IIB
106TH CONGRESS
1ST SESSION
H. R. 2
IN THE SENATE OF THE UNITED STATES
OCTOBER 25, 1999
Received; read twice and referred to the Committee on Health, Education,
Labor, and Pensions
AN ACT
To send more dollars to the classroom and for certain other
purposes.
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled,
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SECTION 1. SHORT TITLE; TABLE OF CONTENTS.
(a) SHORT TITLE.—This Act may be cited as the
‘‘Student Results Act of 1999’’.
(b) TABLE OF CONTENTS.—The table of contents for
this Act is as follows:
Sec. 1. Short title; table of contents.
Sec. 2. References.
TITLE I—STUDENT RESULTS
PART A—BASIC PROGRAM
Sec. 101. Low-achieving children meet high standards.
Sec. 102. Purposes and intent.
Sec. 103. Authorization of appropriations.
Sec. 104. Reservation and allocation.
Sec. 105. State plans.
Sec. 106. Local educational agency plans.
Sec. 107. Eligible school attendance areas.
Sec. 108. Schoolwide programs.
Sec. 109. Targeted assistance schools.
Sec. 110. School choice.
Sec. 111. Pupil safety and family school choice.
Sec. 112. Assessment and local educational agency and school improvement.
Sec. 113. State assistance for school support and improvement.
Sec. 114. Academic achievement awards program.
Sec. 115. Parental involvement changes.
Sec. 116. Qualifications for teachers and paraprofessionals.
Sec. 117. Professional development.
Sec. 118. Participation of children enrolled in private schools.
Sec. 119. Coordination requirements.
Sec. 120. Grants for the outlying areas and the Secretary of the Interior.
Sec. 121. Amounts for grants.
Sec. 122. Basic grants to local educational agencies.
Sec. 123. Concentration grants.
Sec. 124. Targeted grants.
Sec. 125. Special allocation procedures.
Sec. 126. Secular, neutral, and nonideological.
PART B—EDUCATION OF MIGRATORY CHILDREN
Sec. 131. State allocations.
Sec. 132. State applications; services.
Sec. 133. Authorized activities.
Sec. 134. Coordination of migrant education activities.
PART C—NEGLECTED OR DELINQUENT YOUTH
Sec. 141. Neglected or delinquent youth.
Sec. 142. Findings.
Sec. 143. Allocation of funds.
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Sec. 144. State plan and State agency applications.
Sec. 145. Use of funds.
Sec. 146. Purpose.
Sec. 147. Transition services.
Sec. 148. Programs operated by local educational agencies.
Sec. 149. Local educational agency applications.
Sec. 150. Uses of funds.
Sec. 151. Program requirements.
Sec. 152. Program evaluations.
PART D—GENERAL PROVISIONS
Sec. 161. General provisions.
PART E—COMPREHENSIVE SCHOOL REFORM
Sec. 171. Comprehensive school reform.
TITLE II—MAGNET SCHOOLS ASSISTANCE AND PUBLIC SCHOOL
CHOICE
Sec. 201. Magnet schools assistance.
Sec. 202. Continuation of awards.
TITLE III—TEACHER LIABILITY PROTECTION
Sec. 301. Teacher liability protection.
TITLE IV—INDIAN, NATIVE HAWAIIAN, AND ALASKA NATIVE
EDUCATION
Subtitle A—Elementary and Secondary Education Act of 1965
Sec. 401. Amendments.
PART B—NATIVE HAWAIIAN EDUCATION
Sec. 402. Native Hawaiian education.
PART C—ALASKA NATIVE EDUCATION
Sec. 403. Alaska Native education.
Subtitle B—Amendments to the Education Amendments of 1978
Sec. 410. Amendments to the Educations Amendments of 1978.
Subtitle C—Tribally Controlled Schools Act of 1988
Sec. 420. Tribally controlled schools.
TITLE V—GIFTED AND TALENTED CHILDREN
Sec. 501. Amendment to esea relating to gifted and talented children.
TITLE VI—RURAL EDUCATION ASSISTANCE
Sec. 601. Rural education.
TITLE VII—MCKINNEY HOMELESS EDUCATION IMPROVEMENTS
ACT OF 1999
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Sec. 701. Short title.
Sec. 702. Findings.
Sec. 703. Purpose.
Sec. 704. Education for homeless children and youth.
TITLE VIII—SCHOOLWIDE PROGRAM ADJUSTMENT
Sec. 801. Schoolwide funds.
TITLE IX—EDUCATION OF LIMITED ENGLISH PROFICIENT
CHILDREN AND EMERGENCY IMMIGRANT EDUCATION
Sec. 901. Programs authorized.
Sec. 902. Conforming amendment to Department of Education Organization
Act.
SEC. 2. 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 title, chapter, part,
subpart, section, subsection, or other provision, the ref-
erence shall be considered to be made to a title, chapter,
part, subpart, section, subsection, or other provision of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 6301 et seq.).
TITLE I—STUDENT RESULTS
PART A—BASIC PROGRAM
SEC. 101. LOW-ACHIEVING CHILDREN MEET HIGH STAND-
ARDS.
The heading for title I is amended by striking ‘‘DIS-
ADVANTAGED’’ and inserting ‘‘LOW-ACHIEV-
ING’’.
SEC. 102. PURPOSES AND INTENT.
Section 1001 (20 U.S.C. 6301) is amended to read
as follows:
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‘‘SEC. 1001. FINDINGS; STATEMENT OF PURPOSE; AND REC-
OGNITION OF NEED.
‘‘(a) FINDINGS.—Congress finds the following:
‘‘(1) Schools that enroll high concentrations of
children living in poverty face the greatest challenges
but effective educational strategies based on scientif-
ically based research can succeed in educating chil-
dren to high standards.
‘‘(2) High-poverty schools are much more likely
to be identified as failing to meet State standards
for satisfactory progress. As a result, these schools
are generally the most in need of additional re-
sources and technical assistance to build the capac-
ity of these schools to address the many needs of
their students.
‘‘(3) The educational progress of children par-
ticipating in programs under this title is closely as-
sociated with their being taught by a highly qualified
staff, particularly in schools with the highest con-
centrations of poverty, where paraprofessionals,
uncertified teachers, and teachers teaching out of
field frequently provide instructional services.
‘‘(4) Congress and the public would benefit
from additional data in order to evaluate the efficacy
of the changes made to this title in the Improving
America’s Schools Act of 1994.
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‘‘(5) States, local educational agencies, and
schools should be given as much flexibility as pos-
sible in exchange for greater accountability for im-
proving student achievement.
‘‘(6) Programs funded under this part must
demonstrate increased effectiveness in improving
schools in order to ensure all children achieve to
high standards.
‘‘(b) PURPOSE AND INTENT.—The purpose and in-
tent of this title are to ensure that all children have a
fair and equal opportunity to obtain a high quality edu-
cation.
‘‘(c) RECOGNITION OF NEED.—The Congress recog-
nizes the following:
‘‘(1) Educational needs are particularly great
for low-achieving children in our Nation’s highest-
poverty schools, children with limited English pro-
ficiency, children of migrant workers, children with
disabilities, Indian children, children who are ne-
glected or delinquent and young children and their
parents who are in need of family literacy services.
‘‘(2) Despite more than 3 decades of Federal
assistance, a sizable achievement gap remains be-
tween minority and nonminority students, and be-
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tween disadvantaged students and their more advan-
taged peers.
‘‘(3) Too many students must attend local
schools that fail to provide them with a quality edu-
cation, and are given no alternatives to enable them
to receive a quality education.
‘‘(4) States, local educational agencies and
schools should be held accountable for improving the
academic achievement of all students, and for identi-
fying and turning around low-performing schools.
‘‘(5) Federal education assistance is intended
not only to increase pupil achievement overall, but
also more specifically and importantly, to help en-
sure that all pupils, especially the disadvantaged,
meet challenging standards for curriculum content
and pupil performance. It can only be determined if
schools, local educational agencies, and States, are
reaching this goal if pupil achievement results are
reported specifically by disadvantaged and minority
status.’’.
SEC. 103. AUTHORIZATION OF APPROPRIATIONS.
(a) LOCAL EDUCATIONAL AGENCY GRANTS.—Sub-
section (a) of section 1002 (20 U.S.C. 6302(a)) is amend-
ed by striking ‘‘$7,400,000,000 for fiscal year 1995’’ and
inserting ‘‘$9,850,000,000 for fiscal year 2000’’.
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(b) EDUCATION OF MIGRATORY CHILDREN.—Sub-
section (c) of section 1002 (20 U.S.C. 6302(c)) is amend-
ed by striking ‘‘$310,000,000 for fiscal year 1995’’ and
inserting ‘‘$400,000,000 for fiscal year 2000’’.
(c) PREVENTION
AND INTERVENTION PROGRAMS
FOR YOUTH WHO ARE NEGLECTED, DELINQUENT, OR AT
RISK OF DROPPING OUT.—Subsection (d) of section 1002
(20 U.S.C. 6302(d)) is amended by striking ‘‘$40,000,000
for fiscal year 1995’’ and inserting ‘‘$50,000,000 for fiscal
year 2000’’.
(d) CAPITAL EXPENSES.—Subsection (e) of section
1002 (20 U.S.C. 6302(e)) is amended to read as follows:
‘‘(e) CAPITAL EXPENSES.—For the purpose of car-
rying out section 1120(e), there are authorized to be ap-
propriated $15,000,000 for fiscal year 2000, $15,000,000
for fiscal year 2001, and $5,000,000 for fiscal year
2002.’’.
(e) ADDITIONAL ASSISTANCE.—Subsection (f) of sec-
tion 1002 is amended to read as follows:
‘‘(f) SCHOOL IMPROVEMENT.—Each State may re-
serve for the purpose of carrying out its duties under sec-
tion 1116 and 1117, the greater of one half of 1 percent
of the amount allocated under this part, or $200,000.’’.
(f) STATE
ADMINISTRATION.—Section 1002 is
amended by adding at the end the following:
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‘‘(h) STATE ADMINISTRATION.—
‘‘(1) STATE
RESERVATION.—Each State may
reserve, from the grants it receives under parts A,
C, and D, of this title, an amount equal to the
greater of 1 percent of the amount it received under
parts A, C, and D, for fiscal year 1999, or $400,000
($50,000 for each outlying area), to carry out ad-
ministrative duties assigned under parts A, C, and
D.
‘‘(2) AUTHORIZATION
OF
APPROPRIATIONS.—
There 
are 
authorized 
to 
be 
appropriated
$10,000,000 for fiscal year 2000 and such sums as
may be necessary for each of the four succeeding fis-
cal years for additional State administration grants.
Any such additional grants shall be allocated among
the States in proportion to the grants received by
each State for that fiscal year under parts A, C, and
D of this title.
‘‘(3) SPECIAL RULE.—The amount allocated to
each State under this subsection may not exceed the
amount of State funds expended by the State edu-
cational agency to administer elementary and sec-
ondary education programs in such State.’’.
SEC. 104. RESERVATION AND ALLOCATION.
Section 1003 (20 U.S.C. 6303) is repealed.
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SEC. 105. STATE PLANS.
Section 1111 (20 U.S.C. 6311) is amended to read
as follows:
‘‘SEC. 1111. STATE PLANS.
‘‘(a) PLANS REQUIRED.—
‘‘(1) IN GENERAL.—Any State desiring to re-
ceive a grant under this part shall submit to the
Secretary a plan, developed in consultation with local
educational agencies, teachers, pupil services per-
sonnel, administrators (including administrators of
programs described in other parts of this title),
other staff, and parents, that satisfies the require-
ments of this section and that is coordinated with
other programs under this Act, the Individuals with
Disabilities Education Act, the Carl D. Perkins Vo-
cational and Technical Education Act of 1998, and
the Head Start Act.
‘‘(2) CONSOLIDATED PLAN.—A State plan sub-
mitted under paragraph (1) may be submitted as
part of a consolidated plan under section 14302.
‘‘(b) STANDARDS, ASSESSMENTS, AND ACCOUNT-
ABILITY.—
‘‘(1) CHALLENGING
STANDARDS.—(A) Each
State plan shall demonstrate that the State has
adopted challenging content standards and chal-
lenging student performance standards that will be
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used by the State, its local educational agencies, and
its schools to carry out this part, except that a State
shall not be required to submit such standards to
the Secretary.
‘‘(B) The standards required by subparagraph
(A) shall be the same standards that the State ap-
plies to all schools and children in the State.
‘‘(C) The State shall have such standards for
elementary and secondary school children served
under this part in subjects determined by the State,
but including at least mathematics, reading or lan-
guage arts, and science, which shall include the
same knowledge, skills, and levels of performance ex-
pected of all children.
‘‘(D) Standards under this paragraph shall
include—
‘‘(i) challenging content standards in aca-
demic subjects that—
‘‘(I) specify what children are ex-
pected to know and be able to do;
‘‘(II) contain coherent and rigorous
content; and
‘‘(III) encourage the teaching of ad-
vanced skills;
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‘‘(A) IN GENERAL.—Each State plan shall
demonstrate, based on assessments described
under paragraph (4), what constitutes adequate
yearly progress of—
‘‘(i) any school served under this part
toward enabling all children to meet the
State’s challenging student performance
standards;
‘‘(ii) any local educational agency that
received funds under this part toward ena-
bling all children in schools receiving as-
sistance under this part to meet the
State’s challenging student performance
standards; and
‘‘(iii) the State in enabling all children
in schools receiving assistance under this
part to meet the State’s challenging stu-
dent performance standards.
