I 
114TH CONGRESS 
1ST SESSION H. R. 3369 
To establish an Office of Rural Education Policy in the Department of 
Education, make other modifications to Federal law to improve rural 
schools, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
JULY 29, 2015 
Mr. LOEBSACK introduced the following bill; which was referred to the Com-
mittee on Education and the Workforce, and in addition to the Com-
mittee on Ways and Means, for a period to be subsequently determined 
by the Speaker, in each case for consideration of such provisions as fall 
within the jurisdiction of the committee concerned 
A BILL 
To establish an Office of Rural Education Policy in the 
Department of Education, make other modifications to 
Federal law to improve rural schools, and for other pur-
poses. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Restructuring Under-
utilized Resources for Advancing Learning Act’’ or the 
‘‘RURAL Act’’. 
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SEC. 2. FINDINGS AND PURPOSES. 
(a) FINDINGS.—The Congress finds the following: 
(1) Rural schools have unique challenges and 
benefits. 
(2) More than 33 percent of regular elementary 
and secondary public schools nationwide are in loca-
tions classified as rural. As of the 2010–2011 school 
year, more than 20 percent of public school students 
were enrolled in rural school districts. 
(3) In rural areas of the United States, 
6,100,000 children live in poverty. 
(4) Among children living in rural areas, 24 
percent live in poverty, compared to 20 percent 
among nonrural children. 
(5) Rural schools have fewer financial resources 
than non-rural schools, largely as a result of dimin-
ished local property tax bases and inequitable dis-
tributions of State funds. 
(6) There is a substantial pay gap for teachers 
and administrators in rural school districts. Rural 
teachers and administrators in the U.S. earn about 
$10,000 less than their counterparts in nonrural 
schools. 
(7) Rural schools have difficulty recruiting and 
retaining teachers. A recent survey of rural school 
superintendents suggests low salaries combined with 
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social and geographic isolation are the primary fac-
tors responsible for difficulties recruiting and retain-
ing teachers. 
(8) Digital learning technology holds the prom-
ise of transforming rural education by removing bar-
riers of distance and increasing school capacity. 
(9) While many large urban local education 
agencies are at the forefront of implementing new 
digital learning innovations, it is often harder for 
smaller and more rural local education agencies to 
access these tools. Smaller local education agencies 
with less capacity may also find it more difficult to 
provide the training needed to effectively implement 
new digital learning technologies. 
(10) Low literacy rates among parents in poor 
rural communities affect the early language develop-
ment and educational aspirations of children. 
(11) Investing in after-school programs helps 
children in rural communities break out of the cycle 
of poverty and creates opportunities for at-risk 
youth. 
(12) In areas in which resources are limited, 
after-school programs are often the only source of 
supplemental enrichment in literacy, nutrition edu-
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cation, technology, and preparation for college and 
entrance exams. 
(13) Children attending rural schools have the 
lowest median per-student funding for after-school 
programs under the 21st Century Community 
Learning Center Program under part B of title IV 
of the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 7171 et seq.), as compared to chil-
dren attending urban and suburban schools. 
(b) PURPOSES.—The purposes of this Act are— 
(1) to establish an Office of Rural Education 
Policy in the Department of Education; 
(2) to provide input to the Secretary of Edu-
cation regarding the impact of proposed changes in 
law, regulations, policies, rules, and budgets on rural 
schools and communities; 
(3) to provide a tax incentive to individuals 
teaching in elementary and secondary schools lo-
cated in rural or high unemployment areas and to 
individuals who achieve certification from the Na-
tional Board for Professional Teaching Standards; 
(4) to support the expansion of the use of dig-
ital learning through competitive grants to partner-
ships to implement and evaluate the results of tech-
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nology-based learning practices, strategies, tools, or 
programs at rural schools; and 
(5) to enhance after-school programs in rural 
areas by helping communities establish after-school 
programs and improve existing programs by over- 
coming barriers to service. 
TITLE I—INCENTIVES TO 
EDUCATE AMERICAN CHILDREN 
SEC. 101. REFUNDABLE TAX CREDIT FOR EDUCATORS AND 
SCHOOL LEADERS IN ELEMENTARY AND SEC-
ONDARY SCHOOLS LOCATED IN HIGH POV-
ERTY OR RURAL AREAS. 
(a) IN GENERAL.—Subpart C of part IV of sub-
chapter A of chapter 1 of the Internal Revenue Code of 
1986 is amended by inserting after section 36B the fol-
lowing new section: 
‘‘SEC. 36C. TAX CREDIT FOR EDUCATORS AND SCHOOL 
LEADERS IN ELEMENTARY AND SECONDARY 
SCHOOLS LOCATED IN HIGH POVERTY OR 
RURAL AREAS. 
