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‘‘(B) DEFINITION.—As used in this para-
graph, the term ‘corrective action’ means ac-
tion, consistent with State and local law, that—
‘‘(i) substantially and directly re-
sponds to the consistent academic failure
that caused the local educational agency to
take such action and to any underlying
staffing, curricular, or other problems in
the school; and
‘‘(ii) is designed to substantially in-
crease the likelihood that students will per-
form at the proficient and advanced per-
formance levels.
‘‘(C) CERTAIN SCHOOLS.—In the case of a
school described in subparagraph (A)(ii), the
local educational agency shall take not less than
1 of the following corrective actions:
‘‘(i) Withhold funds from the school.
‘‘(ii) Decrease decisionmaking author-
ity at the school level.
‘‘(iii) Make alternative governance ar-
rangements, including reopening the school
as a public charter school.
‘‘(iv) Reconstitute the school by re-
quiring each person employed at the school
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to reapply for future employment at the
same school or for any position in the local
educational agency.
‘‘(v) Authorize students to transfer to
other higher performing public schools
served by the local educational agency, in-
cluding public charter schools, and provide
such students transportation (or the costs
of transportation) to such schools in con-
junction with not less than 1 additional ac-
tion described under this subparagraph.
‘‘(vi) Institute and fully implement a
new curriculum, including appropriate pro-
fessional development for all relevant staff,
that is based upon scientifically based re-
search and offers substantial promise of
improving educational achievement for low-
performing students.
‘‘(D) IMPLEMENTATION
DELAY.—A local
educational agency may delay, for a period not
to exceed 1 year, implementation of corrective
action only if the failure to make adequate
yearly progress was justified due to exceptional
or uncontrollable circumstances such as a nat-
ural disaster or a precipitous and unforeseen
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decline in the financial resources of the local
educational agency or school.
‘‘(E) PUBLICATION.—The local educational
agency shall publish, and disseminate to the
public and to parents in a format and, to the
extent practicable, in a language that they can
understand, any corrective action it takes under
this paragraph through such means as the
Internet, the media, and public agencies.
‘‘(F) REVIEW.—(i) Before taking correc-
tive action with respect to any school under this
paragraph, a local educational agency shall pro-
vide the school an opportunity to review the
school level data, including assessment data, on
which the proposed determination is made.
‘‘(ii) If the school believes that the pro-
posed determination is in error for statistical or
other substantive reasons, it may provide sup-
porting evidence to the local educational agency,
which shall consider such evidence before mak-
ing a final determination.
‘‘(10) STATE EDUCATIONAL AGENCY RESPON-
SIBILITIES.—If a State educational agency deter-
mines that a local educational agency failed to carry
out its responsibilities under this section, it shall
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take such action as it finds necessary, consistent
with this section, to improve the affected schools and
to ensure that the local educational agency carries
out its responsibilities under this section.
‘‘(c) STATE REVIEW
AND LOCAL EDUCATIONAL
AGENCY IMPROVEMENT.—
‘‘(1) IN GENERAL.—A State educational agency
shall—
‘‘(A) annually review the progress of each
local educational agency receiving funds under
this part to determine whether schools receiving
assistance under this part are making adequate
yearly progress as defined in section 1111(b)(2)
toward meeting the State’s student performance
standards; and
‘‘(B) publicize and disseminate to local
educational agencies, teachers and other staff,
parents, students, and the community the re-
sults of the State review consistent with section
1111, 
including 
statistically 
sound
disaggregated results, as required by section
1111(b)(2).
‘‘(2) IDENTIFICATION OF LOCAL EDUCATIONAL
AGENCY FOR IMPROVEMENT.—A State educational
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agency shall identify for improvement any local edu-
cational agency that—
‘‘(A) for 2 consecutive years failed to make
adequate yearly progress as defined in the
State’s plan under section 1111(b)(2); or
‘‘(B) was in improvement status under this
section as this section was in effect on the day
preceding the date of enactment of the Leave
No Child Behind Act of 2001.
‘‘(3) TRANSITION.—The 2-year period described
in paragraph (2)(A) shall include any continuous pe-
riod of time immediately preceding the date of en-
actment of the Leave No Child Behind Act of 2001,
during which a local educational agency did not
make adequate yearly progress as defined in the
State’s plan, as such plan was in effect on the day
preceding the date of such enactment.
‘‘(4) TARGETED
ASSISTANCE
SCHOOLS.—For
purposes of targeted assistance schools in a local
educational agency, a State educational agency may
choose to review the progress of only the students in
such schools who are served under this part.
‘‘(5) OPPORTUNITY TO REVIEW AND PRESENT
EVIDENCE.—
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‘‘(A) REVIEW.—Before identifying a local
educational agency for improvement under
paragraph (2), a State educational agency shall
provide the local educational agency with an op-
portunity to review the local educational agency
data, including assessment data, on which that
proposed identification is based.
‘‘(B) SUPPORTING EVIDENCE.—If the local edu-
cational agency believes that the proposed identifica-
tion is in error for statistical or other substantive
reasons, it may provide supporting evidence to the
State educational agency, which such agency shall
consider before making a final determination.
‘‘(6) NOTIFICATION TO PARENTS.—The State
educational agency shall promptly notify parents in
a format, and to the extent practicable in a language
they can understand, of each student enrolled in a
school in a local educational agency identified for
improvement, of the reasons for such agency’s iden-
tification and how parents can participate in upgrad-
ing the quality of the local educational agency.
‘‘(7) LOCAL
EDUCATIONAL
AGENCY
REVI-
SIONS.—
‘‘(A) PLAN.—Each local educational agen-
cy identified under paragraph (2) shall, not
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later than 3 months after being so identified,
develop or revise a local educational agency
plan, in consultation with parents, school staff,
and others. Such plan shall—
‘‘(i) incorporate scientifically based re-
search strategies that strengthen the core
academic program in the local educational
agency;
‘‘(ii) identify specific goals and objec-
tives the local educational agency will un-
dertake to make adequate yearly progress
and which—
‘‘(I) have the greatest likelihood
of improving the performance of par-
ticipating children in meeting the
State’s student performance stand-
ards;
‘‘(II) address the professional de-
velopment needs of staff; and
‘‘(III) include specific numerical
performance goals and targets for
each of the groups of students identi-
fied in the disaggregated data pursu-
ant to section 1111(b)(2) consistent
with section 1111(b)(2)(B);
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‘‘(iii) identify how the local edu-
cational agency will provide written notifi-
cation to parents in a format, and to the
extent practicable in a language, they can
understand, pursuant to paragraph (6);
and
‘‘(iv) specify the responsibilities of the
State educational agency and the local edu-
cational agency under the plan.
‘‘(B) IMPLEMENTATION.—The local edu-
cational agency shall implement its plan or re-
vised plan expeditiously, but not later than the
beginning of the school year after which the
school has been identified for improvement.
‘‘(8) STATE EDUCATIONAL AGENCY RESPONSI-
BILITY.—
‘‘(A) IN GENERAL.—For each local edu-
cational agency identified under paragraph (2),
the State educational agency shall provide tech-
nical or other assistance, if requested, as au-
thorized under section 1117, to better enable
the local educational agency—
‘‘(i) to develop and implement its re-
vised plan as approved by the State edu-
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cational agency consistent with the require-
ments of this section; and
‘‘(ii) to work with schools needing im-
provement.
‘‘(B) TECHNICAL ASSISTANCE.—Technical
assistance provided under this section by the
State educational agency or an entity author-
ized by such agency shall be based upon sci-
entifically based research.
‘‘(9) CORRECTIVE
ACTION.—In order to help
students served under this part meet challenging
State standards, each State educational agency shall
implement a system of corrective action in accord-
ance with the following:
‘‘(A) IN GENERAL.—After providing tech-
nical assistance under paragraph (8) and sub-
ject to subparagraph (D), the State educational
agency—
‘‘(i) may take corrective action at any
time with respect to a local educational
agency that has been identified under
paragraph (2);
‘‘(ii) shall take corrective action with
respect to any local educational agency
that 
fails 
to 
make 
adequate 
yearly
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progress, as defined by the State, after the
end of the second year following its identi-
fication under paragraph (2); and
‘‘(iii) shall continue to provide tech-
nical assistance while instituting any cor-
rective action under clause (i) or (ii).
‘‘(B) DEFINITION.—As used in this para-
graph, the term ‘corrective action’ means ac-
tion, consistent with State law, that—
‘‘(i) substantially and directly re-
sponds to the consistent academic failure
that caused the State educational agency
to take such action and to any underlying
staffing, curricular, or other problems in
the school; and
‘‘(ii) is designed to meet the goal of
having all students served under this part
perform at the proficient and advanced
performance levels.
‘‘(C) CERTAIN LOCAL EDUCATIONAL AGEN-
CIES.—In the case of a local educational agency
described in this paragraph, the State edu-
cational agency shall take not less than 1 of the
following corrective actions:
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‘‘(i) Withhold funds from the local
educational agency.
‘‘(ii) Reconstitute school district per-
sonnel.
‘‘(iii) Remove particular schools from
the jurisdiction of the local educational
agency and establish alternative arrange-
ments for public governance and super-
vision of such schools.
‘‘(iv) Appoint, through the State edu-
cational agency, a receiver or trustee to ad-
minister the affairs of the local educational
agency in place of the superintendent and
school board.
‘‘(v) Abolish or restructure the local
educational agency.
‘‘(vi) Authorize students to transfer
from a school operated by a local edu-
cational agency to a higher performing
public school operated by another local
educational agency, or to a public charter
school and provide such students transpor-
tation (or the costs of transportation) to
such schools, in conjunction with not less
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than 1 additional action described under
this paragraph.
‘‘(D) HEARING.—Prior to implementing
any corrective action, the State educational
agency shall provide due process and a hearing
to the affected local educational agency, if State
law provides for such process and hearing.
‘‘(E) 
PUBLICATION.—The 
State 
edu-
cational agency shall publish, and disseminate
to parents and the public any corrective action
it takes under this paragraph through such
means as the Internet, the media, and public
agencies.
‘‘(F) DELAY.—A State educational agency
may delay, for a period not to exceed 1 year,
implementation of corrective action if the fail-
ure to make adequate yearly progress was justi-
fied due to exceptional or uncontrollable cir-
cumstances such as a natural disaster or a pre-
cipitous and unforeseen decline in the financial
resources of the local educational agency or
school.’’.
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SEC. 3440. STATE ASSISTANCE FOR SCHOOL SUPPORT AND
IMPROVEMENT.
Section 1117 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6318) is amended to read
as follows:
‘‘SEC. 1117. STATE ASSISTANCE FOR SCHOOL SUPPORT AND
IMPROVEMENT.
‘‘(a) SYSTEM
FOR
SUPPORT.—Each State edu-
cational agency shall establish a statewide system of inten-
sive and sustained support and improvement for local edu-
cational agencies and schools receiving funds under this
part, in order to increase the opportunity for all students
in those agencies and schools to meet the State’s content
standards and student performance standards.
