		I
		112th CONGRESS
		1st Session
		H. R. 3389
		IN THE HOUSE OF REPRESENTATIVES

			November 4, 2011
			Mr. Markey introduced
			 the following bill; which was referred to the
			 Committee on Science, Space, and
			 Technology

		A BILL
		To provide for the establishment of Clean Energy
		  Consortia to enhance the Nation’s economic, environmental, and energy security
		  by promoting commercial application of clean energy
		  technology.

		1.Short titleThis Act may be cited as the
			 Consortia-Led Energy Advancement
			 Networks Act or the CLEAN Act.
		2.Clean Energy
			 Consortia
			(a)PurposeThe Secretary shall carry out a program to
			 establish Clean Energy Consortia to enhance the Nation’s economic,
			 environmental, and energy security by promoting commercial application of clean
			 energy technology and ensuring that the United States maintains a technological
			 lead in the development and commercial application of state-of-the-art energy
			 technologies. To achieve these purposes the program shall leverage the
			 expertise and resources of the university and private research communities,
			 industry, venture capital, national laboratories, and other participants in
			 energy innovation to support collaborative, cross-disciplinary research and
			 development in areas not being served by the private sector in order to develop
			 and accelerate the commercial application of innovative clean energy
			 technologies.
			(b)DefinitionsFor
			 purposes of this section:
				(1)Clean energy
			 technologyThe term clean energy technology means
			 a technology that—
					(A)produces energy
			 from solar, wind, geothermal, biomass, tidal, wave, ocean, and other renewable
			 energy resources (as such term is defined in section 610 of the Public Utility
			 Regulatory Policies Act of 1978);
					(B)more efficiently
			 transmits, distributes, or stores energy;
					(C)enhances energy
			 efficiency for buildings and industry, including combined heat and
			 power;
					(D)enables the
			 development of a Smart Grid (as described in section 1301 of the Energy
			 Independence and Security Act of 2007 (42 U.S.C. 17381)), including integration
			 of renewable energy resources and distributed generation, demand response,
			 demand side management, and systems analysis;
					(E)produces an
			 advanced or sustainable material with energy or energy efficiency applications;
					(F)improves energy
			 efficiency for transportation, including electric vehicles; or
					(G)enhances water security through improved
			 water management, conservation, distribution, and end use applications.
					(2)ClusterThe term cluster means a
			 network of entities directly involved in the research, development, finance,
			 and commercial application of clean energy technologies whose geographic
			 proximity facilitates utilization and sharing of skilled human resources,
			 infrastructure, research facilities, educational and training institutions,
			 venture capital, and input suppliers.
				(3)ConsortiumThe
			 term Consortium means a Clean Energy Consortium established in
			 accordance with this section.
				(4)ProjectThe
			 term project means an activity with respect to which a
			 Consortium provides support under subsection (e).
				(5)Qualifying
			 entityThe term qualifying entity means each of
			 the following:
					(A)A research
			 university.
					(B)A State or Federal
			 institution with a focus on the advancement of clean energy
			 technologies.
					(C)A nongovernmental
			 organization with research or technology transfer expertise in clean energy
			 technology development.
					(6)SecretaryThe
			 term Secretary means the Secretary of Energy.
				(7)Technology
			 development focusThe term technology development
			 focus means the unique clean energy technology or technologies in which
			 a Consortium specializes.
				(8)Translational
			 researchThe term translational research means
			 coordination of basic or applied research with technical applications to enable
			 promising discoveries or inventions to achieve commercial application of energy
			 technology.
				(c)Role of the
			 secretaryThe Secretary shall—
				(1)have ultimate
			 responsibility for, and oversight of, all aspects of the program under this
			 section;
				(2)select recipients of grants for the
			 establishment and operation of Consortia through a competitive selection
			 process;
				(3)coordinate the innovation activities of
			 Consortia with those occurring through other Department of Energy entities,
			 including the National Laboratories, the Advanced Research Projects
			 Agency—Energy, Energy Innovation Hubs, and Energy Frontier Research
			 Collaborations, and within industry, including by annually—
					(A)issuing guidance
			 regarding national energy research and development priorities and strategic
			 objectives; and
					(B)convening a
			 conference of staff of the Department of Energy and representatives from such
			 other entities to share research results, program plans, and opportunities for
			 collaboration.
					(d)Entities
			 eligible for supportA consortium shall be eligible to receive
			 support under this section if—
				(1)it is composed
			 of—
					(A)2 research
			 universities with a combined annual research budget of $500,000,000; and
					(B)1 or more
			 additional qualifying entities;
					(2)its members have
			 established a binding agreement that documents—
					(A)the structure of
			 the partnership agreement;
					(B)a governance and
			 management structure to enable cost-effective implementation of the
			 program;
					(C)a conflicts of
			 interest policy consistent with subsection (e)(1)(B);
					(D)an accounting
			 structure that meets the requirements of the Department of Energy and can be
			 audited under subsection (f)(4); and
					(E)that it has an
			 External Advisory Committee consistent with subsection (e)(3);
					(3)it receives
			 funding from States, consortium participants, or other non-Federal sources, to
			 be used to support project awards pursuant to subsection (e);
				(4)it is part of an
			 existing cluster or demonstrates high potential to develop a new cluster;
			 and
				(5)it operates as a
			 nonprofit organization.
				(e)Clean Energy
			 Consortia
				(1)RoleA
			 Consortium shall support translational research activities leading to
			 commercial application of clean energy technologies, in accordance with the
			 purposes of this section, through issuance of awards to projects managed by
			 qualifying entities and other entities meeting the Consortium’s project
			 criteria. Each Consortium shall—
					(A)develop and make
			 available to the public through the Department of Energy’s Web site proposed
			 plans, programs, project selection criteria, and terms for individual project
			 awards under this subsection;
					(B)establish conflict of interest procedures,
			 consistent with those of the Department of Energy, to ensure that employees and
			 designees for Consortium activities who are in decisionmaking capacities
			 disclose all material conflicts of interest, including financial,
			 organizational, and personal conflicts of interest;
					(C)establish
			 policies—
						(i)to
			 prevent resources provided to the Consortium from being used to displace
			 private sector investment otherwise likely to occur, including investment from
			 private sector entities that are members of the Consortium;
						(ii)to
			 facilitate the participation of private entities that invest in clean energy
			 technologies to perform due diligence on award proposals, to participate in the
			 award review process, and to provide guidance to projects supported by the
			 Consortium; and
						(iii)to
			 facilitate the participation of parties with a demonstrated history of
			 commercial application of clean energy technologies in the development of
			 Consortium projects;
						(D)oversee project
			 solicitations, review proposed projects, and select projects for awards;
			 and
					(E)monitor project
			 implementation.
					(2)Distribution of
			 awardsConsortia, with prior
			 approval of the Secretary, shall distribute awards under this subsection to
			 support clean energy technology projects conducting translational research,
			 provided that at least 50 percent of such support shall be provided to projects
			 related to a Consortium’s clean energy technology development focus. Upon
			 approval by the Secretary, all remaining funds shall be available to support
			 any clean energy technology projects conducting translational research.
				(3)External
			 advisory committee
					(A)In
			 generalEach Consortium shall
			 establish an External Advisory Committee, the members of which shall have
			 extensive and relevant scientific, technical, industry, financial, or research
			 management expertise. The External Advisory Committee shall review the
			 Consortium’s proposed plans, programs, project selection criteria, and projects
			 and shall ensure that projects selected for awards meet the conflict of
			 interest policies of the Consortium. External Advisory Committee members other
			 than those representing Consortium members shall serve for no more than 3
			 years. All External Advisory Committee members shall comply with the
			 Consortium’s conflict of interest policies and procedures.
					(B)MembersThe External Advisory Committee shall
			 consist of—
						(i)5
			 members selected by the Consortium’s research universities;
						(ii)2
			 members selected by the Consortium’s other qualifying entities;
						(iii)2 members selected at large by other
			 External Advisory Committee members to represent the entrepreneur and venture
			 capital communities; and
						(iv)1
			 member appointed by the Secretary.
						(4)Conflict of
			 interestThe Secretary may
			 disqualify an application or revoke funds distributed to a Consortium if the
			 Secretary discovers a failure to comply with conflict of interest procedures
			 established under paragraph (1)(B).
				(f)Grants
				(1)In
			 generalThe Secretary shall
			 make grants under this section in accordance with section 989 of the Energy
			 Policy Act of 2005 (42 U.S.C. 16353). The Secretary shall award grants, on a
			 competitive basis, to 6 regional Consortia, each for an initial period not to
			 exceed 5 years. The Secretary may extend the term of such award by up to 5
			 additional years, and a Consortium may compete to receive an increase in
			 funding that it shall receive during any such extension. A Consortium shall be
			 eligible to compete for a new award after the expiration of the term of any
			 award, including any extension of such term, under this subsection.
				(2)AmountGrants under this subsection shall be in an
			 aggregate amount not greater than $120,000,000 per fiscal year.
				(3)UseGrants distributed under this section shall
			 be used exclusively to support project awards pursuant to subsection (e)(1) and
			 (2), provided that a Consortium may use not more than 10 percent of the amount
			 of its grant for its administrative expenses related to making such awards.
			 Grants made under this section shall not be used for construction of new
			 buildings or facilities, and construction of new buildings or facilities shall
			 not be considered as part of the non-Federal share of a cost sharing agreement
			 under this section.
				(4)AuditConsortia
			 shall conduct, in accordance with such requirements as the Secretary may
			 prescribe, annual audits to determine the extent to which grants distributed to
			 Consortia under this subsection, and awards under subsection (e), have been
			 utilized in a manner consistent with this section. Auditors shall transmit a
			 report of the results of each audit to the Secretary and to the Government
			 Accountability Office. The Secretary shall include such reports in an annual
			 report to Congress, along with a plan to remedy any deficiencies cited in the
			 reports. The Government Accountability Office may review such audits as
			 appropriate and shall have full access to the books, records, and personnel of
			 Consortia to ensure that grants distributed to Consortia under this subsection,
			 and awards made under subsection (e), have been utilized in a manner consistent
			 with this section.
				(5)Revocation of
			 awardsThe Secretary shall have authority to review awards made
			 under this subsection and to revoke such awards if the Secretary determines
			 that a Consortium has used the award in a manner not consistent with the
			 requirements of this section.


