Placement or International Baccalaureate course’’ 
means— 
(A) a course of postsecondary-level instruc-
tion provided to middle school or secondary 
school students, terminating in an Advanced 
Placement or International Baccalaureate ex-
amination; or 
(B) another highly rigorous, evidence 
based, postsecondary preparatory program ter-
minating in— 
(i) an examination or sequence of 
courses that are widely accepted for credit 
at institutions of higher education; or 
(ii) another examination or sequence 
of courses approved by the Secretary. 
(3) APPLIED
LEARNING.—The term ‘‘applied 
learning’’ means a strategy that engages students in 
opportunities to apply rigorous academic content 
aligned with college-level expectations to real world 
experience, through such means as project-based 
learning, work-based learning, or service learning, 
and develops students’ cognitive competencies and 
pertinent employability skills. 
(4) ATTRITION.—The term ‘‘attrition’’ means 
the reduction in a school’s student population as a 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00004
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
result of transfers or dropouts and includes students 
who have been enrolled for a minimum of 3 weeks 
within the academic year. 
(5) CHRONICALLY ABSENT.—The term ‘‘chron-
ically absent’’, when used with respect to a stu-
dent— 
(A) means a student who misses at least 
10 percent of the school days at a school; and 
(B) does not include any school days a stu-
dent misses due to an in-school or out-of-school 
suspension, or for which a student was not en-
rolled at such school. 
(6) COMPETENCY-BASED LEARNING MODEL.— 
(A) IN GENERAL.—The term ‘‘competency- 
based learning model’’ means an education 
model in which students advance academically 
based upon multiple demonstrations of com-
petence in defined content-specific concepts and 
higher order skills, such as critical thinking and 
problem solving. 
(B) REQUIREMENTS.—In a competency- 
based learning model the following applies: 
(i) 
Competencies 
include 
explicit, 
measurable, and transferable learning ob-
jectives. 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00005
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(ii) Assessment is used to identify 
gaps in a student’s knowledge and to pro-
vide frequent and meaningful feedback on 
the student’s progression toward filling 
such gaps and moving on to higher levels 
of knowledge. 
(iii) Each student receives timely, dif-
ferentiated support based on the student’s 
individual learning needs. 
(iv) Student agency is emphasized 
through transparency of goals and gaps in 
knowledge, and multiple means to fulfill 
those gaps. 
(7) EFFECTIVE SECONDARY SCHOOL REFORM 
MODEL.—The term ‘‘effective secondary school re-
form model’’ means an evidence-based model with 
demonstrated effectiveness serving diverse student 
populations across multiple geographic regions with 
respect to such indicators as improving academic 
achievement, reducing attrition, and increasing post-
secondary enrollment, persistence, and completion 
rates of struggling students or dropouts. 
(8) ELIGIBLE ENTITY.—The term ‘‘eligible enti-
ty’’ means a local educational agency, charter school, 
or a consortium of local educational agencies— 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00006
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(A) in partnership with— 
(i) 1 or more institutions of higher 
education; 
(ii) 1 or more community-based part-
ners, such as a nonprofit organization, 
community-based organization, State or 
local government agency, business, or an 
industry-related organization; and 
(iii) a qualified intermediary; and 
(B) that may be in partnership with 1 or 
more external partners. 
(9) ELIGIBLE HIGH SCHOOL.—The term ‘‘eligi-
ble high school’’ means a high school that— 
(A) serves a student population of which 
not less than 65 percent are from low-income 
families as determined by the local educational 
agency under section 1113 of the Elementary 
and Secondary Education Act of 1965 (20 
U.S.C. 6313); 
(B) has a graduation rate at or below 67 
percent, except in the case of a high school 
that, at the time of applying for the grant 
under this Act, is a new high school, as deter-
mined by the Secretary; 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00007
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(C) does not receive grant funds under sec-
tion 1003(g) of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6303(g)); 
and 
(D) is identified as low performing based 
on the State’s accountability system, except in 
the case of a high school that, at the time of 
applying for the grant under this Act, is a new 
high school, as determined by the Secretary. 
(10) 
EVIDENCE-BASED
MODEL.—The 
term 
‘‘evidence-based model’’ means a school reform 
model activity that is based on research findings or 
reasonable hypotheses, including related research or 
theories in education. 
(11) EXTERNAL PARTNER.—The term ‘‘exter-
nal partner’’ means an entity with a demonstrated 
record of success in implementing an effective sec-
ondary school reform model, or in providing aca-
demic or integrated support services. 
