H. R. 6—84
‘‘(2) accrue school credits that meet State requirements
for grade promotion and secondary school graduation;
‘‘(3) make the transition to a regular program or other
education program operated by a local educational agency; and
‘‘(4) complete secondary school (or secondary school equiva-
lency requirements) and obtain employment after leaving the
institution.
‘‘(b) EVALUATION MEASURES.—In conducting each evaluation
under subsection (a), a State agency or local educational agency
shall use multiple and appropriate measures of student progress.
‘‘(c) EVALUATION RESULTS.—Each State agency and local edu-
cational agency shall—
‘‘(1) submit evaluation results to the State educational
agency; and
‘‘(2) use the results of evaluations under this section to
plan and improve subsequent programs for participating chil-
dren and youth.
‘‘SEC. 1432. DEFINITIONS.
‘‘For the purpose of this part:
‘‘(1) The term ‘adult correctional institution’ means a facil-
ity in which persons are confined as a result of a conviction
for a criminal offense, including persons under 21 years of
age.
‘‘(2) The term ‘at-risk youth’ means school aged youth who
are at risk of academic failure, have drug or alcohol problems,
are pregnant or are parents, have come into contact with the
juvenile justice system in the past, are at least one year behind
the expected grade level for the age of the youth, have limited-
English proficiency, are gang members, have dropped out of
school in the past, or have high absenteeism rates at school.
‘‘(3) The term ‘community day program’ means a regular
program of instruction provided by a State agency at a commu-
nity day school operated specifically for neglected or delinquent
children.
‘‘(4) The term ‘institution for delinquent children and youth’
means a public or private residential facility for the care of
children who have been adjudicated to be delinquent or in
need of supervision.
‘‘(5) The term ‘institution for neglected children’ means
a public or private residential facility, other than a foster
home, that is operated for the care of children who have been
committed to the institution or voluntarily placed in the institu-
tion under applicable State law, due to abandonment, neglect,
or death of their parents or guardians.
‘‘PART 
E—FEDERAL 
EVALUATIONS, 
DEM-
ONSTRATIONS, AND TRANSITION PROJECTS
‘‘SEC. 1501. EVALUATIONS.
‘‘(a) NATIONAL ASSESSMENT.—
‘‘(1) IN GENERAL.—The Secretary shall conduct a national
assessment of programs assisted under this title, in coordina-
tion with the ongoing National Evaluation under subsection
(b) that shall be planned, reviewed, and conducted in consulta-
tion with an independent panel of researchers, State practition-
ers, local practitioners, and other appropriate individuals.
H. R. 6—85
‘‘(2) EXAMINATION.—The assessment shall examine how
well schools, local educational agencies, and States are—
‘‘(A) progressing toward the goal of all children served
under this title reaching the State’s challenging State con-
tent standards and challenging State student performance
standards; and
‘‘(B) accomplishing the purpose set forth in section
1001(d) to achieve the goal described in paragraph (1),
including—
‘‘(i) ensuring challenging State content standards
and challenging State student performance standards
for all children served under this title and aligning
the efforts of States, local educational agencies, and
schools to help such children reach such standards;
‘‘(ii) providing children served under this title an
enriched and accelerated educational program through
schoolwide programs or through additional services
that increase the amount and quality of instructional
time that such children receive;
‘‘(iii) promoting schoolwide reform and access for
all children served under this title to effective instruc-
tional strategies and challenging academic content;
‘‘(iv) significantly upgrading the quality of the
curriculum and instruction by providing staff in partici-
pating schools with substantial opportunities for
professional development;
‘‘(v) using and evaluating the usefulness of oppor-
tunity-to-learn standards or strategies in improving
learning in schools receiving assistance under this part;
‘‘(vi) coordinating services provided under all parts
of this title with each other, with other educational
and pupil services, including preschool services, and,
to the extent feasible, with health and social service
programs funded from other sources;
‘‘(vii) affording parents of children served under
this title meaningful opportunities to participate in
the education of their children at home and at school,
such as the provision of family literacy services;
‘‘(viii) distributing resources to areas where needs
are greatest;
‘‘(ix) improving accountability, as well as teaching
and learning, by making assessments under this title
congruent with State assessment systems; and
‘‘(x) providing greater decisionmaking authority
and flexibility to schools in exchange for greater
responsibility for student performance.
‘‘(3) NAEP INFORMATION.—Where feasible, the Secretary
shall use information gathered from a variety of sources, includ-
ing the National Assessment of Educational Progress, State
evaluations, and available research studies, in carrying out
this subsection.
‘‘(4) INTERIM AND FINAL REPORTS.—The Secretary shall sub-
mit to the President and the appropriate committees of the
Congress an interim report by January 1, 1996, summarizing
the preliminary findings of the assessment and a final report
of the findings of the assessment by January 1, 1998.
