In this task, you are given text for US Congressional and California state bills, your task is to generate a summary for this bill.

[Q]: SECTION 1. RENEWAL COMMUNITY TAX INCENTIVES.

(a) In General.--Subsection (b) of section 1400E of the Internal
Revenue Code of 1986 is amended--
(1) by striking ''December 31, 2009'' in paragraphs (1)(A)
and (3) and inserting ''December 31, 2012''; and
(2) by striking ''January 1, 2010'' in paragraph (3) and
inserting ''January 1, 2013''.
(b) Zero-Percent Capital Gains Rate.--
(1) Acquisition date.--Paragraphs (2)(A)(i), (3)(A),
(4)(A)(i), and (4)(B)(i) of section 1400F(b) of such Code are
each amended by striking ''January 1, 2010'' and inserting
''January 1, 2013''.
(2) Limitation on period of gains.--Paragraph (2) of
section 1400F(c) of such Code is amended--
(A) by striking ''December 31, 2014'' and inserting
''December 31, 2017''; and
(B) by striking ''2014'' in the heading and
inserting ''2017''.
(3) Applicable rules.--Subsection (d) of section 1400F is
amended--
(A) by striking ''December 31, 2014'' the first
place it appears and inserting ''December 31, 2017'',
and
(B) by striking ''December 31, 2014'' the second
place it appears and inserting ''December 31, 2016''.
(c) Commercial Revitalization Deduction.--
(1) Extension.--
(A) In general.--Subsection (g) of section 1400I of
such Code is amended by striking ''December 31, 2009''
and inserting ''December 31, 2012''.
(B) Conforming amendment.--Subparagraph (A) of
section 1400I(d)(2) of such Code is amended by striking
''after 2001 and before 2010'' and inserting ''which
begins after 2001 and before the date referred to in
subsection (g)''.
(2) Carryforward of unallocated state commercial
revitalization expenditure ceiling.--
(A) In general.--Paragraph (1) of section 1400I(d)
of such Code is amended to read as follows:
''(1) In general.--The aggregate commercial revitalization
expenditure amount which a commercial revitalization agency may
allocate for any calendar year is the amount equal to the sum
of--
''(A) the amount of the State commercial
revitalization expenditure ceiling determined under
this paragraph for such calendar year for such agency
(determined without regard to subparagraph (B)), and
''(B) the aggregate of the unused State commercial
revitalization expenditure ceilings determined under
this paragraph for such agency for each of the 2
preceding calendar years.
For purposes of subparagraph (B), amounts of expenditure
ceiling shall be treated as allocated by an agency first from
unused amounts for the second preceding calendar year, then
from unused amounts for the 1st preceding calendar year, and
then from amounts from the current year State allocation.''.
(B) Effective date.--The amendment made by this
subsection shall apply to calendar years beginning
after the date of the enactment of this Act.
(d) Increased Expensing Under Section 179.--Subparagraph (A) of
section 1400J(b)(1) of such Code is amended by striking ''January 1,
2010'' and inserting ''January 1, 2013''.
(e) Treatment of Certain Termination Dates Specified in
Nominations.--In the case of a designation of a renewal community the
nomination for which included a termination date which is
contemporaneous with the date specified in subparagraph (A) of section
1400E(b)(1) of the Internal Revenue Code of 1986 (as in effect before
the enactment of this Act), subparagraph (B) of such section shall not
apply with respect to such designation unless, after the date of the
enactment of this section, the entity which made such nomination
reconfirms such termination date, or amends the nomination to provide
for a new termination date, in such manner as the Secretary of the
Treasury (or the Secretary's designee) may provide.
(f) Effective Dates.--
(1) In general.--Except as otherwise provided in this
subsection, the amendments made by this section shall apply to
periods after December 31, 2009.
(2) Acquisitions.--The amendments made by subsections
(b)(1) and (d) shall apply to acquisitions after December 31,
2009.
(3) Commercial revitalization deduction.--
(A) In general.--The amendment made by subsection
(c)(1) shall apply to buildings placed in service after
December 31, 2009.
(B) Conforming amendment.--The amendment made by
subsection (c)(2) shall apply to calendar years
beginning after December 31, 2009.
[A]: Amends the Internal Revenue Code to extend through December 31, 2012, the designation period of areas as renewal communities and tax incentives for investment in such areas, including: (1) the exclusion from gross income for income tax purposes of gain from the sale or exchange of assets (stock or business property) in such areas, (2) the tax deduction for commercial revitalization expenditures in such areas, and (3) an increased expensing allowance for the acquisition of business and investment assets in such areas.