(12) FEEDER
MIDDLE
SCHOOL.—The term 
‘‘feeder middle school’’ means an elementary school 
or secondary school from which a significant number 
of students go on to attend an eligible secondary 
school. 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00008
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(13) FEEDER
PATTERN.—The term ‘‘feeder 
pattern’’ means an accurate estimate of the number 
of students in low-income families in a secondary 
school that is calculated by applying the average per-
centage of students in low-income families of the ele-
mentary school attendance areas as calculated under 
section 1113(a)(5)(A) of the Elementary and Sec-
ondary 
Education 
Act 
of 
1965 
(20 
U.S.C. 
6313(a)(5)(A)) that feed into the secondary school 
to the number of students enrolled in high school. 
(14) HIGH SCHOOL.—The term ‘‘high school’’ 
means a secondary school that grants a diploma, as 
defined by the State, and includes, at least grade 12. 
(15) INDUSTRY-RECOGNIZED
CREDENTIAL.— 
The term ‘‘industry-recognized credential’’ means an 
industry-recognized credential that— 
(A) is demonstrated to be of high quality 
by the institution offering the program; 
(B) meets the current, as of the date of 
the determination, or projected needs of a local 
or regional workforce for recruitment, screen-
ing, hiring, retention, or advancement pur-
poses— 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00009
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(i) as determined by the State in 
which the program is located, in consulta-
tion with business entities; or 
(ii) as demonstrated by the institution 
offering the program leading to the creden-
tial; and 
(C) is, where applicable, endorsed by a na-
tionally recognized trade association or organi-
zation representing a significant part of the in-
dustry or sector. 
(16) INSTITUTION OF HIGHER EDUCATION.— 
The term ‘‘institution of higher education’’ has the 
meaning given the term in section 101(a) of the 
Higher Education Act of 1965 (20 U.S.C. 1001(a)). 
(17) MOBILITY
RATE.—The term ‘‘mobility 
rate’’ means the rate at which students transfer 
from one secondary school to another secondary 
school due to a change in primary residence. 
(18) 
POSTSECONDARY
ENROLLMENT.—The 
term ‘‘postsecondary enrollment’’ means, of the stu-
dents who graduate from secondary school with a 
regular high school diploma consistent with section 
200.19(b)(1)(i) of title 34, Code of Federal Regula-
tions, the number and percentage of such students 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00010
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
who enroll in an institution of higher education with-
in 16 months of receiving the diploma. 
(19) 
POSTSECONDARY
CREDIT-ACCUMULA-
TION.—The term ‘‘postsecondary credit-accumula-
tion’’ means, of the students who graduate from sec-
ondary school with a regular high school diploma 
consistent with section 200.19(b)(1)(i) of title 34, 
Code of Federal Regulations, and who enroll in an 
institution of higher education not later than 16 
months after receiving the diploma, the number and 
percentage of such students who complete at least 
the equivalent of 1 academic year of college credit 
applicable to a postsecondary degree not later than 
2 years after enrollment in an institution of higher 
education. 
(20) QUALIFIED
INTERMEDIARY.—The term 
‘‘qualified intermediary’’ means an entity that has— 
(A) a demonstrated record of working on 
grant-related high school redesign activities; 
and 
(B) expertise in building and sustaining 
partnerships with entities such as employers, 
schools, community-based organizations, institu-
tions of higher education, social service organi-
zations, economic development organizations, 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00011
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
and workforce systems to broker services, re-
sources, and supports to youth and the organi-
zations and systems that are designed to serve 
youth (including connecting employers to class-
rooms, 
designing 
and 
implementing 
contextualized pathways to postsecondary edu-
cation and careers, developing curricula, deliv-
ering professional development, and connecting 
students to internships and other work-based 
learning opportunities). 
(21) 
SECRETARY.—The 
term 
‘‘Secretary’’ 
means the Secretary of Education. 
(22) 
STRUGGLING
STUDENT.—The 
term 
‘‘struggling student’’ means a student who is at an 
increased risk for low academic achievement and is 
unlikely to graduate secondary school within 4 years, 
college and career ready, or a student who has 
dropped out of middle school or high school. 
(23) 
STUDENT-CENTERED
LEARNING
AP-
PROACHES.—The term ‘‘student-centered learning 
approaches’’ means instruction and curriculum 
that— 
(A) are personalized and competency based 
or mastery oriented; 
(B) take place anytime and anywhere; 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00012
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(C) enable students to have supports to 
take increased responsibility over their edu-
cation and develop self-regulation skills; and 
(D) are designed to foster the skills, dis-
positions, and knowledge students need to suc-
ceed in college, career, and citizenship, and the 
competencies described in section 2(1). 
(24) TRANSFER
RATE.—The term ‘‘transfer 
rate’’ means the rate at which students transfer 
from one high school to another high school, or from 
one high school to another education setting, for a 
reason other than due to a change in primary resi-
dence, as verified through written documentation by 
the local educational agency serving the student at 
the time of the transfer. 