‘‘(B) 
DEFINITION.—Adequate 
yearly
progress shall be defined in a manner that—
‘‘(i) applies the same high standards
of academic performance to all students in
the State;
‘‘(ii) takes into account the progress
of all students in the State and in each
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local educational agency and school served
under section 1114 or 1115;
‘‘(iii) uses the State challenging con-
tent and challenging student performance
standards and assessments described in
paragraphs (1) and (4);
‘‘(iv) compares separately, within each
State, local educational agency, and school,
the performance and progress of students
by gender, each major ethnic and racial
group, by English proficiency status, by
migrant status, by students with disabil-
ities as compared to nondisabled students,
and by economically disadvantaged stu-
dents as compared to students who are not
economically disadvantaged (except that
such disaggregation shall not be required
in a case in which the number of students
in a category is insufficient to yield statis-
tically reliable information or the results
would reveal individually identifiable infor-
mation about an individual student);
‘‘(v) compares the proportions of stu-
dents at the ‘basic’, ‘proficient’, and ‘ad-
vanced’ levels of performance with the pro-
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portions of students at each of the 3 levels
in the same grade in the previous school
year;
‘‘(vi) at the State’s discretion, may
also include other academic measures such
as promotion, completion of college pre-
paratory courses, and high school comple-
tion, except that inclusion of such other
measures may not change which schools or
local educational agencies would otherwise
be subject to improvement or corrective ac-
tion under section 1116 if the discretionary
indicators were not included;
‘‘(vii) includes annual numerical goals
for improving the performance of all
groups specified in clause (iv) and nar-
rowing gaps in performance between these
groups; and
‘‘(viii) includes a timeline for ensuring
that each group of students described in
clause (iv) meets or exceeds the State’s
proficient level of performance on each
State assessment used for the purposes of
section 1111 and section 1116 within 10
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years from the date of the enactment of
the Student Results Act of 1999.
‘‘(C) 
ANNUAL
IMPROVEMENT
FOR
STATES.—For a State to make adequate yearly
progress under subparagraph (A)(iii), not less
than 90 percent of the local educational agen-
cies within its jurisdiction shall meet the State’s
criteria for adequate yearly progress.
‘‘(D) ANNUAL IMPROVEMENT FOR LOCAL
EDUCATIONAL
AGENCIES.—For a local edu-
cational agency to make adequate yearly
progress under subparagraph (A)(ii), not less
than 90 percent of the schools within its juris-
diction must meet the State’s criteria for ade-
quate yearly progress.
‘‘(E) 
ANNUAL
IMPROVEMENT
FOR
SCHOOLS.—For a school to make adequate
yearly progress under subparagraph (A)(i), not
less than 90 percent of each group of students
described in subparagraph (A)(iv) who are en-
rolled in such school are required to take the
assessments 
consistent 
with 
section
612(a)(17)(A) of the Individuals with Disabil-
ities Education Act and paragraph (4)(F)(iv)
on which adequate yearly progress is based.
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‘‘(F) PUBLIC
NOTICE
AND
COMMENT.—
Each State shall ensure that in developing its
plan for adequate yearly progress, it diligently
seeks public comment from a range of institu-
tions and individuals in the State with an inter-
est in improved student achievement and that
the State makes and will continue to make a
substantial effort to ensure that information
under this part is widely known and understood
by the public, parents, teachers, and school ad-
ministrators throughout the State. Such efforts
shall include, at a minimum, publication of such
information and explanatory text, broadly to the
public through such means as the Internet, the
media, and public agencies.
‘‘(G) REVIEW.—The Secretary shall review
the information from States on the adequate
yearly progress of schools and local educational
agencies required under subparagraphs (A) and
(B) for the purpose of determining State and
local compliance with section 1116.
‘‘(3) STATE
AUTHORITY.—If a State edu-
cational agency provides evidence, which is satisfac-
tory to the Secretary, that neither the State edu-
cational agency nor any other State government offi-
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cial, agency, or entity has sufficient authority, under
State law, to adopt curriculum content and student
performance standards, and assessments aligned
with such standards, which will be applicable to all
students enrolled in the State’s public schools, then
the State educational agency may meet the require-
ments of this subsection by—
‘‘(A) adopting standards and assessments
that meet the requirements of this subsection,
on a statewide basis, limiting their applicability
to students served under this part; or
‘‘(B) adopting and implementing policies
that ensure that each local educational agency
in the State which receives grants under this
part will adopt curriculum content and student
performance 
standards, 
and 
assessments
aligned with such standards, which meet all of
the criteria in this subsection and any regula-
tions regarding such standards and assessments
which the Secretary may publish, and which are
applicable to all students served by each such
local educational agency.
‘‘(4) ASSESSMENTS.—Each State plan shall
demonstrate that the State has implemented a set of
high-quality, yearly student assessments that in-
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clude, at a minimum, assessments in mathematics,
reading or language arts, and science, that will be
used, starting not later than the 2000–2001 school
year, as the primary means of determining the year-
ly performance of each local educational agency and
school served under this title in enabling all children
served under this part to meet the State’s chal-
lenging student performance standards. Such assess-
ments shall—
‘‘(A) be the same assessments used to
measure the performance of all children, if the
State measures the performance of all children;
‘‘(B) be aligned with the State’s chal-
lenging content and student performance stand-
ards and provide coherent information about
student attainment of such standards;
‘‘(C) be used for purposes for which such
assessments are valid and reliable, and be con-
sistent with relevant, nationally recognized pro-
fessional and technical standards for such as-
sessments;
‘‘(D) measure the proficiency of students
in the academic subjects in which a State has
adopted challenging content and student per-
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formance standards and be administered not
less than one or more times during—
‘‘(i) grades 3 through 5;
‘‘(ii) grades 6 through 9; and
‘‘(iii) grades 10 through 12;
‘‘(E) involve multiple up-to-date measures
of student performance, including measures
that assess higher order thinking skills and un-
derstanding;
‘‘(F) provide for—
‘‘(i) the participation in such assess-
ments of all students;
‘‘(ii) the reasonable adaptations and
accommodations for students with disabil-
ities defined under 602(3) of the Individ-
uals with Disabilities Education Act nec-
essary to measure the achievement of such
students relative to State content and
State student performance standards;
‘‘(iii) the inclusion of limited English
proficient students who shall be assessed,
to the extent practicable, in the language
and form most likely to yield accurate and
reliable information on what such students
know and can do in content areas;
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‘‘(iv) notwithstanding clause (iii), the
assessment (using tests written in English)
of reading or language arts of any student
who has attended school in the United
States (not including Puerto Rico) for
three or more consecutive school years, ex-
cept if the local educational agency deter-
mines, on a case-by-case individual basis,
that assessments in another language and
form would likely yield more accurate and
reliable information on what such students
know and can do, the local educational
agency may assess such students in the ap-
propriate language other than English for
one additional year; and
‘‘(G) include students who have attended
schools in a local educational agency for a full
academic year but have not attended a single
school for a full academic year, except that the
performance of students who have attended
more than one school in the local educational
agency in any academic year shall be used only
in determining the progress of the local edu-
cational agency;
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‘‘(H) provide individual student reports,
which include assessment scores, or other infor-
mation on the attainment of student perform-
ance standards; and
‘‘(I) enable results to be disaggregated
within each State, local educational agency, and
school by gender, by each major racial and eth-
nic group, by English proficiency status, by mi-
grant status, by students with disabilities as
compared to nondisabled students, and by eco-
nomically disadvantaged students as compared
to students who are not economically disadvan-
taged.
‘‘(5) SPECIAL RULE.—
‘‘(A) IN GENERAL.—Assessment measures
that do not meet the requirements of paragraph
(4)(C) may be included as one of the multiple
measures, if a State includes in the State plan
information regarding the State’s efforts to
validate such measures.
‘‘(B) STUDENT PROFICIENCY IN GRADES
K–2.—States may measure the proficiency of
students in the academic subjects in which a
State has adopted challenging content and stu-
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dent performance standards one or more times
during grades K–2.
‘‘(6) LANGUAGE
ASSESSMENTS.—Each State
plan shall identify the languages other than English
that are present in the participating student popu-
lation and indicate the languages for which yearly
student assessments are not available and are need-
ed. The State shall make every effort to develop
such assessments and may request assistance from
the Secretary if linguistically accessible assessment
measures are needed. Upon request, the Secretary
shall assist with the identification of appropriate as-
sessment measures in the needed languages, but
shall not mandate a specific assessment or mode of
instruction.
‘‘(7) ASSESSMENT
DEVELOPMENT.—A State
shall develop, and implement State assessments that
are aligned to challenging State content standards
that include, at a minimum, mathematics and read-
ing or language arts by the 2000–2001 school year.
‘‘(8) REQUIREMENT.—Each State plan shall
describe—
‘‘(A) how the State educational agency will
assist each local educational agency and school
affected by the State plan to develop the capac-
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ity to comply with each of the requirements of
sections 1112(c)(1)(D), 1114(c), and 1115(c)
that is applicable to such agency or school; and
‘‘(B) such other factors the State considers
appropriate to provide students an opportunity
to achieve the knowledge and skills described in
the challenging content standards adopted by
the State.
‘‘(c) OTHER PROVISIONS TO SUPPORT TEACHING
AND LEARNING.—Each State plan shall contain assur-
ances that—
‘‘(1) the State educational agency will work
with other agencies, including educational service
agencies or other local consortia, and institutions to
provide technical assistance to local educational
agencies and schools to carry out the State edu-
cational agency’s responsibilities under this part, in-
cluding technical assistance in providing professional
development under section 1119 and technical as-
sistance under section 1117; and
‘‘(2)(A) where educational service agencies
exist, the State educational agency will consider pro-
viding professional development and technical assist-
ance through such agencies; and
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‘‘(B) where educational service agencies do not
exist, the State educational agency will consider pro-
viding professional development and technical assist-
ance through other cooperative agreements such as
through a consortium of local educational agencies;
‘‘(3) the State educational agency will notify
local educational agencies and the public of the con-
tent and student performance standards and assess-
ments developed under this section, and of the au-
thority to operate schoolwide programs, and will ful-
fill the State educational agency’s responsibilities re-
garding local educational agency improvement and
school improvement under section 1116, including
such corrective actions as are necessary;
‘‘(4) the State educational agency will provide
the least restrictive and burdensome regulations for
local educational agencies and individual schools par-
ticipating in a program assisted under this part;
‘‘(5) the State educational agency will inform
the Secretary and the public of how Federal laws, if
at all, hinder the ability of States to hold local edu-
cational agencies and schools accountable for stu-
dent academic performance;
‘‘(6) the State educational agency will encour-
age schools to consolidate funds from other Federal,
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State, and local sources for schoolwide reform in
schoolwide programs under section 1114;
‘‘(7) the State educational agency will modify or
eliminate State fiscal and accounting barriers so
that schools can easily consolidate funds from other
Federal, State, and local sources for schoolwide pro-
grams under section 1114;
‘‘(8) the State educational agency has involved
the committee of practitioners established under sec-
tion 1603(b) in developing the plan and monitoring
its implementation; and
‘‘(9) the State educational agency will inform
local educational agencies of the local educational
agency’s authority to obtain waivers under title XIV
and, if the State is an Ed-Flex Partnership State,
waivers under the Education Flexibility Partnership
Act of 1999 (30 U.S.C. 589a et seq.).
‘‘(d) PEER REVIEW AND SECRETARIAL APPROVAL.—
‘‘(1) SECRETARIAL
DUTIES.—The Secretary
shall—
‘‘(A) establish a peer review process to as-
sist in the review of State plans;
‘‘(B) approve a State plan after its submis-
sion unless the Secretary determines that the
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plan does not meet the requirements of this sec-
tion;
‘‘(C) if the Secretary determines that the
State plan does not meet the requirements of
subsection (a), (b), or (c), immediately notify
the State of such determination and the reasons
for such determination;
‘‘(D) not decline to approve a State’s plan
before—
‘‘(i) offering the State an opportunity
to revise its plan;
‘‘(ii) providing technical assistance in
order to assist the State to meet the re-
quirements under subsections (a), (b), and
(c); and
‘‘(iii) providing a hearing;
‘‘(E) have the authority to disapprove a
State plan for not meeting the requirements of
this part, but shall not have the authority to re-
quire a State, as a condition of approval of the
State plan, to include in, or delete from, such
plan one or more specific elements of the
State’s content standards or to use specific as-
sessment instruments or items; and
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‘‘(2) STATE
REVISIONS.—States shall revise
their plans if necessary to satisfy the requirements
of this section. Revised plans shall be submitted to
the Secretary for approval not later than 1 year
after the date of the enactment of the Student Re-
sults Act of 1999.
‘‘(e) DURATION OF THE PLAN.—
‘‘(1) IN GENERAL.—Each State plan shall—
‘‘(A) be submitted for the first year for
which this part is in effect after the date of the
enactment of the Student Results Act of 1999;
‘‘(B) remain in effect for the duration of
the State’s participation under this part; and
‘‘(C) be periodically reviewed and revised
by the State, as necessary, to reflect changes in
the State’s strategies and programs under this
part.
‘‘(2) ADDITIONAL INFORMATION.—If the State
makes significant changes in its plan, such as the
adoption of new State content standards and State
student performance standards, new assessments, or
a new definition of adequate yearly progress, the
State shall submit such information to the Sec-
retary.
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‘‘(f) LIMITATION ON CONDITIONS.—Nothing in this
part shall be construed to authorize an officer or employee
of the Federal Government to mandate, direct, or control
a State, local educational agency, or school’s specific in-
structional content or student performance standards and
assessments, curriculum, or program of instruction, as a
condition of eligibility to receive funds under this part.
‘‘(g) PENALTIES.—
‘‘(1) IN GENERAL.—If a State fails to meet the
statutory deadlines for demonstrating that it has in
place challenging content standards and student per-
formance standards and assessments, and a system
for measuring and monitoring adequate yearly
progress, the State shall be ineligible to receive any
administrative funds under section 1002(h) that ex-
ceed the amount received by the State for such pur-
pose in the previous year.
‘‘(2) ADDITIONAL FUNDS.—Based on the extent
to which such content standards, performance stand-
ards, assessments, and monitoring of adequate year-
ly progress, are not in place, additional administra-
tive funds shall be withheld in such amount as the
Secretary determines appropriate, except that for
each additional year that the State fails to comply
with such requirements, the Secretary shall withhold
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not less than one-fifth of the amount the State re-
ceives for administrative expenses under section
1002(h).
‘‘(3) WAIVER.—Notwithstanding title XIV of
this Act and the Education Flexibility Partnership
Act or any other provision of law, a waiver shall not
be granted except that a State may request a 1-time,
1-year waiver to meet the requirements of this sec-
tion.’’.
