and additional indicators of improvement pro-
posed by the partnership, such as— 
‘‘(i) student attendance or participa-
tion; 
‘‘(ii) credit accumulation rates; 
‘‘(iii) core course completion rates; 
‘‘(iv) college enrollment and persist-
ence rates; or 
‘‘(v) number or percentage of students 
taking— 
‘‘(I) Advanced Placement (AP), 
International Baccalaureate (IB), or 
other 
postsecondary 
education 
courses; 
‘‘(II) rigorous postsecondary edu-
cation preparatory courses; or 
‘‘(III) registered apprenticeship 
and workforce training programs; and 
‘‘(F) a description of the planning phase of 
not more than 90 days that the eligible partner-
ship will undertake for the grant, including— 
‘‘(i) the activities and goals of the 
planning phase; and 
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‘‘(ii) how each partner in the eligible 
partnership will participate in the planning 
phase. 
‘‘(d) APPLICATION REVIEW AND AWARD BASIS.— 
‘‘(1) GRANT
REVIEW
AND
APPROVAL.—The 
Secretary shall— 
‘‘(A) establish a peer review process to as-
sist in the review of the grant applications and 
approval of the grants under this section; 
‘‘(B) appoint to the peer review process— 
‘‘(i) individuals who are educators and 
experts in— 
‘‘(I) secondary school reform; 
‘‘(II) accountability; 
‘‘(III) secondary school improve-
ment; 
‘‘(IV) innovative education mod-
els; 
‘‘(V) 
postsecondary 
education 
preparation and access; and 
‘‘(VI) workforce preparation; and 
‘‘(ii) not less than 1 parent or com-
munity representative; and 
‘‘(C) ensure that each grant award is of 
sufficient size and scope to carry out the activi-
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ties proposed in the grant application, including 
the evaluation required under subsection (g)(3). 
‘‘(2) AWARD BASIS.—In awarding grants under 
this part, the Secretary shall ensure, to the extent 
practicable— 
‘‘(A) diversity in the type of activities 
funded under the grants, including statewide 
and local initiatives; 
‘‘(B) an equitable geographic distribution 
of the grants, including urban and rural areas 
and small and large school districts; and 
‘‘(C) that the grants support activities— 
‘‘(i) that target different grade levels 
of students at the secondary school level; 
‘‘(ii) in a variety of types of secondary 
schools, including middle schools and high 
schools; and 
‘‘(iii) in secondary schools of varying 
sizes, including small and large schools. 
‘‘(e) FEDERAL SHARE, NON-FEDERAL SHARE.— 
‘‘(1) FEDERAL SHARE.—The Federal share of a 
grant under this part shall be not more than 75 per-
cent of the costs of the activities assisted under the 
grant. 
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‘‘(2) NON-FEDERAL SHARE.—The non-Federal 
share shall be not less than 25 percent of the costs 
of the activities assisted under the grant, of which 
not more than 10 percent of the costs of the activi-
ties assisted under the grant may be provided in- 
kind, fairly evaluated. 
‘‘(f) USE OF FUNDS.—An eligible partnership receiv-
ing a grant under this part, or an eligible school receiving 
a subgrant under this part, shall use grant or subgrant 
funds, respectively, to carry out 1 or more of the following 
effective models or innovative programs: 
‘‘(1) EFFECTIVE SCHOOL MODELS.— 
‘‘(A) MULTIPLE EDUCATION PATHWAYS.— 
A model creating a range of academically rig-
orous multiple education pathways, based on 
the analysis of student data, that lead to a sec-
ondary school diploma, that are consistent with 
readiness for postsecondary education and the 
workforce, and that offer students a range of 
educational options designed to meet the stu-
dents’ needs and interests, including through 
the creation of new schools. Such pathways may 
include— 
‘‘(i) an effective dropout prevention 
and recovery model that— 
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‘‘(I) prepares students for post-
secondary education and career readi-
ness; 
‘‘(II) uses re-engagement and re-
cuperative strategies based in youth 
development; 
‘‘(III) uses innovative strategies 
for credit recovery and acceleration, 
such as flexible hours or online access 
to curricula, courses, assessments, re-
sources, and supports; 
‘‘(IV) provides competency-based 
instruction and performance-based as-
sessment to improve educational out-
comes for various populations of 
overaged or undercredited students or 
students who have previously dropped 
out of secondary school, such as— 
‘‘(aa) students not making 
sufficient progress to graduate 
with a regular secondary school 
diploma in the standard number 
of years; 
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‘‘(bb) students who need to 
work to support themselves or 
their families; 
‘‘(cc) pregnant and par-
enting teens; and 
‘‘(dd) 
students 
returning 
from the juvenile justice system; 
and 
‘‘(V) combines rigorous academic 
education with career training for stu-
dents that are not making sufficient 
progress to graduate from secondary 
school in the standard number of 
years; 
‘‘(ii) a career and technical education 
program; 
‘‘(iii) a career academy or other model 
that delivers high quality, college pre-
paratory curriculum in the context of a 
rigorous technical core; and 
‘‘(iv) creating a more personalized and 
engaging learning environment for sec-
ondary school students, such as— 
‘‘(I) establishing smaller learning 
communities; 
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