		I
		112th CONGRESS
		2d Session
		H. R. 5335
		IN THE HOUSE OF REPRESENTATIVES

			May 7, 2012
			Mr. Braley of Iowa
			 introduced the following bill; which was referred to the
			 Committee on Ways and
			 Means

		A BILL
		To suspend temporarily the rate of duty on certain drive
		  axles designed for use in off-road construction loaders and
		  backhoes.

		1.Certain drive axles designed
			 for use in off-road construction loaders and backhoes
			(a)In
			 generalSubchapter II of chapter 99 of the Harmonized Tariff
			 Schedule of the United States is amended by inserting in numerical sequence the
			 following new heading:

								9902.01.00Drive axles with differential, whether or not provided with
						other transmission components (provided for in subheading 8708.50.61) designed
						for use in off-road construction loaders and backhoesFreeNo
						changeNo changeOn or before 12/31/2015

					.
			(b)Effective
			 dateThe amendment made by subsection (a) applies to articles
			 entered, or withdrawn from warehouse for consumption, on or after the 15th day
			 after the date of the enactment of this Act.


109 HR 470 IH: Improving Electronic Voting Standards and Disclosure Act of 2005
U.S. House of Representatives
2005-02-01
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

I
109th CONGRESS
1st Session
H. R. 470
IN THE HOUSE OF REPRESENTATIVES

February 1, 2005
Mr. Larson of Connecticut introduced the following bill; which was referred to the Committee on House Administration

A BILL
To amend the Help America Vote Act of 2002 to require the software used in the operation of an electronic voting machine to meet certain requirements as a condition of the use of the machine in elections for Federal office, and for other purposes.

1.Short titleThis Act may be cited as the Improving Electronic Voting Standards and Disclosure Act of 2005.
2.Requirements for software used in electronic voting machines in Federal elections
(a)In generalSection 301(a) of the Help America Vote Act of 2002 (42 U.S.C. 15481(a)) is amended by adding at the end the following new paragraph:

(7)Specific requirements for software used in electronic voting machinesIn addition to any other requirements under this subsection, a State or other jurisdiction may not use an electronic voting system in an election for Federal office unless—
(A)the manufacturer of the software used in the operation of the system has provided the State with an updated copy of the software used in the operation of the system;
(B)not later than 30 days before the date of the election (and at least once on the date of the election) the State tests each type of voting machine used in the system to ensure that the software used in the operation of that type of machine is working correctly; and
(C)the manufacturer of the software used in the operation of the system has provided the Commission with updated information regarding the identification of each individual who participated in the writing of the software, including specific information regarding whether the individual has ever been convicted of a crime involving fraud..
(b)Deadline for adoption of voluntary guidance by CommissionSection 311(b)(1) of such Act (42 U.S.C. 15501(b)(1)) is amended by striking January 1, 2004 and inserting January 1, 2004 (or January 1, 2006, with respect to subsection (a)(7) of such section).
3.Requiring laboratories to meet standards prohibiting conflicts of interest as condition of accreditation for testing of voting system hardware and software
(a)In generalSection 231(b) of the Help America Vote Act of 2002 (42 U.S.C. 15371(b)) is amended by adding at the end the following new paragraph:

(3)Prohibiting conflicts of interestA laboratory may not be accredited by the Commission for purposes of this section unless the laboratory meets such standards as the Commission may establish to prevent the existence or appearance of any conflict of interest in the testing, certification, decertification, and recertification carried out by the laboratory under this section, including standards to ensure that the laboratory does not have a financial interest in the manufacture, sale, and distribution of voting system hardware and software, and is sufficiently independent from other persons with such an interest..
(b)Deadline for establishment of standardsThe Election Assistance Commission shall establish the standards described in section 231(b)(3) of the Help America Vote Act of 2002 (as added by subsection (a)) not later than January 1, 2006.
4.Posting of notice of availability of administrative complaint procedures in case of failure of voting machines
(a)Posting of NoticeSection 303(b)(2) of the Help America Vote Act of 2002 (42 U.S.C. 15482(b)(2)) is amended—
(1)by redesignating subparagraphs (E) and (F) as subparagraphs (F) and (G); and
(2)by inserting after subparagraph (D) the following new subparagraph:

(E)information regarding the availability of the administrative complaint procedures for individuals who believe that a voting machine or other equipment used in the election is not working properly or who otherwise believe that a State or jurisdiction is not in compliance with the requirements of this Act;.
(b)Clarification of Standing Required For Filing ComplaintSection 402(a) of such Act (42 U.S.C. 15512(a)) is amended—
(1)in paragraph (2)(B), by inserting (subject to paragraph (3) after any person; and
(2)by adding at the end the following new paragraph:

(3)Clarification of standing required for filing complaint relating to failure of voting machine or other equipmentAn individual may not file a complaint under this subsection with respect to an allegation that a voting machine or other equipment used in an election is not working properly unless the individual is eligible to cast a vote on or otherwise use the machine or equipment which is the subject of the complaint..
5.Effective dateExcept as otherwise provided, the amendments made by this Act shall apply with respect to the regularly scheduled general election for Federal office in November 2006 and each subsequent election for Federal office.


117 HR 1864 IH: RTP Full Funding Act of 2021
U.S. House of Representatives
2021-03-11
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

