I 
114TH CONGRESS 
1ST SESSION 
H. R. 193 
To amend the Elementary and Secondary Education Act of 1965 to provide 
for State accountability in the provision of access to the core resources 
for learning, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
JANUARY 7, 2015 
Ms. FUDGE (for herself, Mr. HINOJOSA, Mr. FATTAH, and Mr. HONDA) intro-
duced the following bill; which was referred to the Committee on Edu-
cation and the Workforce 
A BILL 
To amend the Elementary and Secondary Education Act 
of 1965 to provide for State accountability in the provi-
sion of access to the core resources for learning, and 
for other purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Core Opportunity Re-
sources for Equity and Excellence Act of 2015’’. 
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SEC. 2. STATE AND SCHOOL DISTRICT ACCOUNTABILITY. 
(a) IN GENERAL.—Title I of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 6301 et 
seq.) is amended— 
(1) in section 1111— 
(A) in subsection (b)— 
(i) in paragraph (1)— 
(I) in subparagraph (A), by in-
serting ‘‘that lead to college and ca-
reer readiness by high school gradua-
tion and’’ after ‘‘challenging student 
academic 
achievement 
standards’’; 
and 
(II) in subparagraph (D)(i)— 
(aa) in subclause (II), by 
striking ‘‘and’’ after the semi-
colon; and 
(bb) by adding at the end 
the following: 
‘‘(IV) lead to college and career 
readiness by high school graduation; 
and’’; and 
(ii) in paragraph (2), by adding at the 
end the following: 
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‘‘(L) STATE ACCOUNTABILITY IN THE PRO-
VISION OF ACCESS TO THE CORE RESOURCES 
FOR LEARNING.— 
‘‘(i) IN GENERAL.—Each State plan 
shall demonstrate that the State has devel-
oped an accountability system that ensures 
that the State’s public school system pro-
vides all students within the State an edu-
cation that enables the students to succeed 
from the earliest grades, and graduate 
from high school ready for college, career, 
and citizenship, through— 
‘‘(I) the provision of fair and eq-
uitable access to the core resources 
for learning; 
‘‘(II) the provision of educational 
services in local educational agencies 
that receive funds under this part; 
and 
‘‘(III) compliance with any final 
Federal or State court order in any 
matter concerning the adequacy or 
equitableness of the State’s public 
school system. 
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‘‘(ii) CORE RESOURCES FOR LEARN-
ING.—For purposes of this section, the 
term ‘core resources for learning’ means 
the resources and student supports nec-
essary to provide all students the oppor-
tunity to develop the knowledge and skills 
that lead to college and career readiness by 
high school graduation. Such resources 
shall include the following: 
‘‘(I) High-quality instructional 
teams, 
including 
licensed, 
credentialed, 
and 
profession-ready 
teachers, principals, school librarians, 
counselors, and education support 
personnel. 
‘‘(II) Rigorous academic stand-
ards and curricula that lead to college 
and career readiness by high school 
graduation, including the extent to 
which each local educational agency 
provides access to such standards and 
curricula in a manner that is acces-
sible to all students, including stu-
dents with disabilities and English 
learners. 
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‘‘(III) 
Equitable 
and 
instructionally appropriate class sizes. 
‘‘(IV) 
Up-to-date 
instructional 
materials, technology, and supplies, 
including textbooks, computers, mo-
bile devices, and access to broadband. 
‘‘(V) Effective school library pro-
grams. 
‘‘(VI) School facilities and tech-
nology, including physically and envi-
ronmentally sound school buildings 
and 
well-equipped 
instructional 
spaces, including laboratories and li-
braries. 
‘‘(VII) 
Specialized 
instruction 
support teams, including school coun-
selors, school social workers, school 
psychologists, school nurses, and other 
qualified professionals involved in pro-
viding assessment, diagnosis, coun-
seling, educational, therapeutic, and 
other necessary services (including re-
lated services as that term is defined 
in section 602 of the Individuals with 
Disabilities Education Act) as part of 
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a comprehensive program to meet stu-
dent needs. 
‘‘(VIII) Effective programs for 
family and community engagement in 
education. 
‘‘(iii) REPORTING.—Each State desir-
ing to receive a grant under this part shall 
annually report to the Secretary how the 
State is meeting the requirements for pro-
viding equitable access to the core re-
sources for learning as required in clause 
(i) and any areas of inequitable access, 
plans to address such inequities, and 
progress toward eliminating such inequi-
ties. 
‘‘(iv) ACCOUNTABILITY AND REMEDI-
ATION.—A State that fails to make 
progress toward eliminating inequities in 
access to the core resources for learning as 
required in clause (i) identified for 2 or 
more consecutive years shall not be eligible 
to receive funds under any competitive 
grant program authorized under this 
Act.’’; and 
(B) in subsection (h)— 
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(i) in paragraph (1)(C)(vii), by strik-
ing ‘‘information on the performance of 
local educational agencies in the State re-
garding making adequate yearly progress, 
including the number and names of each 
school identified for school improvement 
under section 1116’’ and inserting ‘‘infor-
mation on the performance of local edu-
cational agencies in the State in providing 
fair and equitable access to the core re-
sources for learning and the number and 
names of each school and each agency 
identified for improvement under section 
1116 or under the terms of any waiver 
granted under section 9401’’; 
(ii) in paragraph (2)(B)— 
(I) in clause (i)— 
(aa) in subclause (I), by 
striking ‘‘and’’ after the semi-
colon; and 
(bb) by adding at the end 
the following: 
‘‘(III) information that shows 
how students served by the local edu-
cational agency are provided access to 
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