SEC. 4. PROGRAMS AUTHORIZED. 
(a) PROGRAM AUTHORIZED.—The Secretary shall 
award grants to eligible entities to implement comprehen-
sive high school redesign strategies for the purpose of 
transforming the high school experience in order to pro-
vide students with challenging, engaging, and relevant 
academic and career-related learning opportunities that 
are aligned with rigorous, challenging academic content 
that prepares them to transition to postsecondary edu-
cation and careers, including opportunities to earn post-
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00013
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
secondary course credit, and which may focus on STEM- 
related courses and careers. 
(b) RESERVATION OF FUNDS.— 
(1) BUREAU OF INDIAN EDUCATION.—The Sec-
retary shall reserve one-half of 1 percent of the total 
amount appropriated to carry out this Act for a fis-
cal year for the Bureau of Indian Education, which 
shall be awarded, on a competitive basis, by the Bu-
reau of Indian Education for activities consistent 
with the purposes of the program. 
(2) TECHNICAL
ASSISTANCE.—The Secretary 
shall reserve not more than 2.5 percent of the total 
amount appropriated to carry out this Act for a fis-
cal year for national activities, including evaluation, 
dissemination of best practices, and technical assist-
ance. 
(c) GRANTS AUTHORIZED.— 
(1) IN GENERAL.—From the total amount of 
funds appropriated to carry out this Act for a fiscal 
year and not reserved under subsection (b), the Sec-
retary shall award grants, on a competitive basis, to 
eligible entities, based on the quality of the applica-
tions submitted. 
(2) GRANT DURATION.—Grants awarded under 
this section shall be for a period of 5 years, condi-
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00014
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
tional after 3 years on satisfactory progress on the 
leading performance indicators described in sub-
section (d)(2)(J)(i), as determined by the Secretary, 
and renewable for 3 additional 1-year periods, based 
on satisfactory progress on the core indicators de-
scribed in subsection (d)(2)(J)(ii). 
(3) PLANNING GRANTS.—The Secretary may— 
(A) allow eligible entities to utilize funds 
provided under this section for planning pur-
poses for not more than 1 year after receiving 
the grant; and 
(B) withhold subsequent allocations of 
grant funds if the Secretary determines an eli-
gible entity plan to be insufficient to effectively 
achieve the purposes of this Act. 
(4) ANNUAL REPORT.—Each eligible entity that 
receives a grant under this section shall submit to 
the Secretary an annual report including data on the 
entity’s progress on the performance indicators de-
scribed in subsection (d)(2)(J). 
(5) EQUITY ASSURANCES.—To receive a grant 
under this section, an eligible entity shall dem-
onstrate its commitment to the core equity assur-
ance areas, including, for each local educational 
agency included in an eligible entity, an assurance 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00015
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
that the local educational agency has implemented 
the following policies: 
(A) LOW-INCOME FAMILIES IN SECONDARY 
SCHOOLS.—For measuring the number of stu-
dents in low-income families in secondary 
schools, the local educational agency shall use 
the same measure of poverty, which shall be the 
calculation producing the greater of the results 
from among the following 2 calculations: 
(i) The calculation described under 
section 1113(a)(5) of the Elementary and 
Secondary Education Act of 1965 (20 
U.S.C. 6313(a)(5)). 
(ii) A feeder pattern, if applicable. 
(B) 
TITLE
I
ALLOCATION
TO
HIGH 
SCHOOLS.—Each such local educational agen-
cy— 
(i) shall allocate funds received under 
section 1113(a) of the Elementary and 
Secondary Education Act of 1965 (20 
U.S.C. 6313(a)), in excess of the highest 
allocation received by such local edu-
cational agency for the 5 fiscal years prior 
to the date of enactment of this Act, to eli-
gible high schools until such fiscal year as 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00016
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
high schools served by the local educational 
agency receive proportional funding under 
subpart 2 of part A of title I of the Ele-
mentary and Secondary Education Act of 
1965 (20 U.S.C. 6331 et seq.); and 
(ii) after proportional funding is 
achieved under subpart 2 of part A of title 
I of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6331 et 
seq.), shall allocate funds under this Act in 
such a way as to at least maintain such 
proportional 
funding 
to 
eligible 
high 
schools served by the agency. 
(C) EQUITABLE
DISCIPLINE
POLICIES.— 
Each such local educational agency shall imple-
ment policies and strategies to improve school 
climate, including effective and equitably ap-
plied discipline policies, which shall be in-
formed, in part, by data reported as part of the 
Office of Civil Rights Data Collection. 