‘‘(b) PRIORITIES.—In carrying out this section, a
State educational agency shall—
‘‘(1) first, provide support and assistance to
local educational agencies subject to corrective action
under section 1116 and assist schools, in accordance
with section 1116(b)(10), for which a local edu-
cational agency has failed to carry out its respon-
sibilities under paragraph (8) or (9) of section
1116(b);
‘‘(2) second, provide support and assistance to
other local educational agencies identified for im-
provement under section 1116; and
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‘‘(3) third, provide support and assistance to
other local educational agencies and schools partici-
pating under this part that need that support and
assistance in order to achieve the purpose of this
part.
‘‘(c) APPROACHES.—In order to achieve the purpose
described in subsection (a), each such system shall provide
technical assistance and support through such approaches
as—
‘‘(1) school support teams, composed of individ-
uals who are knowledgeable about scientifically
based research on and practice of teaching and
learning, particularly about strategies for improving
educational results for low-achieving children; and
‘‘(2) the designation and use of ‘‘Distinguished
Educators’’, chosen from schools served under this
part that have been especially successful in improv-
ing academic achievement.
‘‘(d) FUNDS.—Each State educational agency shall
use funds reserved under section 1002(f) and authorized
under section 1002(i) for such purpose.
‘‘(e) ALTERNATIVES.—The State may devise addi-
tional approaches to providing the assistance described in
paragraphs (1) and (2) of subsection (c), such as pro-
viding assistance through institutions of higher education
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and educational service agencies or other local consortia,
and the State may seek approval from the Secretary to
use funds made available under section 1002(h) for such
approaches as part of the State plan.’’.
SEC. 3441. ACADEMIC ACHIEVEMENT AWARDS PROGRAM;
IMPROVING STATE ASSESSMENTS.
Subpart 1 of part A of title I of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311 et
seq.) is amended by inserting after section 1117 the fol-
lowing:
‘‘SEC. 1117A. ACADEMIC ACHIEVEMENT AWARDS PROGRAM.
‘‘(a) ESTABLISHMENT OF ACADEMIC ACHIEVEMENT
AWARDS PROGRAM.—
‘‘(1) IN
GENERAL.—Each State receiving a
grant under this part shall establish a program for
making academic achievement awards to recognize
and financially reward schools served under this part
that have—
‘‘(A) significantly closed the achievement
gap between the groups of students defined in
section 1111(b)(2); or
‘‘(B) 
exceeded 
their 
adequate 
yearly
progress 
goals, 
consistent 
with 
section
1111(b)(2), for 2 or more consecutive years.
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‘‘(2) AWARDS TO TEACHERS.—A State program
under paragraph (1) shall also recognize and provide
financial awards to teachers teaching in a school de-
scribed in such paragraph whose students consist-
ently make significant gains in academic achieve-
ment in the areas in which the teacher provides in-
struction over multiple academic years.
‘‘(b) FUNDING.—
‘‘(1) RESERVATION OF FUNDS BY STATE.—For
the purpose of carrying out this section, each State
receiving a grant under this part shall reserve, from
the amount (if any) by which the funds received by
the State under this part for a fiscal year exceed the
amount received by the State under this part for the
preceding fiscal year, not more than 25 percent of
such excess amount.
‘‘(2) USE WITHIN 3 YEARS.—Notwithstanding
any other provision of law, the amount reserved
under paragraph (1) by a State for each fiscal year
shall remain available to the State until expended
for a period not exceeding 3 years.
‘‘(3) SPECIAL ALLOCATION RULE FOR SCHOOLS
IN HIGH-POVERTY AREAS.—
‘‘(A) IN GENERAL.—Each State receiving
a grant under this part shall distribute at least
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85 percent of the amount reserved under para-
graph (1) for each fiscal year to schools de-
scribed in subparagraph (B), or to teachers
teaching in such schools.
‘‘(B) SCHOOLS DESCRIBED.—A school de-
scribed in subparagraph (A) is a school whose
student population is in the highest quartile of
schools statewide in terms of the percentage of
children eligible for free or reduced priced
lunches under the Richard B. Russell National
School Lunch Act.
‘‘SEC. 1117B. GRANTS FOR THE IMPROVEMENT OF STATE
ASSESSMENT SYSTEMS.
‘‘(a) PURPOSE.—The purpose of this section is to en-
able States to improve the quality and fairness of State
assessment systems and to ensure that such assessment
systems accurately measure how well all children are
achieving challenging State student performance stand-
ards.
‘‘(b) PROGRAM AUTHORIZED.—The Secretary is au-
thorized to award grants, in an amount not less than
$500,000, to State educational agencies with final assess-
ment systems that have been reviewed by the Secretary
and approved as being deemed in full compliance with sec-
tion 1111(b)(4).
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‘‘(c) APPLICATION.—A State educational agency de-
siring a grant under this section for any fiscal year, shall
submit an application to the Secretary for approval, at
such time and containing such information as the Sec-
retary may require.
‘‘(d) AUTHORIZED USES OF FUNDS.—States having
an approved application under subsection (c) may use
grant funds for the purpose of—
‘‘(1) assuring the continued validity and reli-
ability of State assessments;
‘‘(2) refining the assessments to ensure their
continued alignment with the State’s content stand-
ards;
‘‘(3) providing for multiple measures to increase
the reliability and validity of student and school clas-
sifications that have high stakes consequences;
‘‘(4) strengthening the capacity of local edu-
cational agencies and schools to provide all students
the opportunity to increase educational achievement
and to ensure fairness and equitable treatment in
testing;
‘‘(5) expanding the range of accommodations
available to limited English proficient students and
students with disabilities to improve rates of inclu-
sion and to include instructional material develop-
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ment and modified assessment practices that are
culturally and ability appropriate, respectively;
‘‘(6) improving the alignment of curricula and
instruction materials with the State content stand-
ards and State performance standards;
‘‘(7) enhancing opportunities for professional
development for teachers that include—
‘‘(A) improving the capability of teachers
to be proficient in sound classroom assessment
and knowledgeable in State content and per-
formance standards and assessments; and
‘‘(B) improving the capability of teachers
to provide high quality instruction within the
content areas;
‘‘(8) providing for the collection of performance
data for children in kindergarten through grade 2—
‘‘(A) for early diagnosis of children’s
needs;
‘‘(B) to evaluate program effectiveness;
‘‘(C) to guide curriculum and instruction;
or
‘‘(D) to provide information that can be
used to measure school and local educational
agency progress;
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‘‘(9) expanding the range of valid and reliable
assessments to other academic subjects such as
science, history, geography, foreign languages, the
arts, civic and government, and economics; and
‘‘(10) improving the dissemination of informa-
tion on student achievement and school performance
to parents and the community.
‘‘(e) AUTHORIZATION OF APPROPRIATIONS.—There
are authorized to be appropriated to carry out this section,
$100,000,000 for fiscal year 2002, and such sums as may
be necessary for each of the 4 succeeding fiscal years.’’.
SEC. 3442. PARENTAL INVOLVEMENT CHANGES.
(a) LOCAL EDUCATIONAL AGENCY POLICY.—Sub-
section (a) of section 1118 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 6319(a)) is
amended—
(1) in paragraph (1), by striking ‘‘programs,
activities, and procedures’’ and inserting ‘‘activities
and procedures’’.
(2) in paragraph (2) by striking subparagraphs
(E) and (F) and inserting the following:
‘‘(E) conduct, with the involvement of par-
ents, an annual evaluation of the content and
effectiveness of the parental involvement policy
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in improving the academic quality of the schools
served under this part;
‘‘(F) involve parents in efforts to improve
academics in schools served under this part;
and
‘‘(G) promote consumer friendly environ-
ments at the local educational agency and
schools served under this part.’’;
(3) in paragraph (3) by adding at the end the
following new subparagraph:
‘‘(C) Not less than 90 percent of the funds re-
served under subparagraph (A) shall be distributed
to schools served under this part.’’.
(b) NOTICE.—Paragraph (1) of section 1118(b) of
the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6319(b)(1)) is amended by inserting after the first
sentence the following: ‘‘Parents shall be notified of the
policy in a format, and to the extent practicable, in a lan-
guage they can understand.’’.
(c) PARENTAL INVOLVEMENT.—Paragraph (4) of
section 1118(c) of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6319(c)(4)) is amended—
(1) in subparagraph (B), by striking ‘‘perform-
ance profiles required under section 1116(a)(3)’’ and
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inserting ‘‘school report cards required under section
1111’’;
(2) by redesignating subparagraphs (D) and
(E) as subparagraphs (F) and (G), respectively;
(3) by inserting after subparagraph (C) the fol-
lowing new subparagraphs:
‘‘(D) notice of the school’s status as a
school identified for school improvement under
section 1116(b), if applicable, and a clear expla-
nation of what such identification means;
‘‘(E) notice of the corrective action that
has been taken against the school under section
1116(b)(9) and 1116(c)(9), if applicable, and a
clear explanation of what such action means;’’;
and
(4) in subparagraph (G) (as so redesignated),
by striking ‘‘subparagraph (D)’’ and inserting ‘‘sub-
paragraph (F)’’.