‘‘(h) SCHOOL REPORTS.—
‘‘(1) IN GENERAL.—
‘‘(A) ANNUAL
REPORT.—Except as pro-
vided in subparagraph (C), not later than the
beginning of the 2001–2002 school year, a
State that receives assistance under this Act
shall prepare and disseminate an annual report
on all schools that receive funds under this
part. States and local educational agencies may
issue report cards under this section only for
local educational agencies and schools receiving
funds under this part, except that if a State or
local educational agency issues a report card for
all students, the State or local educational
agency may include the information under this
section as part of such report card.
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‘‘(B) IMPLEMENTATION.—The State shall
ensure the dissemination of this information at
all levels. Such information shall be—
‘‘(i) concise; and
‘‘(ii) presented in a format and man-
ner that parents can understand, and
which, to the extent practicable, shall be in
a language the parents can understand.
‘‘(C) PUBLIC
DISSEMINATION.—In the
event the State does not include such informa-
tion through a report card, the State shall, not
later than the beginning of the 2001–2002
school year, publicly report the information de-
scribed in paragraph (2) through other public
means, such as posting on the Internet, dis-
tribution to the media, and distribution through
public agencies, for all schools that receive
funds under this part.
‘‘(2) CONTENT OF ANNUAL STATE REPORTS.—
‘‘(A) 
REQUIRED
INFORMATION.—The
State shall, at a minimum, include in the an-
nual State reports information for the State on
each local educational agency and school receiv-
ing funds under this part regarding—
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‘‘(i) student performance on statewide
assessments for the current and preceding
years in at least mathematics, reading or
language arts, and science, including—
‘‘(I) a comparison of the propor-
tions of students who performed at
‘basic’, ‘proficient’, and ‘advanced’
levels in each subject area, for each
grade level at which assessments are
required under this part, with propor-
tions in each of the same three cat-
egories at the same grade levels in the
previous school year; and
‘‘(II) a statement of the percent-
age of students not tested and a list-
ing of categories of the reasons why
they were not tested;
‘‘(ii) retention in grade, completion of
advanced placement courses, and 4-year
graduation rates;
‘‘(iii) the professional qualifications of
teachers in the aggregate, including the
percentage of teachers teaching with emer-
gency or provisional credentials, and the
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percentage of class sections not taught by
fully qualified teachers; and
‘‘(iv) the professional qualifications of
paraprofessionals, the number of para-
professionals in the aggregate and the
ratio of paraprofessionals to teachers in
the classroom.
‘‘(B) STUDENT
DATA.—Student data in
each report shall contain disaggregated results
for the following categories:
‘‘(i) gender;
‘‘(ii) racial and ethnic group;
‘‘(iii) migrant status;
‘‘(iv) students with disabilities, as
compared to students who are not disabled;
‘‘(v) economically disadvantaged stu-
dents, as compared to students who are
not economically disadvantaged; and
‘‘(vi) students with limited English
proficiency, as compared to students who
are proficient in English.
‘‘(C) OPTIONAL
INFORMATION.—A State
may include in its report any other information
it determines appropriate to reflect school qual-
ity and school achievement, including informa-
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tion on average class size by grade level, and in-
formation on school safety, such as the inci-
dence of school violence and drug and alcohol
abuse, and the incidence of student suspensions
and expulsions.
‘‘(3) CONTENT OF LOCAL EDUCATIONAL AGEN-
CIES REPORTS.—
‘‘(A) 
MINIMUM
REQUIREMENTS.—The
State shall ensure that each local educational
agency collects appropriate data and includes in
its annual report for each school that receives
funds under this part, at a minimum—
‘‘(i) the information described in para-
graphs (2)(A) and (2)(B) for each local
educational agency and school—
‘‘(I) in the case of a local edu-
cational agency—
‘‘(aa) the number and per-
centage of schools identified for
school 
improvement, 
including
schools identified under section
1116(c) of this Act;
‘‘(bb) 
information 
that
shows how students in its schools
perform on the statewide assess-
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ment compared to students in the
State as a whole;
‘‘(II) in the case of a school—
‘‘(aa) whether it has been
identified for school improve-
ment; and
‘‘(bb) 
information 
that
shows how its students performed
on the statewide assessment com-
pared to students in the local
educational agency and the State
as a whole.
‘‘(B) OTHER INFORMATION.—A local edu-
cational agency may include in its annual re-
ports any other appropriate information wheth-
er or not such information is included in the
annual State report.
‘‘(C) PUBLIC
DISSEMINATION.—In the
event the local educational agency does not in-
clude such information through a report card,
the local educational agency shall, not later
than the beginning of the 2001-2002 school
year, publicly report the information described
in paragraph (3) through other public means,
such as posting on the Internet, distribution to
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the media, and distribution through public
agencies, only for schools that receive funds
under this part, except that if a local edu-
cational agency issues a report card for all stu-
dents, the local educational agency may include
the information under this section as part of
such report.
‘‘(4) DISSEMINATION
AND
ACCESSIBILITY
OF
REPORTS.—
‘‘(A) STATE REPORTS.—State annual re-
ports under paragraph (2) shall be, dissemi-
nated to all schools and local educational agen-
cies in the State, and made broadly available to
the public through means such as posting on
the Internet, distribution to the media, and dis-
tribution through public agencies.
‘‘(B) LOCAL
EDUCATIONAL
AGENCY
RE-
PORTS.—Local 
educational 
agency 
reports
under paragraph (3) shall be disseminated to
all schools receiving funds under this part, in
the school district and to all parents of students
attending these schools and made broadly avail-
able to the public through means such as post-
ing on the Internet, distribution to the media,
and distribution through public agencies.
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‘‘(5) PARENTS RIGHT-TO-KNOW.—
‘‘(A) 
QUALIFICATIONS.—A 
local 
edu-
cational agency that receives funds under this
part shall provide, upon request, in an under-
standable and uniform format, to any parent of
a student attending any school receiving funds
under this part, information regarding the pro-
fessional qualifications of the student’s class-
room teachers, including, at a minimum, the
following:
‘‘(i) Whether the teacher has met
State qualification and licensing criteria
for the grade levels and subject areas in
which the teacher provides instruction.
‘‘(ii) Whether the teacher is teaching
under emergency or other provisional sta-
tus through which State qualification or li-
censing criteria have been waived.
‘‘(iii) The baccalaureate degree major
of the teacher and any other graduate cer-
tification or degree held by the teacher,
and the field of discipline of the certifi-
cation or degree.
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‘‘(iv) Whether the child is provided
services by paraprofessionals and the quali-
fications of such paraprofessional.
‘‘(B) ADDITIONAL INFORMATION.—In ad-
dition to the information which parents may re-
quest under subparagraph (A), and the infor-
mation provided in subsection (c), a school
which receives funds under this part shall pro-
vide to each individual parent or guardian—
‘‘(i) information on the level of per-
formance of the individual student for
whom they are the parent or guardian in
each of the State assessments as required
under this part; and
‘‘(ii) timely notice that the student for
whom they are the parent or guardian has
been assigned or has been taught for two
or more consecutive weeks by a substitute
teacher or by a teacher not fully qualified.
‘‘(6) PLAN CONTENT.—A State shall include in
its plan under subsection (b) an assurance that it
has in effect a policy that meets the requirements of
this section.
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‘‘(i) PRIVACY.—Information collected under this sec-
tion shall be collected and disseminated in a manner that
protects the privacy of individuals.
‘‘(j) SPECIAL RULE ON SCIENCE STANDARDS AND
ASSESSMENTS.—Notwithstanding subsections (b) and (h),
no State shall be required to meet the requirements under
this title relating to science standards or assessments until
the beginning of the 2005–2006 school year.’’.
SEC. 106. LOCAL EDUCATIONAL AGENCY PLANS.
(a) SUBGRANTS.—Paragraph (1) of section 1112(a)
(20 U.S.C. 6312(a)(1)) is amended by striking ‘‘the Goals
2000: Educate America Act’’ and all that follows and in-
serting the following: ‘‘the Individuals with Disabilities
Education Act, the Carl D. Perkins Vocational and Tech-
nical Education Act of 1998, the Head Start Act, and
other Acts, as appropriate.’’.
(b) PLAN PROVISIONS.—Subsection (b) of section
1112 (20 U.S.C. 6312(b)) is amended—
(1) by striking ‘‘Each’’ in the matter preceding
paragraph (1) and inserting ‘‘In order to help low-
achieving children achieve to high standards, each’’;
(2) in paragraph (1)—
(A) by striking ‘‘part’’ each place it ap-
pears and inserting ‘‘title’’;
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(B) in subparagraph (B), by inserting
‘‘low-achieving’’ before ‘‘children’’;
(C) by striking ‘‘and’’ at the end of sub-
paragraph (B);
(D) by inserting ‘‘and’’ at the end of sub-
paragraph (C); and
(E) by adding at the end the following new
subparagraph:
‘‘(D) determine the literacy levels of first
graders and their need for interventions, and a
description of how the local educational agency
will ensure that any such assessments—
‘‘(i) are developmentally appropriate;
and
‘‘(ii) use multiple measures to provide
information about the variety of skills that
scientifically based research has identified
as leading to early acquisition of reading
skills.’’;
(3) in paragraph (4)—
(A) in subparagraph (A), by striking ‘‘,
and school-to-work transition programs’’; and
(B) in subparagraph (B), by striking
‘‘under part C or who were formerly eligible for
services under part C in the 2-year period pre-
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ceding the date of the enactment of the Improv-
ing America’s School Act of 1994, neglected or
delinquent youth and youth at risk of dropping
out’’ and inserting ‘‘under part C, neglected or
delinquent youth, Indian children served under
title IX,’’;
(4) in paragraph (7), by striking ‘‘eligible
homeless children’’ and inserting ‘‘homeless chil-
dren’’;
(5) by striking the period at the end of para-
graph (9) and inserting ‘‘; and’’; and
(6) by adding at the end the following new
paragraphs:
‘‘(10) a description of the actions the local edu-
cational agency will take to assist its low-performing
schools, including schools identified under section
1116 as in need of improvement;
‘‘(11) a description of how the agency will pro-
mote the use of extended learning time, such as an
extended school year and before and after school and
summer programs; and
‘‘(12) a description of the criteria established by
the local educational agency pursuant to section
1119(b)(1).’’.
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(c) ASSURANCES.—Subsection (c) of section 1112
(20 U.S.C. 6312(c)) is amended to read as follows:
‘‘(c) ASSURANCES.—
‘‘(1) IN
GENERAL.—Each local educational
agency plan shall provide assurances that the local
educational agency will—
‘‘(A) inform eligible schools and parents of
schoolwide project authority and the ability of
such schools to consolidate funds from Federal,
State, and local sources;
‘‘(B) provide technical assistance and sup-
port to schoolwide programs;
‘‘(C) work in consultation with schools as
the schools develop the schools’ plans pursuant
to section 1114 and assist schools as the
schools implement such plans or undertake ac-
tivities pursuant to section 1115 so that each
school can make adequate yearly progress to-
ward meeting the State student performance
standards;
‘‘(D) fulfill such agency’s school improve-
ment responsibilities under section 1116, in-
cluding taking corrective actions under section
1116(b)(9);
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‘‘(E) provide services to eligible children
attending private elementary and secondary
schools in accordance with section 1120, and
timely and meaningful consultation with private
school officials regarding such services;
‘‘(F) take into account the experience of
model programs for the educationally disadvan-
taged, and the findings of relevant scientifically
based research indicating that services may be
most effective if focused on students in the ear-
liest grades at schools that receive funds under
this part;
‘‘(G) in the case of a local educational
agency that chooses to use funds under this
part to provide early childhood development
services to low-income children below the age of
compulsory school attendance, ensure that such
services comply with the performance standards
established under section 641A(a) of the Head
Start Act;
‘‘(H) comply with the requirements of sec-
tion 1119 regarding the qualifications of teach-
ers and paraprofessionals;
‘‘(I) inform eligible schools of the local
educational agency’s authority to obtain waivers
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on the school’s behalf under title XIV of this
Act, and if the State is an Ed-Flex Partnership
State, waivers under the Education Flexibility
Partnership Act of 1999; and
‘‘(J) coordinate and collaborate, to the ex-
tent feasible and necessary as determined by
the local educational agency, with other agen-
cies providing services to children, youth, and
families.
‘‘(2) SPECIAL RULE.—In carrying out subpara-
graph (G) of paragraph (1) the Secretary—
‘‘(A) shall consult with the Secretary of
Health and Human Services on the implemen-
tation of such subparagraph and shall establish
procedures (taking into consideration existing
State and local laws, and local teacher con-
tracts) to assist local educational agencies to
comply with such subparagraph; and
‘‘(B) upon publication, shall disseminate to
local educational agencies the Head Start per-
formance standards as in effect under section
641A(a) of the Head Start Act, and such agen-
cies affected by such subparagraph shall plan
for the implementation of such subparagraph
(taking into consideration existing State and
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local laws, and local teacher contracts), includ-
ing pursuing the availability of other Federal,
State, and local funding sources to assist in
compliance with such subparagraph.
‘‘(3) INAPPLICABILITY.—The provisions of this
subsection shall not apply to preschool programs
using the Even Start model or to Even Start pro-
grams which are expanded through the use of funds
under this part.’’.
(d) PLAN DEVELOPMENT AND DURATION.—Section
1112 is amended by striking subsection (d) and inserting
the following:
‘‘(d) PLAN DEVELOPMENT AND DURATION.—
‘‘(1) CONSULTATION.—Each local educational
agency plan shall be developed in consultation with
teachers, administrators (including administrators of
programs described in other parts of this title), and
other appropriate school personnel, and with parents
of children in schools served under this part.
‘‘(2) DURATION.—Each such plan shall be sub-
mitted for the first year for which this part is in ef-
fect following the date of the enactment of the Stu-
dent Results Act of 1999 and shall remain in effect
for the duration of the agency’s participation under
this part.