(D) PROPORTIONAL
FUNDING.—In this 
paragraph, the term ‘‘proportional funding’’ 
means the percentage of a local educational 
agency’s allocation under subpart 2 of part A of 
title I of the Elementary and Secondary Edu-
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00017
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
cation Act of 1965 (20 U.S.C. 6331 et seq.) is 
at least equal to the percentage of low-income 
students eligible to attend high schools served 
by the local educational agency. 
(d) APPLICATION.— 
(1) IN GENERAL.—An eligible entity that de-
sires a grant under this section shall submit an ap-
plication to the Secretary at such time, in such man-
ner, and containing such information as the Sec-
retary may reasonably require. 
(2) CONTENTS.—Each application submitted 
under paragraph (1) shall include, at a minimum, a 
description of the following: 
(A) How the eligible entity will use funds 
awarded under this section to carry out the evi-
denced-based activities described in subsections 
(e) and (f) to provide all students with person-
alized learning experiences and engage students 
equitably in applied learning and student-cen-
tered learning approaches. 
(B) The responsibilities to be carried out 
by each member of the eligible entity and addi-
tional external partners or qualified inter-
mediaries, including a description of their 
record of success in secondary school reform. 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00018
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(C) How the eligible entity will sustain the 
activities proposed, including the availability of 
funds from non-Federal sources and coordina-
tion with other Federal, State, and local funds. 
(D) The comprehensive needs analysis and 
capacity assessment conducted of the eligible 
entity and eligible high schools that will be 
served under the grant. The needs analysis and 
capacity assessment shall include the following: 
(i) An examination of each high 
school’s data in the aggregate, and 
disaggregated, and cross-tabulated by each 
of the subgroups of students described in 
section 1111(h)(1)(C)(i) of the Elementary 
and Secondary Education Act of 1965 (20 
U.S.C. 6311(h)(1)(C)(i)), on the following: 
(I) Graduation rates and charac-
teristics of those students who are not 
graduating, including such students’ 
attendance, behavior, expulsion rates, 
suspension rates, course performance, 
credit accumulation rates, on track to 
graduate rates, transfer rates, and 
mobility rates. 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00019
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(II) Rates of dropout recovery 
(re-entry) into programs leading to 
secondary and postsecondary success. 
(III) Rates of postsecondary en-
rollment, remediation, and, if avail-
able, persistence and completion. 
(IV) The percentage of students 
who are 2 or more years overaged or 
undercredited for their grade level. 
(V) The percentage of students 
who are 1 or more years overaged or 
undercredited for their grade level. 
(ii) An examination of each eligible 
high school and feeder middle school’s data 
in the aggregate, and disaggregated by 
each of the subgroups of students de-
scribed in section 1111(h)(1)(C)(i) of the 
Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 6311(h)(1)(C)(i)), as 
applicable, on the following: 
(I) Student academic achieve-
ment, including the percentage of stu-
dents who have on-time credit accu-
mulation at the end of each grade, 
and student progression, as applica-
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00020
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
ble, and the percent of students fail-
ing a core, credit-bearing, reading or 
language arts, science, or mathematics 
course, or failing 2 or more of any 
courses. 
(II) Annual, average attendance 
rates. 
(III) Percentage of students who 
are chronically absent. 
(IV) Annual rates of expulsions, 
suspensions (including in-school and 
out-of-school suspensions), school vio-
lence, harassment, and bullying, as 
defined under State or local laws or 
policies. 
(V) Annual, average credit accu-
mulation. 
(VI) Annual mobility, transfer, 
and attrition rates. 
(VII) Annual, average enrollment 
in 
and 
completion 
of 
advanced 
coursework, including participation in 
rigorous career and technical and 
STEM 
specialized 
and 
advanced 
courses and opportunities to earn 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00021
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
postsecondary credit while in high 
school such as through dual enroll-
ment, early college high school, and 
Advanced Placement or International 
Baccalaureate courses. 
(VIII) 
Curriculum 
alignment 
with college and career ready stand-
ards across all grade levels, including 
alignment with requirements to pur-
sue STEM-related courses in postsec-
ondary education. 
(IX) The percentage of students 
participating in career and technical 
education coursework that is aligned 
to standards for career and technical 
education. 
(X) The nonacademic barriers 
that impact student achievement and 
the availability of support services to 
address such barriers. 
(XI) The number and percentage 
of students who do not transition 
from grade 8 to grade 9 and who have 
not transferred to and enrolled in a 
school outside of the local educational 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00022
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
agency within the State or outside of 
the State. 