(d) BUILDING CAPACITY FOR INVOLVEMENT.—Sub-
section (e) of section 1118 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C 6319(e)) is
amended to read as follows:
‘‘(e) BUILDING CAPACITY FOR INVOLVEMENT.—To
ensure effective involvement of parents and to support a
partnership among the school, parents, and the commu-
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nity to improve student achievement, each school and local
educational agency—
‘‘(1) shall provide assistance to participating
parents in such areas as understanding the State’s
content standards and State student performance
standards, the provisions of section 1111(b)(8),
State and local assessments, the requirements of this
part, and how to monitor a child’s progress and
work with educators to improve the performance of
their children as well as information on how parents
can participate in decisions relating to the education
of their children;
‘‘(2) shall provide materials and training, such
as—
‘‘(A) coordinating necessary literacy train-
ing from other sources to help parents work
with their children to improve their children’s
achievement; and
‘‘(B) training to help parents work with
their children to improve their children’s
achievement;
‘‘(3) shall educate teachers, pupil services per-
sonnel, principals, and other staff, with the assist-
ance of parents, in the value and utility of contribu-
tions of parents, and in how to reach out to, commu-
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nicate with, and work with parents as equal part-
ners, implement and coordinate parent programs,
and build ties between home and school;
‘‘(4) shall coordinate and integrate parent in-
volvement programs and activities with Head Start,
Even Start, the Home Instruction Programs for
Preschool Youngsters, the Parents as Teachers Pro-
gram, and public preschool programs and other pro-
grams, to the extent feasible and appropriate;
‘‘(5) shall conduct other activities, as appro-
priate and feasible, such as parent resource centers
and opportunities for parents to learn how to be-
come full partners in the education of their children;
‘‘(6) shall ensure, to the extent possible, that
information related to school and parent programs,
meetings, and other activities is sent to the homes
of participating children in the language used in
such homes;
‘‘(7) shall provide such other reasonable sup-
port for parental involvement activities under this
section as parents may request;
‘‘(8) shall expand the use of electronic commu-
nications among teachers, students, and parents,
such as through the use of websites and e-mail com-
munications;
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‘‘(9) may involve parents in the development of
training for teachers, principals, and other educators
to improve the effectiveness of such training in im-
proving instruction and services to the children of
such parents in a format, and to the extent prac-
ticable, in a language the parents can understand;
‘‘(10) may provide necessary literacy training
from funds received under this part if the local edu-
cational agency has exhausted all other reasonably
available sources of funding for such activities;
‘‘(11) may pay reasonable and necessary ex-
penses associated with local parental involvement ac-
tivities, including transportation and child care
costs, to enable parents to participate in school-re-
lated meetings and training sessions;
‘‘(12) may train and support parents to en-
hance the involvement of other parents;
‘‘(13) may arrange meetings at a variety of
times, such as in the mornings and evenings, in
order to maximize the opportunities for parents to
participate in school related activities;
‘‘(14) may arrange for teachers or other edu-
cators, who work directly with participating children,
to conduct in-home conferences with parents who are
unable to attend such conferences at school;
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‘‘(15) may adopt and implement model ap-
proaches to improving parental involvement, such as
Even Start;
‘‘(16) may establish a district-wide parent advi-
sory council to advise on all matters related to pa-
rental involvement in programs supported under this
part; and
‘‘(17) may develop appropriate roles for com-
munity-based organizations and businesses in parent
involvement activities, including providing informa-
tion about opportunities for organizations and busi-
nesses to work with parents and schools, and en-
couraging the formation of partnerships between ele-
mentary, middle, and secondary schools and local
businesses that include a role for parents.’’.
(e) ACCESSIBILITY.—Subsection (f) of section 1118
of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6319(f)) is amended to read as follows:
‘‘(f) ACCESSIBILITY.—In carrying out the parental
involvement requirements of this part, local educational
agencies and schools, to the extent practicable, shall pro-
vide full opportunities for the participation of parents with
limited English proficiency, parents with disabilities, and
parents of migratory children, including providing infor-
mation and school report cards required under section
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1111 in a format, and to the extent practicable, in a lan-
guage such parents understand.’’.
SEC. 3443. PROFESSIONAL DEVELOPMENT.
Subpart 1 of part A of title I of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311 et
seq.) is amended by inserting after section 1119 the fol-
lowing:
‘‘SEC. 1119A. PROFESSIONAL DEVELOPMENT.
‘‘(a) PURPOSE.—The purpose of this section is to as-
sist each local educational agency receiving assistance
under this part in increasing the academic achievement
of eligible children (as defined in section 1115(b)(1)(B))
through improved teacher quality.
‘‘(b) PROFESSIONAL DEVELOPMENT ACTIVITIES.—
‘‘(1) REQUIRED ACTIVITIES.—Professional de-
velopment activities under this section shall—
‘‘(A) support professional development ac-
tivities that give teachers, principals, and ad-
ministrators the knowledge and skills to provide
students with the opportunity to meet chal-
lenging State or local content standards and
student performance standards;
‘‘(B) support the recruiting, hiring, and
training of fully qualified teachers, including
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teachers fully qualified through State and local
alternative routes;
‘‘(C) advance teacher understanding of ef-
fective instructional strategies based on scientif-
ically based research for improving student
achievement, at a minimum, in reading or lan-
guage arts and mathematics;
‘‘(D) be directly related to the curriculum
and content areas in which the teacher provides
instruction;
‘‘(E) be designed to enhance the ability of
a teacher to understand and use the State’s
standards for the subject area in which the
teacher provides instruction;
‘‘(F) be tied to scientifically based research
demonstrating the effectiveness of such profes-
sional development activities or programs in in-
creasing student achievement or substantially
increasing the knowledge and teaching skills of
teachers;
‘‘(G) be of sufficient intensity and duration
(not to include 1-day or short-term workshops
and conferences) to have a positive and lasting
impact on the teacher’s performance in the
classroom, except that this paragraph shall not
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apply to an activity if such activity is 1 compo-
nent of a long-term comprehensive professional
development plan established by the teacher
and the teacher’s supervisor based upon an as-
sessment of their needs, their students’ needs,
and the needs of the local educational agency;
‘‘(H) be developed with extensive participa-
tion of teachers, principals, parents, and admin-
istrators of schools to be served under this part;
‘‘(I) to the extent appropriate, provide
training for teachers in the use of technology so
that technology and its applications are effec-
tively used in the classroom to improve teaching
and learning in the curriculum and academic
content areas in which the teachers provide in-
struction;
‘‘(J) as a whole, be regularly evaluated for
their impact on increased teacher effectiveness
and improved student achievement, with the
findings of such evaluations used to improve the
quality of professional development; and
‘‘(K) include strategies for identifying and
eliminating gender and racial bias in instruc-
tional materials, methods, and practices.
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‘‘(2) OPTIONAL ACTIVITIES.—Such professional
development activities may include—
‘‘(A) instruction in the use of data and as-
sessments to inform and instruct classroom
practice;
‘‘(B) instruction in ways that teachers,
principals, pupil services personnel, and school
administrators may work more effectively with
parents;
‘‘(C) the forming of partnerships with in-
stitutions of higher education to establish
school-based teacher training programs that
provide prospective teachers and novice teachers
with an opportunity to work under the guidance
of experienced teachers and college faculty, but
only if each such institution of higher education
meets the reporting requirements of section 207
of the Higher Education Act of 1965 (20
U.S.C. 1027) and its teacher preparation pro-
gram has not been identified by its State as
low-performing under such Act;
‘‘(D) the creation of career ladder pro-
grams for paraprofessionals (assisting teachers
under this part) to obtain the education nec-
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essary for such paraprofessionals to become li-
censed and certified teachers;
‘‘(E) instruction in ways to teach special
needs children;
‘‘(F) instruction in the ways that teachers,
principals, and guidance counselors can work
with parents and students from groups such as
females and minorities that are under rep-
resented in careers in mathematics, science, en-
gineering, and technology, to encourage and
maintain the interest of such students in these
careers;
‘‘(G) joint professional development activi-
ties involving programs under this part, Head
Start, Even Start, or State-run preschool pro-
gram personnel;
‘‘(H) 
instruction 
in 
experiential-based
teaching methods such as service or applied
learning;
‘‘(I) mentoring programs focusing on
changing teacher behaviors and practices to
help novice teachers, including teachers who are
members of a minority group, develop and gain
confidence in their skills, to increase the likeli-
hood that they will continue in the teaching
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profession, and generally to improve the quality
of their teaching; and
‘‘(J) instruction in gender-equitable meth-
ods, techniques, and practices.
‘‘(c) PROGRAM PARTICIPATION.—Each local edu-
cational agency receiving assistance under this part may
design professional development programs so that—
‘‘(1) all school staff in schools participating in
a schoolwide program under section 1114 can par-
ticipate in professional development activities; and
‘‘(2) all school staff in targeted assistance
schools may participate in professional development
activities if such participation will result in better
addressing the needs of students served under this
part.
‘‘(d) PARENTAL PARTICIPATION.—Parents may par-
ticipate in professional development activities under this
part if the school determines that parental participation
is appropriate.
‘‘(e) CONSORTIA.—In carrying out such professional
development programs, local educational agencies may
provide services through consortia arrangements with
other local educational agencies, educational service agen-
cies or other local consortia, institutions of higher edu-
cation, or other public or private institutions or organiza-
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tions, but only if each such institution of higher education
meets the reporting requirements of section 207 of the
Higher Education Act of 1965 (20 U.S.C. 1027) and its
teacher preparation program has not been identified by
its State as low-performing under such Act.
‘‘(f) CONSOLIDATION OF FUNDS.—Funds provided
under this part that are used for professional development
purposes may be consolidated with funds provided under
title II of this Act and other sources.
‘‘(g) SPECIAL RULE.—No State educational agency
shall require a school or a local educational agency to ex-
pend a specific amount of funds for professional develop-
ment activities under this part, except that this paragraph
shall not apply with respect to requirements under section
1116(c)(9).’’.
SEC. 3444. REQUIREMENTS; RECORDS.
(a) REQUIREMENTS.—Section 1120A(c)(2) of the El-
ementary and Secondary Education Act of 1965 (20
U.S.C. 6322(c)(2)) is amended to read as follows:
‘‘(2) CRITERIA FOR MEETING COMPARABILITY
REQUIREMENT.—
‘‘(A) APPROVAL.—To meet the require-
ment of paragraph (1), a local educational
agency shall obtain the State educational agen-
cy’s approval of a comprehensive, 3-year plan to
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ensure comparability in the use of State and
local funds and educational services among its
schools receiving funds under this part and its
other schools with respect to:
‘‘(i) the rates at which class sections
are taught by experienced and fully quali-
fied teachers, including such rates for low-
income and minority students;
‘‘(ii) curriculum, in terms of both the
range of courses offered, and the oppor-
tunity to participate in rigorous courses in-
cluding advanced placement (AP) courses,
including such rates for low-income and
minority students; and
‘‘(iii) the quality and availability of in-
structional materials and instructional re-
sources including technology.’’
‘‘(B) EXCLUSION.—A local educational
agency need not include unpredictable changes
in student enrollment or personnel assignments
that occur after the beginning of a school year
in determining comparability of services under
this subsection.
‘‘(C) 
REQUIREMENTS.—Notwithstanding
subparagraph (A), a local educational agency
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may continue to meet the requirement of para-
graph (1) by complying with subparagraph (A)
as such subparagraph was in effect on the day
preceding the date of enactment of the Leave
No Child Behind Act of 2001, except that each
local educational agency shall be required to
comply with subparagraph (A), as amended by
such Act not later than July 1, 2004.’’.
(b) RECORDS.—Section 1120A(c)(3)(B) of the Ele-
mentary and Secondary Education Act of 1965 (20 U.S.C.
6322(c)(3)(B)) is amended by striking ‘‘biennially’’ and
inserting ‘‘annually’’.
SEC. 3445. COORDINATION REQUIREMENTS.
Section 1120B of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6323 et seq.) is
amended—
(1) in subsection (a), by striking ‘‘to the extent
feasible’’ and all that follows through the period and
inserting ‘‘with local Head Start agencies, and if
feasible, other early childhood development pro-
grams.’’;
(2) in subsection (b)—
(A) in paragraph (3) by striking ‘‘and’’
after the semicolon;
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(B) in paragraph (4) by striking the period
and inserting ‘‘; and’’; and
(C) by adding at the end, the following:
‘‘(5) linking the educational services provided in
such local educational agency with the services pro-
vided in local Head Start agencies.’’.