I117th CONGRESS1st SessionH. R. 1864IN THE HOUSE OF REPRESENTATIVESMarch 11, 2021Mr. Welch (for himself, Mr. Curtis, Mr. Simpson, Mr. Larsen of Washington, Mr. Stewart, Mr. Kilmer, Mr. Stivers, Mr. O'Halleran, Mr. Neal, Mr. San Nicolas, Ms. Strickland, Mrs. Napolitano, and Mr. Huffman) introduced the following bill; which was referred to the Committee on Transportation and Infrastructure, and in addition to the Committee on Ways and Means, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concernedA BILLTo amend title 23, United States Code, with respect to funding the recreational trails program, to require a study to determine the best available estimate of the total amount of nonhighway recreational fuel taxes received by the Secretary of the Treasury, and for other purposes.1.Short titleThis Act may be cited as the RTP Full Funding Act of 2021.2.FindingsCongress finds that—(1)the recreational trails program under section 206 of title 23, United States Code—(A)funds development and maintenance of valuable trail infrastructure across the United States;(B)benefits millions of diverse trail users, including users who participate in hiking, bicycling, in-line skating, equestrian use, cross-country skiing, snowmobiling, off-road motorcycling, all-terrain vehicle riding, 4-wheel off-highway vehicle driving, and other off-road motorized vehicle use; and(C)(i)embraces the user-pay-user-benefit model of the Highway Trust Fund; and(ii)is funded by a Federal tax on fuel used for nonhighway recreation;(2)to ensure that Federal taxes collected from nonhighway recreation are appropriately returned to the States for the recreational trails program, an accurate estimate of the total amount of nonhighway fuel taxes collected is necessary; and(3)an accurate study to produce a best available estimate of the total amount of nonhighway recreational fuel taxes received by the Secretary of the Treasury will help inform Congress in continuing to authorize the recreational trails program.3.DefinitionsIn this Act:(1)AdministratorThe term Administrator means the Administrator of the Federal Highway Administration.(2)Highway Trust FundThe term Highway Trust Fund means the Highway Trust Fund established by section 9503(a) of the Internal Revenue Code of 1986.(3)Nonhighway recreational fuel taxesThe term nonhighway recreational fuel taxes means taxes under section 4041 and 4081 of the Internal Revenue Code of 1986 with respect to fuel used in vehicles on recreational trails or back country terrain (including vehicles registered for highway use when used on recreational trails, trail access roads not eligible for funding under title 23, United States Code, or back country terrain).(4)Recreational trails programThe term recreational trails program means the recreational trails program under section 206 of title 23, United States Code.(5)SecretaryThe term Secretary means the Secretary of Transportation.4.Nonhighway recreational fuel study(a)Assessment; report(1)AssessmentNot later than 1 year after the date of enactment of this Act and not less frequently than once every 5 years thereafter, as determined by the Secretary, the Secretary shall carry out an assessment of the best available estimate of the total amount of nonhighway recreational fuel taxes received by the Secretary of the Treasury and transferred to the Highway Trust Fund for the period covered by the assessment.(2)ReportAfter carrying out each assessment under paragraph (1), the Secretary shall submit to the Committees on Finance and Environment and Public Works of the Senate and the Committees on Ways and Means and Transportation and Infrastructure of the House of Representatives a report that includes—(A)a description of the results of the assessment;(B)an evaluation of whether the current recreational trails program funding level of each participating State accurately reflects the apportionment criteria described in section 133(h)(5) of title 23, United States Code; and(C)in the case of the first report submitted under this paragraph, an estimate of the frequency with which the Secretary anticipates carrying out the assessment under paragraph (1), subject to the condition that such an assessment shall be carried out not less frequently than once every 5 years.(b)ConsultationIn carrying out an assessment under subsection (a)(1), the Secretary may consult with, as the Secretary determines to be appropriate—(1)the heads of—(A)State agencies designated by Governors pursuant to section 206(c)(1) of title 23, United States Code, to administer the recreational trails program; and(B)division offices of the Department of Transportation;(2)the Secretary of the Treasury;(3)the Administrator; and(4)groups representing recreational activities and interests, including hiking, biking and mountain biking, horseback riding, water trails, snowshoeing, cross-country skiing, snowmobiling, off-highway motorcycling, all-terrain vehicles, recreational off-highway vehicles, and other offroad motorized vehicle activities, and recreational trail advocates.(c)Funding(1)In generalFor the first fiscal year beginning after the date of enactment of this Act, the Secretary shall set aside from funds available to the Secretary to carry out the recreational trails program and not otherwise obligated an amount not greater than $3,000,000 to conduct the assessment under subsection (a)(1).(2)ReservationThe amount set aside under this subsection shall be proportionately reserved from the apportionment to each State participating in the recreational trails program during that fiscal year, after making any reallocation to participating States, as described in section 133(h)(1)(B) of title 23, United States Code.5.Reporting(a)Establishment of new financial management information system codesTo provide additional transparency into meeting objectives of the recreational trails program, the Administrator shall establish financial management information system codes for each of the following:(1)Nonmotorized single use project.(2)Nonmotorized diverse use project.(3)Diverse use project including both motorized and nonmotorized uses.(4)Motorized single use project.(5)Motorized diverse use project.(b)State reports(1)In generalExcept as provided in paragraph (2), not less frequently than annually, each State that carries out projects under the recreational trails program shall submit to the Administrator a report describing the expenditures relating to those projects, as listed—(A)based on each code described in subsection (a); and(B)relating to projects for the State on Federal land.(2)ExemptionParagraph (1) shall not apply to a State that is described in section 206(d)(3)(B) of title 23, United States Code.(c)AssessmentNot less frequently than annually, the Administrator shall—(1)carry out an assessment of State expenditures on recreational trails projects under subsection (b); and(2)submit to Congress a report that describes the results of the assessment.6.STP set-asideSection 133(h) of title 23, United States Code, is amended—(1)by striking paragraph (1) and inserting the following:(1)Reservation of fundsOf the funds apportioned to a State under section 104(b)(2) for each fiscal year, the Secretary shall reserve an amount such that—(A)subject to subparagraph (B), the Secretary reserves a total under this subsection of—(i)$835,000,000 for each of fiscal years 2016 and 2017; and(ii)$850,000,000 for each of fiscal years 2018 through 2020; (B)for each fiscal year, the amount of twice the covered funds is added to the amount reserved under subparagraph (A);(C)the State’s share of that total is determined by multiplying the amount under subparagraphs (A) and (B) by the ratio that—(i)the amount apportioned to the State for the transportation enhancements program for fiscal year 2009 under subsection (d)(2), as in effect on the day before the date of enactment of MAP–21; bears to(ii)the total amount of funds apportioned to all States for the transportation enhancements program for fiscal year 2009; and (D)for administrative, research, technical assistance, and training expenses (including the costs of entering into cooperative agreements with other Federal departments or agencies, institutions of higher education, or nonprofit organizations to carry out such an activity) for the recreational trails program under section 206, an amount of up to 1 percent of the amount apportioned to carry out that program, but not to exceed $1,500,000, which reservation shall be made before making any apportionment under paragraph (5) to a State.; (2)in paragraph (5)—(A)by striking For each fiscal year and inserting the following: (A)In generalFor each fiscal year; (B)by redesignating subparagraphs (A) through (C) as clauses (i) through (iii), respectively, and indenting the clauses appropriately;(C)by amending clause (i), as so redesignated, to read as follows:(i)obligate an amount of funds reserved under this section equal to the amount calculated under subparagraph (B);; and (D)by adding at the end the following:(B)Calculation of State share of recreational trail program fundsFor each State, the required amount of funds to be obligated by such State under subparagraph (A)(i) shall be calculated by adding—(i)covered funds divided by the number of States reserving amounts under this subsection; and(ii)covered funds proportioned to such State to the degree that—(I)non-highway recreational fuel use in such State during the preceding year; bears to(II)non-highway recreational fuel use in all States, as reflected in the most recent nonhighway recreational fuel study required of the Secretary under the RTP Full Funding Act of 2021.(C)Covered funds definedIn this subsection, the term covered funds means—(i)until the date on which the first report is submitted under section 4 of the RTP Full Funding Act of 2021, $125,000,000; and(ii)after the date on which the first report is submitted under section 4 of the RTP Full Funding Act of 2020, 50 percent of the best available estimate of the total annual amount of nonhighway recreational fuel taxes transferred to the Highway Trust Fund.; and (3)in paragraph (6)(A)—(A)by striking A State and inserting the following: (i)In generalA State; and (B)by adding at the end the following:(ii)No funds for opt outIn the case of a State that opts out of the recreational trails program under clause (i) for any fiscal year—(I)such State shall not receive an apportionment for such program for such fiscal year; and(II)the apportionment described in subclause (I) shall be equitably reallocated to all States participating in the recreational trails program. .


		III
		110th CONGRESS
		1st Session
		S. RES. 169
		IN THE SENATE OF THE UNITED STATES

			April 24, 2007
			Mrs. Hutchison (for
			 herself and Ms. Mikulski) submitted the
			 following resolution; which was considered and agreed to

		RESOLUTION
		Recognizing Susan G. Komen for the Cure on
		  its leadership in the breast cancer movement on the occasion of its 25th
		  anniversary.

		Whereas, Nancy G. Brinker promised her dying sister, Susan
			 G. Komen, that she would do everything in her power to end breast
			 cancer;
		Whereas, in Dallas, Texas, in 1982, that promise became
			 Susan G. Komen for the Cure and launched the global breast cancer
			 movement;
		Whereas, Susan G. Komen for the Cure has grown to become
			 the world’s largest grassroots network of breast cancer survivors and activists
			 fighting to save lives, empower people, ensure quality care for all, and
			 energize science to find the cure;
		Whereas, Susan G. Komen for the Cure has invested nearly
			 $1,000,000,000 to fulfill its promise, becoming the largest source of nonprofit
			 funds in the world dedicated to curing breast cancer;
		Whereas, Susan G. Komen for the Cure is committed to
			 investing an additional $1,000,000,000 over the next decade in breast health
			 care and treatment and in research to discover the causes of breast cancer and,
			 ultimately, its cure;
		Whereas, Susan G. Komen for the Cure serves the breast
			 health and treatment needs of millions, especially underserved women, through
			 education and support to thousands of community health organizations, with
			 grants to date of more than $480,000,000;
		Whereas, Susan G. Komen for the Cure has played a critical
			 role in virtually every major advance in breast cancer research over the past
			 25 years, with research investments to date of more than $300,000,000;
		Whereas, Susan G. Komen for the Cure has advocated for
			 more research on breast cancer treatment and prevention, with the Federal
			 Government now devoting more than $900,000,000 each year to breast cancer
			 research, compared with $30,000,000 in 1982;
		Whereas, Susan G. Komen for the Cure is a leader in the
			 global breast cancer movement, with more than 100,000 activists in 125 cities
			 and communities, mobilizing more than 1,000,000 people every year through
			 events like the Komen Race for the Cure Series—the world’s largest and most
			 successful awareness and fundraising event for breast cancer;
		Whereas, Susan G. Komen for the Cure has been a strong
			 supporter of the National Breast and Cervical Cancer Early Detection Program
			 and the Mammography Quality Standards Act;
		Whereas, in the last 25 years early detection and testing
			 rates have increased, with nearly 75 percent of women over 40 years of age now
			 receiving regular mammograms, compared with 30 percent of such women in
			 1982;
		Whereas, in the last 25 years, the 5 year breast cancer
			 survival rate has increased to 98 percent when the cancer is caught before it
			 spreads beyond the breast, compared with 74 percent in 1982;
		Whereas, without better prevention and a cure, 1 in 8
			 women in the United States will continue to suffer from breast cancer—a
			 devastating disease with physical, emotional, psychological, and financial pain
			 that can last a lifetime;
		Whereas, without a cure, an estimated 5,000,000 Americans
			 will be diagnosed with breast cancer—and more than 1,000,000 could die—over the
			 next 25 years;
		Whereas, Susan G. Komen for the Cure is challenging
			 individuals, communities, States, and Congress to make breast cancer an urgent
			 priority;
		Whereas, Susan G. Komen for the Cure recognizes that in
			 the world of breast cancer, the big questions are still without answers: what
			 causes the disease and how it can be prevented; and
		Whereas, Susan G. Komen for the Cure is marking its 25th
			 anniversary by recommitting to finish what it started and end breast cancer:
			 Now, therefore, be it

		That the Senate—
			(1)congratulates
			 Susan G. Komen for the Cure on its 25th anniversary;
			(2)recognizes Susan
			 G. Komen for the Cure as a global leader in the fight against breast cancer and
			 commends the strides the organization has made in that fight; and
			(3)supports Susan G.
			 Komen for the Cure's commitment to attaining the goal of a world without breast
			 cancer.


114 HR 848 IH: Great Teaching and Leading for Great Schools Act of 2015
U.S. House of Representatives
2015-02-10
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

		I
		114th CONGRESS
		1st Session
		H. R. 848
		IN THE HOUSE OF REPRESENTATIVES

			February 10, 2015
			Mr. Polis (for himself and Mrs. Davis of California) introduced the following bill; which was referred to the Committee on Education and the Workforce

		A BILL
		To amend the Elementary and Secondary Education Act of 1965 to improve teacher and principal
			 effectiveness, and for other purposes.

