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to establish a national system of teach-
er certification.
‘‘(III) 
RANKING
OF
APPLICA-
TIONS.—With respect to each applica-
tion recommended for funding, the
panel shall assign the application a
rank, relative to other recommended
applications, based on the priority de-
scribed in subclause (II), the extent to
which the application furthers the pur-
poses of this part, and the overall qual-
ity of the application.
‘‘(IV) 
RECOMMENDATION
OF
AMOUNT.—With respect to each appli-
cation recommended for funding, the
panel shall make a recommendation to
the Secretary with respect to the
amount of the grant that should be
made.
‘‘(ii) SECRETARIAL SELECTION.—
‘‘(I) IN
GENERAL.—Subject to
clause (iii), the Secretary shall deter-
mine, based on the peer review panel’s
recommendations, which applications
from reading and literacy partnerships
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shall receive funding and the amounts
of such grants. In determining grant
amounts, the Secretary shall take into
account the total amount of funds
available for all grants under this sec-
tion and the types of activities pro-
posed to be carried out by the partner-
ship.
‘‘(II) EFFECT
OF
RANKING
BY
PANEL.—In making grants under this
section, the Secretary shall select appli-
cations according to the ranking of the
applications by the peer review panel,
except in cases where the Secretary de-
termines, for good cause, that a vari-
ation from that order is appropriate.
‘‘(iii) MINIMUM
GRANT
AMOUNTS.—
Each reading and literacy partnership se-
lected to receive a grant under this section
shall receive an amount for each fiscal year
that is not less than $100,000.
‘‘(g) LIMITATION ON ADMINISTRATIVE EXPENSES.—A
reading and literacy partnership that receives a grant
under this section may use not more than 3 percent of the
grant funds for administrative costs.
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‘‘(h) REPORTING.—
‘‘(1) IN GENERAL.—A reading and literacy part-
nership that receives a grant under this section shall
submit performance reports to the Secretary pursuant
to a schedule to be determined by the Secretary, but
not more frequently than annually. Such reports shall
include—
‘‘(A) the results of use of the evaluation in-
struments referred to in subsection (e)(4)(C);
‘‘(B) the process used to select subgrantees;
‘‘(C) a description of the subgrantees receiv-
ing funds under this part; and
‘‘(D) with respect to subgrants under section
2354, the model or models of reading instruction,
based on reliable, replicable research on reading,
selected by subgrantees.
‘‘(2) PROVISION TO PEER REVIEW PANEL.—The
Secretary shall provide the reports submitted under
paragraph (1) to the peer review panel convened
under subsection (f). The panel shall use such reports
in recommending applications for funding under this
section.
‘‘SEC. 2354. LOCAL READING IMPROVEMENT SUBGRANTS.
‘‘(a) IN GENERAL.—
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‘‘(1) SUBGRANTS.—A reading and literacy part-
nership that receives a grant under section 2353 shall
make subgrants, on a competitive basis, to local edu-
cational agencies that have at least 1 school that is
identified for school improvement under section
1116(c) in the geographic area served by the agency.
‘‘(2) ROLE OF LOCAL EDUCATIONAL AGENCIES.—
A local educational agency that receives a subgrant
under this section shall use the subgrant in a manner
consistent with this section to advance reform of read-
ing instruction in any school selected by the agency
that—
‘‘(A) is identified for school improvement
under section 1116(c) at the time the agency re-
ceives the subgrant; and
‘‘(B) has a contractual association with 1
or more community-based organizations that
have established a record of effectiveness with re-
spect to reading readiness, reading instruction
for children in kindergarten through 3d grade,
and early childhood literacy.