Chapter 5—Quality Teaching and Leadership
Subchapter A—Amendments to Title II of the
Elementary and Secondary Education Act
of 1965
SEC. 3461. AMENDMENTS TO TITLE II.
Title II of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 6601 et seq.) is amended—
(1) by redesignating part E as part J;
(2) by redesignating sections 2401 and 2402 as
sections 2901 and 2902 respectively; and
(3) by inserting after part D the following:
‘‘PART E—CLASS SIZE REDUCTION
‘‘SEC. 2401. GRANT PROGRAM.
‘‘(a) PURPOSES.—The purposes of this section are—
‘‘(1) to reduce class size through the use of
fully qualified teachers;
‘‘(2) to assist States and local educational agen-
cies in recruiting, hiring, and training 100,000
teachers in order to reduce class sizes nationally, in
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kindergarten through grade 3, to an average of 18
students per regular classroom; and
‘‘(3) to improve teaching in those grades so
that all students can learn to read independently
and well by the end of the 3d grade.
‘‘(b) ALLOTMENT TO STATES.—
‘‘(1) RESERVATION.—From the amount made
available to carry out this part for a fiscal year, the
Secretary shall reserve not more than 1 percent for
the Secretary of the Interior (on behalf of the Bu-
reau of Indian Affairs) and the outlying areas for
activities carried out in accordance with this section.
‘‘(2) STATE ALLOTMENTS.—
‘‘(A) HOLD HARMLESS.—
‘‘(i) IN
GENERAL.—Subject to sub-
paragraph (B) and clause (ii), from the
amount made available to carry out this
part for a fiscal year and not reserved
under paragraph (1), the Secretary shall
allot to each State an amount equal to the
amount that such State received for the
preceding fiscal year under this section or
section 306 of the Department of Edu-
cation Appropriations Act, 2001, as the
case may be.
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‘‘(ii) RATABLE
REDUCTION.—If the
amount made available to carry out this
part for a fiscal year and not reserved
under paragraph (1) is insufficient to pay
the full amounts that all States are eligible
to receive under clause (i) for such fiscal
year, the Secretary shall ratably reduce
such amounts for such fiscal year.
‘‘(B) 
ALLOTMENT
OF
ADDITIONAL
FUNDS.—
‘‘(i) IN GENERAL.—Subject to clause
(ii), for any fiscal year for which the
amount made available to carry out this
part and not reserved under paragraph (1)
exceeds the amount made available to the
States for the preceding year under the au-
thorities described in subparagraph (A)(i),
the Secretary shall allot to each of those
States the percentage of the excess amount
that is the greater of—
‘‘(I) the percentage the State re-
ceived for the preceding fiscal year of
the total amount made available to
the States under section 1122; or
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‘‘(II) the percentage so received
of the total amount made available to
the States under section 6101(b), as
in effect on the day before the date of
enactment of the Leave No Child Be-
hind Act of 2001, or the cor-
responding provision of this title, as
the case may be.
‘‘(ii) RATABLE REDUCTIONS.—If the
excess amount for a fiscal year is insuffi-
cient to pay the full amounts that all
States are eligible to receive under clause
(i) for such fiscal year, the Secretary shall
ratably reduce such amounts for such fis-
cal year.
‘‘(c) ALLOCATION TO LOCAL EDUCATIONAL AGEN-
CIES.—
‘‘(1) ALLOCATION.—Each State that receives
funds under this section shall allocate 100 percent
of those funds to local educational agencies, of
which—
‘‘(A) 80 percent shall be allocated to those
local educational agencies in proportion to the
number of children, age 5 through 17, from
families with incomes below the poverty line (as
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defined by the Office of Management and
Budget and revised annually in accordance with
section 673(2) of the Community Services
Block Grant Act (42 U.S.C. 9902(2))) applica-
ble to a family of the size involved, who reside
in the school district served by that local edu-
cational agency for the most recent fiscal year
for which satisfactory data are available, com-
pared to the number of those children who re-
side in the school districts served by all the
local educational agencies in the State for that
fiscal year; and
‘‘(B) 20 percent shall be allocated to those
local educational agencies in accordance with
the relative enrollments of children, age 5
through 17, in public and private nonprofit ele-
mentary schools and secondary schools within
the areas served by those agencies.
‘‘(2) EXCEPTION.—Notwithstanding paragraph
(1) and subsection (d)(2)(B), if the award to a local
educational agency under this section is less than
the starting salary for a new fully qualified teacher
for a school served by that agency, that agency may
use funds made available under this section to—
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HR 1990 IH
‘‘(A) help pay the salary of a full- or part-
time fully qualified teacher hired to reduce class
size, which may be done in combination with
the expenditure of other Federal, State, or local
funds; or
‘‘(B) pay for activities described in sub-
section (d)(2)(A)(iii) that may be related to
teaching in smaller classes.
‘‘(d) USE OF FUNDS.—
‘‘(1) MANDATORY
USES.—Each local edu-
cational agency that receives funds under this sec-
tion shall use those funds to carry out effective ap-
proaches to reducing class size through use of fully
qualified teachers to improve educational achieve-
ment for both regular and special needs children,
with particular consideration given to reducing class
size in the early elementary grades for which some
research has shown class size reduction is most ef-
fective.
‘‘(2) PERMISSIBLE USES.—
‘‘(A) IN GENERAL.—Each such local edu-
cational agency may use funds made available
under this section for—
‘‘(i) recruiting (including through the
use of signing bonuses and other financial
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HR 1990 IH
incentives), hiring, and training fully quali-
fied regular and special education teachers
(which may include hiring special edu-
cation teachers to team-teach with regular
teachers in classrooms that contain both
children with disabilities and non-disabled
children) and teachers of special needs
children;
‘‘(ii) testing new teachers for aca-
demic content knowledge, and to meet
State certification or licensing require-
ments that are consistent with title II of
the Higher Education Act of 1965; and
‘‘(iii) providing professional develop-
ment (which may include such activities as
promoting retention and mentoring) for
teachers, including special education teach-
ers and teachers of special needs children,
in order to meet the goal of ensuring that
all teachers have the general knowledge,
teaching skills, and subject matter knowl-
edge necessary to teach effectively in the
content areas in which the teachers teach,
consistent with title II of the Higher Edu-
cation Act of 1965.
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HR 1990 IH
‘‘(B) LIMITATION ON TESTING AND PRO-
FESSIONAL DEVELOPMENT.—
‘‘(i) IN
GENERAL.—Except as pro-
vided in clause (ii), a local educational
agency may use not more than a total of
25 percent of the funds received by the
agency under this section for activities de-
scribed in clauses (ii) and (iii) of subpara-
graph (A).
‘‘(ii) SPECIAL
RULE.—A local edu-
cational agency may use more than 25 per-
cent of the funds the agency receives under
this section for activities described in sub-
paragraph (A)(iii) for the purpose of help-
ing teachers who are not yet fully qualified
in attaining full qualification if 10 percent
or more of the elementary school classes in
a school are taught by individuals who are
not fully qualified teachers or the State
educational agency has waived State cer-
tification or licensing requirements for 10
percent or more of such teachers.
‘‘(C) USE OF FUNDS BY AGENCIES THAT
HAVE REDUCED CLASS SIZE.—Notwithstanding
subparagraph (B), a local educational agency
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that has already reduced class size in the early
elementary grades to 18 or fewer children (or
has already reduced class size to a State or
local class size reduction goal that was in effect
on November 28, 1999 if that goal is 20 or
fewer children) may use funds received under
this section—
‘‘(i) to make further class size reduc-
tions in kindergarten through third grade;
‘‘(ii) to reduce class size in other
grades; or
‘‘(iii) to carry out activities to improve
teacher quality, including professional de-
velopment.
‘‘(3) SUPPLEMENT, 
NOT
SUPPLANT.—Each
such agency shall use funds made available under
this section only to supplement, and not to supplant,
State and local funds that, in the absence of funds
made available under this section, would otherwise
be expended for activities described in this section.
‘‘(4) LIMITATION ON USE FOR SALARIES AND
BENEFITS.—
‘‘(A) IN GENERAL.—Except as provided in
subparagraph (B), no funds made available
under this section may be used to increase the
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salaries of, or provide benefits (other than par-
ticipation in professional development and en-
richment programs) to, teachers who are not
hired under this section.
‘‘(B) EXCEPTION.—Funds made available
under this section may be used to pay the sala-
ries of teachers hired under section 306 of the
Department of Education Appropriations Act,
2001.
‘‘(e) REPORTS.—
‘‘(1) STATE ACTIVITIES.—Each State receiving
funds under this section shall prepare and submit to
the Secretary a biennial report on activities carried
out in the State under this section that provides the
information described in section 6202(a)(2) with re-
spect to the activities.
‘‘(2) PROGRESS CONCERNING CLASS SIZE AND
QUALIFIED TEACHERS.—Each State and local edu-
cational agency receiving funds under this section
shall annually report to parents and the public, in
numeric form as compared to the previous year,
on—
‘‘(A) the agency’s progress in reducing
class size, and increasing the percentage of
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classes in core academic areas taught by fully
qualified teachers ; and
‘‘(B) the impact that hiring additional fully
qualified teachers and reducing class size, has
had, if any, on increasing student academic
achievement.
‘‘(3) NOTICE.—Each local educational agency
that receives funds under this section shall provide,
to each individual parent of a child who attends a
school served by such local educational agency, time-
ly, written notice if the child has been assigned or
has been taught for 2 or more consecutive weeks by
a substitute teacher, as defined by such local edu-
cational agency, or a teacher who is not fully quali-
fied.
‘‘(f) PRIVATE SCHOOLS.—If a local educational agen-
cy uses funds made available under this section for profes-
sional development activities, the agency shall ensure the
equitable participation of private nonprofit elementary
schools and secondary schools in such activities in accord-
ance with section 6402. Section 6402 shall not apply to
other activities carried out under this section.
‘‘(g) ADMINISTRATIVE
EXPENSES.—A local edu-
cational agency that receives funds under this section may
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use not more than 3 percent of such funds for local admin-
istrative costs.
‘‘(h) APPLICATION.—Each local educational agency
that desires to receive funds under this section shall sub-
mit an application to the State educational agency at such
time, in such manner, and containing such information as
the State educational agency may require. Each such ap-
plication shall include a description of the agency’s pro-
gram to reduce class size by hiring additional fully quali-
fied teachers.
‘‘(i) 
CERTIFICATION, 
LICENSING, 
AND
COM-
PETENCY.—No funds made available under this section
may be used to pay the salary of any teacher unless such
teacher is fully qualified.
‘‘(j) DEFINITION.—As used in this section, the term
‘certified’ includes certification through State or local al-
ternative routes.
‘‘SEC. 2402. AUTHORIZATION OF APPROPRIATIONS.
‘‘There are authorized to be appropriated to carry out
this 
part 
$2,537,000,000 
for 
fiscal 
year 
2002,
$3,452,000,000 for fiscal year 2003, $4,336,000,000 for
fiscal year 2004, and $5,281,000,000 for each of fiscal
years 2005 and 2006.