[Q]: SECTION 1. SHORT TITLE.

This Act may be cited as the ''Graduation Really Achieves Dreams
Act'' or the ''GRAD Act''.

SEC. 2. FINDINGS.

The Congress makes the following findings:
(1) The national high school graduation rate is only 70
percent, and in urban districts that percentage drops further
to only 50 percent.
(2) The national graduation rate for the class of 2001 was
only 51 percent for African Americans and 52 percent for Latino
students.
(3) Each school day, approximately 3,000 secondary school
students drop out of school.
(4) Six million secondary students who make up the lowest
25 percent in terms of achievement scores are 3.5 times more
likely to drop out than students in the next highest quarter of
academic achievement, and are 20 times more likely to drop out
than high achieving students.
(5) Approximately 25 percent of secondary school students
are reading at ''below basic'' levels. The problem is even more
severe for poor students of color. The average minority or low-
income ninth grader performs at only the fifth or sixth grade
level in reading.
(6) Low graduation rates are evidence that, in the earlier
grades, schools are not meeting the fundamental achievement
needs of low-income students.
(7) Even those students who do graduate from secondary
schools and go on to college are struggling because they lack
the basic skills to succeed. Approximately 40 percent of all 4-
year college students take a remedial course and 63 percent of
all community college students are assigned to at least one
remedial course.
(8) A small percentage of low-income students who manage to
enter college are able to complete a degree. Of students from
families in the bottom 20 percent in terms of income who enter
college, only 27 percent go on to complete a two- or four-year
college degree within eight years.
(9) Graduation rates impact early drop-out rates in the
military. The attrition rates of both non-high school graduates
and GED recipients are 8 percentage points higher than the
rates of graduates. As a result, the Armed Services no longer
accepts high school drop-outs and put less value on alternative
certificates.
(10) Students who fail to graduate from high school are
more likely to engage in criminal activity than students who
graduate. A one percent increase in high school graduation
rates would save approximately $1.4 billion in costs associated
with incarceration, or about $2,100 for each male high school
graduate.
(11) In today's workplace, nearly 8 in 10 adults with
bachelors degrees are employed, but for those who completed
high school only, the figure falls to about 6 in 10. And for
students who dropped out, the figure drops further to 4 in 10.
(12) Employment projections indicate that jobs requiring
only a high school degree will grow by just 9 percent by the
year 2008, while those requiring a bachelor's degree will grow
by 25 percent and those requiring an associate's degree will
grow by 31 percent.
(13) Personalization of the school environment has been
proven to increase success rates for low-performing secondary
school students. Nearly 50 percent of middle school youth and
40 percent of high school youth report feelings of
disengagement from school. Rates are even higher for teens and
minorities in urban schools. These feelings result in failure
to work hard, to seek assistance, or to take appropriate
courses.
(14) Effective research-based education programs that
improve high school graduation rates are comprehensive in
nature and include interventions that begin in kindergarten and
span all the grades through 12th.

SEC. 3. PROJECT GRAD.