‘‘(b) GRANT PERIOD.—A subgrant under this section
shall be for a period of 3 years and may not be revoked
or terminated on the ground that a school ceases, during
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cant in connection with such implementation and im-
provement efforts;
‘‘(4) shall describe—
‘‘(A) how the applicant will ensure that
funds available under this part, and funds avail-
able for reading for grades kindergarten through
grade 6 from other appropriate sources, are effec-
tively coordinated and, where appropriate, inte-
grated, with funds under this Act in order to im-
prove existing activities in the areas of reading
instruction, professional development, program
improvement, parental involvement, technical as-
sistance, and other activities that can help meet
the purposes of this part; and
‘‘(B) the amount of funds available for
reading for grades kindergarten through grade 6
from appropriate sources other than this part,
including title I (except that such description
shall not be required to include funds made
available under part B of title I unless the ap-
plicant has established a contractual association
in accordance with subsection (d)(2) with an eli-
gible entity under such part B), the Individuals
with Disabilities Education Act (20 U.S.C. 1400
et seq.), and any other law providing Federal fi-
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nancial assistance for professional development
for teachers of such grades who teach reading,
which will be used to help achieve the purposes
of this part;
‘‘(5) shall describe the amount and nature of
funds from any other public or private sources, in-
cluding funds received under this Act and the Indi-
viduals with Disabilities Education Act (20 U.S.C.
1400 et seq.), that will be combined with funds re-
ceived under the subgrant;
‘‘(6) shall include an assurance that the appli-
cant—
‘‘(A) will carry out family literacy pro-
grams based on the Even Start family literacy
model authorized under part B of title I to en-
able parents to be their child’s first and most im-
portant teacher, will make payments for the re-
ceipt of technical assistance for the development
of such programs;
‘‘(B) will carry out programs to assist those
kindergarten students who are not ready for the
transition to 1st grade, particularly students ex-
periencing difficulty with reading skills;
‘‘(C) will use supervised individuals (in-
cluding tutors), who have been appropriately
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trained using reliable, replicable research on
reading, to provide additional support, before
school, after school, on weekends, during non-in-
structional periods of the school day, or during
the summer, for students in grades 1 through 3
who are experiencing difficulty reading; and
‘‘(D) will carry out professional develop-
ment for the classroom teacher and other teach-
ing staff on the teaching of reading based on reli-
able, replicable research on reading;
‘‘(7) shall describe how the local educational
agency provides instruction in reading to children
who have not been determined to be a child with a
disability (as defined in section 602 of the Individ-
uals with Disabilities Education Act (20 U.S.C.
1401)), pursuant to section 614(b)(5) of such Act (20
U.S.C. 1414(a)(5)), because of a lack of instruction in
reading; and
‘‘(8) shall indicate the amount of the subgrant
funds (if any) that the applicant will use to carry out
the duties described in section 2355(b)(2).
‘‘(d) PRIORITY.—In approving applications under this
section, a reading and literacy partnership shall give prior-
ity to an application submitted by an applicant who dem-
onstrates that the applicant has established—
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‘‘(1) a contractual association with 1 or more
Head Start programs under the Head Start Act (42
U.S.C. 9801 et seq.) under which—
‘‘(A) the Head Start program agrees to se-
lect the same model or models of reading instruc-
tion, as a model for implementing and improv-
ing the reading readiness of children participat-
ing in the program, as was selected by the appli-
cant; and
‘‘(B) the applicant agrees—
‘‘(i) to share with the Head Start pro-
gram an appropriate amount of the appli-
cant’s information resources with respect to
the model, such as curricula materials; and
‘‘(ii) to train personnel from the Head
Start program;
‘‘(2) a contractual association with 1 or more
State- or federally-funded preschool programs, or fam-
ily literacy programs, under which—
‘‘(A) the program agrees to select the same
model or models of reading instruction, as a
model for implementing and improving reading
instruction in the program’s activities, as was
selected by the applicant; and
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‘‘(B) the applicant agrees to train personnel
from the program who work with children and
parents in schools selected under subsection
(a)(2); or
‘‘(3) a contractual association with 1 or more
public libraries providing reading or literacy services
to preschool children, or preschool children and their
families, under which—
‘‘(A) the library agrees to select the same
model or models of reading instruction, as a
model for implementing and improving reading
instruction in the library’s reading or literacy
programs, as was selected by the applicant; and
‘‘(B) the applicant agrees to train person-
nel, including volunteers, from such programs
who work with preschool children, or preschool
children and their families, in schools selected
under subsection (a)(2).
‘‘(e) USE OF FUNDS.—
‘‘(1) IN GENERAL.—Subject to paragraph (2), an
applicant who receives a subgrant under this section
may use the subgrant funds to carry out activities
that are authorized by this part and described in the
subgrant application, including the following:
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‘‘(A) Making reasonable payments for tech-
nical and other assistance to a person responsible
for the development of a model of reading in-
struction, or a person with experience or exper-
tise about such model and its implementation,
who has agreed to work with the recipient in
connection with the implementation of the model.