 1.Short titleThis Act may be cited as the Great Teaching and Leading for Great Schools Act of 2015. 2.State applicationSection 2112(b) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6612(b)) is amended—
 (1)in paragraph (5)(B), by inserting and principals after to ensure that teachers; (2)by amending paragraph (6) to read as follows:

 (6)A description of how the State educational agency will encourage the development of proven, innovative strategies to deliver intensive professional development programs that are both cost-effective and easily accessible, such as—
 (A)strategies that involve delivery through the use of technology, peer networks, and distance learning;
 (B)providing protected release time for educators to engage in collaborative team-based learning multiple times per week or several hours per week; and
 (C)leveraging resources such as teaching or leadership standards, formative assessments, teacher portfolio processes, evidence-based instructional practices, and educator development protocols to guide educator learning.;
 (3)by amending paragraph (7)(A) to read as follows:  (7) (A)A description of how the State educational agency will ensure compliance with the requirements for professional development activities described in section 9101 and—
 (i)include educator input, including that of teachers and principals, in the development, implementation, and revision of the system of professional learning;
 (ii)conduct a formal evaluation system under section 2113(c)(5) to evaluate the effectiveness of the system of professional learning described in paragraph (13) using funds under this subpart and subpart 2; and
 (iii)prepare, support, utilize, and incentivize internal principals, assistant principals, teacher leaders, coaches, or content experts to facilitate school-based professional learning.;
 (4)in paragraph (8)— (A)by striking teachers and inserting educators; and
 (B)by inserting and aligned with the individualized professional development goals informed by educator evaluations described in section 2113(c)(4) after subpart 2; and
 (5)by adding at the end the following new paragraph:  (13)A description of how the State educational agency will assist schools that choose to create and implement the teacher and principal evaluation system described in section 2113(c)(4)..
			3.State use of funds
 (a)In generalSection 2113(a)(3) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6613(a)(3)) is amended by adding at the end the following , except that not less than 50 percent of such funds shall be used for programs and activities to improve principal effectiveness.
 (b)State activitiesSection 2113(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6613(c)) is amended—
 (1)in paragraph (1)— (A)by striking (1) and inserting (1) Certification and licensure.—;
 (B)in subparagraph (A), by striking ; and and inserting a semicolon; (C)by amending subparagraph (B) to read as follows:

 (B)teacher certification (including recertification) or licensing requirements are aligned with challenging State academic content standards, such as—
 (i)implementing educator testing for subject matter knowledge; and (ii)implementing educator testing for State certification or licensing, including rigorous, performance-based assessments that reflect the authentic work of teachers or principals and are consistent with title II of the Higher Education Act of 1965;; and
 (D)by striking subparagraph (C) and inserting the following:  (C)funding projects that promote reciprocity of teacher and principal certification or licensing between or among States, except that no reciprocity agreement developed under this subparagraph or developed using funds provided under this part may lead to the weakening of any State teaching certification or licensing requirement;
 (D)teacher and principal licensure systems that provide a single license for entry into the profession for candidates who complete a State-approved teacher or principal preparation program (whether the program is based at an institution of higher education, local educational agency, or non-profit organization) and differentiate between—
 (i)a preliminary license for new teachers or principals focused on a demonstration of the competencies necessary to teach or lead in a classroom or school; and
 (ii)a professional license based on effectiveness, which may include data from robust teacher and principal evaluation systems; and
 (E)programs are carried out that establish, expand, or improve alternative routes for State certification of teachers and principals, especially in the areas of mathematics and science, for highly qualified individuals with a baccalaureate or master’s degree, including mid-career professionals from other occupations, paraprofessionals, former military personnel, and recent college or university graduates with records of academic distinction who demonstrate the potential to become highly effective teachers or principals.;
 (2)in paragraph (2)— (A)by striking (2) and inserting (2) Support of teachers and principals.—;
 (B)in the matter preceding subparagraph (A)— (i)by striking teachers or principals and inserting teachers, principals, and principal managers; and
 (ii)by inserting induction or before support for teachers and principals new to their profession; (C)in subparagraph (A)—
 (i)by striking teacher the first place it appears and inserting educator; (ii)by inserting coaching, before team teaching; and
 (iii)by striking ; and and inserting a semicolon; (D)in subparagraph (B)—
 (i)by striking standards or assessments and inserting standards, assessments, or evaluation systems; (ii)by striking teachers and inserting educators; and
 (iii)by striking the period at the end and inserting ; and; and (E)by adding at the end the following new subparagraph:

 (C)invest in the capacity of principals, assistant principals, and teacher leaders to evaluate and provide professional learning opportunities to teachers, and in the capacity of principal managers to evaluate and provide professional learning opportunities for school leaders, such as training principal managers, principals, assistant principals, and teacher leaders on—
 (i)a shared vision of teacher or principal performance based on the State’s teaching or leadership standards;
 (ii)the use of teacher or principal evaluation and support systems; (iii)techniques for observing teacher or principal practice, including how to integrate various data sources into a comprehensive assessment of educator effectiveness;
 (iv)methods for providing strong coaching and feedback; and (v)the identification of differentiated learning, including the creation of professional learning communities opportunities as part of a targeted growth plan.;
 (3)by striking paragraph (3) and redesignating paragraph (4) as paragraph (3); (4)by amending paragraph (3), as so redesignated to read as follows:

 (3)Recruitment and RetentionDeveloping and implementing mechanisms to assist local educational agencies and schools in effectively recruiting and retaining effective educators, including teachers, specialists in core academic subjects, teacher leaders, assistant principals, principals, and pupil services personnel, such as—
 (A)developing comprehensive performance-based compensation systems as part of the local educational agency’s broader human capital management system;
 (B)strategies that provide differentiated pay and recognition for teachers and principals based on effectiveness and increased responsibilities such as—
 (i)incentives to work in high-need academic subjects or in high-poverty schools and districts; (ii)strategic staffing models that allow principals to bring a small team of effective educators to a low-performing school;
 (iii)increased autonomy in decisionmaking; or (iv)opportunities to lead professional development activities for other educators; and
 (C)a center that— (i)serves as a statewide clearinghouse for the recruitment and placement of kindergarten, elementary school, and secondary school teachers; and
 (ii)establishes and carries out programs to improve educator recruitment and retention within the State.; and
 (5)by striking paragraphs (5) through (18) and inserting after paragraph (3), as so redesignated, the following new paragraphs:

 (4)Teacher evaluationsDeveloping and implementing an evaluation and support system for teachers that is based on multiple measures, has not less than 3 levels of performance ratings for teachers, and includes the following minimum requirements:
							(A)Student academic outcomes
 (i)Student academic growthA factor of the evaluation is based on student academic growth with respect to the State’s academic standards, as measured by—
 (I)student learning gains on the State’s academic assessments administered under section 1111, which may be used in combination with other valid and reliable academic outcome measures with respect to the State’s academic standards for the school’s students, including students in each of the subgroups described in section 1111(b)(2)(C)(v)(II) (such as student learning objectives, or teacher, school, or local educational agency assessments, or student work (such as papers, portfolios, and projects)); or
 (II)for grades and subjects not covered by the State’s academic assessments, another valid and reliable assessment of student academic achievement, as long as the assessment is used consistently by the local educational agency in which the teacher is employed for the grade or class for which the assessment is administered.
 (ii)Graduation ratesFor a teacher in a secondary school, a portion of the evaluation is based on improvement in the school’s graduation rate, when applicable, or in the case of a secondary school with a graduation rate of more than 90 percent, on maintaining such graduation rate.
 (iii)Other academic outcomesA State may also choose to factor in other student academic outcomes, such as rates of student enrollment in advanced-level coursework and student grade completion, so long as student academic growth and graduation rates have a predominant focus in the factor of the evaluation relating to student academic outcomes.
 (B)Observations of teacher performanceA portion of the evaluation is based on observations of the teacher’s performance in the classroom by more than one trained and objective observer—
 (i)that take place on several occasions during the school year for which the teacher is being evaluated; and
 (ii)under which— (I)a teacher is evaluated against a rigorous rubric that defines multiple performance categories in alignment with the State’s professional standards for teachers; and
 (II)observation ratings meaningfully differentiate among teachers’ performance and bear a relationship to evidence of student academic growth with respect to the State’s academic standards.
 (C)Meaningful differentiationThe evaluation provides performance ratings that meaningfully differentiate among teacher performance using the performance ratings and levels described in paragraph (4).
 (D)Comparability of student gainsThe evaluation provides a measure of student learning gains that is comparable across the State for all teachers in grade levels and subject areas with a statewide assessment.
 (E)Comparability of resultsThe evaluation provides results that are comparable, at a minimum, across all teachers within a grade level or subject area in the local educational agency in which the teacher is employed.
 (5)Principal evaluationsDeveloping and implementing an evaluation system for principals of schools that connects to a system of support and development, and complies with the following minimum requirements:
							(A)Student academic outcomes
 (i)Growth and attainmentA factor of the evaluation is based on a focus on student academic growth, student academic achievement, and other academic outcome measures (such as student learning objectives) with respect to the State’s academic standards of the school’s students, including students in each of the subgroups described in section 1111(b)(2)(C)(v)(II).
 (ii)Graduation ratesFor a principal of a secondary school, a portion of the evaluation is based on improvements in the school’s graduation rate, when applicable, or in the case of a secondary school with a graduation rate of more than 90 percent, the success of the principal in maintaining such graduation rate.
 (iii)Other academic outcomesA State may also choose to factor in other academic outcomes, such as rates of taking advanced-level coursework and grade completion.
 (B)Support of effective teachersA portion of the evaluation is based on the recruitment, development, evaluation, and retention of effective teachers.
 (C)Leadership practicesA portion of the evaluation is based on the leadership practices of the principal, as measured by observations of the principal and other relevant data evaluated against a rigorous rubric that defines multiple performance categories in alignment with the State’s professional standards for principals.
 (D)Other leadership practicesA portion of the evaluation is based on other leadership practices, such as creating a school culture of high student achievement, school planning and progress, engaging families, community, and other stakeholders, cultivating a positive environment for learning and teaching, managing staff talent and development, engaging in strategic planning and systems based on student learning and classroom practice data, and focusing on personal leadership, professional knowledge, skills, and improvement.
 (E)Report on summative ratings and student achievementEach State reports to the Secretary local educational agency-level data that compares aggregated summative evaluation results and correlations with student academic outcomes to demonstrate that the evaluation and support system—
 (i)meaningfully differentiates among principals’ performance; and (ii)bears a strong relationship to evidence of student academic growth with respect to the State’s academic standards.
 (F)Meaningful differentiationThe evaluation provides performance ratings that meaningfully differentiate among principal performance using the not less than 3 levels of performance ratings.
 (G)Comparability of resultsThe evaluation provides annual summative results that are comparable across all principals within the local educational agency in which the principal is employed.
 (6)SupportProviding assistance to local educational agencies for the development and implementation of proven, evidence-based strategies to deliver intensive, continuous, and differentiated professional development programs for aspiring or current principal managers, principals, assistant principals, coaches, and teacher leaders that are both cost-effective and easily accessible in order to assist the school in—
 (A)providing professional learning and coaching for educators in analyzing student, school, and teacher performance data to inform decisionmaking and improvement efforts and creating a shared vision of teaching and learning;
 (B)analyzing and extracting information from student, school, and educator performance data; (C)clarifying school improvement goals;
 (D)developing and implementing a system of professional learning aligned with student achievement needs and educator learning goals;
 (E)understanding and analyzing student learning standards; (F)making available opportunities for team-learning activities that focus on increasing pedagogical and content knowledge in academic subjects that are aligned to student learning goals;
 (G)designing, creating, and evaluating the results of curriculum-based diagnostic and performance assessments;
 (H)encouraging and supporting the training of teachers and administrators to effectively integrate technology into curricula and instruction, including training to improve the ability to collect, manage, and analyze data to improve teaching, decisionmaking, school improvement efforts, and accountability;
 (I)academic study, developmental simulation exercises, or self-reflection; (J)mentorships and internships;
 (K)supporting, managing, and overseeing the school’s organization, operation, and use resources; and (L)engaging with the community to create a shared responsibility for student academic performance and successful personal development.
 (7)Advancement and Pipeline DevelopmentDeveloping, or assisting local educational agencies in developing, educator advancement initiatives that promote professional growth, emphasize multiple career paths for expanding the reach of effective teachers and principals, and recognize effectiveness and increased responsibilities with pay differentiation, such as—
 (A)creating paths to— (i)grow within the teaching profession, such as taking responsibility for additional students or students with greater needs for improvement, becoming a mentor teacher, or contributing instructional tools for other teachers;
 (ii)move towards a school leadership position, such as conducting peer evaluations, providing instructional coaching, serving on a school-wide leadership team, or leading teams of teachers; or
 (iii)become a principal or principal manager; and (B)utilizing internal principals, assistant principals, teacher leaders, coaches, or content experts to—
 (i)support classroom learning; and (ii)facilitate effective collaboration skills across learning communities and transfer knowledge from peers teaching and leading high-performing classrooms and schools.
 (8)Measuring effectivenessMeasuring the effectiveness of each local educational agency receiving a subgrant under subpart 2 and each school receiving assistance from the agency under this part, in—
 (A)ensuring that school protected release time for professional learning occurs multiple times per week or the equivalent of several hours;
 (B)implementing on-going, research-based professional learning for teacher leaders, coaches, assistant principals, principals, and principal managers;
 (C)ensuring that principal managers, principals, assistant principals, teacher leaders, coaches, teachers, and schools are using data to inform instructional practices; and
 (D)ensuring that the system of professional learning described in paragraph (7) is carried out using subgrant funds received under subpart 2 is integrated and aligned with the evaluation system described in paragraph (6) and the State’s school improvement plans.
 (9)AdministrationFulfilling the State educational agency’s responsibilities concerning proper and efficient administration of the programs carried out under this part, including provision of technical assistance to local educational agencies..
 4.Local applications and needs assessmentSection 2122(b) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6622(b)) is amended—
 (1)in paragraph (3)— (A)in subparagraph (B), by inserting in grades kindergarten through three after class size; and
 (B)in subparagraph (C), by inserting or the State’s alternative school improvement system after section 1116(b); (2)in paragraph (4)—
 (A)by inserting , as well as funds received under part D that are used for professional development to train teachers and principals to integrate technology into curricula and instruction to improve teaching, learning, and technology literacy after other Federal, State, and local programs;
 (3)by striking paragraphs (5) through (7); (4)by redesignating paragraphs (8) through (11) as paragraphs (5) through (8), respectively;
 (5)in paragraph (7), as so redesignated, by striking meet the requirements of section 1119 and inserting increase the number of effective educators as measured by the evaluation system defined in section 2113(c)(4); and
 (6)by adding at the end the following new paragraphs:  (9)A description of how the local educational agency will assist schools in—
 (A)ensuring that a system of professional development to continuously improve educator effectiveness, student achievement, and overall school and system performance is an integral part of an educator evaluation system;
 (B)providing protected release time for educators to engage in collaborative team-based learning multiple times per week or several hours per week; and
 (C)leveraging resources such as teaching and leadership standards, formative assessments, teacher portfolio processes, evidence-based instructional practices, and educator development protocols to guide educator learning.
 (10)A description of how the local educational agency will— (A)include educator input, including that of teachers and principals, in the development, implementation, and revision of the system of professional learning;
 (B)conduct a formal evaluation system under section 2113(c)(23) to evaluate the effectiveness of the system of professional learning described in paragraph (13) using funds under this part; and
 (C)prepare, support, utilize, and incentivize internal principals, assistant principals, teacher leaders, coaches, or content experts to facilitate school-based professional learning..
 5.Local use of fundsSection 2123 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 66239a) is amended— (1)in subsection (a)—
 (A)by amending paragraph (1) to read as follows:  (1)Developing and implementing mechanisms to assist schools in effectively recruiting and retaining effective educators, including teachers, specialists in core academic subjects, teacher leaders, principals, assistant principals, and pupil services personnel, such as—
 (A)developing strategies that provide differentiated pay and recognition for teachers and principals based on effectiveness and increased responsibilities, such as—
 (i)providing scholarships, signing bonuses, or other financial incentives, to work in high-need academic subjects or in high-poverty schools;
 (ii)strategic staffing models that allow principals to bring a small team of effective educators to a low-performing school; or
 (iii)increased autonomy in decisionmaking; (B)recruiting and hiring highly qualified teachers to reduce class size, particularly in the early grades; and
 (C)establishing programs that— (i)train and hire regular and special education teachers (which may include hiring special education teachers to team-teach in classrooms that contain both children with disabilities and nondisabled children);
 (ii)train and hire effective teachers of special needs children, as well as teaching specialists in core academic subjects who will provide increased individualized instruction to students;
 (iii)recruit qualified professionals from other fields, including highly qualified paraprofessionals, and provide such professionals with alternative routes to educator certification, including developing and implementing hiring policies that ensure comprehensive recruitment efforts as a way to expand the applicant pool, such as through identifying teachers and principals certified through alternative routes, and using a system of intensive screening designed to hire the most qualified applicants;
 (iv)provide increased opportunities for minorities, individuals with disabilities, and other individuals underrepresented in the teaching and principal professions; and
 (v)develop and support school leadership academies to help exceptionally talented aspiring or current teacher leaders or principals or superintendents become outstanding managers and educational leaders;
 (D)educator mentoring from exemplary teachers, teacher leaders, assistant principals, principals, or principal managers;
 (E)induction and support for teachers and principals during their first 3 years of employment as teachers or principals, respectively; and
 (F)incentives, including financial incentives, to retain educators who have a record of success in helping low-achieving students improve their academic achievement.;
 (B)by striking paragraphs (2) through (5); (C)by redesignating paragraphs (6) through (10) as paragraphs (2), (3), (5), and (6), respectively;
 (D)by inserting after paragraph (3), as so redesignated, the following new paragraph:  (4)Increasing the knowledge and skills of principal managers, principals, assistant principals, coaches and teacher leaders on how to—
 (A)develop educators by leading effective professional learning and data-driven instruction teams aligned with achievement needs and educator goals;
 (B)conduct observations to provide useful feedback to educators in identifying and meeting student needs and creating a professional climate of shared accountability for student learning;
 (C)manage talent, including defining great educator candidates, recruiting top talent, and hiring the best applicants, conducting formal educator evaluations, and dismissing or counseling out underperforming educators;
 (D)individualize educator roles and responsibilities by designing staffing models to leverage educator strengths and encouraging members of the faculty to engage in leadership roles that contribute to school improvement efforts;
 (E)engage the community, including seeking contributions from parents, community organizations, and other school stakeholders;
 (F)engage in partnerships between elementary schools, secondary schools, and institutes of higher education to ensure the vertical alignment of student learning outcomes; and
 (G)foster professional learning communities in which educators have time, protocols, and an instructional focus, and which transfer knowledge from peers teaching and leading at high-performing classrooms and schools.;
 (E)by striking paragraph (5), as so redesignated, and inserting the following:  (5)Carrying out the teacher and principal evaluation system described in section 2113(c)(4).; and
 (F)by striking paragraph (6), as so redesignated, and inserting the following:  (6)Carrying out a formal evaluation system to determine the effectiveness of a program carried out under such system, including—
 (A)ensuring that school protected release time for professional learning occurs multiple times per week or the equivalent of several hours;
 (B)implementing on-going, research-based professional learning for teacher leaders, coaches, assistant principals, principals, and principal managers;
 (C)ensuring that principal managers, principals, assistant principals, teacher leaders, coaches, teachers, and schools are using data to inform instructional practices;
 (D)ensuring that the system of professional learning is carried out using subgrant funds received under this subpart and is integrated and aligned with the evaluation system described in section 2113(c)(4) and the State’s school improvement plans; and
 (E)determining the effectiveness of such a program on— (i)teacher instructional practice;
 (ii)principal instructional leadership practice; (iii)student learning gains;
 (iv)teacher retention; (v)student graduation and college readiness rates, as applicable;
 (vi)student attendance rates; (vii)teacher and principal efficacy; and
 (viii)teachers participating in leadership roles.; and (2)by adding at the end the following:

 (c)LimitationA local educational agency that receives a subgrant under section 2121 shall use not less than 10 percent of the subgrant funds for programs and activities to improve principal effectiveness..
 6.Professional development definedSection 9101(34) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801(34)) is amended to read as follows:

 (34)Professional developmentThe term professional development means a comprehensive system of professional learning to increase educator effectiveness in improving student learning and achievement means that—
 (A)fosters collective responsibility for improved student performance; (B)is comprised of professional learning that—
 (i)is aligned with rigorous State student academic achievement standards as well as related local educational agency and school improvement goals;
 (ii)is conducted among educators at the school and facilitated by well-prepared school principals and school-based professional development coaches, mentors, master teachers, or other teacher leaders who have demonstrated success at getting results with the given student population; and
 (iii)primarily occurs several times per week, or the equivalent of several hours per week, among established teams of teachers, principals, and other instructional staff members where the teams of educators engage in a continuous cycle of improvement that—
 (I)evaluates student, teacher, and school learning needs through a thorough review of data on teacher and student performance;
 (II)defines a clear set of educator learning goals based on the rigorous analysis of the data; (III)achieves the educator learning goals identified in subclause (II) by implementing coherent, sustained, and evidence-based learning strategies, such as lesson study and the development of formative assessments, that improve instructional effectiveness and student achievement;
 (IV)provides job-embedded coaching or other forms of assistance to support the transfer of new knowledge and skills to the classroom;
 (V)regularly assesses the effectiveness of the professional development in achieving identified learning goals, improving teaching, and assisting all students in meeting challenging State academic achievement standards;
 (VI)informs ongoing improvements in teaching and student learning; and (VII)may be supported by external assistance; and
 (C)may be supported by activities such as courses, workshops, institutes, networks, and conferences that—
 (i)address the learning goals and objectives established by educators at the school level; (ii)advance the ongoing school-based professional learning; and
 (iii)are provided for by for-profit and nonprofit entities outside the school such as universities, education service agencies, technical assistance providers, networks of content-area specialists, and other education organizations and associations..


		II
		110th CONGRESS
		2d Session
		S. 2983
		IN THE SENATE OF THE UNITED STATES

			May 6, 2008
			Mr. Lautenberg (for
			 himself, Mr. Isakson, and
			 Ms. Stabenow) introduced the following
			 bill; which was read twice and referred to the
			 Committee on Health, Education, Labor,
			 and Pensions

		A BILL
		To amend the Public Health Service Act to prevent and
		  cure diabetes and to promote and improve the care of individuals with diabetes
		  for the reduction of health disparities within racial and ethnic minority
		  groups, including the African-American, Hispanic American, Asian American and
		  Pacific Islander, and American Indian and Alaskan Native
		  communities.

		1.Short titleThis Act may be cited as the
			 Diabetes Prevention Access and Care
			 Act of 2008.
		INational
			 Institutes of Health
			101.Research,
			 treatment, and education
				(a)In
			 generalSubpart 3 of part C of title IV of the Public Health
			 Service Act (42
			 U.S.C. 285c et seq.) is amended by adding at the end the
			 following new section:

						434B.Diabetes in
				minority populations
							(a)In
				generalThe Director of the National Institutes of Health shall
				expand, intensify, conduct, coordinate, and support research and other
				activities with respect to pre-diabetes and diabetes, particularly type 2, in
				minority populations, including research to identify clinical, socioeconomic,
				geographical, cultural, and organizational factors that contribute to type 2
				diabetes in such populations.
							(b)Certain
				activitiesActivities under subsection (a) regarding type 2
				diabetes in minority populations shall include the following:
								(1)Research on
				behavior and obesity, including research through the obesity research center
				that is sponsored by the National Institutes of Health.
								(2)Research on
				environmental factors that may contribute to the increase in type 2 diabetes,
				which shall be conducted or supported through the National Institute of
				Environmental Health Sciences and the National Human Genome Research
				Institute.
								(3)Support for new
				methods to identify environmental triggers and genetic interactions that lead
				to the development of type 1 and type 2 diabetes in minority newborns with a
				high genetic susceptibility to the disease. Such research should follow the
				newborns through puberty, which is a high-risk period for developing type 1
				diabetes, and—increasingly—type 2 diabetes.
								(4)Research to
				identify genes that predispose individuals to the onset of developing type 1
				and type 2 diabetes and to develop complications.
								(5)Research to
				prevent complications in individuals who have already developed diabetes, such
				as attempting to identify the genes that predispose individuals with diabetes
				to the development of complications, as well as methods and alternative
				therapies to control blood glucose.
								(6)The support of
				ongoing research efforts examining the level of glycemia at which adverse
				outcomes develop during pregnancy and to address the many clinical issues
				associated with minority mothers and fetuses during diabetic and gestational
				diabetic pregnancies.
								(c)Treatment
								(1)In
				generalThe Director of the National Institutes of Health shall
				conduct and support programs to treat diabetes in minority populations.
								(2)Certain
				activitiesActivities under paragraph (1) regarding the treatment
				of diabetes in minority populations shall include recommending and
				disseminating, through the National Center on Minority Health and Health
				Disparities, the guidelines of the American Diabetes Association for nutrition
				exercise and diet for diabetes treatment and prevention.
								(d)EducationThe Director of the National Institutes of
				Health shall—
								(1)through the
				National Center on Minority Health and Health Disparities—
									(A)make grants to
				programs funded under section 485F (relating to centers of excellence) for the
				purpose of establishing a mentoring program for health care professionals to be
				more involved in weight counseling, obesity research, and nutrition; and
									(B)provide for the
				participation of minority health professionals in diabetes-focused research
				programs; and
									(2)make grants for
				programs to establish a pipeline from high school to professional school that
				will increase minority representation in diabetes-focused health fields by
				expanding Minority Access to Research Careers (MARC) program internships and
				mentoring opportunities for recruitment.
								(e)DefinitionFor
				purposes of this section, the term minority populations means
				racial and ethnic minority groups within the meaning of section 1707.
							(f)Authorization of
				appropriationsFor the purpose of carrying out this section,
				there are authorized to be appropriated such sums as may be necessary for
				fiscal year 2009 and each subsequent fiscal
				year.
							.
				(b)Diabetes
			 Mellitus Interagency Coordinating CommitteeSection 429 of the
			 Public Health Service Act (42 U.S.C.
			 285c–3) is amended by adding at the end the following subsection:

						(c)(1)In addition to other
				duties established in this section for the Diabetes Mellitus Interagency
				Coordinating Committee, such Committee shall—
								(A)assess the current activities of all
				current Federal health programs to determine their adequacy as a systemic
				method of addressing the impact of diabetes mellitus on minority
				populations;
								(B)undertake strategic planning
				activities to develop an effective and comprehensive Federal plan to address
				diabetes mellitus within communities of color which will involve all
				appropriate Federal health programs; and
								(C)conduct the implementation of such a
				plan throughout all Federal health programs.
								(2)The Federal plan under paragraph
				(1)(B) shall—
								(A)include steps to address issues
				including, but not limited to, type 1 and type 2 diabetes in children and the
				disproportionate impact of diabetes mellitus on minority populations;
				and
								(B)remain consistent with the programs and
				activities identified in section 399O, as well as remaining consistent with the
				intent of the Diabetes Prevention Access and
				Care Act of 2008.
								(3)For purposes of this subsection, the
				term minority populations means racial and ethnic minority groups
				within the meaning of section 1707.
							(4)For the purpose of carrying out this
				subsection, there are authorized to be appropriated such sums as may be
				necessary for fiscal year 2009 and each subsequent fiscal
				year.
							.
				IICenters for
			 Disease Control and Prevention
			201.Research,
			 education, and other activities
				(a)In
			 generalPart B of title III of the Public Health Service Act (42
			 U.S.C. 243 et seq.) is amended by inserting after section 317S the following
			 section:

						317T.Diabetes in
				minority populations
							(a)Research and
				other activities
								(1)In
				generalThe Secretary, acting through the Director of the Centers
				for Disease Control and Prevention, shall conduct and support research and
				other activities with respect to diabetes in minority populations.
								(2)Certain
				activitiesActivities under paragraph (1) regarding diabetes in
				minority populations shall include the following:
									(A)Expanding the
				National Diabetes Laboratory for translational research, and the identification
				of genetic and immunological risk factors associated with diabetes.
									(B)Enhancing the
				National Health and Nutrition Examination Survey on eating and dietary habits,
				with a focus, including cultural and socioeconomic factors, on Hispanic
				American, African-American, American Indian and Alaskan Native, and Asian
				American and Pacific Islander communities.
									(C)Further enhancing the National Health and
				Nutrition Examination Survey by over-sampling Asian American and Pacific
				Islanders in appropriate geographic areas to better determine the prevalence of
				diabetes in these populations as well as to improve the data collection of
				diabetes penetration disaggregated into major ethnic groups within this
				population.
									(D)Within the Division
				of Diabetes Translation, providing for prevention research to better understand
				how to influence health care systems changes to improve quality of care being
				delivered to such populations, and within the Division of Diabetes Translation,
				carrying out model demonstration projects to design, implement, and evaluate
				effective diabetes prevention and control intervention for these
				populations.
									(E)Through the Division
				of Diabetes Translation, carrying out culturally appropriate community-based
				interventions designed to address issues and problems experienced by these
				populations.
									(F)Conducting applied
				research within the Division of Diabetes Translation to reduce health
				disparities within these populations with diabetes.
									(G)Conducting applied research on primary
				prevention within the Division of Diabetes Translation to specifically focus on
				these populations with pre-diabetes.
									(b)Education
								(1)In
				generalThe Secretary, acting
				through the Director of the Centers for Disease Control and Prevention, shall
				direct the Division of Diabetes Translation to conduct and support programs to
				educate the public on the causes and effects of diabetes in minority
				populations.
								(2)Certain
				activitiesActivities under paragraph (1) regarding education on
				diabetes in minority populations shall include the following:
									(A)Making grants for
				diabetes-focused education classes or training programs on cultural sensitivity
				and patient care within such populations for health care providers.
									(B)Carrying out
				public awareness campaigns directed toward such populations to aggressively
				emphasize the importance and impact of physical activity and diet in regard to
				diabetes and diabetes-related complications.
									(c)Diabetes; health
				promotion, prevention activities, and access
								(1)In
				generalThe Secretary, acting through the Director of the Centers
				for Disease Control and Prevention, shall carry out culturally appropriate
				diabetes health promotion and prevention programs for minority
				populations.
								(2)Certain
				activitiesActivities under paragraph (1) regarding culturally
				appropriate diabetes health promotion and prevention programs for minority
				populations shall include the following:
									(A)Expanding the
				Diabetes Prevention and Control Program (currently existing in all the States
				and territories).
									(B)Providing funds
				for the Diabetes Today program to adapt community planning tools within such
				populations.
									(C)Providing funds
				for Racial and Ethnic Approaches to Community Health (REACH 2010) grants to
				develop and evaluate diabetes prevention and control community programs focused
				on such populations.
									(D)Providing funds to
				community health centers for a monthly diabetes week program of diabetes
				services, including screenings.
									(E)Providing funds
				for education and community outreach on diabetes.
									(F)Providing funds
				for the United States and Mexico Border Diabetes project to develop culturally
				appropriate diabetes prevention and control interventions for minority
				populations in the border region.
									(G)Providing funds
				for an aggressive prevention campaign that focuses on physical inactivity and
				diet and its relation to type 2 diabetes within such populations.
									(H)Providing funds
				for surveillance systems and strategies for strengthening existing systems to
				improve the quality, accuracy, and timelines of morbidity and mortality
				diabetes data for such populations.
									(d)DefinitionFor
				purposes of this section, the term minority populations means
				racial and ethnic minority groups within the meaning of section 1707.
							(e)Authorization of
				appropriationsFor the purpose of carrying out this section,
				there are authorized to be appropriated such sums as may be necessary for
				fiscal year 2009 and each subsequent fiscal
				year.
							.
				IIIAdditional
			 programs
			301.Research,
			 education, and other activitiesPart P of title III of the
			 Public Health Service Act (42 U.S.C.
			 280g et seq.) is amended by inserting after section 399N the following
			 section:

					399O.Research,
				education, and other activities regarding diabetes in minority
				populations
						(a)Research and
				other activities
							(1)In
				generalIn addition to activities under sections 317T and 434B,
				the Secretary shall conduct and support research and other activities with
				respect to diabetes within minority populations.
							(2)Certain
				activitiesActivities under paragraph (1) regarding diabetes in
				minority populations shall include the following:
								(A)Expanding the
				National Diabetes Education Program.
								(B)Through the
				National Center on Minority Health and Health Disparities, the Office of
				Minority Health under section 1707, the Health Resources and Services
				Administration, the Centers for Disease Control and Prevention, and the Indian
				Health Service, establishing partnerships within minority populations to
				conduct studies on cultural, familial, and social factors that may influence
				health promotion, diabetes management, and prevention.
								(C)Through the Indian
				Health Service, in collaboration with other appropriate Federal agencies,
				conducting research on ethnic and culturally appropriate diabetes treatment,
				care, prevention, and services by health care professionals to the American
				Indian population.
								(3)Programs
				relating to clinical research
								(A)Education
				regarding clinical trialsThe Secretary shall carry out education
				and awareness programs designed to increase participation of minority
				populations in clinical trials.
								(B)Minority
				researchersThe Secretary shall carry out mentorship programs for
				minority researchers who are conducting or intend to conduct research on
				diabetes in minority populations.
								(C)Supplementing
				clinical research regarding childrenThe Secretary shall make
				grants to supplement clinical research programs to assist such programs in
				obtaining the services of health professionals and other resources to provide
				specialized care for children with type 1 and type 2 diabetes.
								(b)Education
							(1)In
				generalThe Secretary shall conduct and support programs to
				educate the public on the causes of effects of diabetes in minority
				populations.
							(2)Health resources
				and services administrationWith respect to the Health Resources
				and Services Administration, activities under paragraph (1) regarding education
				on diabetes in minority populations shall include the following:
								(A)Providing
				additional funds for the Health Careers Opportunity Program, Centers for
				Excellence, and the Minority Faculty Fellowship Program to partner with the
				Office of Minority Health under section 1707 and the National Institutes of
				Health to strengthen programs for career opportunities within minority
				populations focused on diabetes treatment and care.
								(B)In partnership
				with the Health Resources and Services Administration, develop a diabetes focus
				within, and provide additional funds for, the National Health Service Corps
				Scholarship program to place individuals in areas that are disproportionately
				affected by diabetes, to provide health care services.
								(C)Establishing a
				diabetes ambassador program for recruitment efforts to increase the number of
				underrepresented minorities currently serving in student, faculty, or
				administrative positions in institutions of higher learning, hospitals, and
				community health centers.
								(D)Establishing a
				loan repayment program that focuses on diabetes care and prevention.
								(3)Additional
				programsActivities under paragraph (1) regarding education on
				diabetes in minority populations shall include the following:
								(A)Through
				collaboration between the Health Resources and Services Administration and the
				Indian Health Service, establishing a joint scholarship and loan-repayment
				program for American Indians health profession students.
								(B)Providing funds
				for new and existing diabetes-focused education grants and programs for present
				and future students and clinicians in the medical field from minority
				populations, including the following:
									(i)Federal and State
				loan repayment programs for health profession students within communities of
				color.
									(ii)Providing funds
				to the Office of Minority Health under section 1707 for training health
				profession students to focus on diabetes within such populations.
									(iii)Providing funds
				to State and local entities to establish diabetes awareness week or day every
				month in schools, nursing homes, and colleges through partnerships with the
				Office of Minority Health under section 1707 and the Health Resources and
				Services Administration.
									(c)DefinitionFor
				purposes of this section, the term minority populations means
				racial and ethnic minority groups within the meaning of section 1707.
						(d)Authorization of
				appropriationsFor the purpose of carrying out this section,
				there are authorized to be appropriated such sums as may be necessary for
				fiscal year 2009 and each subsequent fiscal
				year.
						.
			IVStudies
			401.Studies
				(a)Institute of
			 MedicineThe Secretary of Health and Human Services (referred to
			 in this section as the Secretary) shall request the Institute of
			 Medicine to conduct a study to determine the extent and impact of the shortage
			 of adult and pediatric endocrinologists specializing in diabetes, and to submit
			 a report describing the findings of the study to the Secretary, to the
			 Committee on Energy and Commerce of the House of Representatives, and to the
			 Committee on Health, Education, Labor, and Pensions of the Senate. The
			 Secretary shall ensure that the report includes recommendations on changes in
			 Federal policies that would increase the number of adult and pediatric
			 endocrinologists specializing in diabetes.
				(b)Agency for
			 Healthcare Research and QualityThe Secretary, acting through the
			 Director of the Agency for Healthcare Research and Quality, shall conduct a
			 study to determine whether minority children with diabetes have better or worse
			 outcomes than nonminority children. The study shall include a determination of
			 the extent to which minority children have access to and participate in disease
			 management programs, and have access to and use medical devices such as
			 continuous glucose monitoring systems, insulin pumps, and artificial
			 pancreas.


117 S2315 IS: Medicaid Saves Lives Act
U.S. Senate
2021-07-12
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

II
117th CONGRESS1st Session
S. 2315
IN THE SENATE OF THE UNITED STATES

July 12, 2021
Mr. Warnock (for himself, Ms. Baldwin, and Mr. Ossoff) introduced the following bill; which was read twice and referred to the Committee on Health, Education, Labor, and Pensions

A BILL
To require the Secretary of Health and Human Services to establish a program to provide health care coverage to low-income adults in States that have not expanded Medicaid.