(a) Purpose.--The purpose of the program authorized under this Act
is--
(1) to provide support and assistance to programs
implementing integrated education reform services to improve
high school graduation and college going rates for
disadvantaged students; and
(2) to promote the establishment of new programs to
implement such integrated education reform services.
(b) Grant Authorized.--The Secretary is authorized to award a grant
to Project GRAD USA, a nonprofit educational organization that has as
its primary purpose the improvement of high school graduation and
college going rates for disadvantaged students (hereinafter in this
section referred to as the ''grantee''), to provide support and
technical assistance to existing programs implementing the set of
integrated education reform services described in subsection (d)(2) and
to promote the expansion of such programs.
(c) Requirements of Grant Agreement.--The Secretary shall enter
into an agreement with the grantee that requires that--
(1) the grantee will enter into subcontracts with nonprofit
educational organizations (hereinafter in this section referred
to as ''subgrantees'') under which the subgrantees will agree
to establish, operate, and provide the non-Federal share of the
cost of implementing Project GRAD programs;
(2) the grantee will provide such technical assistance to
the subgrantees as may be necessary to carry out the provisions
of this section;
(3) funds made available under the grant can be used to pay
the Federal share of the cost of establishing and operating
programs as provided in paragraph (1) and costs associated with
the provision of technical assistance as provided in paragraph
(2); and
(4) the grantee will select only subgrantees that serve a
substantial number or percentage of low-income students.
(d) Supported Programs.--
(1) Designation; feeder patterns.--The programs supported
with funds available under this section shall be known as
''Project GRAD programs''. Such programs shall, with the
agreement of the grantee, identify one or more groups of public
schools at which services will be provided through establishing
a ''feeder pattern'' through which elementary and secondary
schools channel students having participated in Project GRAD
services into an identified high school.
(2) Integrated education reform services.--The services
provided through project GRAD programs shall include--
(A) research-based programs in reading,
mathematics, and classroom management;
(B) campus-based social services programs including
a systematic approach to increase family and community
involvement in the schools served;
(C) a college access program, which includes the
provision of a college scholarship for students that
meet established criteria, proven approaches to
increasing student and family college awareness, and
assistance for those students in applying to college
for financial aid; and
(D) such other services identified by the grantee
as necessary to increase high school graduation and
college going rates.
(e) Use of Funds.--Not less than 75 percent of the funds received
by the grantee under this section shall be used to fund awards to
subgrantees to carry out the requirements of subsection (d)(1). The
balance of such funds shall be used by grantee to carry out the
requirements of subsection (d)(2), as well as other such activities to
promote greater public awareness of integrated education reform
services to improve high school graduation and college going rates for
disadvantaged students as described in subsection (d)(2).
(f) Federal Share.--
(1) In general.--For purposes of subsection (c), the term
''Federal share'' means, with respect to the costs of Project
GRAD programs authorized in subsection (c), subgrants provided
by the grantee averaging $200 per pupil, adjusted to take into
consideration the resources available to the school at which
the subgrantee will implement the program, and the need for
Project GRAD USA services to improve student outcomes.
(2) Exception.--Nothing in this subsection shall preclude
the awarding of subgrants reflecting a per student cost of more
than $200 if the grantee determines that additional resources
were not available consistent with the requirements placed on
the grantee in subsection (c)(4).
(3) More may be required.--If funds or resources are
available to a subgrantee, the grantee may elect to award the
subgrantee less than the Federal share of the cost associated
with the program.
(g) Evaluation.--
(1) Evaluation by the secretary.--The Secretary shall
select an independent entity to evaluate every 3 years the
performance of students who participate in a program under this
section. The evaluation shall be contracted using the strongest
possible research design for determining the effectiveness of
programs funded under this section. The evaluation shall
include a comparison of reading and mathematics achievement
and, where applicable, high school graduation, college going,
and college completion rates of students who participate in the
programs funded under this section with those indicators for
students of similar backgrounds who do not participate in such
programs.
(2) Evaluation by grantee and subgrantees.--The grantee
shall require each subgrantee to prepare an in-depth report of
the results of the programs supported with funds, and the use
of funds, made available under this section. Such review shall
include data on the reading and math achievement of students
involved in the programs and statistics on high school
graduation, college going, and college completion rates, and
such financial reporting as deemed relevant to review the
effectiveness and efficiency of the program. The report shall
be in a form and include such content as shall be determined by
the grantee in consultation with the Secretary or the entity
selected by the Secretary to evaluate the Project GRAD program.
(3) Availability of evaluations.--Copies of any evaluation
or report prepared pursuant to this section shall be available
to the Secretary and the Chairman and ranking member of the
Committee on Education and the Workforce of the House of
Representatives and the Committee on Health, Education, Labor
and Pensions of the Senate.
(h) Authorization of Appropriations.--There are authorized to be
appropriated to make grants under this section $27,000,000 for fiscal
year 2005 and such sums as may be necessary for each of the 5
succeeding fiscal years.
(i) Low-Income Student.--For purposes of this section, the term
''low-income student'' means a student who is determined by a local
educational agency to be from a low-income family using the measures
described in section 1113(c) of the Elementary and Secondary Education
Act of 1965.
[A]: Graduation Really Achieves Dreams Act - GRAD Act - Authorizes a grant to Project GRAD USA, a nonprofit educational organization for improving high school graduation and college-going rates for disadvantaged students, to provide technical assistance and support through subgrants to existing and new programs that implement a set of integrated education reform services.

