‘‘SEC. 1501. EVALUATIONS.
‘‘(a) PURPOSE.—The purpose of this section is to
authorize—
‘‘(1) evaluations of the activities assisted under
this title to determine their effectiveness, consistent
with the Government Performance and Results Act
of 1993;
‘‘(2) activities undertaken in partnership with
the States to develop information needed to inform
program management and support continuous im-
provement at the State, school district, and school
levels;
‘‘(3) applied research, technical assistance, dis-
semination, and recognition activities relating to this
title; and
‘‘(4) obtaining biennial updates of census data
used under this title.
‘‘(b) NATIONAL ASSESSMENT.—
‘‘(1) IN GENERAL.—The Secretary shall con-
duct a national assessment of programs assisted
under this title, in coordination with the national
longitudinal study of schools under subsection (d),
which shall be planned, reviewed, and conducted
with an independent panel authorized under section
14701.
‘‘(2) SCOPE OF ASSESSMENT.—The national as-
sessment shall examine—
‘‘(A) the implementation and impact of the
programs carried out under this title on student
academic performance, particularly in schools
with high concentrations of children living in
poverty;
‘‘(B) the implementation and impact of
State standards, assessments, and account-
ability systems developed under this title on
educational programs and instruction at the
local level;
‘‘(C) the effect of schoolwide programs
under section 1114 and targeted-assistance pro-
grams under section 1115 on increasing the
number of students who have access to an en-
riched, challenging curriculum consistent with
high standards;
‘‘(D) the implementation and impact of the
professional development activities supported
under this title on instruction and student per-
formance;
‘‘(E) the extent to which local educational
agencies and schools, in carrying out activities
under this title, provide parents with meaning-
ful opportunities to participate in the education
of their children at home and at school, and the
impact of those opportunities;
‘‘(F) the extent to which the resources pro-
vided under this title are effectively targeted to
schools that need them most;
‘‘(G) the effectiveness of Federal adminis-
tration, including monitoring and technical as-
sistance, on programs under this title; and
‘‘(H) such other issues as the Secretary
may determine.
‘‘(3) SOURCES
OF
INFORMATION.—The Sec-
retary shall use information from a variety of
sources, including the National Assessment of Edu-
cational Progress, State evaluations, and available
research studies, in carrying out the national assess-
ment.
‘‘(4) INTERIM AND FINAL REPORTS.—The Sec-
retary shall submit to the President and the appro-
priate committees of the Congress an interim report
on the national assessment within 3 years of the
date of the enactment of the Access to Excellence in
Education for the 21st Century Act and a final re-
port within 4 years of that enactment.
‘‘(c) STUDIES AND DATA COLLECTION.—
‘‘(1) IN GENERAL.—In addition to other activi-
ties described in this section, the Secretary may, di-
rectly or through grants to, and contracts with, ap-
propriate entities—
‘‘(A) conduct studies and evaluations of
the need for, and effectiveness of, programs
under this title;
‘‘(B) collect data that are needed to com-
ply with the Government Performance and Re-
sults Act of 1993; and
‘‘(C) provide guidance and technical assist-
ance to State educational agencies and local
educational agencies in developing and main-
taining 
management-information 
systems
through which they can develop program-per-
formance indicators, collect data to measure
performance against those indicators, and use
the data to improve services and performance.
‘‘(2) MINIMUM INFORMATION.—At a minimum,
the Secretary shall collect trend information on the
effect of programs under this title, which shall com-
plement the data collected and reported under sub-
sections (b) and (d).
‘‘(d) 
NATIONAL
LONGITUDINAL
STUDY
OF
SCHOOLS.—
‘‘(1) The Secretary shall carry out an ongoing
longitudinal study of schools in order to provide the
public, the Congress, and educators involved in the
program carried out under this title—
‘‘(A) an accurate description of its short-
term and long-term effectiveness;
‘‘(B) information that can be used to im-
prove its effectiveness in enabling students to
meet challenging State student performance
standards; and
‘‘(C) information on such other topics as
the Secretary may find appropriate, such as the
program’s effectiveness in enabling students to
graduate from secondary school and make suc-
cessful transitions to postsecondary education
and work.
‘‘(2) The longitudinal study shall—
‘‘(A) include a nationally representative
sample of schools participating in programs
under this title that serve large concentrations
of children with limited English proficiency; and
‘‘(B) evaluate the extent to which those
children are—
‘‘(i) participating in services and
school-improvement efforts supported by
this title; and
‘‘(ii) included and accommodated in
State assessments under this title.’’.
TITLE II—BILINGUAL
EDUCATION
SEC. 201. FINDINGS.