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‘‘(3) REVIEW.—Each such local educational
agency shall periodically review, and as necessary,
revise its plan.’’.
(e) STATE
APPROVAL.—Section 1112 (20 U.S.C.
6312(e)) is amended by striking subsection (e) and insert-
ing the following:
‘‘(e) STATE APPROVAL.—
‘‘(1) IN
GENERAL.—Each local educational
agency plan shall be filed according to a schedule es-
tablished by the State educational agency.
‘‘(2) APPROVAL.—The State educational agency
shall approve a local educational agency’s plan only
if the State educational agency determines that the
local educational agency’s plan—
‘‘(A) will enable schools served under this
part to substantially help children served under
this part meet the standards expected of all
children described in section 1111(b)(1); and
‘‘(B) will meet the requirements of this
section.’’.
(f) PARENTAL NOTIFICATION
AND CONSENT
FOR
ENGLISH LANGUAGE INSTRUCTION.—Section 1112 (20
U.S.C. 6312) is amended by adding at the end the fol-
lowing:
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‘‘(g) PARENTAL NOTIFICATION AND CONSENT FOR
ENGLISH LANGUAGE INSTRUCTION.—
‘‘(1) NOTIFICATION.—If a local educational
agency uses funds under this part to provide English
language instruction to limited English proficient
children, the agency shall inform a parent or the
parents of a child participating in an English lan-
guage instruction program for limited English pro-
ficient children assisted under this part of—
‘‘(A) the reasons for the identification of
the child as being in need of English language
instruction;
‘‘(B) the child’s level of English pro-
ficiency, how such level was assessed, and the
status of the child’s academic achievement; and
‘‘(C) how the English language instruction
program will specifically help the child acquire
English and meet age-appropriate standards for
grade promotion and graduation;
‘‘(D) what the specific exit requirements
are for the program;
‘‘(E) the expected rate of graduation from
the program into mainstream classes; and
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‘‘(F) the expected rate of graduation from
high school for the program if funds under this
part are used for children in secondary schools.
‘‘(2) CONSENT.—
‘‘(A) AGENCY REQUIREMENTS.—
‘‘(i) INFORMED
CONSENT.—For a
child who has been identified as limited
English proficient prior to the beginning of
the school year, each local educational
agency that receives funds under this part
shall obtain informed parental consent
prior to the placement of a child in an
English language instruction program for
limited English proficient children funded
under this part, if—
‘‘(I) the program does not in-
clude classes which exclusively or al-
most exclusively use the English lan-
guage in instruction; or
‘‘(II) instruction is tailored for
limited English proficient children.
‘‘(ii) WRITTEN
CONSENT
NOT
OB-
TAINED.—If written consent is not ob-
tained, the local educational agency shall
maintain a written record that includes the
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date and the manner in which such in-
formed consent was obtained.
‘‘(iii) RESPONSE NOT OBTAINED.—
‘‘(I) IN GENERAL.—If a response
cannot be obtained after a reasonable
and substantial effort has been made
to obtain such consent, the local edu-
cational agency shall document that it
has given such notice and its specific
efforts made to obtain such consent.
‘‘(II) DELIVERY
OF
PROOF
OF
DOCUMENTATION.—The proof of doc-
umentation shall be mailed or deliv-
ered in writing to the parents or
guardian of the child prior to placing
the child in a program described
under in clause (i), and shall include
a final notice requesting parental con-
sent for such services. After such doc-
umentation has been mailed or deliv-
ered in writing, the local educational
agency shall provide appropriate edu-
cational services.
‘‘(III) SPECIAL
RULE
APPLICA-
BLE DURING SCHOOL YEAR.—A local
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educational agency may obtain paren-
tal consent under this subclause only
for children who have not been identi-
fied as limited English proficient prior
to the beginning of a school year. For
such children the agency shall docu-
ment, in writing, its specific efforts
made to obtain such consent prior to
placing the child in a program de-
scribed in clause (i). After such docu-
mentation has been made, the local
educational agency shall provide ap-
propriate educational services to such
child. The proof of documentation
shall be mailed or delivered in writing
to the parents or guardian of the child
in a timely manner and shall include
information on how to have their child
immediately removed from the pro-
gram upon their request. This sub-
clause shall not be construed as ex-
empting a local educational agency
from complying with the requirements
of this subparagraph.
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‘‘(B) PARENTAL RIGHTS.—A parent or the
parents of a child participating in an English
language 
instruction 
program 
for 
limited
English proficient children assisted under this
Act shall—
‘‘(i) select among methods of instruc-
tion, if more than one method is offered in
the program; and
‘‘(ii) have the right to have their child
immediately removed from the program
upon their request.
‘‘(3) RECEIPT OF INFORMATION.—A parent or
the parents of a child identified for participation in
an English language instruction program for limited
English proficient children assisted under this part
shall receive, in a manner and form understandable
to the parent or parents, the information required by
this subsection. At a minimum, the parent or par-
ents shall receive—
‘‘(A) timely information about English lan-
guage instruction programs for limited English
proficient children assisted under this Act; and
‘‘(B) if a parent of a participating child so
desires, notice of opportunities for regular
meetings for the purpose of formulating and re-
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sponding to recommendations from such par-
ents.
‘‘(4) BASIS FOR ADMISSION OR EXCLUSION.—
Students shall not be admitted to or excluded from
any federally assisted education program on the
basis of a surname or language-minority status.’’.
SEC. 107. ELIGIBLE SCHOOL ATTENDANCE AREAS.
Section 1113 (20 U.S.C. 6313) is amended to read
as follows:
‘‘SEC. 1113. ELIGIBLE SCHOOL ATTENDANCE AREAS.
‘‘(a) DETERMINATION.—
‘‘(1) IN GENERAL.—A local educational agency
shall use funds received under this part only in eligi-
ble school attendance areas.
‘‘(2) ELIGIBLE SCHOOL ATTENDANCE AREAS.—
For the purposes of this part—
‘‘(A) the term ‘school attendance area’
means, in relation to a particular school, the
geographical area in which the children who are
normally served by that school reside; and
‘‘(B) the term ‘eligible school attendance
area’ means a school attendance area in which
the percentage of children from low-income
families is at least as high as the percentage of
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children from low-income families in the local
educational agency as a whole.
‘‘(3) LOCAL
EDUCATIONAL
AGENCY
DISCRE-
TION.—
‘‘(A) IN GENERAL.—Notwithstanding para-
graph (2), a local educational agency may—
‘‘(i) designate as eligible any school
attendance area or school in which at least
35 percent of the children are from low-in-
come families;
‘‘(ii) use funds received under this
part in a school that is not in an eligible
school attendance area, if the percentage
of children from low-income families en-
rolled in the school is equal to or greater
than the percentage of such children in a
participating school attendance area of
such agency;
‘‘(iii) designate and serve a school at-
tendance area or school that is not eligible
under subsection (b), but that was eligible
and that was served in the preceding fiscal
year, but only for one additional fiscal
year; and
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‘‘(iv) elect not to serve an eligible
school attendance area or eligible school
that has a higher percentage of children
from low-income families if—
‘‘(I) the school meets the com-
parability requirements of section
1120A(c);
‘‘(II) the school is receiving sup-
plemental funds from other State or
local sources that are spent according
to the requirements of section 1114 or
1115; and
‘‘(III) the funds expended from
such other sources equal or exceed the
amount that would be provided under
this part.
‘‘(B) 
SPECIAL
RULE.—Notwithstanding
subparagraph (A)(iv), the number of children
attending private elementary and secondary
schools who are to receive services, and the as-
sistance such children are to receive under this
part, shall be determined without regard to
whether the public school attendance area in
which such children reside is assisted under
subparagraph (A).
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‘‘(b) RANKING ORDER.—If funds allocated in accord-
ance with subsection (f) are insufficient to serve all eligible
school attendance areas, a local educational agency—
‘‘(1) shall annually rank from highest to lowest
according to the percentage of children from low-in-
come families in each agency’s eligible school attend-
ance areas in the following order—
‘‘(A) eligible school attendance areas in
which the concentration of children from low-in-
come families exceeds 75 percent; and
‘‘(B) all remaining eligible school attend-
ance areas in which the concentration of chil-
dren from low-income families is 75 percent or
lower either by grade span or for the entire
local educational agency;
‘‘(2) shall, within each category listed in para-
graph (1), serve schools in rank order from highest
to lowest according to the ranking assigned under
paragraph (1);
‘‘(3) notwithstanding paragraph (2), may give
priority, within each such category and in rank order
from highest to lowest subject to paragraph (4), to
eligible school attendance areas that serve children
in elementary schools; and
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‘‘(4) not serve a school described in paragraph
(1)(B) before serving a school described in para-
graph (1)(A).
‘‘(c) LOW-INCOME MEASURES.—In determining the
number of children ages 5 through 17 who are from low-
income families, the local educational agency shall apply
the measures described in paragraphs (1) and (2) of this
subsection:
‘‘(1) ALLOCATION TO PUBLIC SCHOOL ATTEND-
ANCE
AREAS.—The local educational agency shall
use the same measure of poverty, which measure
shall be the number of children ages 5 through 17
in poverty counted in the most recent census data
approved by the Secretary, the number of children
eligible for free and reduced priced lunches under
the National School Lunch Act, the number of chil-
dren in families receiving assistance under the State
program funded under part A of title IV of the So-
cial Security Act, or the number of children eligible
to receive medical assistance under the Medicaid
program, or a composite of such indicators, with re-
spect to all school attendance areas in the local edu-
cational agency—
‘‘(A) to identify eligible school attendance
areas;
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‘‘(B) to determine the ranking of each
area; and
‘‘(C) to determine allocations under sub-
section (f).
‘‘(2) ALLOCATION FOR EQUITABLE SERVICE TO
PRIVATE SCHOOL STUDENTS.—
‘‘(A) CALCULATION.—A local educational
agency shall have the final authority, consistent
with section 1120 to calculate the number of
private school children, ages 5 through 17, who
are low-income by—
‘‘(i) using the same measure of low-in-
come used to count public school children;
‘‘(ii) using the results of a survey
that, to the extent possible, protects the
identity of families of private school stu-
dents and allowing such survey results to
be extrapolated if complete actual data are
not available; or
‘‘(iii) applying the low-income percent-
age of each participating public school at-
tendance area, determined pursuant to this
section, to the number of private school
children who reside in that attendance
area.
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‘‘(B) COMPLAINT PROCESS.—Any dispute
regarding low-income data on private school
students shall be subject to the complaint proc-
ess authorized in section 14505.
‘‘(d) EXCEPTION.—This section (other than sub-
sections (a)(3) and (f)) shall not apply to a local edu-
cational agency with a total enrollment of less than 1,500
children.
‘‘(e) WAIVER
FOR DESEGREGATION PLANS.—The
Secretary may approve a local educational agency’s writ-
ten request for a waiver of the requirements of subsections
(a) and (f), and permit such agency to treat as eligible,
and serve, any school that children attend under a deseg-
regation plan ordered by a State or court or approved by
the Secretary, or such a plan that the agency continues
to implement after it has expired, if—
‘‘(1) the number of economically disadvantaged
children enrolled in the school is not less than 25
percent of the school’s total enrollment; and
‘‘(2) the Secretary determines on the basis of a
written request from such agency and in accordance
with such criteria as the Secretary establishes, that
approval of that request would further the purposes
of this part.
‘‘(f) ALLOCATIONS.—
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‘‘(1) IN GENERAL.—A local educational agency shall
allocate funds received under this part to eligible school
attendance areas or eligible schools, identified under sub-
section (b) in rank order on the basis of the total number
of children from low-income families in each area or
school.
‘‘(2) SPECIAL RULE.—(A) Except as provided
in subparagraph (B), the per pupil amount of funds
allocated to each school attendance area or school
under paragraph (1) shall be at least 125 percent of
the per pupil amount of funds a local educational
agency received for that year under the poverty cri-
teria described by the local educational agency in the
plan submitted under section 1112, except that this
paragraph shall not apply to a local educational
agency that only serves schools in which the percent-
age of such children is 35 percent or greater.
‘‘(B) A local educational agency may reduce the
amount of funds allocated under subparagraph (A)
for a school attendance area or school by the amount
of any supplemental State and local funds expended
in that school attendance area or school for pro-
grams that meet the requirements of section 1114 or
1115.
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‘‘(3) RESERVATION.—A local educational agen-
cy shall reserve such funds as are necessary under
this part to provide services comparable to those
provided to children in schools funded under this
part to serve—
‘‘(A) homeless children who do not attend
participating schools, including providing educa-
tionally related support services to children in
shelters;
‘‘(B) children in local institutions for ne-
glected or delinquent children; and
‘‘(C) where appropriate, neglected and de-
linquent children in community day school pro-
grams.
‘‘(4) SCHOOL IMPROVEMENT RESERVATION.—A
local educational agency shall reserve such funds as
are necessary under this part to meet such agency’s
school improvement responsibilities under section
1116, including taking corrective actions under sec-
tion 1116(b)(9).
‘‘(5) FINANCIAL
INCENTIVES
AND
REWARDS
RESERVATION.—A local educational agency may re-
serve such funds as are necessary under this part to
provide financial incentives and rewards to teachers
who serve in eligible schools under subsection
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(b)(1)(A) and identified for improvement under sec-
tion 1116(b)(1) for the purpose of attracting and re-
taining qualified and effective teachers.’’.
SEC. 108. SCHOOLWIDE PROGRAMS.
Section 1114 (20 U.S.C. 6314) is amended to read
as follows:
‘‘SEC. 1114. SCHOOLWIDE PROGRAMS.
‘‘(a) PURPOSE.—The purpose of a schoolwide pro-
gram under this section is—
‘‘(1) to enable a local educational agency to
consolidate funds under this part with other Federal,
State, and local funds, to upgrade the entire edu-
cational program in a high poverty school; and
‘‘(2) to help ensure that all children in such a
school meet challenging State standards for student
performance, particularly those children who are
most at-risk of not meeting those standards.