‘‘(a) ALLOWANCE OF CREDIT.—In the case of an eli-
gible teacher or school leader, there shall be allowed as 
a credit against the tax imposed by this subtitle for the 
taxable year an amount equal to the applicable amount 
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for the eligible academic year ending during such taxable 
year. 
‘‘(b) APPLICABLE AMOUNT.—For purposes of this 
section— 
‘‘(1) TEACHERS IN SCHOOLS IN RURAL AREAS 
OR SCHOOLS WITH HIGH POVERTY.— 
‘‘(A) IN GENERAL.—In the case of an eligi-
ble teacher who performs services in a public 
kindergarten or a public elementary or sec-
ondary school described in subparagraph (B) 
during the eligible academic year, the applicable 
amount is $1,000. 
‘‘(B) SCHOOL DESCRIBED.—A public kin-
dergarten or a public elementary or secondary 
school is described in this subparagraph if— 
‘‘(i) at least 75 percent of the stu-
dents attending such kindergarten or 
school receive free or reduced-cost lunches 
under the school lunch program established 
under the Richard B. Russell National 
School Lunch Act, or 
‘‘(ii) such kindergarten or school is 
designated with a school locale code of 32, 
33, 41, 42, or 43, as determined by the 
Secretary of Education. 
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‘‘(2) CERTIFIED TEACHERS.—In the case of an 
eligible teacher who is described in paragraph (1) 
and who is certified by the National Board for Pro-
fessional Teaching Standards for the eligible aca-
demic year, paragraph (1)(A) shall be applied by 
substituting ‘$2,000’ for ‘$1,000’. 
‘‘(3) ELIGIBLE SCHOOL LEADERS IN SCHOOLS 
IN RURAL AREAS.—In the case of an eligible school 
leader who serves in a public kindergarten or a pub-
lic elementary or secondary school described in para-
graph (1)(B)(ii), paragraph (1)(A) shall be applied 
by substituting ‘$2,000’ for ‘$1,000’. 
‘‘(c) ELIGIBLE TEACHER.—For purposes of this sec-
tion, the term ‘eligible teacher’ means, for any eligible aca-
demic year, an individual who is a kindergarten through 
grade 12 classroom teacher or instructor in a public kin-
dergarten or a public elementary or secondary school on 
a full-time basis for such eligible academic year. 
‘‘(d) ELIGIBLE SCHOOL LEADER.—For purposes of 
this section, the term ‘eligible school leader’ means, for 
any eligible academic year, an individual who, on a full- 
time basis for such eligible academic year, is a kinder-
garten through grade 12 principal or assistant principal 
in a public kindergarten or a public elementary or is a 
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school superintendent or other administrator employed by 
a local educational agency. 
‘‘(e) ADDITIONAL DEFINITIONS.—For purposes of 
this section— 
‘‘(1) ELEMENTARY AND SECONDARY SCHOOLS; 
LOCAL EDUCATIONAL AGENCY.—The terms ‘elemen-
tary school’, ‘secondary school’, and ‘local edu-
cational agency’ have the respective meanings given 
such terms by section 9101 of the Elementary and 
Secondary Education Act of 1965. 
‘‘(2) ELIGIBLE ACADEMIC YEAR.—The term ‘el-
igible academic year’ means any academic year end-
ing in a taxable year beginning after December 31, 
2015.’’. 
(b) CONFORMING AMENDMENTS.— 
(1) Paragraph (2) of section 1324(b) of title 
31, United States Code, is amended by inserting ‘‘, 
36C’’ after ‘‘36B’’. 
(2) The table of sections for subpart C of part 
IV of subchapter A of chapter 1 of the Internal Rev-
enue Code of 1986 is amended by inserting after the 
item relating to section 36B the following new item: 
‘‘Sec. 36C. Tax credit for educators and school leaders in elementary and sec-
ondary schools located in high poverty or rural areas.’’. 
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(c) EFFECTIVE DATE.—The amendments made by 
this section shall apply to academic years ending in tax-
able years beginning after December 31, 2015. 
TITLE II—OFFICE OF RURAL 
EDUCATION POLICY 
SEC. 201. ESTABLISHMENT OF OFFICE OF RURAL EDU-
CATION POLICY. 