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‘‘PART F—TROOPS TO TEACHERS
‘‘SEC. 2501. FINDINGS.
‘‘Congress finds the following:
‘‘(1) School districts will need to hire more than
2,000,000 teachers during the first decade of the
21st century.
‘‘(2) The need for teachers in the areas of
mathematics, science, foreign languages, special edu-
cation, and bilingual education, and for teachers able
to teach in high-poverty school districts, will be par-
ticularly high. To meet this need, talented Ameri-
cans of all ages should be recruited to become suc-
cessful, qualified teachers.
‘‘(3) Nearly 13 percent of teachers of academic
subjects have neither an undergraduate major nor
minor in their main assignment fields. This problem
is most acute in high-poverty local educational agen-
cies, where the out-of-field teaching percentage is 22
percent.
‘‘(4) The Third International Math and Science
Study (TIMSS) ranked United States high school
seniors last among 16 countries in physics and next
to last in mathematics. It is also evident, mainly
from the TIMSS data, that based on academic
scores, a stronger emphasis needs to be placed on
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the academic preparation of our children in mathe-
matics and science.
‘‘(5) One-fourth of high-poverty local edu-
cational agencies find it very difficult to fill bilingual
teaching positions, and nearly half of public school
teachers have students in their classrooms for whom
English is a second language.
‘‘(6) Many career-changing professionals with
strong content-area skills are interested in a teach-
ing career, but they need assistance in getting the
appropriate pedagogical training and classroom ex-
perience.
‘‘(7) The teacher placement program known as
the ‘troops-to-teachers program’, which was estab-
lished by the Secretary of Defense and the Secretary
of Transportation under section 1151 of title 10,
United States Code, has been highly successful in
securing high-quality teachers for teaching positions
in high-poverty local educational agencies.
‘‘SEC. 2502. PURPOSE.
‘‘The purpose of this part is to address the need of
local educational agencies that are high-poverty local edu-
cational agencies or low-performing local educational
agencies for fully qualified teachers in particular subject
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areas, such as mathematics, science, foreign languages, bi-
lingual education, and special education, by—
‘‘(1) continuing and enhancing the troops-to-
teachers program for recruiting and supporting the
placement of former members of the Armed Forces
as teachers in such local educational agencies; and
‘‘(2) recruiting, preparing, placing, and sup-
porting career-changing professionals who have
knowledge and experience that will help them be-
come such teachers.
‘‘SEC. 2503. CONTINUATION AND SUPPORT FOR TROOPS-TO-
TEACHERS PROGRAM.
‘‘(a) CONTINUATION.—The Secretary may enter into
a written agreement with the Secretary of Defense and
the Secretary of Transportation, or take such other steps
as the Secretary determines are appropriate, to ensure ef-
fective continuation of the troops-to-teachers program,
notwithstanding the duration of the program specified in
section 1151(c)(1)(A) of title 10, United States Code.
‘‘(b) SUPPORT.—Before providing any assistance
under section 2504 for a fiscal year, the Secretary shall
first—
‘‘(1) consult with the Secretary of Defense and
the Secretary of Transportation regarding the ap-
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propriate amount of funding needed to continue and
enhance the troops-to-teachers program; and
‘‘(2) upon agreement, transfer that amount to
the Secretary of Defense to carry out the troops-to-
teachers program.
‘‘SEC. 2504. TRANSITION OF CAREER-CHANGING PROFES-
SIONALS TO TEACHING.
‘‘(a) AUTHORITY TO SUPPORT TRANSITION PRO-
GRAMS.—The Secretary may use funds appropriated pur-
suant to the authorization of appropriations in section
2507 to award grants to, and enter into contracts or coop-
erative agreements with, institutions of higher education,
including historically Black colleges and universities and
Hispanic-serving institutions, and public and private non-
profit agencies or organizations to recruit, prepare, place,
and support career-changing professionals as teachers in
local educational agencies that are high-poverty local edu-
cational agencies or low-performing local educational
agencies.
‘‘(b) APPLICATION.—Each entity described in sub-
section (a) that desires assistance under subsection (a)
shall submit an application to the Secretary containing
such 
information 
as 
the 
Secretary 
may 
require,
including—
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‘‘(1) a description of the target group of career-
changing professionals upon which the applicant will
focus in carrying out its program under this part,
including a description of the characteristics of that
target group that shows how the knowledge and ex-
perience of its members are relevant to meeting the
purpose of this part;
‘‘(2) a description of how the applicant will
identify and recruit career-changing professionals for
its program under this part;
‘‘(3) a description of the training that career-
changing professionals will receive in the program
and how that training will relate to their certifi-
cation as teachers;
‘‘(4) a description of how the applicant will en-
sure that career-changing professionals are placed
and teach in high-poverty local educational agencies
or low-performing local educational agencies;
‘‘(5) a description of the teacher induction serv-
ices (which may be provided through existing induc-
tion programs) that the career-changing profes-
sionals in the program will receive throughout at
least their first year of teaching;
‘‘(6) a description of how the applicant will col-
laborate, as needed, with other institutions, agencies,
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or organizations to recruit, train, place, and support
career-changing professionals under this part, in-
cluding evidence of the commitment of those institu-
tions, agencies, or organizations to the applicant’s
program;
‘‘(7) a description of how the applicant will
evaluate the progress and effectiveness of its pro-
gram, including—
‘‘(A) the program’s goals and objectives;
‘‘(B) the performance indicators the appli-
cant will use to measure the program’s
progress; and
‘‘(C) the outcome measures that will be
used to determine the program’s effectiveness;
and
‘‘(8) an assurance that the applicant will pro-
vide to the Secretary such information as the Sec-
retary determines necessary to evaluate the overall
effectiveness of programs under this part.
‘‘SEC. 2505. USES OF FUNDS AND PERIOD OF SERVICE.
‘‘(a) AUTHORIZED
ACTIVITIES.—Funds provided
under section 2504 may be used for—
‘‘(1) recruiting career-changing professionals,
including informing them of opportunities under the
program and putting them in contact with other in-
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stitutions, agencies, or organizations that will train,
place, and support them;
‘‘(2) training stipends and other financial incen-
tives for career-changing professionals in the pro-
gram, such as moving expenses, not to exceed
$5,000, in the aggregate, per participant;
‘‘(3) assisting institutions of higher education
or other providers of teacher training to tailor their
training to meet the particular needs of career-
changing professionals;
‘‘(4) placement activities, including identifying
high-poverty, low-performing local educational agen-
cies with needs for the particular skills and charac-
teristics of the newly trained career-changing profes-
sionals and assisting those persons to obtain employ-
ment in those local educational agencies; and
‘‘(5) post-placement induction or support activi-
ties.
‘‘(b) PERIOD OF SERVICE.—A career-changing pro-
fessional selected to participate in a program under this
part who completes his or her training shall serve in a
high-poverty local educational agency or a low-performing
local educational agency for at least 3 years.
‘‘(c) REPAYMENT.—The Secretary shall establish
such requirements as the Secretary determines appro-
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priate to ensure that career-changing professionals who
receive a training stipend or other financial incentive
under subsection (a)(2), but who fail to complete their
service obligation under subsection (b), repay all or a por-
tion of such stipend or other incentive.
‘‘SEC. 2506. EQUITABLE DISTRIBUTION.
‘‘To the extent practicable, the Secretary shall make
awards and enter into contracts and cooperative agree-
ments under section 2504 to support teacher placement
programs for career-changing professionals in different
geographic regions of the United States.
‘‘SEC. 2507. AUTHORIZATION OF APPROPRIATIONS.
‘‘There is authorized to be appropriated to the Sec-
retary to carry out this part, $40,000,000 for fiscal year
2002 and such sums as may be necessary for the next
4 succeeding fiscal years.
‘‘PART G—EARLY CHILDHOOD EDUCATOR
PROFESSIONAL DEVELOPMENT
‘‘SEC. 2601. PURPOSE.
‘‘In support of the national effort to attain the first
of America’s Education Goals, the purpose of this part
is to enhance the school readiness of young children, par-
ticularly disadvantaged young children, and to prevent
them from encountering difficulties once they enter school,
by improving the knowledge and skills of early childhood
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educators who work in communities that have high con-
centrations of children living in poverty.
‘‘SEC. 2602. PROGRAM AUTHORIZED.
‘‘(a) GRANTS
TO PARTNERSHIPS.—The Secretary
shall carry out the purpose of this part by awarding
grants, on a competitive basis, to partnerships consisting
of—
‘‘(1)(A) one or more institutions of higher edu-
cation that provide professional development for
early childhood educators who work with children
from low-income families in high-need communities;
or
‘‘(B) another public or private, nonprofit entity
that provides such professional development;
‘‘(2) one or more public agencies (including
local educational agencies, State educational agen-
cies, State human services agencies, and State and
local agencies administering programs under the
Child Care and Development Block Grant Act of
1990), Head Start agencies, or private, nonprofit or-
ganizations; and
‘‘(3) to the extent feasible, an entity with dem-
onstrated experience in providing training to edu-
cators in early childhood education programs in
identifying and preventing behavior problems or
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working with children identified or suspected to be
victims of abuse.
‘‘(b) DURATION AND NUMBER OF GRANTS.—
‘‘(1) DURATION.—Each grant under this part
shall be awarded for not more than 4 years.
‘‘(2) NUMBER.—No partnership may receive
more than 1 grant under this part.
‘‘SEC. 2603. APPLICATIONS.
‘‘(a) APPLICATIONS REQUIRED.—Any partnership
that desires to receive a grant under this part shall submit
an application to the Secretary at such time, in such man-
ner, and containing such information as the Secretary may
require.