Requires the grantee to select only subgrantees that serve a substantial number or percentage of low-income students. Requires the programs to identify one or more groups of public schools at which services will be provided through a feeder pattern through which elementary and secondary schools channel students having participated in program services into an identified high school. Requires program services to include: (1) research-based programs in reading, mathematics, and classroom management; (2) campus-based social services programs, including increasing family and community involvement in schools; (3) a college access program, including providing college scholarships for students who meet established criteria, increasing student and family college awareness, and assisting students to apply for college financial aid; and (4) other services the grantee identifies as necessary.

[Q]: SECTION 1. SHORT TITLE.

This Act may be cited as the ''Teacher Exchange Act of 2011''.

SEC. 2. TEACHER EXCHANGES.

(a) State Use of Funds.--Section 2113(c) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6613(c)) is amended by
adding at the end the following:
''(19) Carrying out a teacher exchange under which the
State educational agency--
''(A) sends highly qualified teachers with at least
3 years of teaching experience to another State
educational agency located in a different geographic
region for a school year (in this paragraph referred to
as the 'receiving State educational agency'), provided
that--
''(i) 1 of the State educational agencies
involved serves a high-need local educational
agency; or
''(ii) the State educational agencies
involved will be exchanging teachers in
science, math, English as a second language,
special education, or other subject areas that
have a high need for qualified teachers, as
determined by the Secretary;
''(B) ensures that the teachers remain subject to
the terms and conditions of employment that would have
applied if the teachers had remained at the State
educational agency;
''(C) provides such teachers with payment of
certain housing, travel, and other expenses incurred by
such teachers during participation in the exchange;
''(D) requires such teachers to return to the State
educational agency for a period of time following such
teachers' participation in the exchange; and
''(E) develops and implements a plan to provide
participating teachers with activities designed to
promote professional development, which may include--
''(i) an orientation session or courses to
prepare such teachers for--
''(I) the exchange experience;
''(II) the community in which the
receiving State educational agency is
located and the schools in such agency;
and
''(III) the particular grade level
and curriculum assigned to the
participating teacher by the receiving
State educational agency;
''(ii) a mentoring program through which
each such teacher is paired with a mentor (who
is not also a participating teacher) employed
by the receiving State educational agency who
teaches in the same grade level or subject area
that the participating teacher has been
assigned to teach under the exchange;
''(iii) a forum for participating teachers,
led by an administrator or teacher at the
receiving State educational agency, to engage
in ongoing professional development focused on
improving classroom instruction to result in
improved student outcomes, including reading
educational research, reviewing student work,
creating and reviewing formative and summative
assessments, analyzing data from student
assessments, and tracking student progress; and
''(iv) content-specific programs designed
to support participating teachers in teaching
the specific curriculum in place at the
receiving State educational agency and at the
grade level to which each such teacher is
assigned.''.
(b) Local Use of Funds.--Section 2123(a) of such Act (20 U.S.C.
6623(a)) is amended by adding at the end the following:
''(11) Carrying out a teacher exchange (regardless of
whether the State educational agency serving the local
educational agency participates in such exchange) under which
the local educational agency--
''(A) sends highly qualified teachers with at least