‘‘(B) Carrying out a contractual agreement
described in subsection (d).
‘‘(C) Professional development (including
training of volunteers), purchase of curricular
and other supporting materials, and technical
assistance.
‘‘(D) Providing, on a voluntary basis,
training to parents of children enrolled in a
school selected under subsection (a)(2) on how to
help their children with school work, particularly
in the development of reading skills. Such train-
ing may be provided directly by the subgrant re-
cipient, or through a grant or contract with an-
other person. Such training shall be consistent
with reading reforms taking place in the school
setting.
‘‘(E) Carrying out family literacy programs
based on the Even Start family literacy model
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authorized under part B of title I to enable par-
ents to be their child’s first and most important
teacher, and making payments for the receipt of
technical assistance for the development of such
programs.
‘‘(F) Providing instruction for parents of
children enrolled in a school selected under sub-
section (a)(2), and others who volunteer to be
reading tutors for such children, in the instruc-
tional practices based on reliable, replicable re-
search on reading used by the applicant.
‘‘(G) Programs to assist those kindergarten
students enrolled in a school selected under sub-
section (a)(2) who are not ready for the transi-
tion to 1st grade, particularly students experi-
encing difficulty with reading skills.
‘‘(H) Providing, for students who are en-
rolled in grades 1 through 3 in a school selected
under subsection (a)(2) and are experiencing dif-
ficulty reading, additional support before school,
after school, on weekends, during non-instruc-
tional periods of the school day, or during the
summer, using supervised individuals (including
tutors) who have been appropriately trained
using reliable, replicable research on reading.
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‘‘(I) Carrying out the duties described in
section 2355(b)(2) for children enrolled in a
school selected under subsection (a)(2).
‘‘(J) Providing reading assistance to chil-
dren who have not been determined to be a child
with a disability (as defined in section 602 of
the Individuals with Disabilities Education Act
(20 U.S.C. 1401)), pursuant to section 614(b)(5)
of such Act (20 U.S.C. 1414(b)(5)), because of a
lack of instruction in reading.
‘‘(2) 
LIMITATION
ON
ADMINISTRATIVE
EX-
PENSES.—A recipient of a subgrant under this section
may use not more than 3 percent of the subgrant
funds for administrative costs.
‘‘(f) TRAINING NONRECIPIENTS.—A recipient of a
subgrant under this section may train, on a fee-for-service
basis, personnel who are from schools, or local educational
agencies, that are not receiving such a subgrant in the in-
structional practices based on reliable, replicable research
on reading used by the recipient. Such a non-recipient
school may use funds received under title I, and other ap-
propriate Federal funds used for reading instruction, to pay
for such training, to the extent consistent with the law
under which such funds were received.
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‘‘SEC. 2355. TUTORIAL ASSISTANCE SUBGRANTS.
‘‘(a) IN GENERAL.—
‘‘(1) SUBGRANTS.—A reading and literacy part-
nership that receives a grant under section 2353 shall
make subgrants on a competitive basis to—
‘‘(A) local educational agencies that have at
least 1 school in the geographic area served by
the agency that—
‘‘(i) is located in an area designated as
an empowerment zone under part I of sub-
chapter U of chapter 1 of the Internal Reve-
nue Code of 1986; or
‘‘(ii) is located in an area designated
as an enterprise community under part I of
subchapter U of chapter 1 of the Internal
Revenue Code of 1986; or
‘‘(B) in the case of local educational agen-
cies that do not have any such empowerment
zone or enterprise community in the State in
which the agency is located, local educational
agencies that have at least 1 school that is iden-
tified for school improvement under section
1116(c) in the geographic area served by the
agency.
‘‘(2) APPLICATIONS.—A local educational agency
that desires to receive a subgrant under this section
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shall submit an application to the reading and lit-
eracy partnership at such time, in such manner, and
including such information as the partnership may
require. The application shall include an assurance
that the agency will use the subgrant funds to carry
out the duties described in subsection (b) for children
enrolled in 1 or more schools selected by the agency
and described in paragraph (1).