(a) IN GENERAL.—Title II of the Department of 
Education Organization Act (20 U.S.C. 3411 et seq.) is 
amended by adding at the end the following: 
‘‘SEC. 221. OFFICE OF RURAL EDUCATION POLICY. 
‘‘(a) IN GENERAL.—There shall be, in the Office of 
Elementary and Secondary Education of the Department, 
an Office of Rural Education Policy (referred to in this 
section as the ‘Office’). 
‘‘(b) DIRECTOR; DUTIES.— 
‘‘(1) IN GENERAL.—The Office shall be headed 
by a Director, who shall advise the Secretary on the 
characteristics and needs of rural schools and the ef-
fects of current policies and proposed statutory, reg-
ulatory, administrative, and budgetary changes on 
State educational agencies, and local educational 
agencies, that serve schools with a locale code of 32, 
33, 41, 42, or 43, as determined by the Secretary. 
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‘‘(2) ADDITIONAL DUTIES OF THE DIRECTOR.— 
In addition to advising the Secretary with respect to 
the matters described in paragraph (1), the Director 
of the Office of Rural Education Policy (referred to 
in this section as the ‘Director’), through the Office, 
shall— 
‘‘(A) establish and maintain a clearing-
house for collecting and disseminating informa-
tion on— 
‘‘(i) teacher and principal recruitment 
and retention at rural elementary schools 
and rural secondary schools; 
‘‘(ii) access to, and implementation 
and use of, technology and distance learn-
ing at such schools; 
‘‘(iii) rigorous coursework delivery 
through distance learning at such schools; 
‘‘(iv) student achievement at such 
schools, including the achievement of low- 
income and minority students; 
‘‘(v) innovative approaches in rural 
education to increase student achievement; 
‘‘(vi) higher education and career 
readiness and secondary school completion 
of students enrolled in such schools; 
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‘‘(vii) access to, and quality of, early 
childhood development for children located 
in rural areas; 
‘‘(viii) access to, or partnerships with, 
community-based organizations in rural 
areas; 
‘‘(ix) the availability of professional 
development opportunities for rural teach-
ers and principals; 
‘‘(x) the availability of Federal and 
other grants and assistance that are spe-
cifically geared or applicable to rural 
schools; and 
‘‘(xi) the financing of such schools; 
‘‘(B) identify innovative research and dem-
onstration projects on topics of importance to 
rural elementary schools and rural secondary 
schools, including gaps in such research, and 
recommend such topics for study by the Insti-
tute of Education Sciences and other research 
agencies; 
‘‘(C) coordinate the activities within the 
Department that relate to rural education; 
‘‘(D) provide information to the Secretary 
and others in the Department with respect to 
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the activities of other Federal departments and 
agencies that relate to rural education, includ-
ing activities relating to rural housing, rural ag-
ricultural services, rural transportation, rural 
economic development, rural career and tech-
nical training, rural health care, rural disability 
services, and rural mental health; 
‘‘(E) coordinate with the Bureau of Indian 
Education, the Bureau of Indian Affairs, the 
Department of the Interior, and the schools ad-
ministered by such agencies regarding rural 
education; 
‘‘(F) provide, directly or through grants, 
cooperative agreements, or contracts, technical 
assistance and other activities as necessary to 
support activities related to improving edu-
cation in rural areas; and 
‘‘(G) produce an annual report on the con-
dition of rural education that is delivered to the 
members of the Education and the Workforce 
Committee of the House of Representatives and 
the Health, Education, Labor, and Pensions 
Committee of the Senate and published on the 
Department’s Web site. 
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‘‘(c) IMPACT ANALYSES OF RULES AND REGULA-
TIONS ON RURAL SCHOOLS.— 
‘‘(1) PROPOSED RULEMAKING.—Whenever the 
Secretary publishes a general notice of proposed 
rulemaking for any rule or regulation that may have 
a significant impact on State educational agencies or 
local educational agencies serving schools with a lo-
cale code of 32, 33, 41, 42, or 43, as determined by 
the Secretary, the Secretary (acting through the Di-
rector) shall prepare and make available for public 
comment an initial regulatory impact analysis. Such 
analysis shall describe the impact of the proposed 
rule or regulation on such State educational agencies 
and local educational agencies and shall set forth, 
with respect to such agencies, the matters required 
under section 603 of title 5, United States Code, to 
be set forth with respect to small entities. The initial 
regulatory impact analysis (or a summary) shall be 
published in the Federal Register at the time of the 
publication of general notice of proposed rulemaking 
for the rule or regulation. 