(a) The Congress finds that—
(1) since 1979, the number of limited English
proficient children in America’s schools has doubled
and demographic trends indicate the population of
limited English proficient children will continue to
increase;
(2) language minority Americans speak vir-
tually all world languages plus many that are indige-
nous to the United States, although Spanish is the
native language for 3 out of 4 language minority
Americans;
(3) multilingualism, or the ability to speak lan-
guages in addition to English, is a tremendous re-
source to the United States because such ability en-
hances American competitiveness in global markets
by permitting improved communication and cross-
cultural understanding between producers and sup-
pliers, vendors and clients, and retailers and con-
sumers;
(4) language minority students bring a rich lin-
guistic diversity to America’s classrooms which en-
hances the learning environment for all students—
their contribution should be valued for the signifi-
cant and positive impact it has on the entire school
environment;
(5) for many limited English proficient stu-
dents, fluency in a language other than English has
been treated as a deficit rather than as a societal
benefit in our Nation’s schools;
(6) the Federal Government, as reflected in title
VI of the Civil Rights Act of 1964 and section
204(f) of the Equal Education Opportunities Act of
1974, has a special and continuing obligation to en-
sure that States and local school districts take ap-
propriate action to provide equal educational oppor-
tunities to children and youth of limited English
proficiency;
(7) the Federal Government also, as exemplified
by programs authorized under title VII of the Ele-
mentary and Secondary Education Act of 1965, has
a special and continuing obligation to assist States
and local school districts to develop the capacity to
100
provide programs of instruction that offer limited
English proficient children and youth an equal edu-
cational opportunity;
(8) limited English proficient children and
youth face a number of challenges in receiving an
education that will enable them to participate fully
in American society, including—
(A) segregated education programs;
(B) disproportionate and improper place-
ment in special education and other special pro-
grams, due to the use of inappropriate evalua-
tion procedures;
(C) disproportionate attendance in high-
poverty schools, as demonstrated by the fact
that, in 1994, 75 percent of limited English
proficient students attended schools in which at
least half of all students were eligible for free
or reduced-price meals;
(D) the limited English proficiency of their
parents, which hinders parents’ ability to par-
ticipate fully in the education of their children;
(E) a shortage of teachers and other staff
who are professionally trained and qualified to
serve such children and youth; and
101
(F) lack of appropriate performance and
assessment standards that distinguish between
language and academic achievement so that
there is equal accountability on the part of
states and local education agencies for the
achievement of limited English proficient stu-
dents in academic content while acquiring
English;
(9) research has delineated the most effective
methodologies for teaching a second language, which
should be adopted, including—
(A) that the most effective environment for
second language teaching and learning are
those that promote limited English proficient
students’ native language and literacy develop-
ment as a foundation for English language and
academic development; and
(B) that parent and community participa-
tion in bilingual education programs contributes
to program effectiveness.
SEC. 202. POLICY AND PURPOSE.
(a) POLICY.—Section 7102(b) is amended to read as
follows:
‘‘(b) POLICY.—The Congress declares it to be the pol-
icy of the United States—
102
‘‘(1) in order to ensure equal educational oppor-
tunity for all children and youth and to promote
educational excellence, that the Federal Government
should assist State and local educational agencies,
institutions of higher education, and community-
based organizations to build their capacity to estab-
lish, implement, and sustain programs of instruction
and language development for children and youth of
limited English proficiency;
‘‘(2) ensuring limited English proficient chil-
dren also meet challenging State standards in the
core content areas, including the ability to under-
stand, speak, read and write English at the same
level as native English speakers;
‘‘(3) developing fully bilingual/biliterate skills;
and
‘‘(4) developing the English language skills of
such children and youth and the native language
skills of such children and youth.’’.
(b) PURPOSES.—Section 7102(c) is amended by in-
serting in the matter before paragraph (1) the following:
‘‘promoting systemic improvement and reform of, and de-
veloping accountability systems for, educational programs
serving students with limited English proficiency.’’.
103
SEC. 
203. 
AUTHORIZATION 
OF 
APPROPRIATIONS 
FOR
PART A.
Section 7103(a) is amended to read as follows:
‘‘(a) IN GENERAL.—For the purpose of carrying out
this part, there are authorized to be appropriated
$700,000,00 for fiscal year 2001 and such sums as may
be necessary for each of fiscal years 2002 through 2005.’’.
SEC. 204. ACCOUNTABILITY.
Subpart 1 of title VII is amended by—
(1) inserting a new section 7112 to read as fol-
lows:
‘‘SEC. 7112. ACCOUNTABILITY.
‘‘(a) In order to ensure that limited English pro-
ficient students are receiving effective English language
instruction and effective instruction that enables such stu-
dents to achieve to challenging State standards—
‘‘(1) all programs funded under this subpart
shall annually assess the English proficiency of all
limited English proficient students served by the
program;
‘‘(2) such students shall be included in the
State assessments of academic performance, as pro-
vided for under section 1111(b)(2); and
‘‘(3) such students shall be assessed, to the ex-
tent practicable, in the language and form most like-
ly to yield accurate and reliable information on what
104
those students know, and can do, in content areas
other than English.
For the purposes of this subsection, tests written in Span-
ish shall be deemed practicable when administered to
Spanish-speaking students with limited English pro-
ficiency if such tests are more likely than tests written
in English to yield accurate and reliable information on
what those students know and can do in content areas
other than English.
‘‘(b) Notwithstanding paragraph (3), such students
who have been in United States’ schools (not including
Puerto Rico) for 5 consecutive years or more shall be test-
ed in reading and language arts using tests written in
English, except that a State or school district, based upon
the scores of a student on the tests required in paragraph
(1), may determine that a student is sufficiently proficient
to be tested in reading and language arts using tests writ-
ten English, prior to the completion of 5 years in United
States schools.;
‘‘(c) No student shall be removed from a program of
bilingual education or English as a second language based
upon his or her performance on the test administered
under clause (2).’’; and
(2) renumbering subsequent sections appro-
priately.