(iii) An examination and description 
of each eligible high school’s capacity to 
implement the school reform activities 
under subsection (e)(3), including— 
(I) the capacity and experience 
levels of administrative, instructional, 
and noninstructional staff, including 
the extent to which teachers assigned 
to a core academic subject are fully 
certified in the subject area in which 
they are assigned and teacher and 
leader ratings based on the State 
teacher and leader evaluation and im-
provement system; 
(II) the budget, including how 
Federal, State, and local funds are 
being spent and can be more effi-
ciently utilized; 
(III) opportunities to extend or 
restructure the school day, week, or 
year; 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00023
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(IV) policies of the local edu-
cational agency related to seat-time 
requirements; and 
(V) the technical assistance, ad-
ditional resources, and staff necessary 
to implement the activities identified 
in subsection (e). 
(iv) An assessment of community- 
based resources, including— 
(I) identification of community- 
based resources; 
(II) 
opportunities 
to 
extend 
learning opportunities that are avail-
able to students through partnerships 
with relevant community-based orga-
nizations and employers, including 
those with experience in STEM-re-
lated fields; and 
(III) a description of roles and 
responsibilities of each entity within 
the eligible entity. 
(v) An assessment of the external 
partner capacity to provide technical as-
sistance and resources to implement the 
activities described in subsection (e). 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00024
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(E) The rationale for the model or strate-
gies chosen, to be implemented under sub-
section (e), including how it will effectively ad-
dress the needs identified through the needs 
analysis. 
(F) A plan to ensure that the eligible enti-
ty will not track students into specific career 
themes or job placements and that the opportu-
nities provided to students are of comparable 
rigor. 
(G) A plan to use current regional labor 
market information and engage employers and 
community-based organizations in the develop-
ment of work-related learning opportunities, 
particularly those in STEM-related fields, and 
other curriculum revisions under subsection (e). 
(H) A plan to address the needs of stu-
dents with disabilities, English language learn-
ers, and struggling students in the redesign ac-
tivities under subsection (e). 
(I) A description of the policies and strate-
gies that will be implemented to improve school 
climate, including effective and equitable dis-
cipline policies, which shall be informed, in 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00025
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
part, by data reported as part of the Office of 
Civil Rights Data Collection. 
(J) The performance indicators and tar-
gets the eligible entity will use to assess the ef-
fectiveness of the activities implemented under 
this section, including— 
(i) leading indicators, which may in-
clude— 
(I) annual, average attendance 
rates; 
(II) percentage of students who 
are chronically absent; 
(III) 
rates, 
including 
disproportionality, of expulsions, sus-
pensions, school violence, harassment, 
and bullying (as defined under State 
or local laws or policies); 
(IV) annual student mobility 
rates; 
(V) 
annual 
student 
transfer 
rates; and 
(VI) annual attrition rates; 
(ii) core indicators, which may in-
clude— 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00026
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(I) graduation rates (as defined 
under section 200.19(b)(1)(i) of title 
34, Code of Federal Regulations); 
(II) dropout recovery (re-entry) 
rates; 
(III) percentage of students who 
have on-time credit accumulation at 
the end of each grade, and whom are 
on track to graduate within the stand-
ard number of years, and the percent-
age of students failing a core subject 
course; 
(IV) percentage of students who 
successfully transitioned from 8th to 
9th grade; 
(V) student achievement data, in-
cluding the percentage of students 
performing at a proficient level on 
State student academic assessments 
required under section 1111(b)(3) of 
the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 
6311(b)(3)); and 
(VI) percentage of students, in-
cluding subgroups of students de-
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00027
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
scribed in section 1111(h)(1)(C)(i) of 
the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 
6311(h)(1)(C)(i)), and traditionally 
underrepresented in the STEM-re-
lated field, participating in STEM-re-
lated coursework or STEM-related 
work-based 
learning 
opportunities; 
and 
(iii) indicators of college and career 
readiness such as— 
(I) percentage of students suc-
cessfully completing rigorous postsec-
ondary education courses while at-
tending secondary school, such as Ad-
vanced Placement or International 
Baccalaureate courses; 
(II) percentage of students per-
forming at or above the college-readi-
ness benchmark on the SATs, or 
ACT; 
(III) the number and percentage 
of students enrolling in and who at-
tain State and local adjusted levels of 
performance, as described in section 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00028
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
113(b) of the Carl D. Perkins Career 
and Technical Education Act of 2006 
(20 U.S.C. 2323(b)), and reported by 
the State in a manner consistent with 
section 113(c) of such Act; 
(IV) rates of workplace experi-
ence and other indicators of the acqui-
sition of employability skills, including 
the number and percentage of stu-
dents earning an industry-recognized 
credential; 
(V) the number and percentage 
of students completing a registered 
apprenticeship program, as defined in 
section 171 of the Workforce Innova-
tion and Opportunity Act (29 U.S.C. 
3226); and 
(VI) rates of enrollment, remedi-
ation, persistence, and completion of 
postsecondary education. 