‘‘(2) FINAL
RULE.—Whenever the Secretary 
promulgates a final version of a rule or regulation 
with respect to which an initial regulatory impact 
analysis is required by paragraph (1), the Secretary 
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(acting through the Director) shall prepare a final 
regulatory impact analysis with respect to the final 
version of such rule or regulation. Such analysis 
shall set forth, with respect to State educational 
agencies and local educational agencies serving 
schools with a locale code of 32, 33, 41, 42, or 43, 
as determined by the Secretary, the matters required 
under section 604 of title 5, United States Code, to 
be set forth with respect to small entities. The Sec-
retary shall make copies of the final regulatory im-
pact analysis available to the public and shall pub-
lish, in the Federal Register at the time of publica-
tion of the final version of the rule or regulation, a 
statement describing how a member of the public 
may obtain a copy of such analysis. 
‘‘(3) REGULATORY FLEXIBILITY ANALYSIS.—If 
a regulatory flexibility analysis is required by chap-
ter 6 of title 5, United States Code, for a rule or 
regulation to which this subsection applies, such 
analysis shall specifically address the impact of the 
rule or regulation on State educational agencies and 
local educational agencies serving schools with a lo-
cale code of 32, 33, 41, 42, or 43, as determined by 
the Secretary.’’. 
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(b) EFFECTIVE DATE.—Section 221(c) of the De-
partment of Education Organization Act, as added by sub-
section (a), shall apply to regulations proposed more than 
30 days after the date of the enactment of this Act. 
TITLE 
III—ASSISTANCE 
TO 
RURAL SCHOOLS FOR IMPLE-
MENTING AND EVALUATING 
DIGITAL LEARNING 
SEC. 301. PROGRAM AUTHORIZED. 
(a) GRANTS TO ELIGIBLE PARTNERSHIPS.—From 
the amounts appropriated to carry out this title, the Sec-
retary of Education is authorized to award grants, on a 
competitive basis, to eligible partnerships to carry out the 
activities described in section 304. 
(b) DURATION OF GRANT.—A grant under subsection 
(a) shall be awarded for not less than a 3-year and not 
longer than a 5-year period. 
(c) FISCAL AGENT.—If an eligible partnership re-
ceives a grant under this title, a school partner in the part-
nership shall serve as the fiscal agent for the partnership. 
SEC. 302. APPLICATION. 
An eligible partnership desiring a grant under this 
title shall submit an application to the Secretary at such 
time, in such manner, and containing such information as 
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the Secretary may require, which shall include the fol-
lowing: 
(1) A description of the eligible partnership, in-
cluding the name of each of the partners and their 
respective roles and responsibilities. 
(2) A description of the technology-based learn-
ing practice, tool, strategy, or course that the eligi-
ble partnership proposes to develop or implement 
using the grant funds. 
(3) An assurance that all teachers of record 
hold the relevant license and are otherwise qualified 
to implement any technology-based practice, tool, 
strategy, or course using the grant funds. 
(4) An assurance that all students in a class or 
school implementing a practice, tool, strategy or 
course using the grant funds will have access to any 
equipment necessary to participate on a full and eq-
uitable basis. 
(5) An assurance that the proposed uses of 
smartphones, laptops, tablets, or other devices sus-
ceptible to inappropriate use have the informed con-
sent of parents or guardians and are not incon-
sistent with any policies of the local educational 
agency on the use of such devices. 
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(6) Information relevant to the selection criteria 
under section 303(c). 
(7) A description of the evaluation to be under-
taken by the eligible partnership, including— 
(A) how the school partner and the evalua-
tion partner will work together to implement 
the practice, tool, strategy, or course in such a 
way that permits the use of a rigorous, inde-
pendent evaluation design that meets the stand-
ards of the What Works Clearinghouse of the 
Institute of Education Sciences; and 
(B) a description of the evaluation design 
that meets such standards, which will be used 
to measure any significant effects on the out-
comes described in paragraphs (1) through (3) 
of section 305(a). 
(8) An estimate of the number of students to 
be reached through the grant and evidence of its ca-
pacity to reach the proposed number of students 
during the course of the grant. 
(9) Any other information the Secretary may 
require. 
SEC. 303. APPLICATION REVIEW AND AWARD BASIS. 
(a) PEER REVIEW.—The Secretary shall use a peer 
review process to review applications for grants under this 
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title. The Secretary shall appoint individuals to the peer 
review process who have relevant expertise in digital learn-
ing, research and evaluation, standards quality and align-
ment, and rural education. 