105
SEC. 205. MULTILINGUAL EDUCATION.
(a) FINANCIAL ASSISTANCE FOR BILINGUAL EDU-
CATION.—Section 7111(2)(A) is amended by striking
‘‘, and to the extent possible,’’ and inserting ‘‘and’’.
(b) PROGRAM DEVELOPMENT AND IMPLEMENTATION
GRANTS.—Section 7112(b)(2)(i) is amended by striking
‘‘; and’’ and inserting ‘‘and will promote proficiency in
English and in such students’ native language; and’’.
(c) APPLICATIONS.—Subparagraph 7116(b)(2)(B) is
amended by—
(1) striking ‘‘and’’ at the end of clause (i);
(2) inserting a new clause (ii) to read as fol-
lows:
‘‘(ii) will further both English lan-
guage proficiency and native language pro-
ficiency in limited English proficient stu-
dents served pursuant to a grant received
under this subpart; and’’; and
(3) by redesignating clause (ii) as (iii).
(d) FUNDING PRIORITY.—Section 7120 is amended
by—
(1) striking the ‘‘and’’ at the end of paragraph
(2);
(2) striking the period at the end of paragraph
(3) and inserting ‘‘; and
106
(3) adding a new paragraph (4) to read as
follows—
‘‘(4) establishes programs for dual language
proficiency in English and students’ native lan-
guages.’’.
(e) EVALUATION.—Section 7123(c)(1) is amended by
striking ‘‘(and, where applicable, native language)’’ and
inserting ‘‘and native language’’.
SEC. 206. PROGRAM DEVELOPMENT AND ENHANCEMENT
GRANTS.
Section 7113 is amended—
(1) by amending the section heading to read as
follows: ‘‘PROGRAM DEVELOPMENT AND
ENHANCEMENT GRANTS’’;
(2) by amending subsection (a) to read as fol-
lows:
‘‘(a) PURPOSE.—The purpose of this section is to
provide grants to eligible entities to carry out effective and
innovative instructional programs for limited English pro-
ficient students.’’;
(3) in subsection (b)—
(A) in paragraph (1)(B), by striking ‘‘two’’
and inserting ‘‘three’’; and
(B) by amending paragraph (2) to read as
follows:
107
‘‘(2) AUTHORIZED ACTIVITIES.—
‘‘(A) Grants under this section shall be
used for—
‘‘(i) developing and implementing
comprehensive, preschool, elementary, or
secondary education programs for children
and youth with limited English proficiency,
that are aligned with standards-based
State and local school reform efforts and
coordinated with other relevant programs
and services to meet the full range of edu-
cational needs of such children and youth;
‘‘(ii) providing high-quality profes-
sional development to classroom teachers,
administrators, and other school or com-
munity-based organization personnel to im-
prove the instruction and assessment of
limited English proficient students; and
‘‘(iii) annually assessing the English
proficiency of all limited English proficient
students served by the program.
‘‘(B) Grants under this section may be
used for—
‘‘(i) implementing programs to up-
grade the reading and other academic
108
skills of limited English proficient students
and to promote proficiency in English and
in the students’ native language;
‘‘(ii) developing accountability systems
to track the academic progress of limited
English proficient and formerly limited
English proficient students;
‘‘(iii) implementing family education
programs and parent outreach and train-
ing activities designed to assist parents to
become active participants in the education
of their children;
‘‘(iv) improving the instructional pro-
gram for limited English proficient stu-
dents by identifying, acquiring, and apply-
ing effective curriculum, instructional ma-
terials, assessments, and educational tech-
nology aligned with State and local stand-
ards;
‘‘(v) providing tutorials and academic
or career counseling for children and youth
who are limited English proficient; and
‘‘(vi) such other activities, consistent
with the purposes of this part, as the Sec-
retary may approve.’’.
109
SEC. 207. COMPREHENSIVE SCHOOL GRANTS.
Section 7114 is amended—
(1) by amending subsection (a) to read as fol-
lows:
‘‘(a) PURPOSE.—The purpose of this section is to im-
plement school-wide education programs, in coordination
with title I, for children and youth with limited English
proficiency—
‘‘(1) to assist such children and youth to learn
English and achieve to challenging State content
and performance standards; and
‘‘(2) to improve, reform, and upgrade relevant
programs and operations, in schools with significant
concentrations of such students or that serve signifi-
cant numbers of such students.’’;
(2) by amending subsection (b)—
(A) in paragraph (1)(B) by inserting at
the end a new sentence to read as follows: ‘‘Any
entity not receiving a satisfactory evaluation of
a grant received under this section shall be in-
eligible to apply for another grant under this
section for at least 3 years.’’; and
(B) amending paragraph (3) to read as fol-
lows:
‘‘(3) AUTHORIZED ACTIVITIES.—
110
‘‘(A) Grants under this section shall be
used to improve the education of limited
English proficient students and their families
by—
‘‘(i) coordinating the program with
district policies and practices, as well as
other relevant programs and services, and
aligning the program with school reform
efforts to meet the full range of edu-
cational needs of limited English proficient
students;
‘‘(ii) providing training to all, or vir-
tually all, school personnel and partici-
pating community-based organization per-
sonnel to improve the instruction and as-
sessment of limited English proficient stu-
dents;
‘‘(iii) developing or improving ac-
countability systems to track the academic
progress of limited English proficient and
formerly limited English proficient stu-
dents; and
‘‘(iv) annually assessing the English
proficiency of all limited English proficient
students served by the program.