(e) REQUIRED USES OF FUNDS.— 
(1) 
DISTRICTWIDE
REQUIRED
USES
OF 
FUNDS.—An eligible entity that receives a grant 
under this section shall use the grant funds to— 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00029
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(A) develop and implement partnerships to 
help schools prepare students to apply academic 
concepts to real world challenges; 
(B) implement an early warning indicator 
system in eligible high schools, and, where ap-
plicable, feeder middle schools, to identify 
struggling students and create a system of evi-
dence-based and linguistically and culturally rel-
evant interventions, by— 
(i) identifying and analyzing the aca-
demic risk factors that most reliably pre-
dict dropouts by using longitudinal data of 
past cohorts of students; 
(ii) identifying specific indicators of 
student progress and performance, such as 
attendance, including the percentage of 
students who are chronically absent, aca-
demic performance in core courses, and 
postsecondary 
credit-accumulation, 
to 
guide decisionmaking; 
(iii) identifying or developing a mech-
anism for regularly collecting and ana-
lyzing data about the impact of interven-
tions on the indicators of student progress 
and performance; 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00030
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(iv) analyzing academic indicators to 
determine whether students are on track to 
graduate secondary school in the standard 
numbers of years; and 
(v) 
identifying 
and 
implementing 
strategies for pairing academic support 
with integrated student services and case- 
managed interventions for students requir-
ing intensive supports, which may include 
partnerships with other external partners; 
(C) provide support and credit recovery op-
portunities for struggling students, including 
those who are overaged and undercredited, at 
secondary schools served by the eligible entity 
or other appropriate settings by offering activi-
ties, such as— 
(i) the development of a personalized 
learning plan; 
(ii) a flexible school schedule; 
(iii) competency-based learning mod-
els, accelerated learning models, and per-
formance-based assessments; 
(iv) the provision of support services; 
(v) dual enrollment opportunities; 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00031
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(vi) preparation for and transitioning 
into postsecondary education; and 
(vii) work-related learning opportuni-
ties; 
(D) provide dropout recovery or reentry 
programs to high schools that are designed to 
encourage and support dropouts returning to an 
educational system, program, or institution fol-
lowing an extended absence in order to grad-
uate college and career ready; 
(E) provide evidence-based middle school 
to high school transition programs and sup-
ports, including through curricula alignment 
and early high school programs that allow stu-
dents to earn high school credit in middle 
school; and 
(F) provide school leaders, instructional 
staff, noninstructional staff, students, and fami-
lies with high-quality, easily accessible, and 
timely information, beginning in grade nine, 
about— 
(i) secondary school graduation re-
quirements; 
(ii) postsecondary education applica-
tion processes; 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00032
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(iii) postsecondary admissions proc-
esses and requirements, including require-
ments for pursuing postsecondary degrees 
in STEM-related subjects; 
(iv) public financial aid and other 
available private scholarship and grant aid 
opportunities; 
(v) regional and national labor market 
information, including information about 
national and local STEM-related career 
opportunities; and 
(vi) other programs and services for 
increasing rates of college access and suc-
cess for students from low-income families 
and other traditionally underserved stu-
dents. 
(2) REQUIRED USE OF FUNDS IN FEEDER MID-
DLE SCHOOLS.—An eligible entity that receives a 
grant under this section shall use the grant funds in 
feeder middle schools to improve the academic 
achievement of their students and prepare them to 
graduate on track to college and career readiness 
by— 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00033
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(A) using early warning indicator and 
intervention systems described in paragraph 
(1)(B); 
(B) creating a personalized learning envi-
ronment; 
(C) providing students with the pre-
requisite coursework necessary to prepare stu-
dents for participation in rigorous and advanced 
coursework at the high school level, including in 
STEM-related areas of coursework; 
(D) implementing organizational practices 
and school schedules that allow for collaborative 
staff participation, which may include profes-
sional learning communities, team teaching, and 
common instructional planning time; 
(E) implementing high-quality, evidence- 
based, and ongoing professional development 
for teachers and school leaders, providing in-
creased opportunities for collaboration, and pro-
viding curriculum coaches or instructional lead-
ers to— 
(i) implement the activities funded 
under this Act; 
(ii) strengthen content knowledge and 
instructional strategies; 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00034
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(iii) develop instructional strategies to 
support literacy across disciplines; and 
(iv) develop caring, consistent rela-
tionships between students and staff that 
communicate high expectations for student 
learning and behavior; 
(F) providing professional development and 
support for specialized instructional support 
personnel; and 
(G) providing school leaders, instructional 
staff, noninstructional staff, students, and fami-
lies with high-quality, easily accessible, and 
timely information about— 
(i) secondary school graduation re-
quirements; 
(ii) postsecondary applications and ad-
missions processes and requirements, in-
cluding requirements for pursuing postsec-
ondary degrees in STEM-related subjects; 
(iii) public financial aid and other 
available private scholarship and grant aid 
opportunities; 
(iv) regional and national labor mar-
ket information, including information 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00035
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
about national and local STEM-related ca-
reer opportunities; and 
(v) other programs and services for 
increasing rates of college access and suc-
cess for students from low-income families. 