(b) AWARD BASIS.—In awarding grants under this 
title, the Secretary shall ensure, to the extent practicable, 
diversity in the type of activities funded under the grants. 
(c) SELECTION CRITERIA.—In evaluating an eligible 
partnership’s application for a grant under this title, the 
Secretary shall consider— 
(1) the need for the proposed technology-based 
learning practice, tool, strategy, or course; 
(2) the quality of the design of the proposed 
practice, tool, strategy, or course; 
(3) the strength of the existing research evi-
dence with respect to such practice, tool, strategy, or 
course; 
(4) the experience of the eligible partnership; 
and 
(5) the quality of the evaluation proposed by 
the eligible partnership. 
(d) DEDICATED FUNDING FOR FRINGE RURAL, DIS-
TANT RURAL, AND REMOTE RURAL SCHOOLS.—Not less 
than 50 percent of the grant funds awarded under this 
title shall be awarded to eligible partnerships that provides 
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assurances that the school partners in the eligible partner-
ship will ensure that each school to be served by the grant 
is designated with a school locale code of 32, 33, 41, 42, 
or 43, as determined by the Secretary. 
SEC. 304. USE OF FUNDS. 
(a) REQUIRED USE OF FUNDS.— 
(1) IN GENERAL.—An eligible partnership re-
ceiving a grant under this title shall use such funds 
to implement and evaluate the results of technology- 
based learning practices, strategies, tools, or courses, 
including the practices, strategies, tools, or courses 
identified under paragraphs (2) through (6). 
(2) TOOLS AND COURSES DESIGNED TO PER-
SONALIZE
THE
LEARNING
EXPERIENCE.—Tech-
nology-based tools and courses identified under this 
paragraph include the following types of tools and 
courses designed to personalize the learning experi-
ence: 
(A) Technology-based personalized instruc-
tional systems. 
(B) Adaptive software, games, or tools, 
that can be used to personalize learning. 
(C) Computer-based tutoring courses to 
help struggling students. 
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(D) Games, digital tools, and smartphone 
or tablet applications to improve students’ en-
gagement, focus, and time on task. 
(E) Other tools and courses designed to 
personalize the learning experience. 
(3) PRACTICES AND STRATEGIES DESIGNED TO 
AID AND INFORM INSTRUCTION.—Technology-based 
practices and strategies identified under this para-
graph include the following types of practices and 
strategies designed to aid and inform instruction: 
(A) Adaptive software, games, or tools that 
can be used for the purpose of formative assess-
ment. 
(B) Web resources that provide teachers 
and their students access to instructional and 
curricular materials that are— 
(i) aligned with high-quality stand-
ards; and 
(ii) designed to prepare students for 
college and a career, such as a repository 
of primary historical sources for use in his-
tory and civics courses or examples of de-
velopmentally appropriate science experi-
ments. 
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(C) Online professional development oppor-
tunities, teacher mentoring opportunities, and 
professional learning communities. 
(D) Tools or web resources designed to ad-
dress specific instructional problems. 
(E) Other practices and strategies de-
signed to personalize the learning experience. 
(4) TOOLS, COURSES, AND
STRATEGIES
DE-
SIGNED TO IMPROVE THE ACHIEVEMENT OF STU-
DENTS
WITH
SPECIFIC
EDUCATIONAL
NEEDS.— 
Technology-based tools, courses, and strategies iden-
tified under this paragraph include the following 
types of tools, courses, and strategies designed to 
meet the needs of students with specific educational 
needs: 
(A) Digital tools specifically designed to 
meet the needs of students with a particular 
disability. 
(B) Online courses that give students who 
are not on track to graduate or have already 
dropped out of school the opportunity for accel-
erated credit recovery. 
(C) Language instruction courses, games, 
or software designed to meet the needs of 
English language learners. 
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(D) Other tools, courses, and strategies de-
signed to personalize the learning experience. 
(5) TOOLS, COURSES, AND
STRATEGIES
DE-
SIGNED TO HELP STUDENTS DEVELOP 21ST CEN-
TURY SKILLS.—Technology-based tools, courses, and 
strategies identified under this paragraph include 
peer-to-peer virtual learning opportunities to be used 
for the purposes of project-based learning, deeper 
learning, and collaborative learning, and other tools, 
courses, and strategies designed to help students de-
velop 21st century skills, such as the ability to think 
critically and solve problems, be effective commu-
nicators, collaborate with others, and learn to create 
and innovate. 