‘‘(b) CONTENTS.—Each such application shall
include—
‘‘(1) a description of the high-need community
to be served by the project, including such demo-
graphic and socioeconomic information as the Sec-
retary may request;
‘‘(2) information on the quality of the early
childhood educator professional development pro-
gram currently conducted by the institution of high-
er education or other provider in the partnership;
‘‘(3) the results of the needs assessment that
the entities in the partnership have undertaken to
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determine the most critical professional development
needs of the early childhood educators to be served
by the partnership and in the broader community,
and a description of how the proposed project will
address those needs;
‘‘(4) a description of how the proposed project
will be carried out, including—
‘‘(A) how individuals will be selected to
participate;
‘‘(B) the types of research-based profes-
sional development activities that will be carried
out;
‘‘(C) how research on effective professional
development and on adult learning will be used
to design and deliver project activities;
‘‘(D) how the project will coordinate with
and build on, and will not supplant or dupli-
cate, early childhood education professional de-
velopment activities that exist in the commu-
nity;
‘‘(E) how the project will train early child-
hood educators to provide services that are
based on developmentally appropriate practices
and the best available research on child social,
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emotional, physical and cognitive development
and on early childhood pedagogy;
‘‘(F) how the program will train early
childhood educators to meet the diverse edu-
cational needs of children in the community, in-
cluding children who have limited English pro-
ficiency, disabilities, or other special needs; and
‘‘(G) how the project will train early child-
hood educators in identifying and preventing
behavioral problems or working with children
identified as or suspected to be victims of
abuse;
‘‘(5) a description of—
‘‘(A) the specific objectives that the part-
nership will seek to attain through the project,
and how the partnership will measure progress
toward attainment of those objectives; and
‘‘(B) how the objectives and the measure-
ment activities align with the performance indi-
cators established by the Secretary under sec-
tion 2606(a);
‘‘(6) a description of the partnership’s plan for
institutionalizing the activities carried out under the
project, so that the activities continue once Federal
funding ceases;
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‘‘(7) an assurance that, where applicable, the
project will provide appropriate professional develop-
ment to volunteers working directly with young chil-
dren, as well as to paid staff; and
‘‘(8) an assurance that, in developing its appli-
cation and in carrying out its project, the partner-
ship has consulted with, and will consult with, rel-
evant agencies, early childhood educator organiza-
tions, and early childhood providers that are not
members of the partnership.
‘‘SEC. 2604. SELECTION OF GRANTEES.
‘‘(a) CRITERIA.—The Secretary shall select partner-
ships to receive funding on the basis of the community’s
need for assistance and the quality of the applications.
‘‘(b) GEOGRAPHIC
DISTRIBUTION.—In selecting
partnerships, the Secretary shall seek to ensure that com-
munities in different regions of the Nation, as well as both
urban and rural communities, are served.
‘‘SEC. 2605. USES OF FUNDS.
‘‘(a) IN GENERAL.—Each partnership receiving a
grant under this part shall use the grant funds to carry
out activities that will improve the knowledge and skills
of early childhood educators who are working in early
childhood programs that are located in high-need commu-
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nities and serve concentrations of children from low-in-
come families.
‘‘(b) ALLOWABLE ACTIVITIES.—Such activities may
include—
‘‘(1) professional development for individuals
working as early childhood educators, particularly to
familiarize those individuals with the application of
recent research on child, language, and literacy de-
velopment and on early childhood pedagogy;
‘‘(2) professional development for early child-
hood educators in working with parents, based on
the best current research on child social, emotional,
physical and cognitive development and parent in-
volvement, so that the educators can prepare their
children to succeed in school;
‘‘(3) professional development for early child-
hood educators to work with children who have lim-
ited English proficiency, disabilities, and other spe-
cial needs;
‘‘(4) professional development to train early
childhood educators in identifying and preventing
behavioral problems in children or working with chil-
dren identified or suspected to be victims of abuse;
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‘‘(5) activities that assist and support early
childhood educators during their first three years in
the field;
‘‘(6) development and implementation of early
childhood educator professional development pro-
grams that make use of distance learning and other
technologies;
‘‘(7) professional development activities related
to the selection and use of screening and diagnostic
assessments to improve teaching and learning; and
‘‘(8) data collection, evaluation, and reporting
needed to meet the requirements of this part relat-
ing to accountability.
‘‘SEC. 2606. ACCOUNTABILITY.
‘‘(a) PERFORMANCE INDICATORS.—Simultaneously
with the publication of any application notice for grants
under this part, the Secretary shall announce performance
indicators for this part, which shall be designed to
measure—
‘‘(1) the quality and accessibility of the profes-
sional development provided;
‘‘(2) the impact of that professional develop-
ment on the early childhood education provided by
the individuals who are trained; and
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‘‘(3) such other measures of program impact as
the Secretary determines appropriate.
‘‘(b) ANNUAL REPORTS; TERMINATION.—
‘‘(1) ANNUAL REPORTS.—Each partnership re-
ceiving a grant under this part shall report annually
to the Secretary on the partnership’s progress
against the performance indicators.
‘‘(2) TERMINATION.—The Secretary may termi-
nate a grant under this part at any time if the Sec-
retary determines that the partnership is not making
satisfactory progress against the indicators.
‘‘SEC. 2607. COST-SHARING.
‘‘(a) IN GENERAL.—Each partnership shall provide,
from other sources, which may include other Federal
sources—
‘‘(1) at least 50 percent of the total cost of its
project for the grant period; and
‘‘(2) at least 20 percent of the project cost in
each year.
‘‘(b) ACCEPTABLE CONTRIBUTIONS.—A partnership
may meet the requirement of subsection (a) through cash
or in-kind contributions, fairly valued.
‘‘(c) WAIVERS.—The Secretary may waive or modify
the requirements of subsection (a) in cases of dem-
onstrated financial hardship.
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‘‘SEC. 2608. DEFINITIONS.
‘‘In this part:
‘‘(1) HIGH-NEED COMMUNITY.—
‘‘(A) IN GENERAL.—The term ‘high-need
community’ means—
‘‘(i) a municipality, or a portion of a
municipality, in which at least 50 percent
of the children are from low-income fami-
lies; or
‘‘(ii) a municipality that is one of the
10 percent of municipalities within the
State having the greatest numbers of such
children.
‘‘(B) DETERMINATION.—In determining
which communities are described in subpara-
graph (A), the Secretary shall use such data as
the Secretary determines are most accurate and
appropriate.
‘‘(2) LOW-INCOME FAMILY.—The term ‘low-in-
come family’ means a family with an income below
the poverty line (as defined by the Office of Manage-
ment and Budget and revised annually in accordance
with section 673(2) of the Community Services
Block Grant Act (42 U.S.C. 9902(2))) applicable to
a family of the size involved for the most recent fis-
cal year for which satisfactory data are available.
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‘‘(3) 
EARLY
CHILDHOOD
EDUCATOR.—The
term ‘early childhood educator’ means a person pro-
viding or employed by a provider of non-residential
child care services (including center-based, family-
based, and in-home child care services) for com-
pensation that is legally operating under State law,
and that complies with applicable State and local re-
quirements for the provision of child care services to
children at any age from birth through kindergarten.
‘‘SEC. 2609. FEDERAL COORDINATION.
‘‘The Secretary and the Secretary of Health and
Human Services shall coordinate activities under this part
and other early childhood programs administered by the
two Secretaries.
‘‘SEC. 2610. AUTHORIZATION OF APPROPRIATIONS.
‘‘For the purpose of carrying out this part, there are
authorized to be appropriated $100,000,000 for fiscal year
2002 and such sums as may be necessary for each of the
6 succeeding fiscal years.
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‘‘PART H—PRINCIPAL LEADERSHIP
DEVELOPMENT
‘‘SEC. 2701. PROFESSIONAL DEVELOPMENT FOR PRIN-
CIPALS AS LEADERS OF SCHOOL REFORM.
‘‘(a) COMPETITIVE GRANTS.—The Secretary is au-
thorized to award, on a competitive basis, grants to eligible
partnerships—
‘‘(1) consisting of—
‘‘(A) one or more institutions of higher
education that provide professional development
for principals and other school administrators;
and
‘‘(B) one or more local educational agen-
cies; and
‘‘(2) that may include other entities, agencies,
and organizations, such as a State educational agen-
cy, a State agency for higher education, and profes-
sional organizations for principals, administrators,
teachers, and parents.
‘‘(b) APPLICATION.—An eligible partnership that de-
sires to receive a grant under this section shall submit an
application to the Secretary at such time, in such form,
and containing such information as the Secretary may re-
quire. Each such application shall include—
‘‘(1) a description of the activities the partner-
ship will carry out to meet the purpose of this part;
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‘‘(2) a description of how those activities will
build on and be coordinated with other professional
development activities, including activities under this
title and title II of the Higher Education Act of
1965;
‘‘(3) a description of how principals, teachers,
and other interested parties were involved in devel-
oping the application and will be involved in plan-
ning and carrying out the activities under this sec-
tion; and
‘‘(4) a description of how the professional devel-
opment will result in the acquisition of a license, de-
gree, or continuing education unit.
‘‘(c) USE OF FUNDS.—An eligible partnership that
receives a grant under this section shall use the grant
funds to provide professional development to principals
and other school administrators to enable them to be effec-
tive school leaders and prepare all students to achieve to
challenging State content and student performance stand-
ards, including professional development on—
‘‘(1) comprehensive school reform;
‘‘(2) leadership skills;
‘‘(3) recruitment, assignment, retention, and
evaluation of teacher and other instructional staff;
‘‘(4) State content standards;
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‘‘(5) effective instructional practice;
‘‘(6) using smaller classes effectively; and
‘‘(7) parental and community involvement.
‘‘(d) AUTHORIZATION OF APPROPRIATIONS.—There
is authorized to be appropriated to carry out this part,
$100,000,000 for fiscal year 2002, and such sums as may
be necessary for each of the 4 succeeding fiscal years.
‘‘PART I—COMPETITIVE GRANTS TO ESTABLISH
PROGRAMS 
FOR 
TEACHER 
QUALITY 
IM-
PROVEMENT
‘‘SEC. 2801. ALLOTMENTS TO STATES.
‘‘(a) IN GENERAL.—The Secretary is authorized to
make grants to eligible State educational agencies for the
improvement of teaching and learning through sustained
and intensive high-quality professional development, men-
toring, and recruitment activities (and covered recruit-
ment, at the election of a local educational agency) at the
State and local levels. Each grant shall consist of the allot-
ment determined for the State under subsection (b).
‘‘(b) DETERMINATION
OF
AMOUNT
OF
ALLOT-
MENT.—
‘‘(1) RESERVATION OF FUNDS.—
‘‘(A) 
IN
GENERAL.—From 
the 
total
amount made available to carry out this part
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for any fiscal year, the Secretary shall
reserve—
‘‘(i) 1⁄2 of 1 percent for allotments for
the outlying areas to be distributed among
those outlying areas on the basis of their
relative need, as determined by the Sec-
retary, for professional development, men-
toring, and recruitment activities carried
out in accordance with the purposes of this
part; and
‘‘(ii) 1⁄2 of 1 percent for the Secretary
of the Interior for programs carried out in
accordance with the purposes of this part
to provide professional development, men-
toring, and recruitment activities for teach-
ers and other staff in schools operated or
funded by the Bureau of Indian Affairs.
‘‘(B) LIMITATION.—Notwithstanding sub-
paragraph (A), the Secretary shall not reserve,
for either the outlying areas under subpara-
graph (A)(i) or the schools operated or funded
by the Bureau of Indian Affairs under subpara-
graph (A)(ii), more than the amount reserved
for those areas or schools for fiscal year 2000
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under the authority described in paragraph
(2)(A)(i).
‘‘(2) STATE ALLOTMENTS.—
‘‘(A) HOLD HARMLESS.—
‘‘(i) IN
GENERAL.—Subject to sub-
paragraph (B), from the total amount
made available to carry out this part for
any fiscal year and not reserved under
paragraph (1), the Secretary shall allot to
each of the 50 States, the District of Co-
lumbia, and the Commonwealth of Puerto
Rico an amount equal to the amount that
the State received for fiscal year 2000
under section 2202(b) of this Act (as in ef-
fect on the day before the date of enact-
ment of the Leave No Child Behind Act of
2001).