‘‘(b) STUDIES AND DATA COLLECTION.—
H. R. 6—86
‘‘(1) IN GENERAL.—The Secretary may collect such data,
as necessary, at the State, local, and school levels and conduct
studies and evaluations, including national studies and evalua-
tions, to assess on an ongoing basis the effectiveness of pro-
grams under this title and to report on such effectiveness
on a periodic basis. The Secretary shall report not later than
December 31, 1997 to the Committee on Education and Labor
of the House of Representatives and the Committee on Labor
and Human Resources of the Senate on how schoolwide pro-
grams are meeting the needs of children from migratory
families.
‘‘(2) MINIMUM INFORMATION.—At a minimum, the Secretary
shall collect trend information on the effect of programs under
this title. Such data shall complement the data collected and
reported under subsections (a) and (c).
‘‘(c) NATIONAL EVALUATION OF PART A OF TITLE I.—
‘‘(1) IN GENERAL.—The Secretary shall carry out an ongoing
evaluation of the program assisted under part A of title I
in order to provide the public, the Congress, and educators
involved in such program, an accurate description of the short-
and long-term effectiveness of such program and to provide
information that can be used to improve such program’s
effectiveness in enabling students to meet challenging State
content standards and challenging State student performance
standards, graduate from secondary school, and make success-
ful transitions to postsecondary education and work. Such
evaluation shall—
‘‘(A) have a longitudinal design that tracks cohorts
of students within schools of differing poverty concentra-
tions for at least three years which, when the cohorts
are taken as a whole, provides a picture of such program’s
effectiveness over the elementary and secondary grades;
‘‘(B) be separate and independent from State and local
assessments and evaluations as required under this title;
‘‘(C) utilize the highest available content standards
that are generally accepted as national in scope;
‘‘(D) provide information on all students, students
served under part A, and, if funds are sufficient, informa-
tion on students from low-income families, limited-English-
proficient students, and students with disabilities; and
‘‘(E) when feasible, collect, cross-tabulate, and report
data by sex within race or ethnicity and socioeconomic
status.
‘‘(2) USE.—The Secretary shall use the results of the evalua-
tion described in paragraph (1) as part of the national assess-
ment required by subsection (a) and shall report the data
from such evaluation to the Congress and the public at least
as frequently as reports are made under subsection (a)(4).
‘‘(d) DEVELOPMENTALLY APPROPRIATE MEASURES.—In conduct-
ing the national assessment under subsection (a) and the national
ongoing evaluation under subsection (c), the Secretary shall use
developmentally appropriate measures to assess student perform-
ance and progress.
‘‘(e) PARENTAL
INVOLVEMENT, STUDY, REPORT
AND
DIS-
SEMINATION.—
H. R. 6—87
‘‘(1) IN
GENERAL.—The Secretary, through the Office of
Education Research and Improvement, shall conduct a study
to identify and describe—
‘‘(A) common barriers to effective parental involvement
in the education of participating children; and
‘‘(B) successful local policies and programs which
improve parental involvement and the performance of
participating children.
‘‘(2) DUTIES OF SECRETARY.—The Secretary shall—
‘‘(A) complete such study by December 31, 1996;
‘‘(B) report the findings of such study to the Committee
on Education and Labor of the House of Representatives
and to the Committee on Labor and Human Resources
of the Senate; and
‘‘(C) disseminate the findings, relating to the successful
local policies and programs which improve parental involve-
ment and the performance of participating children, to
local educational agencies.
‘‘SEC. 1502. DEMONSTRATIONS OF INNOVATIVE PRACTICES.
‘‘(a) DEMONSTRATION PROGRAMS TO IMPROVE ACHIEVEMENT.—
‘‘(1) IN GENERAL.—From the funds appropriated for any
fiscal year under section 1002(g)(2), the Secretary may make
grants to State educational agencies, local educational agencies,
other public agencies, nonprofit organizations, public or private
partnerships involving business and industry organizations,
and consortia of such entities to carry out demonstration
projects that show the most promise of enabling children served
under this title to meet challenging State content standards
and challenging State student performance standards. Such
projects shall include promising strategies such as—
‘‘(A) accelerated curricula, the application of new tech-
nologies to improve teaching and learning, extended learn-
ing time, and a safe and enriched full-day environment
for children to provide children the opportunity to reach
such standards;
‘‘(B) integration of education services with each other
and with health, family, and other social services such
as mentoring programs, particularly in empowerment zones
and enterprise communities;
‘‘(C) effective approaches to whole school reform;
‘‘(D) programs that have been especially effective with
limited-English-proficient children, migratory children and
other highly mobile students, children leaving institutions
for neglected or delinquent children and returning to school,
and homeless children and youth;
‘‘(E) programs which are especially effective in recruit-
ing, inducting, and retaining highly qualified teachers for
service in schools with low student achievement; and
‘‘(F) programs that are built upon partnerships devel-
oped between elementary and middle schools, employers,
and the community, which emphasize the integration of
high quality academic and vocational learning, stress
excellence and high expectations for success in academic
subjects, instill responsibility, decisionmaking, problem
solving, interpersonal skills, and other compentencies in
students, and make school relevant to the workplace and