(6) TECHNOLOGY-BASED OR ONLINE COURSES 
THAT ALLOW STUDENTS TO TAKE COURSES THAT 
THEY WOULD NOT OTHERWISE HAVE ACCESS TO.— 
Technology-based or online courses identified under 
this paragraph include courses or collections of 
courses approved by the applicable local educational 
agency or State educational agency that provide stu-
dents with access to courses that they would not oth-
erwise have access to, such as the following: 
(A) An online repository of elective 
courses. 
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(B) Online or software-based courses in 
foreign languages, especially in languages iden-
tified as critical or in schools where a teacher 
is not available to teach the language or course 
level a student requires. 
(C) 
Online 
advanced 
or 
college-level 
courses that can be taken for credit. 
(b) AUTHORIZED USE OF FUNDS.—An eligible part-
nership receiving a grant under this title may use grant 
funds to— 
(1) develop or implement the technology for 
technology-based 
learning 
strategies, 
practices, 
courses, or tools to be carried out under the grant; 
(2) purchase hardware or software needed to 
carry out such strategies, practices, courses, or tools 
under the grant, except that such purchases may not 
exceed 50 percent of total grant funds; 
(3) address the particular needs of student sub-
groups, including students with disabilities and 
English-language learners; 
(4) provide technology-based professional devel-
opment or professional development on how to maxi-
mize the utility of technology; and 
(5) address issues of cost and capacity in rural 
areas and shortage subjects. 
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(c) SUPPLEMENTATION.—An eligible partnership 
that receives a grant under this title shall use the grant 
funds to supplement, not supplant, the work of teachers 
with students, and may not use such funds to reduce staff-
ing levels for the school partners in the eligible partner-
ship. 
(d) TEACHER OF RECORD.—For each student in a 
class or school implementing a practice, tool, strategy, or 
course using grant funds provided under this title, there 
shall be a teacher of record, holding the relevant certifi-
cation or license, and otherwise qualified to implement any 
digitally based practice, tool, strategy or course using the 
grant funds. An eligible partnership shall use grant funds 
provided under this title, and shall determine the extent 
and nature of pedagogical uses of digital tools, in a man-
ner that is consistent with the judgments of teachers of 
record about what is developmentally appropriate for stu-
dents. 
SEC. 305. DATA COLLECTION AND EVALUATION. 
(a) IN GENERAL.—Each eligible partnership receiv-
ing a grant under this title shall require its evaluation 
partner to complete an independent, comprehensive, well- 
designed, and well-implemented evaluation that meets the 
standards of the What Works Clearinghouse after the 
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third year of implementation of the grant to measure the 
effect of the practice, tool, strategy, or course on— 
(1) growth in student achievement, as measured 
by high quality assessments that provide objective, 
valid, reliable measures of student academic growth 
and information on whether a student is on-track to 
graduate ready for college and career; 
(2) costs and savings to the school partner; and 
(3) at least one of the following: 
(A) Student achievement gaps. 
(B) Graduation and dropout rates. 
(C) College enrollment. 
(D) College persistence. 
(E) College completion. 
(F) Placement in a living-wage job. 
(G) Enhanced teacher or principal effec-
tiveness as measured by valid, reliable, and 
multiple measures of student achievement and 
other appropriate measures. 
(b) EVALUATION.—The Secretary shall— 
(1) acting through the Director of the Institute 
of Education Sciences— 
(A) evaluate the implementation and im-
pact of the activities supported under the grant 
program authorized under this section; and 
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(B) identify best practices; and 
(2) disseminate, in consultation with the re-
gional educational laboratories established under 
part D of the Education Sciences Reform Act of 
2002 and comprehensive centers established under 
the Educational Technical Assistance Act of 2002, 
research on best practices in school leadership. 
(c) IMPLEMENTATION EVALUATION.—An evaluation 
partner may use funds under this title to carry out an 
implementation evaluation designed to provide information 
that may be useful for schools, local educational agencies, 
States, consortia of schools, and charter school networks 
seeking to implement similar practices, tools, strategies, 
or courses in the future. 
(d) PUBLICATION OF RESULTS.—Upon completion of 
an evaluation described in subsection (a), (b), or (c) the 
evaluation partner shall— 
(1) submit a report of the results of the evalua-
tion to the Secretary; and 
(2) make publicly available such results. 
SEC. 306. DEFINITIONS. 
In this title: 
(1) DIGITAL LEARNING PARTNER.—The term 
‘‘digital learning partner’’ means an organization 
with expertise in the technology required to develop 
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or implement the digital learning practices, tools, 
strategies, or courses proposed by the school partner 
with which the digital learning partner will partner 
or has partnered under this title, such as— 
(A) an institution of higher education; 
(B) a nonprofit organization; or 
(C) an organization with school develop-
ment or turnaround experience. 