‘‘(b) USE
OF
FUNDS
FOR
SCHOOLWIDE
PRO-
GRAMS.—
‘‘(1) IN GENERAL.—A local educational agency
may consolidate funds under this part, together with
other Federal, State, and local funds, in order to up-
grade the entire educational program of a school
that serves an eligible school attendance area in
which not less than 50 percent of the children are
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from low-income families, or not less than 50 per-
cent of the children enrolled in the school are from
such families.
‘‘(2) STATE ASSURANCES.—A local educational
agency may start new schoolwide programs under
this section only after the State educational agency
provides written information to each local edu-
cational agency in the State that demonstrates that
such State educational agency has established the
statewide system of support and improvement re-
quired by subsections (c)(1) and (e) of section 1117.
‘‘(3) IDENTIFICATION OF STUDENTS NOT RE-
QUIRED.—(A) 
No 
school 
participating 
in 
a
schoolwide program shall be required to identify par-
ticular children under this part as eligible to partici-
pate in a schoolwide program or to provide supple-
mental services to such children.
‘‘(B) A school participating in a schoolwide pro-
gram shall use funds available to carry out this sec-
tion only to supplement the amount of funds that
would, in the absence of funds under this part, be
made available from non-Federal sources for the
school, including funds needed to provide services
that are required by law for children with disabilities
and children with limited English proficiency.
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‘‘(4) EXEMPTION FROM STATUTORY AND REGU-
LATORY REQUIREMENTS.—(A) Except as provided in
subsection (c), the Secretary may, through publica-
tion of a notice in the Federal Register, exempt
schoolwide programs under this section from statu-
tory or regulatory provisions of any other non-
competitive formula grant program administered by
the Secretary (other than formula or discretionary
grant programs under the Individuals with Disabil-
ities Education Act, except as provided in section
613(a)(2)(D) of such Act), or any discretionary
grant program administered by the Secretary, to
support schoolwide programs if the intent and pur-
poses of such other programs are met.
‘‘(B) A school that chooses to use funds from
such other programs shall not be relieved of the re-
quirements relating to health, safety, civil rights,
student and parental participation and involvement,
services to private school children, maintenance of
effort, uses of Federal funds to supplement, not sup-
plant non-Federal funds, or the distribution of funds
to State or local educational agencies that apply to
the receipt of funds from such programs.
‘‘(C)(i) A school that consolidates funds from
different Federal programs under this section shall
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not be required to maintain separate fiscal account-
ing records, by program, that identify the specific
activities supported by those particular funds as long
as it maintains records that demonstrate that the
schoolwide program, considered as a whole addresses
the intent and purposes of each of the Federal pro-
grams that were consolidated to support the
schoolwide program.
‘‘(5) 
PROFESSIONAL
DEVELOPMENT.—Each
school receiving funds under this part for any fiscal
year shall devote sufficient resources to effectively
carry out the activities described in subsection
(c)(1)(E) in accordance with section 1119A for such
fiscal year, except that a school may enter into a
consortium with another school to carry out such ac-
tivities.
‘‘(c) COMPONENTS OF A SCHOOLWIDE PROGRAM.—
‘‘(1) IN GENERAL.—A schoolwide program shall
include the following components:
‘‘(A) A comprehensive needs assessment of
the entire school (including taking into account
the needs of migratory children as defined in
section 1309(2)) that is based on information
which includes the performance of children in
relation to the State content standards and the
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State student performance standards described
in section 1111(b)(1).
‘‘(B) Schoolwide reform strategies that—
‘‘(i) provide opportunities for all chil-
dren to meet the State’s proficient and ad-
vanced levels of student performance de-
scribed in section 1111(b)(1)(D);
‘‘(ii) use effective methods and in-
structional strategies that are based upon
scientifically based research that—
‘‘(I) strengthen the core aca-
demic program in the school;
‘‘(II) increase the amount and
quality of learning time, such as pro-
viding an extended school year and
before- and after-school and summer
programs and opportunities, and help
provide an enriched and accelerated
curriculum; and
‘‘(III) include strategies for meet-
ing the educational needs of histori-
cally underserved populations, includ-
ing girls and women;
‘‘(iii)(I) address the needs of all chil-
dren in the school, but particularly the
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needs of low-achieving children and those
at risk of not meeting the State student
performance standards who are members
of the target population of any program
that is included in the schoolwide program,
which may include incorporation of gender-
equitable methods and practices;
‘‘(II) address how the school will de-
termine if such needs have been met; and
‘‘(iv) are consistent with, and are de-
signed to implement, the State and local
improvement plans, if any.
‘‘(D) Instruction by fully qualified (as de-
fined in section 1610) teachers.
‘‘(E) In accordance with section 1119A,
high quality and ongoing professional develop-
ment for teachers and paraprofessionals, and,
where appropriate, pupil services personnel,
parents, principals, and other staff to enable all
children in the school to meet the State’s stu-
dent performance standards.
‘‘(F) Strategies to increase parental in-
volvement in accordance with section 1118,
such as family literary services.
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‘‘(G) Plans for assisting preschool children
in the transition from early childhood programs,
such as Head Start, Even Start, or a State-run
preschool program, to local elementary school
programs.
‘‘(H) Measures to include teachers in the
decisions regarding the use of assessments de-
scribed in section 1111(b)(4) in order to pro-
vide information on, and to improve, the per-
formance of individual students and the overall
instructional program.
‘‘(I) Activities to ensure that students who
experience difficulty mastering the proficient or
advanced levels of performance standards re-
quired by section 1111(b) shall be provided with
effective, timely additional assistance which
shall include measures to ensure that students’
difficulties are identified on a timely basis and
to provide sufficient information on which to
base effective assistance.
‘‘(2) PLAN.—Any eligible school that desires to
operate a schoolwide program shall first develop (or
amend a plan for such a program that was in exist-
ence on the day before the date of the enactment of
the Student Results Act of 1999), a comprehensive
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plan for reforming the total instructional program in
the school that—
‘‘(A) incorporates the components de-
scribed in paragraph (1);
‘‘(B) describes how the school will use re-
sources under this part and from other sources
to implement those components;
‘‘(C) includes a list of State and local edu-
cational agency programs and other Federal
programs under subsection (b)(4) that will be
consolidated in the schoolwide program;
‘‘(D) describes how the school will provide
individual student assessment results, including
an interpretation of those results, to the par-
ents of a child who participates in the assess-
ments required by section 1111(b)(4) and in a
format and, to the extent practicable, in a lan-
guage that they can understand; and
‘‘(E) provides for the collection of data on
the achievement and assessment results of stu-
dents disaggregated by gender, major ethnic or
racial groups, limited English proficiency sta-
tus, migrant students, by children with disabil-
ities as compared to other students, and by eco-
nomically disadvantaged students as compared
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to students who are not economically disadvan-
taged, except that such disaggregation shall not
be required in a case in which the number of
students in a category is insufficient to yield
statistically reliable information or the results
would reveal individually identifiable informa-
tion about an individual student.
‘‘(3) PLAN
DEVELOPMENT.—The comprehen-
sive plan shall be—
‘‘(A) developed during a 1-year period,
unless—
‘‘(i) the local educational agency de-
termines that less time is needed to de-
velop and implement the schoolwide pro-
gram; or
‘‘(ii) the school operated a schoolwide
program on the day preceding the date of
the enactment of the Student Results Act
of 1999, in which case such school may
continue to operate such program, but
shall develop amendments to its existing
plan during the first year of assistance
under such Act to reflect the provisions of
this section;
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‘‘(B) developed with the involvement of the
community to be served and individuals who
will carry out such plan, including teachers,
principals, administrators (including adminis-
trators of programs described in other parts of
this title), if appropriate pupil services per-
sonnel, school staff and parents, and, if the
plan relates to a secondary school, students
from such school;
‘‘(C) in effect for the duration of the
school’s participation under this part and re-
viewed and revised, as necessary, by the school;
‘‘(D) available to the local educational
agency, parents, and the public, and the infor-
mation contained in such plan shall be provided
in a format, and to the extent practicable, in a
language that they can understand; and
‘‘(E) if appropriate, developed in coordina-
tion with programs under the Reading Excel-
lence Act, the Carl D. Perkins Vocational and
Technical Education Act of 1998, the Head
Start Act, and part B of this title.
‘‘(d) 
ACCOUNTABILITY.—A 
schoolwide 
program
under this section shall be subject to the school improve-
ment provisions of section 1116.’’.
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‘‘(e) PREKINDERGARTEN PROGRAM.—A school that
is eligible for a schoolwide program under this section may
use funds made available under this title to establish or
enhance prekindergarten programs for 3-, 4-, and 5-year
old children, such as Even Start programs.’’.
SEC. 109. TARGETED ASSISTANCE SCHOOLS.
(a) IN GENERAL.—Subsection (a) of section 1115
(20 U.S.C. 6315(a)) is amended by striking ‘‘section
1113(c)’’ and inserting ‘‘section 1113(f)’’.
(b) ELIGIBLE CHILDREN.—Subsection (b) of section
1115 (20 U.S.C. 6315(b)) is amended to read as follows:
‘‘(b) ELIGIBLE CHILDREN.—
‘‘(1) ELIGIBLE POPULATION.—(A) The eligible
population for services under this section is—
‘‘(i) children not older than age 21 who are
entitled to a free public education through
grade 12; and
‘‘(ii) children who are not yet at a grade
level where the local educational agency pro-
vides a free public education.
‘‘(B) From the population described in subpara-
graph (A), eligible children are children identified by
the school as failing, or most at risk of failing, to
meet the State’s challenging student performance
standards on the basis of assessments under this
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part, and, as appropriate, on the basis of multiple,
educationally related, objective criteria established
by the local educational agency and supplemented by
the school, except that children from preschool
through grade 2 may be selected solely on the basis
of such criteria as teacher judgment, interviews with
parents, and developmentally appropriate measures.
‘‘(2) CHILDREN
INCLUDED.—(A)(i) Children
with disabilities, migrant children, and children with
limited English proficiency are eligible for services
under this part on the same basis as other children.
‘‘(ii) Funds received under this part may not be
used to provide services that are otherwise required
by law to be made available to such children but
may be used to coordinate or supplement such serv-
ices.
‘‘(B) A child who, at any time in the 2 years
preceding the year for which the determination is
made, participated in a Head Start or Even Start
program or in preschool services under this title, is
eligible for services under this part.
‘‘(C)(i) A child who, at any time in the 2 years
preceding the year for which the determination is
made, received services under part C is eligible for
services under this part.
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‘‘(ii) A child in a local institution for neglected
or delinquent children or attending a community day
program for such children is eligible for services
under this part.
‘‘(D) A child who is homeless and attending any
school in the local educational agency is eligible for
services under this part.’’.
(c) 
COMPONENTS
OF
TARGETED
ASSISTANCE
SCHOOL PROGRAM.—Subsection (c) of section 1115 (20
U.S.C. 6315(c)) is amended to read as follows:
‘‘(c) COMPONENTS
OF
A TARGETED ASSISTANCE
SCHOOL PROGRAM.—
‘‘(1) IN GENERAL.—To assist targeted assist-
ance schools and local educational agencies to meet
their responsibility to provide for all their students
served under this title the opportunity to meet the
State’s challenging student performance standards
in subjects as determined by the State, each tar-
geted assistance program under this section shall—
‘‘(A) use such program’s resources under
this part to help participating children meet
such State’s challenging student performance
standards expected for all children;
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‘‘(B) ensure that planning for students
served under this part is incorporated into ex-
isting school planning;
‘‘(C) use effective methods and instruc-
tional strategies that are based upon scientif-
ically based research that strengthens the core
academic program of the school and that—
‘‘(i) give primary consideration to pro-
viding extended learning time such as an
extended school year, before- and after-
school, and summer programs and oppor-
tunities;
‘‘(ii) help provide an accelerated, high-
quality curriculum, including applied learn-
ing; and
‘‘(iii) 
minimize 
removing 
children
from the regular classroom during regular
school hours for instruction provided under
this part;
‘‘(D) coordinate with and support the reg-
ular education program, which may include
services to assist preschool children in the tran-
sition from early childhood programs to elemen-
tary school programs;
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‘‘(E) provide instruction by fully qualified
teacher as defined in section 1610;
‘‘(F) in accordance with subsection (e)(3)
and section 1119A, provide opportunities for
professional development with resources pro-
vided under this part, and, to the extent prac-
ticable, from other sources, for teachers, prin-
cipals, and administrators and other school
staff, including, if appropriate, pupil services
personnel, who work with participating children
in programs under this section or in the regular
education program; and
‘‘(G) provide strategies to increase paren-
tal involvement in accordance with section
1118, such as family literacy services.
‘‘(2) REQUIREMENTS.—Each school conducting
a program under this section shall assist partici-
pating children selected in accordance with sub-
section (b) to meet the State’s proficient and ad-
vanced levels of performance by—
‘‘(A) the coordination of resources provided
under this part with other resources; and
‘‘(B) reviewing, on an ongoing basis, the
progress of participating children and revising
the targeted assistance program, if necessary,
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to provide additional assistance to enable such
children to meet the State’s challenging student
performance standards, such as an extended
school year, before- and after-school, and sum-
mer, programs and opportunities, training for
teachers regarding how to identify students that
require additional assistance, and training for
teachers regarding how to implement student
performance standards in the classroom.’’.
(d) INTEGRATION
OF
PROFESSIONAL
DEVELOP-
MENT.—Subsection (d) of section 1115 (20 U.S.C.
6515(d) is amended to read as follows:
‘‘(d) INTEGRATION
OF PROFESSIONAL DEVELOP-
MENT.—To promote the integration of staff supported
with funds under this part, public school personnel who
are paid with funds received under this part may partici-
pate in general professional development and school plan-
ning activities.’’.
(e) COMPREHENSIVE SERVICES.—Paragraph (2) of
section 1115(e) (20 U.S.C. 6315(e)(2)) is amended—
(1) by inserting ‘‘and’’ at the end of subpara-
graph (A);
(2) by striking subparagraph (B); and
(3) by redesignating subparagraph (C) as sub-
paragraph (B).
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SEC. 110. SCHOOL CHOICE.
Section 1115A (20 U.S.C. 6316) is amended to read
as follows:
‘‘SEC. 1115A. SCHOOL CHOICE.