111
‘‘(B) Grants under this section may also be
used for—
‘‘(i) implementing programs to up-
grade the reading and other academic
skills of limited English proficient stu-
dents;
‘‘(ii) developing and using educational
technology, 
including 
interactive 
tech-
nology, to improve learning, assessments,
and accountability;
‘‘(iii) implementing and adapting re-
search-based models for meeting the needs
of limited English proficient students;
‘‘(iv) developing and implementing
programs to meet the needs of limited
English proficient students with disabil-
ities;
‘‘(v) implementing family education
programs and parent outreach and train-
ing activities designed to assist parents to
become active participants in the education
of their children;
‘‘(vi) improving the instructional pro-
gram for limited English proficient stu-
dents by identifying, acquiring, and up-
112
grading curriculum, instructional mate-
rials, educational software and assessment
procedures;
‘‘(vii) providing tutorials and aca-
demic or career counseling for children and
youth of limited English proficiency;
‘‘(viii) developing and implementing
programs to help all students become pro-
ficient in more than 1 language; and
‘‘(ix) carrying out such other activi-
ties, consistent with the purposes of this
part, as the Secretary may approve.’’;
(3) by amending paragraph (4) to read as fol-
lows:
‘‘(4) SPECIAL RULES.—A grant recipient—
‘‘(A) before carrying out a program as-
sisted under this section, shall plan, train per-
sonnel, develop curriculum, and acquire or de-
velop materials, but shall not use funds under
this section for planning purposes for more
than 90 days; and
‘‘(B) shall not carry out a program under
this section in more than 2 schools for each
grant it receives under this section.’’.
113
SEC. 208. SYSTEMWIDE IMPROVEMENT GRANTS.
Section 7115 is amended—
(1) in subsection (a), by striking ‘‘bilingual edu-
cation programs or special alternative instruction
programs to’’ and inserting ‘‘instructional programs
for children and youth with limited English pro-
ficiency’’;
(2) by amending subsection (b)—
(A) in paragraph (1)(B) inserting at the
end a new sentence to read as follows: ‘‘Any en-
tity not receiving a satisfactory evaluation of a
grant received under this section shall be ineli-
gible to apply for another grant under this sec-
tion for at least 3 years.’’; and
(B) by amending paragraph (4) to read as
follows:
‘‘(4) AUTHORIZED ACTIVITIES.—
‘‘(A) Grants under this section shall be
used for—
‘‘(i) aligning programs for limited
English proficient students in the district
with school, district, and State reform ef-
forts and coordinating the program with
other relevant programs, such as title I,
and services to meet the full range of edu-
114
cational needs of limited English proficient
students throughout the district;
‘‘(ii) providing high-quality profes-
sional development that is aligned with
high standards to classroom teachers, ad-
ministrators, and other school or commu-
nity-based organization personnel to im-
prove the instruction and assessment of
limited English proficient students;
‘‘(iii) developing and implementing a
plan, coordinated with programs under
title II of Higher Education Act of 1965
where 
applicable, 
to 
recruit 
teachers
trained to serve limited English proficient
students;
‘‘(iv) annually assessing the English
proficiency of all limited English proficient
students served by the program; and
‘‘(v) developing or improving account-
ability systems that are consistent with the
State’s accountability system to measure
limited English proficient students aca-
demic progress in a valid and reliable man-
ner;
115
‘‘(vi) reviewing student grade pro-
motion policies and graduation require-
ments to provide the required additional
education services for limited English pro-
ficient students; and
‘‘(vii) developing and improving family
education programs and parent outreach
and training activities designed to assist
parents to become informed and active de-
cision makers regarding the education of
their children.
‘‘(B) Grants under this section may also be
used for—
‘‘(i) developing and implementing pro-
grams to help all students become pro-
ficient in more than 1 language;
‘‘(ii) developing content and perform-
ance standards for learning English as a
second language, as well as for learning
other languages;
‘‘(iii) developing assessments tied to
State performance standards;
‘‘(iv) developing performance stand-
ards for students with limited English pro-
116
ficiency that are aligned with challenging
State content standards;
‘‘(v) redesigning programs for limited
English proficient students to meet the
needs of changing populations of such stu-
dents;
‘‘(vi) coordinating assessments with
State accountability systems;
‘‘(vii) implementing policies and pro-
cedures to ensure that limited English pro-
ficient students have access to all district
programs, such as gifted and talented, vo-
cational education, and special education
programs; and
‘‘(viii) integrating technology into all
aspects of educating limited English pro-
ficient students, including data manage-
ment systems and the delivery of instruc-
tional services to limited English proficient
students.’’.
SEC. 209. APPLICATIONS FOR AWARDS UNDER SUBPART 1.