1.Short titleThis Act may be cited as the Medicaid Saves Lives Act. 2.Medicaid fallback coverage program for low-income adults in non-expansion States (a)In generalAs soon as possible after the date of enactment of this Act the Secretary of Health and Human Services (in this section referred to as the Secretary) shall—
(1)directly or by contract, establish a program that offers eligible individuals the opportunity to enroll in health benefits coverage that meets the requirements described in subsection (c) and any requirements applicable to such coverage pursuant to subsection (d); and (2)ensure that such program is administered consistent with the requirements of section 431.10(c)(2) of title 42, Code of Federal Regulations.
(b)Definition of eligible individualIn this section, the term eligible individual means an individual who— (1)is described in section 1902(a)(10)(A)(i)(VIII) of the Social Security Act (42 U.S.C. 1396a(a)(10)(A)(i)(VIII));
(2)resides in a State that—  (A)does not expend amounts for medical assistance under title XIX of the Social Security Act (42 U.S.C. 1396 et seq.) for all individuals described in such section; and
(B)did not expend amounts for medical assistance under such title for all such individuals as of the date of enactment of this Act; and (3)would not be eligible for medical assistance under such State's plan for medical assistance under title XIX of the Social Security Act (42 U.S.C. 1396 et seq.), or a waiver of such plan, as such plan or waiver was in effect on such date.
(c)Health benefits coverage requirementsThe requirements described in this subsection with respect to health benefits coverage are the following: (1)Essential health benefitsAt a minimum, the coverage meets the minimum standards required under paragraph (5) of section 1937(b) of the Social Security Act (42 U.S.C. 1396u–7(b)) for benchmark coverage described in paragraph (1) of such section or benchmark equivalent coverage described in paragraph (2) of such section.
(2)Premiums and cost sharingNo premiums are imposed for the coverage, and deductibles, cost sharing, or similar charges may only be imposed in accordance with the requirements imposed on State Medicaid plans under section 1916 of the Social Security Act (42 U.S.C. 1396o).  (d)Application of requirements and provisions of title XIX of the Social Security ActThe Secretary shall specify that—
(1)any requirement applicable to the furnishing of medical assistance under title XIX of the Social Security Act (42 U.S.C. 1396 et seq.) by States that have elected to make medical assistance available to individuals described in section 1902(a)(10)(A)(i)(VIII) of such title (42 U.S.C. 1396a(a)(10)(A)(i)(VIII)) that does not conflict with the requirements specified in subsection (c) applies to the program established under this section; and (2)other provisions of such title apply to such program.
(e)No State mandateNothing in this section shall be construed as requiring a State to make expenditures related to the program established under this section and the Secretary shall not impose any such requirement. (f)FundingThere are appropriated to the Secretary for each fiscal year beginning with fiscal year 2021 from any funds in the Treasury not otherwise appropriated, such sums as are necessary to carry out this section.
3.Increase and extension of temporary enhanced FMAP for States which begin to expend amounts for certain mandatory individuals
(a)In generalSection 1905(ii)(1) of the Social Security Act (42 U.S.C. 1396d(ii)(1)) is amended— (1)by striking 8-quarter period and inserting 40-quarter period; and
(2)by striking 5 percentage points and inserting 10 percentage points. (b)Effective dateThe amendments made by this section shall take effect as if included in the enactment of section 9814 of the American Rescue Plan Act of 2021 (Public Law 117–2).


116 HR 234 IH: Liberty City Rising Act
U.S. House of Representatives
2019-01-03
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

I116th CONGRESS1st SessionH. R. 234IN THE HOUSE OF REPRESENTATIVESJanuary 3, 2019Ms. Wilson of Florida introduced the following bill; which was referred to the Committee on Financial ServicesA BILLTo reform the requirements regarding the safety and security of families living in public and federally assisted housing in high-crime areas.
1.Short titleThis Act may be cited as the Liberty City Rising Act. 2.Safety standards for federally assisted housing in high-crime areas (a)Public housingSection 6(f)(2) of the United States Housing Act of 1937 (42 U.S.C. 1437d(f)(2)) is amended—
(1)by striking The Secretary shall and inserting the following:  (A)Safe and habitableThe Secretary shall; and
(2)by adding at the end the following:  (B)High-crime areas (i)DefinitionIn this subparagraph, the term high-crime area means a neighborhood or other small geographic area that the Secretary determines has a high incidence of violent crime, based on the most recent violent crime data available from a State, unit of local government, or other source determined appropriate by the Secretary, that lists the types of crimes and number of offenses committed in the area.
(ii)Additional safety and security standardsIn addition to the standards under subparagraph (A), the Secretary shall establish standards to ensure the safety and security of dwellings located in a high-crime area. (iii)ContentsThe standards established under clause (ii)—
(I)shall require a public housing agency to consider security measures that meet the specific needs of a property or building; and (II)may include requirements related to security cameras, locks, lighting, or other security measures.
(iv)Anonymous hotlineA public housing agency that operates a public housing project in a high-crime area shall establish an anonymous hotline for tenants to report suspicious activity and crimes that occur in the community in which the public housing project is located.. (b)Project-Based assisted housing (1)In generalSection 8(o)(13) of the United States Housing Act of 1937 (42 U.S.C. 1437f(o)(13)) is amended by adding at the end the following:

(P)Safety and security standards for high-crime areas
(i)DefinitionIn this subparagraph, the term high-crime area means a neighborhood or other small geographic area that the Secretary determines has a high incidence of violent crime, based on the most recent violent crime data available from a State, unit of local government, or other source determined appropriate by the Secretary, that lists the types of crimes and number of offenses committed in the area. (ii)Contract requirementAn assistance contract for project-based assistance entered into under this paragraph with respect to a structure shall require that the owner maintain the structure, if determined to be in a high-crime area, in a condition that complies with standards that meet or exceed the safety and security standards established under clause (iii).
(iii)Safety and security standardsThe Secretary shall establish standards to ensure the safety and security of structures located in a high-crime area. (iv)ContentsThe standards established under clause (iii)—
(I)shall require the owner of a structure that receives project-based assistance under this paragraph to consider security measures that meet the specific needs of the structure; and (II)may include requirements related to security cameras, locks, lighting, or other security measures.
(v)InspectionsWhen determining whether a dwelling unit that is in a high-crime area meets the housing quality standards under paragraph (8)(A), a public housing agency shall also determine whether the dwelling unit meets the standards established under this subparagraph. (vi)Anonymous hotlineA public housing agency that provides project-based assistance under this paragraph with respect to a structure in a high-crime area shall establish an anonymous hotline for tenants to report suspicious activity and crimes that occur in the community in which the structure is located..
(2)Conforming amendmentSection 8(d)(2) of the United States Housing Act of 1937 (42 U.S.C. 1437f(d)(2)) is amended by adding at the end the following:  (E) (i)Subsection (o)(13)(P) (relating to safety and security standards for high-crime areas) shall apply to a contract for project-based assistance under this paragraph and to a public housing agency that enters into such a contract.
(ii)When determining whether a structure assisted under this paragraph that is in a high-crime area, as defined in subsection (o)(13)(P), meets any applicable housing quality standards, a public housing agency shall also determine whether the structure meets the safety and security standards established under that subsection.. (c)Deadlines (1)Determination of high-crime areasNot later than 90 days after the date of enactment of this Act, the Secretary of Housing and Urban Development shall make an initial determination as to which areas of the United States are high-crime areas for purposes of sections 6(f)(2)(B), 8(d)(2)(E), and 8(o)(13)(P) of the United States Housing Act of 1937, as added by this section.
(2)Safety and security standardsNot later than 1 year after the date of enactment of this Act, the Secretary of Housing and Urban Development shall establish the safety and security standards for public housing projects and other assisted structures located in high-crime areas required under sections 6(f)(2)(B), 8(d)(2)(E), and 8(o)(13)(P) of the United States Housing Act of 1937, as added by this section. 3.Grant priority for public housing projects in high-crime areasSection 9(d) of the United States Housing Act of 1937 (42 U.S.C. 1437g(d)) is amended by adding at the end the following:

(4)Emergency Safety and Security funding priority for high-crime areasIn awarding grants for safety and security measures using amounts from the Capital Fund, the Secretary shall give priority to an application from a public housing agency that proposes to use the grant for a public housing project located in a high-crime area (as defined in section 6(f)(2)(B))..


117 HR 3177 IH: Safe Driving Vehicles Act
U.S. House of Representatives
2021-05-13
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

I117th CONGRESS1st SessionH. R. 3177IN THE HOUSE OF REPRESENTATIVESMay 13, 2021Mr. Armstrong introduced the following bill; which was referred to the Committee on Transportation and InfrastructureA BILLTo direct the Secretary of Transportation to develop an educational program and related resources, to carry out annual education campaigns to inform the public about certain health and safety risks relating to motor vehicles, and for other purposes.1.Short titleThis Act may be cited as the Safe Driving Vehicles Act.2.Consumer education program and campaigns(a)Program and related resources(1)In generalNot later than 1 year after the date of the enactment of this Act, the Secretary of Transportation shall develop an educational program and related resources to inform the public about the health and safety risks relating to the following:(A)Children or pets left unattended in motor vehicles or that independently access unoccupied motor vehicles on their own.(B)Carbon monoxide poisoning from keyless ignition systems.(C)Driving while under the influence of alcohol or drugs, including marijuana and opioids.(D)Driving while distracted.(E)Driving while tired or drowsy.(2)Public availabilityThe Secretary shall ensure that the educational program and related resources developed under paragraph (1) are available to and readily accessible by the public on the website of the National Highway Traffic Safety Administration.(b)Annual education campaignsBeginning with the 1-year period that begins on the date that is 6 months after the date on which the Secretary completes the development of the educational program and related resources under subsection (a)(1), the Secretary shall carry out an annual education campaign to inform the public about the health and safety risks described in such subsection.(c)ConsultationIn developing the educational program and related resources under subsection (a)(1) and carrying out annual education campaigns under subsection (b), the Secretary shall consult with motor vehicle industry representatives (including manufacturers and dealers), States, other relevant stakeholders, and motor vehicle safety organizations.(d)Advertising and outreachIn carrying out annual education campaigns under subsection (b), the Secretary may develop, produce, and implement an advertising campaign through appropriate mediums.(e)DefinitionsIn this section, the terms dealer, manufacturer, and motor vehicle have the meanings given such terms in section 30102 of title 49, United States Code.