‘‘(b) USE OF FUNDS.—
‘‘(1) IN GENERAL.—A local educational agency
that receives a subgrant under this section shall carry
out, using the funds provided under the subgrant,
each of the duties described in paragraph (2).
‘‘(2) DUTIES.—The duties described in this
paragraph are the provision of tutorial assistance in
reading to children who have difficulty reading, using
instructional practices based on the principles of reli-
able, replicable research, through the following:
‘‘(A) The promulgation of a set of objective
criteria, pertaining to the ability of a tutorial
assistance provider successfully to provide tuto-
rial assistance in reading, that will be used to
determine in a uniform manner, at the begin-
ning of each school year, the eligibility of tuto-
rial assistance providers, subject to the succeed-
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ing subparagraphs of this paragraph, to be in-
cluded on the list described in subparagraph (B)
(and thereby be eligible to enter into a contract
pursuant to subparagraph (F)).
‘‘(B) The promulgation, maintenance, and
approval of a list of tutorial assistance providers
eligible to enter into a contract pursuant to sub-
paragraph (F) who—
‘‘(i) have established a record of effec-
tiveness with respect to reading readiness,
reading instruction for children in kinder-
garten through 3d grade, and early child-
hood literacy;
‘‘(ii) are located in a geographic area
convenient to the school or schools attended
by the children who will be receiving tuto-
rial assistance from the providers; and
‘‘(iii) are capable of providing tutoring
in reading to children who have difficulty
reading, using instructional practices based
on the principles of reliable, replicable re-
search and consistent with the instructional
methods used by the school the child attends.
‘‘(C) The development of procedures (i) for
the receipt of applications for tutorial assistance,
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no application has been submitted by a parent
of the child, the child’s eligibility for receipt of
tutorial assistance shall be determined under the
same procedures, timeframe, and criteria for
consideration as is used to determine the eligi-
bility of a child whose parent has submitted such
an application. Such local educational agency
shall apply the provisions of subparagraphs (F)
and (G) to a tutorial assistance provider selected
for a child whose parent has not submitted an
application pursuant to subparagraph (C)(i) in
the same manner as the provisions are applied
to a provider selected in an application submit-
ted pursuant to subparagraph (C)(i).
‘‘(E) The development of procedures for se-
lecting children to receive tutorial assistance, to
be used in cases where insufficient funds are
available to provide assistance with respect to all
children identified by a school under subpara-
graph (D) that—
‘‘(i) gives priority to children who are
determined, through State or local reading
assessments, to be most in need of tutorial
assistance; and
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‘‘(ii) gives priority, in cases where
children are determined, through State or
local reading assessments, to be equally in
need of tutorial assistance, based on a ran-
dom selection principle.
‘‘(F) The development of a methodology by
which payments are made directly to tutorial as-
sistance providers who are identified and selected
pursuant to subparagraphs (C), (D), and (E).
Such methodology shall include the making of a
contract, consistent with State and local law, be-
tween the tutorial assistance provider and the
local educational agency carrying out this para-
graph. Such contract—
‘‘(i) shall contain specific goals and
timetables with respect to the performance
of the tutorial assistance provider;
‘‘(ii) shall require the tutorial assist-
ance provider to report to the parent and
the local educational agency on the provid-
er’s performance in meeting such goals and
timetables; and
‘‘(iii) shall contain provisions with re-
spect to the making of payments to the tuto-
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rial assistance provider by the local edu-
cational agency.
‘‘(G) The development of procedures under
which the local educational agency carrying out
this paragraph—
‘‘(i) will ensure oversight of the quality
and effectiveness of the tutorial assistance
provided by each tutorial assistance pro-
vider that is selected for funding;
‘‘(ii) will remove from the list under
subparagraph (B) ineffective and unsuccess-
ful providers (as determined by the local
educational agency based upon the perform-
ance of the provider with respect to the
goals and timetables contained in the con-
tract between the agency and the provider
under subparagraph (F));
‘‘(iii) will provide to each parent of a
child identified under subparagraph (D)
who requests such information for the pur-
pose of selecting a tutorial assistance pro-
vider for the child, in a comprehensible for-
mat, information with respect to the quality
and effectiveness of the tutorial assistance
referred to in clause (i); and
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‘‘(iv) will ensure that each school iden-
tifying a child under subparagraph (D) will
provide upon request, to a parent of the
child, assistance in selecting, from among
the tutorial assistance providers who are in-
cluded on the list described in subparagraph
(B), the provider who is best able to meet
the needs of the child.