3 years of teaching experience to another local
educational agency located in a different geographic
region (in this paragraph referred to as the 'receiving
local educational agency') for a school year
(regardless of whether the State educational agency
serving such local educational agency participates in
such exchange), provided that--
''(i) 1 of the local educational agencies
involved is a high-need local educational
agency; or
''(ii) the local educational agencies
involved will be exchanging teachers in
science, math, English as a second language,
special education, or other subject areas that
have a high need for qualified teachers, as
determined by the Secretary;
''(B) ensures that the teachers remain subject to
the terms and conditions of employment that would have
applied if the teachers had remained at the local
educational agency;
''(C) provides such teachers with payment of
certain housing, travel, and other expenses incurred by
such teachers during participation in the exchange;
''(D) requires such teachers to return to the local
educational agency for a period of time following such
teachers' participation in the exchange; and
''(E) develops and implements a plan to provide
participating teachers with activities designed to
promote professional development, which may include--
''(i) an orientation session or courses to
prepare such teachers for--
''(I) the exchange experience;
''(II) the community in which the
receiving local educational agency is
located and the schools in such agency;
and
''(III) the particular grade level
and curriculum assigned to the
participating teacher by the receiving
local educational agency;
''(ii) a mentoring program through which
each such teacher is paired with a mentor (who
is not also a participating teacher) employed
by the receiving local educational agency who
teaches in the same grade level or subject area
that the participating teacher has been
assigned to teach under the exchange;
''(iii) a forum for participating teachers,
led by an administrator or teacher at the
receiving local educational agency, to engage
in ongoing professional development focused on
improving classroom instruction to result in
improved student outcomes, including reading
educational research, reviewing student work,
creating and reviewing formative and summative
assessments, analyzing data from student
assessments, and tracking student progress; and
''(iv) content-specific programs designed
to support participating teachers in teaching
the specific curriculum in place at the
receiving local educational agency and at the
grade level to which each such teacher is
assigned.''.
[A]:
Teacher Exchange Act of 2011 - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to authorize states to use their grant under part A (Teacher and Principal Training and Recruiting Fund) of title II of the ESEA to carry out a teacher exchange sending highly qualified teachers with at least three years of teaching experience to another state in a different region for a school year.

Requires: (1) at least one of the states involved in an exchange to serve a high-need local educational agency (LEA), or (2) the states to be exchanging teachers in subjects that have a high need for qualified teachers.

Requires states to maintain the employment terms of teachers participating in the exchange, cover their expenses, and provide them with training.

Requires the teachers to return to their state following their participation in the exchange.

Authorizes LEAs to use their subgrant under part A of title II of the ESEA to carry out a teacher exchange (regardless of whether or not their states are participating in the exchange) sending highly qualified teachers with at least three years of teaching experience to another LEA in a different region for a school year.

Requires: (1) at least one of the LEAs involved in an exchange to be a high-need LEA, or (2) the LEAs to be exchanging teachers in subjects that have a high need for qualified teachers.

Requires LEAs to maintain the employment terms of teachers participating in the exchange, cover their expenses, and provide them with training.

Requires the teachers to return to their LEA following their participation in the exchange.