(a) APPLICATIONS.—Section 7116 is amended—
(1) in subsection (b)—
117
(A) in paragraph (1), by striking ‘‘such ap-
plication’’ and inserting ‘‘its written comments
on the application’’; and
(B) by amending paragraph (2)(B) to read
as follows:
‘‘(B) For purposes of this subpart, such
comments shall address—
‘‘(i) how the grant activities will fur-
ther the academic achievement and English
proficiency of limited English proficient
students served under a grant received
under this subpart;
‘‘(ii) how the grant activities will fur-
ther both English language proficiency and
native language proficiency, if applicable,
in limited English proficient students
served pursuant to a grant received under
this subpart; and
‘‘(iii) how the grant application is con-
sistent with the State plan, especially with
regard to State assessments, required
under section 1111.’’;
(2) by amending subsection (f) to read as fol-
lows:
118
‘‘(f) REQUIRED DOCUMENTATION.—Such application
shall include documentation that—
‘‘(1) the applicant has the qualified personnel
required to develop, administer, and implement the
proposed program; and
‘‘(2) the leadership of each participating school
has been involved in the development and planning
of the program in the school.’’;
(3) in subsection (g)(1)—
(A) by amending subparagraph (A) to read
as follows:
‘‘(A) A description of the need for the pro-
posed program, including data on the number
of children and youth of limited English pro-
ficiency in the schools or school districts to be
served and the characteristics of such children
and youth, including—
‘‘(i) the native languages of the stu-
dents to be served;
‘‘(ii) student proficiency in English
and the native language;
‘‘(iii) current achievement data of the
limited English proficient students to be
served by the program (and in comparison
to their English proficient peers) in—
119
‘‘(I) reading or language arts (in
English and in the native language, if
applicable); and
‘‘(II) mathematics;
‘‘(iv) information related to reclassi-
fication including applicants that—
‘‘(I) demonstrate that they have
a proven record of success in helping
children 
and 
youth 
with 
limited
English proficiency learn English and
achieve to high academic standards;
or
‘‘(II) propose programs that pro-
vide for the development of bilingual
proficiency both in English and their
native language for all participating
students;
‘‘(v) the previous schooling experi-
ences of participating students;
‘‘(vi) the professional development
needs of the instructional personnel who
will provide services for limited English
proficient students, including the need for
certified teachers; and
120
‘‘(vii) how the grant would supple-
ment the basic services provided to limited
English proficient students.’’;
(B) in subparagraph (B)—
(i) by amending clause (ii) to read as
follows:
‘‘(ii) is coordinated with other pro-
grams under this Act, and other Acts as
appropriate, such as the Individuals with
Disabilities Education Act and the Carl D.
Perkins Vocational and Technical Edu-
cation Act, in accordance with section
14306;’’;
(ii) by redesignating clauses (ii)
through (v) as clauses (iii) through (vi), re-
spectively; and
(iii) by inserting a new clause (ii) to
read as follows:
‘‘(ii) will supplement the basic services
the applicant provides to limited English
proficient students;’’; and
(C) by amending subparagraph (E) to read
as follows:
‘‘(E) An assurance that the applicant will
employ teachers in the proposed program who
121
individually, or in combination, are proficient
in—
‘‘(i) English, including written, as well
as oral, communication skills; and
‘‘(ii) the native language of the major-
ity of students they teach, if instruction in
the program is also in the native lan-
guage.’’
‘‘(v) the previous schooling experi-
ences of participating students;
‘‘(vi) the professional development
needs of the instructional personnel who
will provide services for limited English
proficient students, including the need for
certified teachers; and
‘‘(vii) how the grant would supple-
ment the basic services provided to limited
English proficient students.’’; and
(4) in subsection (i)—
(A) by amending paragraph (2) to read as
follows:
‘‘(2) LIMITATION.—Grants for programs under
this subpart that do not use the students’ native lan-
guage shall not exceed 25 percent of the funds pro-
vided for any type of grant under that section, or of
122
the total funds provided under this subpart, for any
fiscal year.’’; and
(B) in paragraph (3), by striking ‘‘special
alternative instructional programs’’ and insert-
ing ‘‘programs that do not use the students’ na-
tive language’’.
(b) EXPANDING
EDUCATION
SERVICES.—Section
7116 is amended—
(1) by inserting (1) in the matter before ‘‘Each
recipient’’; and
(2) by inserting a new paragraph (2) to read as
follows:
‘‘(2) In order to increase its capacity to provide
educational services to limited English proficient
students, each grant recipient may intensify instruc-
tion for limited English proficient students by—
‘‘(A) expanding the educational calendar of
the school in which such student is enrolled to
include programs before and after school and
during the summer months; and
‘‘(B) 
providing 
intensified 
instruction
through supplementary instructional activities,
including 
educationally 
enriching 
extra-
curricular activities, during times when school
is not routinely in session.’’.
123
SEC. 210. EVALUATIONS UNDER SUBPART 1.
Section 7123 is amended—
(1) in subsection (a), by striking ‘‘every 2
years’’ and inserting ‘‘every year’’;
(2) by amending subsection (c) to read as fol-
lows:
‘‘(c) EVALUATION COMPONENTS.—
‘‘(1) In preparing evaluation reports, the recipi-
ent shall—
‘‘(A) use the data provided in the applica-
tion as baseline data against which to report
academic achievement and gains in English pro-
ficiency for students in the program;
‘‘(B) report on the validity and reliability
of all instruments used to measure student
progress; and
‘‘(C) enable results to be disaggregated by
relevant factors, such as a student’s grade, gen-
der, and language group, and whether the stu-
dent has a disability.