(2) ELIGIBLE PARTNERSHIP.—The term ‘‘eligi-
ble partnership’’ means a partnership that includes 
a school partner and not less than 1— 
(A) digital learning partner, except that in 
a case in which a school partner or evaluation 
partner demonstrates expertise in digital learn-
ing to the Secretary; and 
(B) evaluation partner. 
(3) EVALUATION PARTNER.—The term ‘‘evalua-
tion partner’’ means a partner that has the expertise 
and ability to carry out the evaluation of a grant re-
ceived under this title, such as— 
(A) an institution of higher education; 
(B) a nonprofit organization with expertise 
in evaluation; or 
(C) an evaluation firm. 
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(4) INSTITUTION OF HIGHER EDUCATION.—The 
term ‘‘institution of higher education’’ has the 
meaning given the term in section 102 of the Higher 
Education Act of 1965 (20 U.S.C. 1002). 
(5) LOCAL EDUCATIONAL AGENCY.—The term 
‘‘local educational agency’’ has the meaning given 
the term in section 9101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7801). 
(6) SCHOOL PARTNER.—The term ‘‘school part-
ner’’ means a— 
(A) local educational agency; 
(B) a charter school network that does not 
include virtual schools; 
(C) a consortium of public elementary 
schools or secondary schools; 
(D) a regional educational service agency 
or similar regional educational service provider; 
or 
(E) a consortium of the entities described 
in subparagraphs (A) through (D). 
(7) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Education. 
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TITLE 
IV—ELEMENTARY 
AND 
SECONDARY EDUCATION ACT 
AMENDMENTS 
SEC. 401. OUTREACH AND TECHNICAL ASSISTANCE FOR 
RURAL LOCAL EDUCATIONAL AGENCIES. 
(a) IN GENERAL.—Subpart 2 of part E of title IX 
of the Elementary and Secondary Education Act of 1965 
(20 U.S.C. 7901 et seq.) is amended by adding at the end 
the following: 
‘‘SEC. 9537. OUTREACH AND TECHNICAL ASSISTANCE FOR 
RURAL LOCAL EDUCATIONAL AGENCIES. 
‘‘(a) OUTREACH.—The Secretary shall engage in out-
reach to rural local educational agencies regarding oppor-
tunities to apply for competitive grant programs under 
this Act. 
‘‘(b) TECHNICAL ASSISTANCE.—If requested to do 
so, the Secretary shall provide technical assistance to rural 
local educational agencies with locale codes 32, 33, 41, 42, 
or 43, or an educational service agency representing rural 
local educational agencies with locale codes 32, 33, 41, 42, 
or 43 on applications or pre-applications for any competi-
tive grant program under this Act. No rural local edu-
cational agency or education service agency shall be re-
quired to request technical assistance or include any tech-
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nical assistance provided by the Secretary in any applica-
tion.’’. 
(b) CONFORMING AMENDMENT.—The table of con-
tents for such Act is amended by inserting after the item 
relating to section 9536 the following: 
‘‘Sec. 9537. Outreach and technical assistance for rural local educational agen-
cies.’’. 
SEC. 402. RURAL CONSOLIDATED PLAN. 
Section 9305 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7845) is amended by add-
ing at the end the following: 
‘‘(e) RURAL CONSOLIDATED PLAN.— 
‘‘(1) IN GENERAL.—Two or more eligible local 
educational agencies, a consortium of eligible local 
education service agencies, or an education service 
agency on behalf of eligible local educational agen-
cies may submit plans or applications for one or 
more covered programs to the State educational 
agency on a consolidated basis, if each eligible local 
educational agency impacted elects to participate in 
the joint application or elects to allow the edu-
cational service agency to apply on its behalf. 
‘‘(2) ELIGIBLE
LOCAL
EDUCATIONAL
AGEN-
CY.—For the purposes of this subsection, the term 
‘eligible local educational agency’ means a local edu-
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cational agency that is an eligible local educational 
agency under part B of title VI.’’. 
TITLE V—EXPANDED LEARNING 
OPPORTUNITIES 
SEC. 501. EXPANDED LEARNING OPPORTUNITIES. 
Subtitle D of the Consolidated Farm and Rural De-
velopment Act is amended by inserting after section 365 
(7 U.S.C. 2008) the following: 
‘‘SEC. 366. EXPANDED LEARNING OPPORTUNITIES. 