(3) REQUIRED
USE
OF
FUNDS
IN
ELIGIBLE 
HIGH SCHOOLS.—An eligible entity that receives a 
grant under this section shall use the grant funds in 
eligible high schools to implement a comprehensive 
approach that will— 
(A) personalize the school experience— 
(i) through the continuous and timely 
use of student data (such as from forma-
tive, interim, and summative assessments) 
to inform and differentiate instruction in 
order to meet the academic needs of indi-
vidual students; 
(ii) by providing a personalized se-
quence of instructional content and skill 
development informed by the student’s aca-
demic interests and learning styles that is 
designed to enable the student to achieve 
the student’s individual goals and ensure 
the student can graduate on time and col-
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00036
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
lege and career ready, which may include 
the use of personalized learning plans; and 
(iii) by implementing strategies that 
develop caring, consistent relationships be-
tween students and adults that commu-
nicate high expectations for student learn-
ing and behavior; 
(B) increase student engagement by pro-
viding applied learning opportunities and stu-
dent-centered learning; 
(C) provide school leaders with autonomy 
through a flexible budget and staffing author-
ity; 
(D) implement ongoing high-quality, job- 
embedded, evidence-based professional develop-
ment for teachers and school leaders, provide 
increased opportunities for collaboration and 
leadership, which may include professional 
learning communities, and may include pro-
viding curriculum coaches or instructional lead-
ers to— 
(i) implement the activities funded 
under this Act; 
(ii) strengthen content knowledge and 
instructional strategies, including those 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00037
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
strategies needed to provide postsecondary- 
level course content in secondary school 
and work-related learning opportunities; 
(iii) develop instructional strategies to 
support literacy across disciplines; and 
(iv) strengthen relationships among 
students and staff; 
(E) increase student access to teachers cer-
tified in the subject area they are assigned to 
teach; 
(F) provide professional development and 
support for specialized instructional support 
personnel; 
(G) improve access to rigorous courses, in-
cluding providing all students with pathways to 
earn not less than 12 postsecondary credits 
while in high school, which may include— 
(i) redesigning academic content and 
instructional practices to align high school 
coursework with criteria associated with 
admission to postsecondary education and 
success in such postsecondary education in 
credit-bearing courses and employer expec-
tations; 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00038
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(ii) increasing rigor by providing each 
student with the opportunity to earn post-
secondary credit while in high school, par-
ticularly in STEM-related subjects, such as 
through dual enrollment or early college 
high school; or 
(iii) implementing competency-based 
learning models; 
(H) provide college and career pathways 
through such activities as— 
(i) implementing a college and career 
ready curriculum that integrates rigorous 
academics, early college and dual enroll-
ment opportunities, career and technical 
education, and experiential learning for 
high school students in high-skill, high-de-
mand industries in collaboration with local 
and 
regional 
employers, 
including 
in 
STEM-related subject areas, and work- 
based learning experiences; 
(ii) providing dual enrollment oppor-
tunities with college credit-bearing courses, 
including accelerated certificate programs 
with community colleges or other recog-
nized postsecondary credentials and includ-
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00039
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
ing dual enrollment opportunities for sec-
ondary school students who are 2 or more 
years overage or undercredited and those 
who have dropped out of school; or 
(iii) designing curricula and sequences 
of courses, including in STEM-related sub-
jects, in collaboration with teachers from 
the eligible high school and faculty from 
the partner institution of higher education 
so that students may simultaneously earn 
credits toward a high school diploma and 
earn an associate degree or at least 12 
transferable postsecondary education cred-
its toward a postsecondary degree at no 
cost to students or their families; 
(I) strengthen the transition between high 
school and postsecondary education, which may 
begin in middle school, through such activities 
as— 
(i) providing comprehensive and time-
ly academic and career counseling, which 
includes ensuring low student-to-counselor 
ratios, that addresses both college and ca-
reer planning needs and allow students to 
make informed decisions about academic 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00040
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
and career options, including the use of 
current labor market information for stu-
dents, families, and staff; 
(ii) providing high-quality college and 
career exploration opportunities including 
college campus visits, work-related learning 
opportunities, particularly in in-demand in-
dustry sectors or occupations, as defined in 
section 3 of the Workforce Innovation and 
Opportunity Act (29 U.S.C. 3102); 
(iii) coordinating secondary and post-
secondary support services, and academic 
calendars to allow students to visit and 
take courses at the institutions of higher 
education; and 
(iv) providing academic and support 
services, including financial aid counseling 
for postsecondary education; 
(J) make more strategic use of learning 
time, which may include restructuring the 
school day, extending the school day, week, or 
year, or providing related opportunities through 
after school programming; 
(K) utilize technology effectively to achieve 
the purposes of this Act; and 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00041
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(L) provide integrated support services to 
address the social, emotional, health, and be-
havioral needs of students that influence aca-
demic achievement. 