‘‘(c) DEFINITION.—For the purpose of this section the
term ‘parent’ includes a legal guardian.
‘‘SEC. 2356. PROGRAM EVALUATION.
‘‘(a) IN GENERAL.—From funds reserved under section
2260(b)(1), the Secretary shall conduct a national assess-
ment of the programs under this part. In developing the
criteria for the assessment, the Secretary shall receive rec-
ommendations from the peer review panel convened under
section 2353(f).
‘‘(b) SUBMISSION TO PEER REVIEW PANEL.—The Sec-
retary shall submit the findings from the assessment under
subsection (a) to the peer review panel convened under sec-
tion 2353(f).
‘‘SEC. 2357. INFORMATION DISSEMINATION.
‘‘(a) IN GENERAL.—From funds reserved under section
2260(b)(2), the National Institute for Literacy shall dis-
seminate information on reliable, replicable research on
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reading and information on subgrantee projects under sec-
tion 2354 or 2355 that have proven effective. At a mini-
mum, the institute shall disseminate such information to
all recipients of Federal financial assistance under titles I
and VII, the Head Start Act (42 U.S.C. 9801 et seq.), the
Individuals with Disabilities Education Act (20 U.S.C.
1400 et seq.), and the Adult Education Act (20 U.S.C. 1201
et seq.).
‘‘(b) COORDINATION.—In carrying out this section, the
National Institute for Literacy—
‘‘(1) shall use, to the extent practicable, informa-
tion networks developed and maintained through
other public and private persons, including the Sec-
retary, the National Center for Family Literacy, and
the Readline Program;
‘‘(2) shall work in conjunction with any panel
convened by the National Institute of Child Health
and Human Development and the Secretary, and any
panel convened by the Office of Educational Research
and Improvement to assess the current status of re-
search-based knowledge on reading development, in-
cluding the effectiveness of various approaches to
teaching children to read, with respect to determining
the criteria by which the National Institute for Lit-
eracy judges reliable, replicable research and the de-
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‘‘(c) SUBMISSION.—A reading and literacy partner-
ship shall submit the findings from the evaluation under
this section to the Secretary and the peer review panel con-
vened under section 2353(f). The Secretary and the peer re-
view panel shall submit a summary of the findings from
the evaluations under this subsection to the appropriate
committees of the Congress, including the Education and
the Workforce Committee of the House of Representatives.
‘‘SEC. 2359. PARTICIPATION OF CHILDREN ENROLLED IN
PRIVATE SCHOOLS.
‘‘Each reading and literacy partnership that receives
funds under this part shall provide for, or ensure that sub-
grantees provide for, the participation of children in pri-
vate schools in the activities and services assisted under this
part in the same manner as the children participate in ac-
tivities and services pursuant to sections 2353, 2354, 2355,
and 2356.
‘‘SEC. 2260. AUTHORIZATION OF APPROPRIATIONS; RES-
ERVATIONS FROM APPROPRIATIONS; APPLI-
CABILITY; SUNSET.
‘‘(a) AUTHORIZATION.—There are authorized to be ap-
propriated to carry out this part $210,000,000 for fiscal
years 1999, 2000, and 2001.
‘‘(b) RESERVATIONS.—From the amount appropriated
under subsection (a) for each fiscal year, the Secretary—
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‘‘(1) shall reserve 1.5 percent to carry out section
2356(a);
‘‘(2) shall reserve $5,075,000 to carry out sec-
tions 2353(f)(2) and 2357, of which $5,000,000 shall
be reserved for section 2357; and
‘‘(3) shall reserve $10,000,000 to carry out sec-
tion 1202(c).
‘‘(c) APPLICABILITY.—Part E shall not apply to this
part.
‘‘(d) SUNSET.—Notwithstanding section 422(a) of the
General Education Provisions Act (20 U.S.C. 1226a(a)),
this part is repealed, effective September 30, 2001, and is
not subject to extension under such section.’’.
Subtitle B—Amendments to Even
Start Family Literacy Programs
SEC. 721. RESERVATION FOR GRANTS.