‘‘(2) Evaluations shall include—
‘‘(A) data on the project’s progress in
achieving its objectives;
‘‘(B) data showing the extent to which all
students served by the program are achieving to
124
the State’s student performance standards,
including—
‘‘(i) data comparing limited English
proficient children and youth with English
proficient students with regard to grade re-
tention and academic achievement in read-
ing and language arts, in English and in
the native language if the project develops
native language proficiency, and in math;
‘‘(ii) gains in English proficiency, in-
cluding speaking, comprehension, reading,
and writing, as developmentally appro-
priate, and such gains in native language
proficiency if the project develops native
language proficiency; and
‘‘(iii) reclassification rates (including
average duration in a program) for limited
English proficient students by grade, and
data on the academic achievement of re-
designated students for 2 years after re-
designation;
‘‘(C) program implementation indicators
that provide information related to program
management and effectiveness, including—
125
‘‘(i) data on appropriateness of cur-
riculum in relationship to course require-
ments;
‘‘(ii) appropriateness of program man-
agement;
‘‘(iii) appropriateness of staff profes-
sional development;
‘‘(iv) appropriateness of the language
of instruction; and
‘‘(v) appropriateness of the assess-
ment and accountability system;
‘‘(D) a description of how the activities
funded under the grant are coordinated and in-
tegrated with the overall school program and
other Federal, State, or local programs serving
limited English proficient children and youth;
and
‘‘(E) such other information as the Sec-
retary shall require.’’; and
(3) by adding a new subsection (d) to read as
follows:
‘‘(d) PERFORMANCE
MEASURES.—The Secretary
shall establish performance indicators to determine if pro-
grams under sections 7113 and 7114 are making contin-
uous and substantial gains, as defined in section
126
1111(b)(3), and may establish performance indicators to
determine if programs under section 7112 are making
continuous and substantial progress, toward assisting chil-
dren and youth with limited English proficiency to learn
English and achieve to challenging State content and per-
formance standards.’’.
SEC. 211. RESEARCH.
Section 7132 is amended—
(1) in subsection (a), by—
(A) inserting the paragraph designation
‘‘(1)’’ before ‘‘The Secretary shall’’; and
(B) inserting after paragraph (1) the fol-
lowing:
‘‘(2) Such research may include—
‘‘(A) collecting data needed for compliance
with the Government Performance and Results
Act;
‘‘(B) improving data collection procedures
and the infrastructure for data collection on
limited English proficient students, for pur-
poses of improving instruction and account-
ability;
‘‘(C) developing research-based models for
serving limited English proficient students of
127
diverse language backgrounds and in diverse
educational settings;
‘‘(D) 
identifying 
technology-based 
ap-
proaches that show effectiveness in helping lim-
ited English proficient students reach chal-
lenging State standards; and
‘‘(E) other research, demonstration, and
data collection activities consistent with the
purpose of this title.’’;
(2) in subsection (b)—
(A) in paragraph (1), by inserting ‘‘and’’
at the end;
(B) by striking paragraphs (2) and (3);
and
(C) by redesignating paragraph (4) as
paragraph (2);
(3) in subsection (c)—
(A) in paragraph (1), by—
(i) striking ‘‘(1) IN GENERAL.—’’; and
(ii) by striking ‘‘under subpart 1 or
2’’ and inserting ‘‘under subpart 1, section
7124, or subpart 3’’; and
(B) striking paragraph (2); and
(4) by inserting a new subsection (e) as follows:
128
‘‘(e) DATA COLLECTION.—The Secretary shall pro-
vide for the continuation of data collection on limited
English proficient students as part of the data systems
operated by the Department and shall publish on an an-
nual basis a list of grantees under this title for public dis-
semination.’’.
SEC. 212. STATE GRANT PROGRAM.
Section 7134(c) is amended to read as follows:
‘‘(c) USES OF FUNDS.—A State educational agency
shall use funds awarded under this section to—
‘‘(1) assist local educational agencies in the
State with program design, capacity building, assess-
ment of student performance, program evaluation,
and development of data collection and account-
ability systems for limited English proficient stu-
dents that are aligned with State reform efforts; and
‘‘(2) collect data on limited English proficient
populations in the State and the educational pro-
grams and services available to such populations.’’.
SEC. 213. NATIONAL CLEARINGHOUSE ON EDUCATION OF
CHILDREN 
AND 
YOUTH 
WITH 
LIMITED
ENGLISH PROFICIENCY.
Section 7135 is amended to read as follows:
129
‘‘SEC. 7135. NATIONAL CLEARINGHOUSE ON EDUCATION OF
CHILDREN 
AND 
YOUTH 
WITH 
LIMITED
ENGLISH PROFICIENCY.
‘‘The Secretary shall establish and support the oper-
ation of a National Clearinghouse on the Education of
Children and Youth with Limited English Proficiency,
which shall collect, analyze, synthesize, and disseminate
information about programs related to the education of
children and youth with limited English proficiency and
coordinate its activities with Federal data and information
clearinghouses and dissemination networks and systems.’’.