‘‘(a) CHOICE PROGRAMS.—A local educational agen-
cy may use funds under this part, in combination with
State, local, and private funds, to develop and implement
public school choice programs, for children eligible for as-
sistance under this part, which permit parents to select
the public school that their child will attend.
‘‘(b) CHOICE PLAN.—A local educational agency that
chooses to implement a public school choice program shall
first develop a plan that includes assurances that—
‘‘(1) all eligible students across grade levels
served under this part will have equal access to the
program;
‘‘(2) the program does not include schools that
follow a racially discriminatory policy;
‘‘(3) describe how the school will use resources
under this part and from other sources to implement
the plan;
‘‘(4) the plan will be developed with the involve-
ment of parents and others in the community to be
served and individuals who will carry out the plan,
including administrators, teachers, principals, and
other staff;
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‘‘(5) parents of eligible students in the local
educational agency will be given prompt notice of the
existence of the public school choice program and its
availability to them, and a clear explanation of how
the program will operate;
‘‘(6) the program will include charter schools
and any other public school and shall not include a
school that is or has been identified as a school in
school improvement or is or has been in corrective
action for the past two consecutive years;
‘‘(7) transportation services or the costs of
transportation may be provided by the local edu-
cational agency with funds under this part; and
‘‘(8) such local educational agency will comply
with the other requirements of this part.’’.
SEC. 111. PUPIL SAFETY AND FAMILY SCHOOL CHOICE.
Subpart 1 of part A of title I of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311 et
seq.) is amended by inserting after section 1115A of such
Act (20 U.S.C. 6316) the following:
‘‘SEC. 1115B. PUPIL SAFETY AND FAMILY SCHOOL CHOICE.
‘‘(a) IN GENERAL.—If a student is eligible to be
served under section 1115(b), or attends a school eligible
for a schoolwide program under section 1114, and—
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‘‘(1) becomes a victim of a violent criminal of-
fense while in or on the grounds of a public elemen-
tary school or secondary school that the student at-
tends and that receives assistance under this part,
then the local educational agency shall allow such
student to attend another public school or public
charter school in the same State as the school where
the criminal offense occurred, that is selected by the
student’s parent; or
‘‘(2) the public school that the student attends
and that receives assistance under this part has been
designated as an unsafe public school, then the local
educational agency may allow such student to attend
another public school or public charter school in the
same State as the school where the criminal offense
occurred, that is selected by the student’s parent.
‘‘(b) STATE EDUCATIONAL AGENCY DETERMINA-
TIONS.—
‘‘(1) The State educational agency shall deter-
mine, based upon State law, what actions constitute
a violent criminal offense for purposes of this sec-
tion.
‘‘(2) The State educational agency shall deter-
mine which schools in the State are unsafe public
schools.
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‘‘(3) The term ‘unsafe public schools’ means a
public school that has serious crime, violence, illegal
drug, and discipline problems, as indicated by condi-
tions that may include high rates of—
(A) expulsions and suspensions of students
from school;
(B) referrals of students to alternative
schools for disciplinary reasons, to special pro-
grams or schools for delinquent youth, or to ju-
venile court;
(C) victimization of students or teachers by
criminal acts, including robbery, assault and
homicide;
(D) enrolled students who are under court
supervision for past criminal behavior;
(E) possession, use, sale or distribution of
illegal drugs;
(F) enrolled students who are attending
school while under the influence of illegal drugs
or alcohol;
(G) possession or use of guns or other
weapons;
(H) participation in youth gangs; or
(I) crimes against property, such as theft
or vandalism.
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‘‘(c) TRANSPORTATION
COSTS.—The local edu-
cational agency that serves the public school in which the
violent criminal offense occurred or that serves the des-
ignated unsafe public school may use funds provided under
this part to provide transportation services or to pay the
reasonable costs of transportation for the student to at-
tend the school selected by the student’s parent.
‘‘(d) SPECIAL RULE.—Any school receiving assist-
ance provided under this section shall comply with title
VI of the Civil Rights Act of 1964 (42 U.S.C. 2000d et
seq.) and not discriminate on the basis of race, color, or
national origin.
‘‘(e) PART B OF THE INDIVIDUALS WITH DISABIL-
ITIES EDUCATION ACT.—Nothing in this section shall be
construed to affect the requirements of part B of the Indi-
viduals with Disabilities Education Act (20 U.S.C. 1411
et seq.).
‘‘(f) MAXIMUM
AMOUNT.—Notwithstanding any
other provision of this section, the amount of assistance
provided under this part for a student shall not exceed
the per pupil expenditure for elementary or secondary edu-
cation, as appropriate, by the local educational agency
that serves the school—
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(1) where the violent criminal offense occurred
for the fiscal year preceding the fiscal year in which
the offense occurred; or
(2) designated as an unsafe public school by the
State educational agency for the fiscal year pre-
ceding the fiscal year for which the designation is
made.
SEC. 112. ASSESSMENT AND LOCAL EDUCATIONAL AGENCY
AND SCHOOL IMPROVEMENT.
(a) LOCAL REVIEW.—Section 1116(a) (20 U.S.C.
6317(a)) is amended—
(1) 
in 
paragraph 
(2), 
by 
striking
‘‘1111(b)(2)(A)(i)’’ and inserting ‘‘1111(b)(2)(B)’’;
(2) in paragraph (3), by striking ‘‘individual
school performance profiles’’ and inserting ‘‘school
reports’’;
(3) in paragraph (3), by striking ‘‘and’’ after
the semicolon;
(4) in paragraph (4), by striking the period at
the end and inserting ‘‘; and’’; and
(5) by adding at the end the following:
‘‘(5) review the effectiveness of the actions and
activities the schools are carrying out under this
part with respect to parental involvement assisted
under this Act.’’.
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(b) SCHOOL
IMPROVEMENT.—Section 1116 (20
U.S.C. 6317) is amended by striking subsection (b) and
by redesignating subsections (c) and (d) as subsections (b)
and (c), respectively, and amending them to read as fol-
lows:
‘‘(b) SCHOOL IMPROVEMENT.—
‘‘(1) IN GENERAL.—A local educational agency
shall identify for school improvement any school
served under this part that—
‘‘(A) for two consecutive years failed to
make adequate yearly progress as defined in the
State’s plan under section 1111(b)(2); or
‘‘(B) was in school improvement status
under this section on the day preceding the
date of the enactment of the Student Results
Act of 1999.
‘‘(2) TRANSITION.—The 2-year period described
in paragraph (1)(A) shall include any continuous pe-
riod of time immediately preceding the date of the
enactment of the Student Results Act of 1999 dur-
ing which a school did not make adequate yearly
progress as defined in the State’s plan, as such plan
was in effect on the day preceding the date of such
enactment.
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‘‘(3) TARGETED ASSISTANCE SCHOOLS.—To de-
termine if a school that is conducting a targeted as-
sistance program under section 1115 should be iden-
tified as in need of improvement under this sub-
section, a local educational agency may choose to re-
view the progress of only those students in such
school who are served under this part.
‘‘(4) OPPORTUNITY TO REVIEW AND PRESENT
EVIDENCE.—
‘‘(A) IN GENERAL.—Before identifying a
school for school improvement under paragraph
(1), the local educational agency shall provide
the school with an opportunity to review the
school-level data, including assessment data, on
which the proposed identification is based.
‘‘(B) SUPPORTING
EVIDENCE.—If the school
principal believes that the proposed identification is
in error for statistical or other substantive reasons,
the principal may provide supporting evidence to the
local educational agency, which such agency shall
consider before making a final determination.
‘‘(5) NOTIFICATION TO PARENTS.—A local edu-
cational agency shall, in an easily understandable
format, provide in writing to parents of each student
in a school identified for school improvement—
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‘‘(A) an explanation of what the school im-
provement identification means and how the
school compares in terms of academic perform-
ance to other schools in the local educational
agency and State;
‘‘(B) the reasons for such identification;
‘‘(C) the data on which such identification
is based;
‘‘(D) an explanation of what the school is
doing to address the problem of low achieve-
ment;
‘‘(E) an explanation of how parents can
become involved in upgrading the quality of the
school;
‘‘(F) an explanation of the right of par-
ents, pursuant to paragraph (6), to transfer
their child to another public school, including a
public charter school, that is not in school im-
provement, and how such transfer shall operate;
and
‘‘(G) notification to parents in a format
and, to the extent practicable, in a language
they can understand.
‘‘(6) PUBLIC SCHOOL CHOICE OPTION.—
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‘‘(A) SCHOOLS IDENTIFIED FOR IMPROVE-
MENT.—
‘‘(i) SCHOOLS IDENTIFIED ON OR BE-
FORE
ENACTMENT.—Not later than 18
months after the date of the enactment of
the Student Results Act of 1999, a local
educational agency shall provide all stu-
dents enrolled in a school identified (on or
before such date of enactment) for school
improvement with an option to transfer to
any other public school within the local
educational agency or any public school
consistent with subparagraph (B), includ-
ing a public charter school that has not
been identified for school improvement, un-
less such option to transfer is prohibited
by State law, or local law, which includes
school board-approved local educational
agency policy.
‘‘(ii) SCHOOLS IDENTIFIED AFTER EN-
ACTMENT.—Not later than 18 months
after the date on which a local educational
agency identifies a school for school im-
provement, the agency shall provide all
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students enrolled in such school with an
option described in clause (i).
‘‘(B) COOPERATIVE AGREEMENT.—If all public
schools in the local educational agency to which a
child may transfer to, are identified for school im-
provement, the agency shall, to the extent prac-
ticable, establish a cooperative agreement with other
local educational agencies in the area for the trans-
fer.
‘‘(C) TRANSPORTATION.—The local educational
agency in which the schools have been identified for
improvement may use funds under this part to pro-
vide transportation to students whose parents choose
to transfer their child or children to a different
school.
‘‘(D) CONTINUE OPTION.—Once a school is no
longer identified for school improvement, the local
educational agency shall continue to provide public
school choice as an option to students in such school
for a period of not less than 2 years.
‘‘(7) SCHOOL PLAN.—
‘‘(A) IN GENERAL.—Each school identified
under paragraph (1) for school improvement
shall, not later than 3 months after being so
identified, develop or revise a school plan, in
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consultation with parents, school staff, the local
educational agency, and other outside experts
for approval by the local educational agency.
Such plan shall—
‘‘(i) incorporate scientifically-based re-
search strategies that strengthen the core aca-
demic program in the school;
‘‘(ii) adopt policies that have the greatest
likelihood of improving the performance of par-
ticipating children in meeting the State’s stu-
dent performance standards;
‘‘(iii) address the professional development
needs of staff, particularly teachers and prin-
cipals;
‘‘(iv) establish specific goals and objectives
the school will undertake for making adequate
yearly progress which include specific numerical
performance goals and targets for each of the
groups 
of 
students 
identified 
in 
the
disaggregated 
data 
pursuant 
to 
section
1111(b)(2);
‘‘(v) identify how the school will provide
written notification to parents, in a format and
to the extent practicable in a language such
parents can understand; and
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‘‘(vi) specify the responsibilities of the local
educational agency and the school under the
plan.
‘‘(B) CONDITIONAL
APPROVAL.—A local edu-
cational agency may condition approval of a school
plan on inclusion of one or more of the corrective ac-
tions specified in paragraph (9).
‘‘(C) IMPLEMENTATION.—A school shall imple-
ment its plan or revised plan expeditiously, but not
later than the beginning of the school year after
which the school has been identified for improve-
ment.
‘‘(D) REVIEW.—The local educational agency
shall promptly review the plan, work with the school
as necessary, and approve the plan if it meets the
requirements of this section.
‘‘(8) TECHNICAL ASSISTANCE.—
‘‘(A) IN GENERAL.—For each school iden-
tified for school improvement under paragraph
(1), the local educational agency shall provide
technical assistance as the school develops and
implements its plan.
‘‘(B) SPECIFIC TECHNICAL ASSISTANCE.—Such
technical assistance—
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‘‘(i) shall include effective methods and in-
structional strategies that are based upon sci-
entifically based research that strengthens the
core academic program in the school and ad-
dresses the specific elements of student per-
formance problems in the school;
‘‘(ii) may be provided directly by the local
educational agency, through mechanisms au-
thorized under section 1117, or with the local
educational agency’s approval, by an institution
of higher education, a private nonprofit organi-
zation, an educational service agency, a com-
prehensive regional assistance center under part
A of title XIII, or other entities with experience
in helping schools improve achievement.
‘‘(C) TECHNICAL
ASSISTANCE.—Technical as-
sistance provided under this section by the local edu-
cational agency or an entity authorized by such
agency shall be based upon scientifically based re-
search.
‘‘(9) CORRECTIVE
ACTION.—In order to help
students served under this part meet challenging
State standards, each local educational agency shall
implement a system of corrective action in accord-
ance with the following:
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‘‘(A) IN GENERAL.—After providing tech-
nical assistance under paragraph (8) and sub-
ject to subparagraph (F), the local educational
agency—
‘‘(i) may take corrective action at any
time with respect to a school that has been
identified under paragraph (1);
‘‘(ii) shall take corrective action with
respect to any school that fails to make
adequate yearly progress, as defined by the
State, after the end of the second year fol-
lowing its identification under paragraph
(1); and
‘‘(iii) shall continue to provide tech-
nical assistance while instituting any cor-
rective action under clause (i) or (ii).
‘‘(B) DEFINITION.—As used in this para-
graph, the term ‘corrective action’ means ac-
tion, consistent with State and local law, that—
‘‘(i) substantially and directly re-
sponds to the consistent academic failure
that caused the local educational agency to
take such action and to any underlying
staffing, curricular, or other problems in
the school; and
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‘‘(ii) is designed to substantially in-
crease the likelihood that students will per-
form at the proficient and advanced per-
formance levels.
‘‘(C) CERTAIN SCHOOLS.—In the case of a
school described in subparagraph (A)(ii), the
local educational agency shall take not less than
one of the following corrective actions:
‘‘(i) Withhold funds from the school.