Section 1202(c) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6362(c)) is amended to
read as follows:
‘‘(c) RESERVATION FOR GRANTS.—
‘‘(1) GRANTS
AUTHORIZED.—From funds re-
served under section 2260(b)(3), the Secretary shall
award grants, on a competitive basis, to States to en-
able such States to plan and implement, statewide
family literacy initiatives to coordinate and integrate
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existing Federal, State, and local literacy resources
consistent with the purposes of this part. Such coordi-
nation and integration shall include coordination and
integration of funds available under the Adult Edu-
cation Act (20 U.S.C. 1201 et seq.), Head Start (42
U.S.C. 9801 et seq.), this part, part A of this title,
and part A of title IV of the Social Security Act.
‘‘(2) CONSORTIA.—
‘‘(A) ESTABLISHMENT.—To receive a grant
under this subsection, a State shall establish a
consortium of State-level programs under the fol-
lowing laws:
‘‘(i) This title.
‘‘(ii) The Head Start Act.
‘‘(iii) The Adult Education Act.
‘‘(iv) All other State-funded preschool
programs and programs providing literacy
services to adults.
‘‘(B) PLAN.—To receive a grant under this
subsection, the consortium established by a State
shall create a plan to use a portion of the State’s
resources, derived from the programs referred to
in subparagraph (A), to strengthen and expand
family literacy services in such State.
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‘‘(C) COORDINATION WITH TITLE II.—The
consortium shall coordinate its activities with
the activities of the reading and literacy partner-
ship for the State established under section 2353,
if the State receives a grant under such section.
‘‘(3) READING INSTRUCTION.—Statewide family
literacy initiatives implemented under this subsection
shall base reading instruction on reliable, replicable
research on reading (as such terms are defined in sec-
tion 2352).
‘‘(4) TECHNICAL
ASSISTANCE.—The Secretary
shall provide, directly or through a grant or contract
with an organization with experience in the develop-
ment and operation of successful family literacy serv-
ices, technical assistance to States receiving a grant
under this subsection.
‘‘(5) MATCHING REQUIREMENT.—The Secretary
shall not make a grant to a State under this sub-
section unless the State agrees that, with respect to
the costs to be incurred by the eligible consortium in
carrying out the activities for which the grant was
awarded, the State will make available non-Federal
contributions in an amount equal to not less than the
Federal funds provided under the grant.’’.
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SEC. 722. DEFINITIONS.
Section 1202(e) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6362(e)) is amended—
(1) by redesignating paragraphs (3) and (4) as
paragraphs (4) and (5), respectively; and
(2) by inserting after paragraph (2) the follow-
ing:
‘‘(3) the term ‘family literacy services’ means
services provided to participants on a voluntary basis
that are of sufficient intensity in terms of hours, and
of sufficient duration, to make sustainable changes in
a family (such as eliminating or reducing welfare de-
pendency) and that integrate all of the following ac-
tivities:
‘‘(A) Interactive literacy activities between
parents and their children.
‘‘(B) Equipping parents to partner with
their children in learning.
‘‘(C) Parent literacy training, including
training that contributes to economic self-suffi-
ciency.
‘‘(D) Appropriate instruction for children of
parents receiving parent literacy services.’’.
SEC. 723. EVALUATION.
Section 1209 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6369) is amended—
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(1) in paragraph (1), by striking ‘‘and’’ at the
end;
(2) in paragraph (2), by striking the period at
the end and inserting ‘‘; and’’; and
(3) by adding at the end the following:
‘‘(3) to provide States and eligible entities receiv-
ing a subgrant under this part, directly or through a
grant or contract with an organization with experi-
ence in the development and operation of successful
family literacy services, technical assistance to ensure
local evaluations undertaken under section 1205(10)
provide accurate information on the effectiveness of
programs assisted under this part.’’.
SEC. 724. INDICATORS OF PROGRAM QUALITY.
(a) IN GENERAL.—The Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6301 et seq.) is amend-
ed—
(1) by redesignating section 1210 as section
1212; and
(2) by inserting after section 1209 the following:
‘‘SEC. 1210. INDICATORS OF PROGRAM QUALITY.
‘‘Each State receiving funds under this part shall de-
velop, based on the best available research and evaluation
data, indicators of program quality for programs assisted
under this part. Such indicators shall be used to monitor,