SEC. 214. INSTRUCTIONAL MATERIALS DEVELOPMENT.
Section 7136 is amended to read as follows:
‘‘SEC. 7136. INSTRUCTIONAL MATERIALS DEVELOPMENT.
‘‘(a) AUTHORITY.—The Secretary may award grants
for the development, publication, and dissemination of
high-quality instructional materials—
‘‘(1) in Native American and Native Hawaiian
languages;
‘‘(2) in the language of Native Pacific Islanders
and other natives of the outlying areas for whom in-
structional materials are not readily available;
‘‘(3) in other low-incidence languages in the
United States and for which instructional materials
are not readily available; and
130
‘‘(4) on standards and assessments, and in-
structional programs related to the education of chil-
dren and youth with limited English proficiency, for
dissemination to parents of such children and youth.
‘‘(b) PRIORITIES.—The Secretary shall give priority
to applications that provide for—
‘‘(1) developing instructional materials in lan-
guages indigenous to the United States or the out-
lying areas; and
‘‘(2) developing and evaluating instructional
materials, including technology-based application,
that reflect challenging State and local content
standards, in collaboration with activities assisted
under subpart 1 and section 7124.’’.
SEC. 215. PURPOSE OF SUBPART 3.
Section 7141 is amended to read as follows:
‘‘SEC. 7141. PURPOSE.
‘‘The purpose of this subpart is to assist in preparing
educators to improve educational services for children and
youth with limited English proficiency by supporting pro-
fessional development programs for such educators.’’.
SEC. 216. TRAINING FOR ALL TEACHERS PROGRAM.
Section 7142 is amended—
(1) by amending subsection (a) to read as fol-
lows:
131
‘‘(a) PURPOSE.—The purpose of this section is to as-
sist eligible applicants under subsection (b)(1) to develop
and provide ongoing professional development to teachers
and other educational personnel with a baccalaureate de-
gree to improve their provision of services to limited
English proficient students or to become certified as a bi-
lingual or English as a second language teacher.’’;
(2) in subsection (b)—
(A) by amending paragraph (1) to read as
follows:
‘‘(1) AUTHORITY.—The Secretary is authorized
to award grants under this section to local edu-
cational agencies or to 1 or more local educational
agencies in consortium with 1 or more State edu-
cational agencies, institutions of higher education, or
nonprofit organizations.’’; and
(B) in paragraph (2), by striking ‘‘five’’
and inserting ‘‘three’’; and
(3) by amending subsection (c) to read as fol-
lows:
‘‘(c) ACTIVITIES.—
‘‘(1) Funds under this section shall be used to
conduct high-quality, long-term professional develop-
ment activities.
‘‘(2) Funds under this section may be used to—
133
‘‘(F) establish and maintain local profes-
sional networks;
‘‘(G) develop curricular materials and as-
sessments for teachers that are aligned with
State and local standards and the needs of the
limited English proficient students to be served;
‘‘(H) implement professional development
focused on the appropriate use of multiple as-
sessments, the appropriate use of assessment
results and how to communicate such results to
parents;
‘‘(I) develop education technology to en-
hance professional development; and
‘‘(J) such other activities as are consistent
with the purpose of this section.’’.
SEC. 217. BILINGUAL EDUCATION TEACHERS AND PER-
SONNEL GRANTS.
Section 7143 is amended—
(1) by amending subsection (a) to read as fol-
lows:
‘‘(a) PURPOSE.—The purpose of this section is to
support preservice professional development to improve
the preparation of prospective teachers who are preparing
to teach children and youth of limited English pro-
ficiency.’’;
134
(2) by amending subsection (c) to read as fol-
lows:
‘‘(c) AUTHORITY.—
‘‘(1) The Secretary is authorized to make
grants to institutions of higher education for
preservice professional development in order to im-
prove preparation for prospective teachers who are
preparing to teach children and youth of limited
English proficiency.
‘‘(2) Each grant under this section shall be
awarded for a period of not more than 5 years.
‘‘(3) A recipient of a grant under this section
shall coordinate its grant program activities with
other programs under this Act and other Acts as ap-
propriate.’’; and
(3) by adding a new subsection (d) to read as
follows:
‘‘(d) ACTIVITIES.—
‘‘(1) Funds under this section shall be used
to—
‘‘(A) put in place a course of study that
prepares teachers to serve limited English pro-
ficient students;
‘‘(B) integrate course content relating to
meeting the needs of limited English proficient
135
students into all programs for prospective
teachers;
‘‘(C) assign tenured faculty to train teach-
ers to serve limited English proficient students;
‘‘(D) incorporate State content and per-
formance 
standards 
into 
the 
institution’s
coursework; and
‘‘(E) expand clinical experiences for par-
ticipants.