‘‘(ii) Decrease decisionmaking author-
ity at the school level.
‘‘(iii) Make alternative governance ar-
rangements, including reopening the school
as a public charter school.
‘‘(iv) Reconstitute the school by re-
quiring each person employed at the school
to reapply for future employment at the
same school or for any position in the local
educational agency.
‘‘(v) Authorize students to transfer to
other higher performing public schools
served by the local educational agency, in-
cluding public charter schools, and provide
such students transportation (or the costs
of transportation) to such schools in con-
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junction with not less than one additional
action described under this subparagraph.
‘‘(vi) Institute and fully implement a
new curriculum, including appropriate pro-
fessional development for all relevant staff,
that is based upon scientifically based re-
search and offers substantial promise of
improving educational achievement for low-
performing students.
‘‘(D) IMPLEMENTATION
DELAY.—A local
educational agency may delay, for a period not
to exceed 1 year, implementation of corrective
action only if the failure to make adequate
yearly progress was justified due to exceptional
or uncontrollable circumstances such as a nat-
ural disaster or a precipitous and unforeseen
decline in the financial resources of the local
educational agency or school.
‘‘(E) PUBLICATION.—The local educational
agency shall publish, and disseminate to the
public and to parents in a format and, to the
extent practicable, in a language that they can
understand, any corrective action it takes under
this paragraph through such means as the
Internet, the media, and public agencies.
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‘‘(F) REVIEW.—(i) Before taking correc-
tive action with respect to any school under this
paragraph, a local educational agency shall pro-
vide the school an opportunity to review the
school level data, including assessment data, on
which the proposed determination is made.
‘‘(ii) If the school believes that the pro-
posed determination is in error for statistical or
other substantive reasons, it may provide sup-
porting evidence to the local educational agency,
which shall consider such evidence before mak-
ing a final determination.
‘‘(10) STATE EDUCATIONAL AGENCY RESPON-
SIBILITIES.—If a State educational agency deter-
mines that a local educational agency failed to carry
out its responsibilities under this section, it shall
take such action as it finds necessary, consistent
with this section, to improve the affected schools and
to ensure that the local educational agency carries
out its responsibilities under this section.
‘‘(11) SPECIAL
RULE.—Schools that, for at
least two of the 3 years following identification
under paragraph (1), make adequate yearly progress
toward meeting the State’s proficient and advanced
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levels of performance shall no longer be identified
for school improvement.
‘‘(c) STATE REVIEW
AND LOCAL EDUCATIONAL
AGENCY IMPROVEMENT.—
‘‘(1) IN GENERAL.—A State educational agency
shall—
‘‘(A) annually review the progress of each
local educational agency receiving funds under
this part to determine whether schools receiving
assistance under this part are making adequate
yearly progress as defined in section 1111(b)(2)
toward meeting the State’s student performance
standards; and
‘‘(B) publicize and disseminate to local
educational agencies, teachers and other staff,
parents, students, and the community the re-
sults of the State review consistent with section
1111, 
including 
statistically 
sound
disaggregated results, as required by section
1111(b)(2).
‘‘(2) IDENTIFICATION OF LOCAL EDUCATIONAL
AGENCY FOR IMPROVEMENT.—A State educational
agency shall identify for improvement any local edu-
cational agency that—
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‘‘(A) for two consecutive years failed to
make adequate yearly progress as defined in the
State’s plan under section 1111(b)(2); or
‘‘(B) was in improvement status under this
section as this section was in effect on the day
preceding the date of the enactment of the Stu-
dent Results Act of 1999.
‘‘(3) TRANSITION.—The 2-year period described
in paragraph (2)(A) shall include any continuous pe-
riod of time immediately preceding the date of the
enactment of the Student Results Act of 1999, dur-
ing which a local educational agency did not make
adequate yearly progress as defined in the State’s
plan, as such plan was in effect on the day preceding
the date of such enactment.
‘‘(4) TARGETED
ASSISTANCE
SCHOOLS.—For
purposes of targeted assistance schools in a local
educational agency, a State educational agency may
choose to review the progress of only the students in
such schools who are served under this part.
‘‘(5) OPPORTUNITY TO REVIEW AND PRESENT
EVIDENCE.—
‘‘(A) REVIEW.—Before identifying a local
educational agency for improvement under
paragraph (2), a State educational agency shall
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provide the local educational agency with an op-
portunity to review the local educational agency
data, including assessment data, on which that
proposed identification is based.
‘‘(B) SUPPORTING EVIDENCE.—If the local edu-
cational agency believes that the proposed identifica-
tion is in error for statistical or other substantive
reasons, it may provide supporting evidence to the
State educational agency, which such agency shall
consider before making a final determination.
‘‘(6) NOTIFICATION TO PARENTS.—The State
educational agency shall promptly notify parents in
a format, and to the extent practicable in a language
they can understand, of each student enrolled in a
school in a local educational agency identified for
improvement, of the reasons for such agency’s iden-
tification and how parents can participate in upgrad-
ing the quality of the local educational agency.
‘‘(7) LOCAL
EDUCATIONAL
AGENCY
REVI-
SIONS.—
‘‘(A) PLAN.—Each local educational agen-
cy identified under paragraph (2) shall, not
later than 3 months after being so identified,
develop or revise a local educational agency
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plan, in consultation with parents, school staff,
and others. Such plan shall—
‘‘(i) incorporate scientifically based re-
search strategies that strengthen the core aca-
demic program in the local educational agency;
‘‘(ii) identify specific goals and objectives
the local educational agency will undertake to
make adequate yearly progress and which—
‘‘(I) have the greatest likelihood of
improving the performance of participating
children in meeting the State’s student
performance standards;
‘‘(II) address the professional develop-
ment needs of staff; and
‘‘(III) include specific numerical per-
formance goals and targets for each of the
groups of students identified in the
disaggregated data pursuant to section
1111(b)(2);
‘‘(iii) identify how the local educational
agency will provide written notification to par-
ents in a format, and to the extent practicable
in a language, that they can understand, pursu-
ant to paragraph (6); and
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‘‘(iv) specify the responsibilities of the
State educational agency and the local edu-
cational agency under the plan.
‘‘(B) IMPLEMENTATION.—The local educational
agency shall implement its plan or revised plan expe-
ditiously, but not later than the beginning of the
school year after which the school has been identi-
fied for improvement.
‘‘(8) STATE EDUCATIONAL AGENCY RESPONSI-
BILITY.—
‘‘(A) IN GENERAL.—For each local edu-
cational agency identified under paragraph (2),
the State educational agency shall provide tech-
nical or other assistance, if requested, as au-
thorized under section 1117, to better enable
the local educational agency—
‘‘(i) to develop and implement its re-
vised plan as approved by the State edu-
cational agency consistent with the require-
ments of this section; and
‘‘(ii) to work with schools needing im-
provement.
‘‘(B) TECHNICAL ASSISTANCE.—Technical
assistance provided under this section by the
State educational agency or an entity author-
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ized by such agency shall be based upon sci-
entifically based research.
‘‘(9) CORRECTIVE
ACTION.—In order to help
students served under this part meet challenging
State standards, each State educational agency shall
implement a system of corrective action in accord-
ance with the following:
‘‘(A) IN GENERAL.—After providing tech-
nical assistance under paragraph (8) and sub-
ject to subparagraph (D), the State educational
agency—
‘‘(i) may take corrective action at any
time with respect to a local educational
agency that has been identified under
paragraph (2);
‘‘(ii) shall take corrective action with
respect to any local educational agency
that 
fails 
to 
make 
adequate 
yearly
progress, as defined by the State, after the
end of the second year following its identi-
fication under paragraph (2); and
‘‘(iii) shall continue to provide tech-
nical assistance while instituting any cor-
rective action under clause (i) or (ii).
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‘‘(B) DEFINITION.—As used in this para-
graph, the term ‘corrective action’ means ac-
tion, consistent with State law, that—
‘‘(i) substantially and directly re-
sponds to the consistent academic failure
that caused the State educational agency
to take such action and to any underlying
staffing, curricular, or other problems in
the school; and
‘‘(ii) is designed to meet the goal of
having all students served under this part
perform at the proficient and advanced
performance levels.
‘‘(C) CERTAIN LOCAL EDUCATIONAL AGEN-
CIES.—In the case of a local educational agency
described in this paragraph, the State edu-
cational agency shall take not less than one of
the following corrective actions:
‘‘(i) Withhold funds from the local
educational agency.
‘‘(ii) Reconstitute school district per-
sonnel.
‘‘(iii) Remove particular schools from
the jurisdiction of the local educational
agency and establish alternative arrange-
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ments for public governance and super-
vision of such schools.
‘‘(iv) Appoint, through the State edu-
cational agency, a receiver or trustee to ad-
minister the affairs of the local educational
agency in place of the superintendent and
school board.
‘‘(v) Abolish or restructure the local
educational agency.
‘‘(vi) Authorize students to transfer
from a school operated by a local edu-
cational agency to a higher performing
public school operated by another local
educational agency, or to a public charter
school and provide such students transpor-
tation (or the costs of transportation to
such schools, in conjunction with not less
than one additional action described under
this paragraph.
‘‘(D) HEARING.—Prior to implementing
any corrective action, the State educational
agency shall provide due process and a hearing
to the affected local educational agency, if State
law provides for such process and hearing.
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‘‘(E) 
PUBLICATION.—The 
State 
edu-
cational agency shall publish, and disseminate
to parents and the public any corrective action
it takes under this paragraph through such
means as the Internet, the media, and public
agencies.
‘‘(F) DELAY.—A local educational agency
may delay, for a period not to exceed 1 year,
implementation of corrective action if the fail-
ure to make adequate yearly progress was justi-
fied due to exceptional or uncontrollable cir-
cumstances such as a natural disaster or a pre-
cipitous and unforeseen decline in the financial
resources of the local educational agency or
school.
‘‘(10) SPECIAL
RULE.—A local educational
agency, that, for at least two of the 3 years following
identification under paragraph (2), makes adequate
yearly progress toward meeting the State’s proficient
and advanced levels of performance shall no longer
be identified for school improvement.’’.
SEC. 113. STATE ASSISTANCE FOR SCHOOL SUPPORT AND
IMPROVEMENT.
Section 1117 (20 U.S.C. 6318) is amended to read
as follows:
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‘‘SEC. 1117. STATE ASSISTANCE FOR SCHOOL SUPPORT AND
IMPROVEMENT.
‘‘(a) SYSTEM
FOR
SUPPORT.—Each State edu-
cational agency shall establish a statewide system of inten-
sive and sustained support and improvement for local edu-
cational agencies and schools receiving funds under this
part, in order to increase the opportunity for all students
in those agencies and schools to meet the State’s content
standards and student performance standards.
‘‘(b) PRIORITIES.—In carrying out this section, a
State educational agency shall—
‘‘(1) first, provide support and assistance to
local educational agencies subject to corrective action
under section 1116 and assist schools, in accordance
with section 1116(b)(10), for which a local edu-
cational agency has failed to carry out its respon-
sibilities under section 1116(b)(8) and (9);
‘‘(2) second, provide support and assistance to
other local educational agencies identified as in need
of improvement under section 1116; and
‘‘(3) third, provide support and assistance to
other local educational agencies and schools partici-
pating under this part that need that support and
assistance in order to achieve the purpose of this
part.
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‘‘(c) APPROACHES.—In order to achieve the purpose
described in subsection (a), each such system shall provide
technical assistance and support through such approaches
as—
‘‘(1) school support teams, composed of individ-
uals who are knowledgeable about scientifically
based research and practice on teaching and learn-
ing, particularly about strategies for improving edu-
cational results for low-achieving children; and
‘‘(2) the designation and use of ‘‘Distinguished
Educators’’, chosen from schools served under this
part that have been especially successful in improv-
ing academic achievement.
‘‘(d) FUNDS.—Each State educational agency—
‘‘(1) shall use funds reserved under section
1002(f); and
‘‘(2) may use State administrative funds au-
thorized under section 1002(h) for such purpose.
‘‘(e) ALTERNATIVES.—The State may devise addi-
tional approaches to providing the assistance described in
paragraphs (1) and (2) of subsection (c), such as pro-
viding assistance through institutions of higher education
and educational service agencies or other local consortia,
and the State may seek approval from the Secretary to
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use funds made available under section 1002(h) for such
approaches as part of the State plan.’’.
SEC. 114. ACADEMIC ACHIEVEMENT AWARDS PROGRAM.
Subpart 1 of part A of title I is amended by inserting
after section 1117 the following:
‘‘SEC. 1117A. ACADEMIC ACHIEVEMENT AWARDS PROGRAM.
‘‘(a) ESTABLISHMENT OF ACADEMIC ACHIEVEMENT
AWARDS PROGRAM.—
‘‘(1) IN
GENERAL.—Each State receiving a
grant under this part may establish a program for
making academic achievement awards to recognize
and financially reward schools served under this part
that have—
‘‘(A) significantly closed the achievement
gap between the groups of students defined in
section 1111(b)(2); or
‘‘(B) 
exceeded 
their 
adequate 
yearly
progress 
goals, 
consistent 
with 
section
1111(b)(2), for two or more consecutive years.
‘‘(2) AWARDS TO TEACHERS.—A State program
under paragraph (1) may also recognize and provide
financial awards to teachers teaching in a school de-
scribed in such paragraph whose students consist-
ently make significant gains in academic achieve-
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ment in the areas in which the teacher provides in-
struction.
‘‘(b) FUNDING.—
‘‘(1) RESERVATION OF FUNDS BY STATE.—For
the purpose of carrying out this section, each State
receiving a grant under this part may reserve, from
the amount (if any) by which the funds received by
the State under this part for a fiscal year exceed the
amount received by the State under this part for the
preceding fiscal year, not more than 30 percent of
such excess amount.
‘‘(2) USE WITHIN 3 YEARS.—Notwithstanding
any other provision of law, the amount reserved
under paragraph (1) by a State for each fiscal year
shall remain available to the State until expended
for a period not exceeding 3 years.