‘‘(ii) RATABLE
REDUCTION.—If the
total amount made available to carry out
this part for any fiscal year and not re-
served under paragraph (1) is insufficient
to pay the full amounts that all States are
eligible to receive under clause (i) for any
fiscal year, the Secretary shall ratably re-
duce such amounts for such fiscal year.
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‘‘(B) 
ALLOTMENT
OF
ADDITIONAL
FUNDS.—
‘‘(i) IN GENERAL.—Subject to clause
(ii), for any fiscal year for which the total
amount made available to carry out this
part and not reserved under paragraph (1)
exceeds the total amount made available to
the 50 States, the District of Columbia,
and the Commonwealth of Puerto Rico for
fiscal year 2000 under the authority de-
scribed in subparagraph (A)(i), the Sec-
retary shall allot to each of those States
the sum of—
‘‘(I) an amount that bears the
same relationship to 40 percent of the
excess amount as the number of indi-
viduals age 5 through 17 in the State,
as determined by the Secretary on the
basis of the most recent satisfactory
data, bears to the number of those in-
dividuals in all such States, as so de-
termined; and
‘‘(II) an amount that bears the
same relationship to 60 percent of the
excess amount as the number of indi-
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viduals age 5 through 17 from fami-
lies with incomes below the poverty
line in the State, as determined by the
Secretary on the basis of the most re-
cent satisfactory data, bears to the
number of those individuals in all
such States, as so determined.
‘‘(ii) EXCEPTION.—No State receiving
an allotment under clause (i) may receive
less than 1⁄2 of 1 percent of the total ex-
cess amount allotted under clause (i) for a
fiscal year.
‘‘(3) REALLOTMENT.—If any State described in
paragraph (2) does not apply for an allotment under
paragraph (2) for any fiscal year, the Secretary shall
reallot such amount to the remaining such States in
accordance with paragraph (2).
‘‘SEC. 2802. STATE APPLICATIONS.
‘‘(a) APPLICATIONS REQUIRED.—
‘‘(1) IN GENERAL.—Each State desiring to re-
ceive a grant under this part shall submit an appli-
cation to the Secretary at such time, in such man-
ner, and containing such information as the Sec-
retary may reasonably require.
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‘‘(2) DEVELOPMENT.—The State educational
agency shall develop the State application—
‘‘(A) in consultation with the State agency
for higher education, community-based and
other nonprofit organizations, and institutions
of higher education; and
‘‘(B) with the extensive participation of
teachers, teacher educators, school administra-
tors, and content specialists.
‘‘(b) CONTENTS.—Each such application shall
include—
‘‘(1) a description of the State’s shortages of
fully qualified teachers relating to high-poverty
school districts and high-need academic subjects (as
such districts or subjects are determined by the
State);
‘‘(2) an assessment of the need for professional
development for veteran teachers in the State and
the need for strong mentoring programs for begin-
ning teachers that are—
‘‘(A) developed with the involvement of
teachers; and
‘‘(B) based on student achievement data in
the core academic subjects and other indicators
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of the need for professional development and
mentoring programs;
‘‘(3) a description of how the State educational
agency will use funds made available under this part
to improve the quality of the State’s teaching force,
eliminate the use of out-of-field placement of teach-
ers, and eliminate the use of teachers hired with
emergency or other provisional credentials by setting
numerical, annual improvement goals, and meet the
requirements of this section;
‘‘(4) a description of how the State educational
agency will align activities assisted under this part
with State content and student performance stand-
ards, and State assessments, by setting numerical,
annual improvement goals;
‘‘(5) a description of how the State educational
agency will coordinate activities funded under this
part with professional development, mentoring, and
recruitment activities that are supported with funds
from other relevant Federal and non-Federal pro-
grams;
‘‘(6) a plan, developed with the extensive par-
ticipation of teachers, for addressing long-term
teacher recruitment, retention, professional develop-
ment, and mentoring needs, which may include—
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‘‘(A) providing technical assistance to help
school districts reform hiring and employment
practices to improve the recruitment and reten-
tion of fully qualified teachers, especially with
respect to high-poverty schools; and
‘‘(B) establishing State or regional part-
nerships to address teacher shortages;
‘‘(7) a description of how the State educational
agency will assist local educational agencies in imple-
menting effective and sustained professional develop-
ment and mentoring activities and high-quality re-
cruitment activities under this part;
‘‘(8) an assurance that the State will consist-
ently monitor the progress of each local educational
agency and school in the State in achieving the goals
specified in the information submitted under para-
graphs (1) through (7);
‘‘(9) a description of how the State educational
agency will work with recipients of grants awarded
for recruitment activities under section 2805(b) to
ensure that recruits who successfully complete a
teacher corps program will be certified or licensed;
and
‘‘(10) the assurances and description referred
to in section 2810.
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‘‘(c) APPROVAL.—The Secretary shall, using a peer-
review process, approve a State application if the applica-
tion meets the requirements of this section and holds rea-
sonable promise of achieving the purposes of this part.
‘‘SEC. 2803. STATE USE OF FUNDS.
‘‘(a) IN GENERAL.—Of the funds allotted to a State
under section 2801 for a fiscal year—
‘‘(1) not more than 6 percent shall be used by
the State educational agency to carry out State ac-
tivities described in section 2804, or for the adminis-
tration of this part (other than the administration of
section 2809) except that not more than 3 percent
shall be used for the administration of this part;
‘‘(2) 60 percent shall be used by the State edu-
cational agency to provide grants to local edu-
cational agencies under section 2805(a) for profes-
sional development and mentoring (except as pro-
vided in section 2807(c));
‘‘(3) 30 percent shall be used by the State edu-
cational agency—
‘‘(A) except as provided in subparagraph
(B), to provide grants to recruitment partner-
ships under section 2805(b) for recruitment ac-
tivities; or
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‘‘(B) if the State educational agency deter-
mines that all elementary school and secondary
school teachers in the State that are teaching
core academic subjects are fully qualified, to
provide the grants described in paragraph (2);
and
‘‘(4) 4 percent (or 4 percent of the amount the
State would have been allotted if the appropriation
for this part were $1,730,000,000, whichever is
greater) shall be used by the State agency for higher
education to provide grants to partnerships under
section 2809.
‘‘(b) PRIORITY FOR PROFESSIONAL DEVELOPMENT
AND MENTORING IN MATHEMATICS AND SCIENCE.—
‘‘(1) PRIORITY.—
‘‘(A) APPROPRIATIONS
OF
NOT
MORE
THAN $300,000,000.—Except as provided in sec-
tion 2807(c), for any fiscal year for which the
appropriation for this part is $300,000,000 or
less, each State educational agency that receives
funds under this part, working jointly with the
State agency for higher education, shall ensure
that all funds received under this part are used
for—
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‘‘(i) professional development and
mentoring in mathematics and science that
are aligned with State content and student
performance standards; and
‘‘(ii) recruitment activities to attract
fully qualified math and science teachers to
high-poverty schools.
‘‘(B) APPROPRIATIONS
OF
MORE
THAN
$300,000,000.—Except as provided in section
2807(c), for any fiscal year for which the ap-
propriation for this part is greater than
$300,000,000, the State educational agency
and the State agency for higher education shall
jointly ensure that the total amount of funds
that the agencies receive under this part and
that the agencies use for activities described in
subparagraph (A) is at least as great as the al-
lotment the State would have received if that
appropriation had been $300,000,000.
‘‘(2) INTERDISCIPLINARY ACTIVITIES.—A State
may use funds received under this part for activities
that focus on more than 1 core academic subject,
and apply the funds toward meeting the require-
ments of paragraph (1), if the activities include a
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strong focus on improving instruction in mathe-
matics or science.
‘‘(3) ADDITIONAL FUNDS.—Except as provided
in section 2807(c), each State educational agency
that receives funds under this part and the State
agency for higher education shall jointly ensure that
any portion of the funds that exceeds the amount re-
quired by paragraph (1) to be spent on activities de-
scribed in paragraph (1)(A) is used to provide—
‘‘(A) professional development and men-
toring in 1 or more of the core academic sub-
jects that are aligned with State content and
student performance standards; and
‘‘(B) recruitment activities involving teach-
ers of 1 or more of the core academic subjects.
‘‘SEC. 2804. STATE LEVEL ACTIVITIES.
‘‘(a) ACTIVITIES.—Each State educational agency
that receives a grant described in section 2801 shall use
the funds made available under section 2803(a)(1) to
carry out statewide strategies and activities to improve
teacher quality, including—
‘‘(1) establishing, expanding, or improving al-
ternative routes to State certification or licensing of
teachers, for highly qualified individuals with a bac-
calaureate degree, mid-career professionals from
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other occupations, or paraprofessionals, that are at
least as rigorous as the State’s standards for initial
certification or licensing of teachers;
‘‘(2) developing or improving systems to evalu-
ate the effectiveness of professional development,
mentoring, and recruitment activities in improving
teacher quality, skills, and content knowledge, and
the impact of the professional development, men-
toring, and recruitment activities on increasing stu-
dent academic achievement and student performance
with performance measures drawn from assessments
that 
objectively 
measure 
student 
achievement
against State performance standards;
‘‘(3) funding projects to promote reciprocity of
teacher certification or licensure between or among
States;
‘‘(4) providing assistance to local educational
agencies to reduce out-of-field placements and the
use of emergency credentials;
‘‘(5) supporting certification by the National
Board for Professional Teaching Standards of teach-
ers who are teaching or will teach in high-poverty
schools;
‘‘(6) providing assistance to local educational
agencies in implementing effective programs of re-
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cruitment activities, and professional development
and mentoring, including supporting efforts to en-
courage and train teachers to become mentor teach-
ers;
‘‘(7) increasing the rigor and quality of State
certification and licensure tests for individuals enter-
ing the field of teaching, including subject matter
tests for elementary school, middle school, and sec-
ondary school teachers; and
‘‘(8) implementing teacher recognition pro-
grams.
‘‘(b) COORDINATION.—A State that receives a grant
to carry out this part and a grant under section 202 of
the Higher Education Act of 1965 shall coordinate the
activities carried out under this section and the activities
carried out under that section 202.
‘‘SEC. 2805. GRANTS TO LOCAL EDUCATIONAL AGENCIES.
‘‘(a) GRANTS
FOR PROFESSIONAL DEVELOPMENT
AND MENTORING ACTIVITIES.—
‘‘(1) IN GENERAL.—A State educational agency
that receives a grant described in section 2801 shall
use the funds made available under section
2803(a)(2) (and any funds made available under
section 2803(a)(3)(B)) to make grants to eligible
local educational agencies, from allocations made
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under paragraph (2), to carry out the activities de-
scribed in section 2807(a) (except as provided in sec-
tion 2807(c)).