(f) ALLOWABLE USES OF FUNDS.—An eligible entity 
that receives a grant under this section may use the grant 
funds to improve parent and family engagement in the 
educational achievement of students and dropouts to en-
sure that they are, or become, on track to college and ca-
reer readiness, which may include— 
(1) leveraging community-based services and re-
sources to support students, dropouts, and their 
families; 
(2) providing information to assist parents and 
families in navigating the public school system and 
postsecondary planning; 
(3) providing or modernizing equipment and 
materials needed to implement high-quality, career- 
related instruction and science, technology, engineer-
ing, and mathematics instruction to assist in the im-
plementation of activities required under subsection 
(e); 
(4) providing after school or extended learning 
opportunities, by extending the school day, week, or 
year to increase the total number of school hours to 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00042
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
include additional time for instruction in academic 
subjects and enrichment activities that contribute to 
a well-rounded education and includes credit-bearing 
opportunities; 
(5) increasing student supports through activi-
ties such as student advisories, school counseling op-
portunities, and one-to-one mentoring; and 
(6) creating smaller learning communities. 
(g) SUPPLEMENT NOT SUPPLANT.—An eligible enti-
ty shall use Federal funds received under this section only 
to supplement the funds that would, in the absence of such 
Federal funds, be made available from other Federal and 
non-Federal sources for the activities described in this sec-
tion, and not to supplant such funds. 
(h) SUSTAINABILITY.—An eligible entity shall dem-
onstrate— 
(1) how the use of existing Federal, State, and 
local resources, such as funds made available under 
the Carl D. Perkins Career and Technical Education 
Act of 2006 (20 U.S.C. 2301 et seq.) and the Work-
force Innovation and Opportunity Act (29 U.S.C. 
3101 et seq.) may be coordinated with such grant; 
and 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00043
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(2) how the members of the eligible entity will 
identify and secure resources to ensure program sus-
tainability after the expiration of such grant. 
(i) DATA COLLECTION AND EVALUATION.— 
(1) COLLECTION OF DATA.—Each eligible enti-
ty receiving a grant under this Act shall collect and 
report annually to the Secretary such information on 
the results of the activities assisted under the grant 
as the Secretary may reasonably require, includ-
ing— 
(A) the number and percentage of stu-
dents, in the aggregate and disaggregated by 
each subgroup of students, as described in sec-
tion 1111(h)(1)(C)(i) of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 
6311(h)(1)(C)(i)), who are served by the eligi-
ble entity under this Act and who— 
(i) graduate from high school with a 
regular high school diploma within 4 years; 
(ii) graduate from high school with a 
regular high school diploma within 5 years; 
(iii) graduate from high school with a 
regular high school diploma within 6 years; 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00044
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
(iv) are on track to graduate from 
high school college and career ready within 
the standard number of years; 
(v) earn credit toward a postsecondary 
credential, including the number of credits; 
(vi) earn a recognized postsecondary 
credential, as defined in section 3 of the 
Workforce Innovation and Opportunity Act 
(29 U.S.C. 3102); 
(vii) enroll in postsecondary edu-
cation; 
(viii) need remediation at the postsec-
ondary level; 
(ix) complete at least the equivalent of 
1 academic year of postsecondary credit 
applicable to a postsecondary degree not 
later than 2 years after enrollment in an 
institution of higher education; and 
(x) complete postsecondary education; 
(B) information consistent with the addi-
tional indicators of success proposed by the eli-
gible entity in the grant application; and 
(C) other information the Secretary may 
require as necessary for the evaluation de-
scribed in paragraph (3). 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00045
Fmt 6652
Sfmt 6201
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS
the eligible entity shall submit a copy of the 
evaluation to the Secretary in a timely manner. 
SEC. 5. AUTHORIZATION OF APPROPRIATIONS. 
There is authorized to be appropriated to carry out 
this Act $300,000,000 for fiscal year 2016 and for each 
of the succeeding 5 fiscal years. 
Æ 
VerDate Sep 11 2014 
21:47 Nov 18, 2015
Jkt 059200
PO 00000
Frm 00047
Fmt 6652
Sfmt 6301
E:\BILLS\H4020.IH
H4020
srobinson on DSK3TPTVN1PROD with BILLS