‘‘(3) SPECIAL ALLOCATION RULE FOR SCHOOLS
IN HIGH-POVERTY AREAS.—
‘‘(A) IN GENERAL.—Each State receiving
a grant under this part shall distribute at least
50 percent of the amount reserved under para-
graph (1) for each fiscal year to schools de-
scribed in subparagraph (B), or to teachers
teaching in such schools.
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‘‘(B) SCHOOLS DESCRIBED.—A school de-
scribed in subparagraph (A) is a school whose
student population is in the highest quartile of
schools statewide in terms of the percentage of
children eligible for free and reduced priced
lunches under the National School Lunch Act.’’.
SEC. 115. PARENTAL INVOLVEMENT CHANGES.
(a) LOCAL EDUCATIONAL AGENCY POLICY.—Sub-
section (a) of section 1118 (20 U.S.C. 6319(a)) is
amended—
(1) in paragraph (1), by striking ‘‘programs,
activities, and procedures’’ and inserting ‘‘activities
and procedures’’.
(2) in paragraph (2) by striking subparagraphs
(E) and (F) and inserting the following:
‘‘(E) conduct, with the involvement of par-
ents, an annual evaluation of the content and
effectiveness of the parental involvement policy
in improving the academic quality of the schools
served under this part;
‘‘(F) involve parents in the activities of the
schools served under this part; and
‘‘(G) promote consumer friendly environ-
ments at the local educational agency and
schools served under this part.’’;
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(3) in paragraph (3) by adding at the end the
following new subparagraph:
‘‘(C) Not less than 90 percent of the funds re-
served under subparagraph (A) shall be distributed
to schools served under this part.’’.
(b) NOTICE.—Paragraph (1) of section 1118(b) (20
U.S.C. 6319(b)(1)) is amended by inserting after the first
sentence the following: ‘‘Parents shall be notified of the
policy in a format, and to the extent practicable, in a lan-
guage that they can understand.’’.
(c) PARENTAL INVOLVEMENT.—Paragraph (4) of
section 1118(c) (20 U.S.C. 6319(c)(4)) is amended—
(1) in subparagraph (B), by striking ‘‘perform-
ance profiles required under section 1116(a)(3)’’ and
inserting ‘‘school reports required under section
1111’’;
(2) by redesignating subparagraphs (D) and
(E) as subparagraphs (F) and (G), respectively;
(3) by inserting after subparagraph (C) the fol-
lowing new subparagraphs:
‘‘(D) notice of the schools’ identification as
a school in school improvement under section
1116(b), if applicable, and a clear explanation
of what such identification means;
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‘‘(E) notice of the corrective action that
has been taken against the school under section
1116(b)(9) and 1116(c)(9), if applicable, and a
clear explanation of what such action means;’’;
and
(4) in subparagraph (G) (as so redesignated),
by striking ‘‘subparagraph (D)’’ and inserting ‘‘sub-
paragraph (F)’’.
(d) BUILDING CAPACITY FOR INVOLVEMENT.—Sub-
section (e) of section 1118 (20 U.S.C 6319(e)) is amended
to read as follows:
‘‘(e) BUILDING CAPACITY FOR INVOLVEMENT.—To
ensure effective involvement of parents and to support a
partnership among the school, parents, and the commu-
nity to improve student achievement, each school and local
educational agency—
‘‘(1) shall provide assistance to participating
parents in such areas as understanding the State’s
content standards and State student performance
standards, the provisions of section 1111(b)(8),
State and local assessments, the requirements of this
part, and how to monitor a child’s progress and
work with educators to improve the performance of
their children as well as information on how parents
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can participate in decisions relating to the education
of their children;
‘‘(2) shall provide materials and training, such
as—
‘‘(A) coordinating necessary literacy train-
ing from other sources to help parents work
with their children to improve their children’s
achievement; and
‘‘(B) training to help parents to work with
their children to improve their children’s
achievement;
‘‘(3) shall educate teachers, pupil services per-
sonnel, principals and other staff, with the assist-
ance of parents, in the value and utility of contribu-
tions of parents, and in how to reach out to, commu-
nicate with, and work with parents as equal part-
ners, implement and coordinate parent programs,
and build ties between home and school;
‘‘(4) shall coordinate and integrate parent in-
volvement programs and activities with Head Start,
Even Start, the Home Instruction Programs for
Preschool Youngsters, the Parents as Teachers Pro-
gram, and public preschool programs and other pro-
grams, to the extent feasible and appropriate;
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‘‘(5) shall conduct other activities, as appro-
priate and feasible, such as parent resource centers
and opportunities for parents to learn how to be-
come full partners in the education of their children;
‘‘(6) shall ensure, to the extent possible, that
information related to school and parent programs,
meetings, and other activities is sent to the homes
of participating children in the language used in
such homes;
‘‘(7) shall provide such other reasonable sup-
port for parental involvement activities under this
section as parents may request;
‘‘(8) shall expand the use of electronic commu-
nications among teachers, students, and parents,
such as through the use of websites and e-mail com-
munications;
‘‘(9) may involve parents in the development of
training for teachers, principals, and other educators
to improve the effectiveness of such training in im-
proving instruction and services to the children of
such parents in a format, and to the extent prac-
ticable, in a language the parent can understand;
‘‘(10) may provide necessary literacy training
from funds received under this part if the local edu-
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cational agency has exhausted all other reasonably
available sources of funding for such activities;
‘‘(11) may pay reasonable and necessary ex-
penses associated with local parental involvement ac-
tivities, including transportation and child care
costs, to enable parents to participate in school-re-
lated meetings and training sessions;
‘‘(12) may train and support parents to en-
hance the involvement of other parents;
‘‘(13) may arrange meetings at a variety of
times, such as in the mornings and evenings, in
order to maximize the opportunities for parents to
participate in school related activities;
‘‘(14) may arrange for teachers or other edu-
cators, who work directly with participating children,
to conduct in-home conferences with parents who are
unable to attend such conferences at school;
‘‘(15) may adopt and implement model ap-
proaches to improving parental involvement, such as
Even Start;
‘‘(16) may establish a districtwide parent advi-
sory council to advise on all matters related to pa-
rental involvement in programs supported under this
part; and
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‘‘(17) may develop appropriate roles for com-
munity-based organizations and businesses in parent
involvement activities, including providing informa-
tion about opportunities for organizations and busi-
nesses to work with parents and schools, and en-
couraging the formation of partnerships between ele-
mentary, middle, and secondary schools and local
businesses that include a role for parents.’’.
(e) ACCESSIBILITY.—Subsection (f) of section 1118
(20 U.S.C. 6319(f)) is amended to read as follows:
‘‘(f) ACCESSIBILITY.—In carrying out the parental
involvement requirements of this part, local educational
agencies and schools, to the extent practicable, shall pro-
vide full opportunities for the participation of parents with
limited English proficiency or with disabilities and parents
of migratory children, including providing information and
school reports required under section 1111 in a format,
and to the extent practicable, in a language such parents
understand.’’.
SEC. 116. QUALIFICATIONS FOR TEACHERS AND PARA-
PROFESSIONALS.
Section 1119 (20 U.S.C. 6301) is amended to read
as follows:
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‘‘SEC. 1119. QUALIFICATIONS FOR TEACHERS AND PARA-
PROFESSIONALS.
‘‘(a) TEACHERS.—
‘‘(1) IN
GENERAL.—Each local educational
agency receiving assistance under this part shall en-
sure that all teachers hired on or after the effective
date of the Student Results Act of 1999 and teach-
ing in a program supported with funds under this
part are fully qualified.
‘‘(2) PLAN.—Each State receiving assistance
under this part shall develop and submit to the Sec-
retary a plan to ensure that all teachers teaching
within the State are fully qualified not later than
December 31, 2003. Such plan shall include an as-
surance that the State will require each local edu-
cational agency and school receiving funds under
this part publicly to report their annual progress on
the agency’s and the school’s performance in in-
creasing the percentage of classes in core academic
areas taught by fully qualified teachers.
‘‘(b) NEW PARAPROFESSIONALS.—
‘‘(1) IN
GENERAL.—Each local educational
agency receiving assistance under this part shall en-
sure that all paraprofessionals hired 1 year or more
after the effective date of the Student Results Act
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of 1999 and working in a program supported with
funds under this part shall—
‘‘(A) have completed at least 2 years of
study at an institution of higher education;
‘‘(B) have obtained an associate’s (or high-
er) degree; or
‘‘(C) have met a rigorous standard of qual-
ity that demonstrates, through a formal
assessment—
‘‘(i) knowledge of, and the ability to
assist in instructing reading, writing, and
math; or
‘‘(ii) knowledge of, and the ability to
assist in instructing reading readiness,
writing readiness, and math readiness, as
appropriate.
‘‘(2) CLARIFICATION.—For purposes of para-
graph (1)(C), the receipt of a high school diploma
(or its recognized equivalent) shall be necessary but
not by itself sufficient to satisfy the requirements of
such paragraph.
‘‘(c) EXISTING PARAPROFESSIONALS.—Each local
educational agency receiving assistance under this part
shall ensure that all paraprofessionals hired before the
date that is 1 year after the effective date of the Student
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Results Act of 1999 and working in a program supported
with funds under this part shall, not later than 3 years
after such effective date, satisfy the requirements of sub-
section (b).
‘‘(d) EXCEPTIONS FOR TRANSLATION AND PAREN-
TAL INVOLVEMENT ACTIVITIES.—Subsections (b) and (c)
shall not apply to a paraprofessional—
‘‘(A) who is proficient in English and a
language other than English and who provides
services primarily to enhance the participation
of children in programs under this part by act-
ing as a translator; or
‘‘(B) whose duties consist solely of con-
ducting parental involvement activities con-
sistent with section 1118.
‘‘(e) GENERAL
REQUIREMENT
FOR
ALL
PARA-
PROFESSIONALS.—Each local educational agency receiving
assistance under this part shall ensure that all paraprofes-
sionals working in a program supported with funds under
this part, regardless of the paraprofessional’s hiring date,
possess a high school diploma or its recognized equivalent.
‘‘(f) DUTIES OF PARAPROFESSIONALS.—
‘‘(1) IN
GENERAL.—Each local educational
agency receiving assistance under this part shall en-
sure that a paraprofessional working in a program
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supported with funds under this part is not assigned
a duty inconsistent with this subsection.
‘‘(2) RESPONSIBILITIES
PARAPROFESSIONALS
MAY BE ASSIGNED.—A paraprofessional described in
paragraph (1) may only be assigned—
‘‘(A) to provide one-on-one tutoring for eli-
gible students, if the tutoring is scheduled at a
time when a student would not otherwise re-
ceive instruction from a teacher;
‘‘(B) to assist with classroom management,
such as organizing instructional and other ma-
terials;
‘‘(C) to provide assistance in a computer
laboratory;
‘‘(D) to conduct parental involvement ac-
tivities;
‘‘(E) to provide support in a library or
media center;
‘‘(F) to act as a translator; or
‘‘(G) to provide instructional services to
students;
‘‘(3) ADDITIONAL LIMITATIONS.—A paraprofes-
sional described in paragraph (1)—
‘‘(A) may not provide any instructional
service to a student unless the paraprofessional
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is working under the direct supervision of a
fully qualified teacher; and
‘‘(B) may not provide instructional services
to students in the area of reading, writing, or
math unless the paraprofessional has dem-
onstrated, through a State or local assessment,
the ability effectively to carry out reading, writ-
ing, or math instruction.
‘‘(g) USE OF FUNDS.—
‘‘(1) PROFESSIONAL
DEVELOPMENT.—A local
educational agency receiving funds under this part
may use such funds to support ongoing training and
professional development to assist teachers and
paraprofessionals in satisfying the requirements of
this section.
‘‘(2) LIMITATION ON USE OF FUNDS FOR PARA-
PROFESSIONALS.—
‘‘(A) IN
GENERAL.—Beginning on and
after the effective date of the Student Results
Act of 1999, a local educational agency may not
use funds received under this part to fund any
paraprofessional hired after such date unless
the hiring is to fill a vacancy created by the de-
parture of another paraprofessional funded
under this part and such new paraprofessional
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‘‘(B) Notwithstanding section 1122, no State
described in subparagraph (A) shall receive less than
the lesser of—
‘‘(i) 0.25 percent of total grants; or
‘‘(ii) the average of—
‘‘(I) one-quarter of 1 percent of the
sums available to carry out this section for
such fiscal year; and
‘‘(II) the greater of—
‘‘(aa) $340,000; or
‘‘(bb) the number of children in
such State counted for purposes of
this section in that fiscal year multi-
plied by 150 percent of the national
average per pupil payment made with
funds available under this section for
that year.
‘‘(2) SPECIAL RULE.—For each county or local
educational agency eligible to receive an additional
grant under this section for any fiscal year the Sec-
retary shall determine the product of—
‘‘(A) the number of children counted under
section 1124(c) for that fiscal year; and
‘‘(B) the quotient resulting from the divi-
sion of the amount determined for those agen-
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‘‘(2) MINIMUM ALLOCATION.—The percentage
in paragraph (1)(A) shall not be less than—
‘‘(A) for fiscal year 2000, 75.0 percent;
‘‘(B) for fiscal year 2001, 77.5 percent;
‘‘(C) for fiscal year 2002, 80.0 percent;
‘‘(D) for fiscal year 2003, 82.5 percent;
and
‘‘(E) for fiscal year 2004 and succeeding
fiscal years, 85.0 percent.
‘‘(3) SPECIAL
RULE.—If the application of
paragraph (2) would result in any of the 50 States
or the District of Columbia receiving less under this
part than it received under this part for the pre-
ceding fiscal year, the percentage in paragraph (1)
shall be the greater of the percentage in paragraph
(1)(A) or the percentage used for the preceding fis-
cal year.’’.
SEC. 144. STATE PLAN AND STATE AGENCY APPLICATIONS.
Section 1414 is amended to read as follows:
‘‘SEC. 1414. STATE PLAN AND STATE AGENCY APPLICA-
TIONS.
‘‘(a) STATE PLAN.—
‘‘(1) IN
GENERAL.—Each State educational
agency that desires to receive a grant under this
part shall submit, for approval by the Secretary, a