‘‘(2) ALLOCATIONS.—The State educational
agency shall allocate to each eligible local edu-
cational agency the sum of—
‘‘(A) an amount that bears the same rela-
tionship to 20 percent of the funds described in
paragraph (1) as the number of individuals en-
rolled in public and private nonprofit elemen-
tary schools and secondary schools in the geo-
graphic area served by the agency bears to the
number of those individuals in the geographic
areas served by all the local educational agen-
cies in the State; and
‘‘(B) an amount that bears the same rela-
tionship to 80 percent of the funds as the num-
ber of individuals age 5 through 17 from fami-
lies with incomes below the poverty line, in the
geographic area served by the agency, as deter-
mined by the Secretary on the basis of the most
recent satisfactory data, bears to the number of
those individuals in the geographic areas served
by all the local educational agencies in the
State, as so determined.
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‘‘(3) ELIGIBILITY.—To be eligible to receive a
grant from a State educational agency under this
subsection, a local educational agency shall serve
schools that include—
‘‘(A) high-poverty schools;
‘‘(B) schools that need support for improv-
ing teacher quality based on low achievement of
students served;
‘‘(C) schools that have low teacher reten-
tion rates;
‘‘(D) schools that need to improve or ex-
pand the knowledge and skills of new and vet-
eran teachers in high-priority content areas;
‘‘(E) schools that have high out-of-field
placement rates; or
‘‘(F) high-poverty schools that have been
identified for improvement in accordance with
section 1116.
‘‘(4) 
EQUITABLE
GEOGRAPHIC
DISTRIBU-
TION.—A State educational agency shall ensure an
equitable distribution of grants under this subsection
among eligible local educational agencies serving
urban and rural areas.
‘‘(b) GRANTS FOR RECRUITMENT ACTIVITIES.—
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‘‘(1) IN GENERAL.—A State educational agency
that receives a grant under section 2801 shall use
the 
funds 
made 
available 
under 
section
2803(a)(3)(A) to make grants to eligible recruitment
partnerships, on a competitive basis, to carry out the
recruitment activities and meet requirements de-
scribed in section 2807(b).
‘‘(2) ELIGIBILITY.—
‘‘(A) IN GENERAL.—To be eligible to re-
ceive a grant from a State educational agency
under 
this 
subsection, 
a 
recruitment
partnership—
‘‘(i) shall include an eligible local edu-
cational agency, or a consortium of eligible
local educational agencies;
‘‘(ii) shall include an institution of
higher education, a tribal college, or a
community college; and
‘‘(iii) may include other members,
such as a nonprofit organization or profes-
sional education organization.
‘‘(B) 
ELIGIBLE
LOCAL
EDUCATIONAL
AGENCY.—In subparagraph (A), the term ‘eligi-
ble local educational agency’ means a local edu-
cational agency that receives assistance under
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part A of title I, and meets any additional eligi-
bility criteria that the appropriate State edu-
cational agency may establish.
‘‘(3) 
EQUITABLE
GEOGRAPHIC
DISTRIBU-
TION.—A State educational agency shall ensure an
equitable distribution of grants under this subsection
among eligible recruitment partnerships serving
urban and rural areas.
‘‘SEC. 2806. LOCAL APPLICATIONS.
‘‘(a) IN GENERAL.—A local educational agency or a
recruitment partnership seeking to receive a grant from
a State educational agency under section 2805 to carry
out activities described in section 2807 shall submit an
application to the State educational agency at such time,
in such manner, and containing such information as the
State educational agency may reasonably require.
‘‘(b) CONTENTS RELATING TO PROFESSIONAL DE-
VELOPMENT AND MENTORING ACTIVITIES.—If the local
educational agency seeks a grant under section 2805(a)
to carry out activities described in section 2807(a), the
local application described in subsection (a) shall include
in the application, at a minimum, the following:
‘‘(1) A description of how the local educational
agency intends to use the funds provided through
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the grant to carry out activities that meet require-
ments described in section 2807(a).
‘‘(2) An assurance that the local educational
agency will target the funds to high-poverty, low-per-
forming schools served by the local educational agen-
cy that—
‘‘(A) have the lowest proportions of quali-
fied teachers;
‘‘(B) are identified for school improvement
and corrective action under section 1116; or
‘‘(C) are identified for school improvement
in accordance with other measures of school
quality as determined and documented by the
local educational agency.
‘‘(3) A description of how the local educational
agency will coordinate professional development and
mentoring activities described in section 2807(a)
with professional development and mentoring activi-
ties provided through other Federal, State, and local
programs, including programs authorized under—
‘‘(A) titles I, IV, and V, and part A of title
VII; and
‘‘(B) where applicable, the Individuals with
Disabilities Education Act, the Carl D. Perkins
Vocational and Technical Education Act of
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1998, and title II of the Higher Education Act
of 1965.
‘‘(4) A description of how the local educational
agency will integrate funds received to carry out ac-
tivities described in section 2807(a) with funds re-
ceived under title V that are used for professional
development and mentoring in order to carry out
professional development and mentoring activities
that—
‘‘(A) train teachers, paraprofessionals,
counselors, pupil services personnel, administra-
tors, and other school staff, including school li-
brary media specialists, in how to use tech-
nology to improve learning and teaching; and
‘‘(B) take into special consideration the
different learning needs for, and exposures to,
technology for all students, including females,
students with disabilities, students with limited
English proficiency, and students who have eco-
nomic and educational disadvantages.
‘‘(5) A description of how the local application
was developed with extensive participation of teach-
ers, paraprofessionals, principals, and parents.
‘‘(6) A description of how the professional de-
velopment and mentoring activities described in sec-
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tion 2807(a) will address the ongoing professional
development and mentoring of teachers, paraprofes-
sionals, counselors, pupil services personnel, admin-
istrators, and other school staff, including school li-
brary media specialists.
‘‘(7) A description of how the professional de-
velopment and mentoring activities described in sec-
tion 2807(a) will have a substantial, measurable,
and positive impact on student achievement and how
the activities will be used as part of a broader strat-
egy to eliminate the achievement gap that separates
low-income and minority students from other stu-
dents.
‘‘(8) A description of how the local educational
agency will address the needs of teachers of students
with disabilities, students with limited English pro-
ficiency, and other students with special needs.
‘‘(9) A description of how the local educational
agency will provide training to teachers to enable the
teachers to work with parents, involve parents in
their child’s education, and encourage parents to be-
come collaborators with schools in promoting their
child’s education.
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‘‘(10) The assurances and description referred
to in section 2811, with respect to professional de-
velopment and mentoring activities.
‘‘(c) DEVELOPMENT AND CONTENTS RELATING TO
RECRUITMENT ACTIVITIES.—If an eligible local edu-
cational agency (as defined in section 2805(b)) seeks a
grant under section 2805(b) to carry out activities de-
scribed in section 2807(b)—
‘‘(1) the eligible local educational agency shall
enter into a recruitment partnership, which shall
jointly prepare and submit the local application de-
scribed in subsection (a); and
‘‘(2) at a minimum, the application shall
include—
‘‘(A) a description of how the recruitment
partnership will meet the teacher corps program
requirements described in section 2808;
‘‘(B) a description of the individual and
collective responsibilities of members of the re-
cruitment partnership in meeting the require-
ments and goals of a teacher corps program de-
scribed in section 2808;
‘‘(C) information demonstrating that the
State agency responsible for teacher licensure
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or certification in the State in which a recruit-
ment partnership is established will—
‘‘(i) ensure that a corps member who
successfully completes a teacher corps pro-
gram will have the academic requirements
necessary for initial certification or licen-
sure as a teacher in the State; and
‘‘(ii) work with the recruitment part-
nership to ensure the partnership uses
high-quality methods and establishes high-
quality requirements concerning alternative
routes to certification or licensing, in order
to meet State requirements for certifi-
cation or licensure; and
‘‘(D) the assurances and description re-
ferred to in section 2811, with respect to re-
cruitment activities.
‘‘(d) CONTENTS RELATING TO COVERED RECRUIT-
MENT.—If the local educational agency seeks a grant
under section 2805(a) to carry out activities described in
section 2807(c), the local application described in sub-
section (a) shall include, at a minimum, a description of
the activities and the manner in which the activities will
contribute to accomplishing the objectives of section 2811,
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and how the activities are in compliance with the require-
ments of title I.
‘‘(e) APPROVAL.—A State educational agency shall
approve a local educational agency’s or recruitment part-
nership’s application under this section only if the State
educational agency determines that the application is of
high quality and holds reasonable promise of achieving the
purposes of this part.
‘‘SEC. 2807. LOCAL ACTIVITIES.
‘‘(a) PROFESSIONAL
DEVELOPMENT
AND
MEN-
TORING ACTIVITIES.—Except as provided in subsection
(c), each local educational agency receiving a grant under
section 2805(a) shall use the funds made available
through the grant to carry out activities that—
‘‘(1) are professional development activities (as
defined in section 2812(12)(A)) that—
‘‘(A) improve teacher knowledge of—
‘‘(i) 1 or more of the core academic
subjects;
‘‘(ii) effective instructional strategies,
methods, and skills for improving student
achievement in core academic subjects, in-
cluding strategies for identifying and elimi-
nating gender and racial bias;
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‘‘(iii) the use of data and assessments
to inform teachers about and thereby help
teachers improve classroom practice; and
‘‘(iv) innovative instructional meth-
odologies designed to meet the diverse
learning needs of individual students, in-
cluding methodologies that integrate aca-
demic and technical skills and applied
learning (such as service learning), meth-
odologies for interactive and interdiscipli-
nary team teaching, and other alternative
teaching strategies, such as strategies for
experiential learning, career-related edu-
cation, and environmental education, that
integrate real world applications into the
core academic subjects;
‘‘(B) provide teachers and paraprofes-
sionals (and other staff as appropriate) with in-
formation on recent research findings on how
children learn to read and with staff develop-
ment on research-based instructional strategies
for the teaching of reading;
‘‘(C) replicate effective instructional prac-
tices that involve collaborative groups of teach-
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ers and administrators from the same school or
district, using strategies such as—
‘‘(i) provision of dedicated time for
collaborative lesson planning and cur-
riculum development meetings;
‘‘(ii) provision of collaborative profes-
sional development experiences for veteran
teachers based on the standards in the
core academic subjects of the National
Board for Professional Teaching Stand-
ards;
‘‘(iii) consultation with exemplary
teachers;
‘‘(iv) provision of short-term and long-
term visits to classrooms and schools;
‘‘(v) participation of teams of teachers
in summer institutes and summer immer-
sion activities that are focused on pre-
paring teachers to enable all students to
meet high standards in 1 or more of the
core academic subjects; and
‘‘(vi) establishment and maintenance
of local professional networks that provide
a forum for interaction among teachers
and administrators and that allow for the