‘‘(a) PURPOSE.—The purpose of this section is to en-
hance expanded learning time opportunities in rural areas 
by helping communities— 
‘‘(1) to establish expanded learning time oppor-
tunities, including after-school programs; and 
‘‘(2) to improve existing programs by over-
coming barriers to service. 
‘‘(b) DEFINITIONS.—In this section: 
‘‘(1) ELIGIBLE ENTITY.—The term ‘eligible en-
tity’ means a local educational agency (as such term 
is defined in section 9101 of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 
7801)), educational service agency, community-based 
organization, another public or private entity, or a 
consortium of 2 or more such agencies, organiza-
tions, or entities. 
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‘‘(2) EXPANDED
LEARNING
TIME.—The term 
‘expanded learning time’ means using a longer 
school day, week, or year schedule to significantly 
increase the total number of school hours, in order 
to include additional time for— 
‘‘(A) instruction and enrichment in core 
academic subjects, other academic subjects, and 
other activities that contribute to a well-round-
ed education; and 
‘‘(B) instructional and support staff to col-
laborate, plan, and engage in professional devel-
opment (including professional development on 
family and community engagement) within and 
across grades and subjects. 
‘‘(3) RURAL
AREA.—The term ‘rural area’ 
means an area that is served by an elementary or 
secondary school that is designated with a school lo-
cale code of 32, 33, 41, 42, or 43, as determined by 
the Secretary of Education. 
‘‘(c) GRANTS.— 
‘‘(1) IN GENERAL.—The Secretary shall make 
grants to eligible entities to improve, expand, or es-
tablish expanded learning time programs, and after-
school programs (taking place during non-school 
hours), in rural areas. 
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‘‘(2) REQUIREMENT.—Each grant under this 
section shall be in an amount of not less than 
$25,000. 
‘‘(d) DURATION.— 
‘‘(1) TERM OF GRANT.—The term of a grant 
under this section may not be for less than 3 years. 
‘‘(2) RENEWAL.—The Secretary may renew a 
grant under this section for a period of not less than 
3 years, based on the performance of the eligible en-
tity during the previous grant term. 
‘‘(e) USES.—As a condition of the receipt of a grant 
under this section, an eligible entity shall use the grant 
to fund projects and activities described in subsection (c), 
including transportation, professional development, train-
ing, recruitment and retention of staff, staff compensation 
for additional hours worked, increasing access to tech-
nology, and planning. 
‘‘(f) EVALUATION.—The Secretary may use not more 
than 1 percent of the funds under this section— 
‘‘(1) to conduct evaluations of the effectiveness 
of programs and activities assisted under subsection 
(c); and 
‘‘(2) to disseminate the results of those evalua-
tions for the purpose of refining, improving, and 
strengthening programs. 
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‘‘(g) OUTREACH, TRAINING, AND TECHNICAL AS-
SISTANCE.—The Secretary may use not more than 3 per-
cent of the funds made available to carry out this sec-
tion— 
‘‘(1) to conduct outreach, including bidders’ 
conferences, to ensure widespread knowledge of the 
availability of resources described in subsection (c); 
‘‘(2) to disseminate information on best prac-
tices and successful program models for serving chil-
dren and youth in rural areas; and 
‘‘(3) to provide capacity building, training, and 
technical assistance to after-school programs and 
providers in rural areas. 
‘‘(h) APPLICATION.— 
‘‘(1) IN
GENERAL.—To be considered for a 
grant under this section, each eligible entity shall 
submit to the Secretary an application at such time, 
in such manner, and accompanied by such informa-
tion as the Secretary may require. 
‘‘(2) CONTENTS.—An application submitted 
pursuant to paragraph (1) shall include— 
‘‘(A) a description of the expanded learn-
ing time program to be funded, including— 
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‘‘(i) an assurance that the program 
will take place in a safe and easily acces-
sible facility; 
‘‘(ii) a description of how children and 
youth participating in the program will 
travel safely between the program site and 
home; 
‘‘(iii) a description of how the eligible 
entity will disseminate information about 
the program, including the location of the 
program, to the community in a manner 
that is understandable and accessible; 
‘‘(iv)(I) a description of the services to 
be provided to children and youth, which 
may include a broad array of activities, 
such as— 
‘‘(aa) academic enrichment and 
youth development activities; 
‘‘(bb) drug and violence preven-
tion programs; 
‘‘(cc) counseling programs; 
‘‘(dd) art, music, physical fitness, 
and recreational programs; 
‘‘(ee) technology education pro-
grams; 
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