‘‘(2) Funds under this section may be used to—
‘‘(A) support partnerships with local edu-
cational agencies that include placing partici-
pants in intensive internships in local edu-
cational agencies that serve large numbers of
limited English proficient students;
‘‘(B) restructure higher education course
content, including improving coursework and
clinical experiences for all prospective teachers
regarding the needs of limited English pro-
ficient students and preparation for teacher cer-
tification tests;
‘‘(C) assist other institutions of higher
education to improve the quality of professional
development programs for limited English pro-
ficient students;
136
‘‘(D) expand recruitment of students who
will be trained to serve limited English pro-
ficient students;
‘‘(E) improve the skills and knowledge of
faculty related to the needs of limited English
proficient students;
‘‘(F) coordinate project activities with ac-
tivities under title II of the Higher Education
Act of 1965; and
‘‘(G) use technology to enhance profes-
sional development.’’.
SEC. 218. BILINGUAL EDUCATION CAREER LADDER PRO-
GRAM.
Section 7144 is amended—
(1) by amending subsection (a) to read as fol-
lows:
‘‘(a) PURPOSE.—The purpose of this section is to as-
sist eligible consortia to develop and implement high-qual-
ity bilingual education career ladder programs.’’;
(2) by amending subsection (b)(1) to read as
follows:
‘‘(b) IN GENERAL.—
‘‘(1)(A) The Secretary is authorized to award
grants to consortia of 1 or more institutions of high-
er education and 1 or more State educational agen-
137
cies or local educational agencies or community-
based organizations to develop and implement bilin-
gual education career ladder programs.
‘‘(B) For purposes of this section, a ‘bilingual
education career ladder program’ means a program
that—
‘‘(i) is designed to provide high-quality,
prebaccalaureate coursework and teacher train-
ing to educational personnel who do not have a
baccalaureate degree; and
‘‘(ii) leads to timely receipt of a bacca-
laureate degree and certification or licensure of
program participants as bilingual education
teachers or other educational personnel who
serve limited English proficient students.
‘‘(C) Recipients of grants under this section
shall—
‘‘(i) coordinate with programs under title
II of the Higher Education Act of 1965, and
other relevant programs, for the recruitment
and retention of bilingual students in postsec-
ondary programs to train them to become bilin-
gual educators; and
‘‘(ii) make use of all existing sources of
student financial aid before using grant funds
138
to pay tuition and stipends for participating
students.’’;
(3) in subsection (c)—
(A) in paragraph (1)—
(i) by striking ‘‘consortium’’; and
(ii) at the end by inserting ‘‘and’’
after the semicolon;
(B) in paragraph (2), by striking ‘‘teach-
ers; and’’ and inserting ‘‘teachers.’’; and
(C) by striking paragraph (3); and
(4) by amending subsection (d) to read as fol-
lows:
‘‘(d) SPECIAL CONSIDERATION.—The Secretary shall
give special consideration to applications under this sec-
tion that provide training in English as a second language,
including developing proficiency in the instructional use
of English and, as appropriate, a second language in class-
room contexts.’’.
SEC. 219. GRADUATE FELLOWSHIPS IN BILINGUAL EDU-
CATION PROGRAM.
Section 7145(a) is amended—
(1) in paragraph (1), by striking ‘‘masters, doc-
toral, and post-doctoral’’ and inserting ‘‘masters and
doctoral’’;
(2) by striking paragraph (2); and
139
(3) by redesignating paragraph (3) as para-
graph (2).
SEC. 220. APPLICATIONS FOR AWARDS UNDER SUBPART 3.
Section 7146 is amended—
(1) in subsection (a)(4), by inserting ‘‘and ap-
plicants for grants under section 7145’’ after ‘‘Bu-
reau of Indian Affairs’’; and
(2) in subsection (b)—
(A) in paragraph (1)—
(i) by striking ‘‘of such application
copy’’ and inserting ‘‘an application under
sections 7132, 7133, or 7134’’; and
(ii) by inserting ‘‘the written review
of’’ after ‘‘and transmit’’; and
(B) in paragraph (2), by striking ‘‘this
subpart’’ and inserting ‘‘sections 7132, 7133,
and 7134’’.
SEC. 221. EVALUATIONS UNDER SUBPART 3.
Section 7149 is amended to read as follows:
‘‘SEC. 7149. PROGRAM EVALUATIONS.
‘‘Each recipient of funds under this subpart shall pro-
vide the Secretary with an evaluation of its program every
year. Such evaluations shall include—
‘‘(1) the number of participants served, the
number of participants who have completed program
165
the area of school dropout prevention, intervention, and
reentry programs. The clearinghouse shall—
‘‘(1) collect and disseminate to educators, par-
ents, and policymakers information on research, ef-
fective programs, best practices, and available Fed-
eral resources with respect to school dropout preven-
tion, intervention, and reentry programs, including
dissemination by an electronically accessible data-
base, a Worldwide Web site, and a national journal;
and
‘‘(2) provide technical assistance regarding se-
curing resources with respect to, and designing and
implementing, effective and comprehensive school
dropout prevention, intervention, and reentry pro-
grams.
‘‘SEC. 5304. NATIONAL RECOGNITION PROGRAM.
‘‘(a) IN GENERAL.—The Director shall carry out a
national recognition program that recognizes schools that
have made extraordinary progress in lowering school drop-
out rates under which a public middle school or secondary
school from each State will be recognized. The Director
shall use uniform national guidelines that are developed
by the Director for the recognition program and shall rec-
ognize schools from nominations submitted by State edu-
cational agencies.