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

SECTION 1. SHORT TITLE.

This Act may be cited as the ''Core Opportunity Resources for
Equity and Excellence Act of 2014''.

SEC. 2. STATE AND SCHOOL DISTRICT ACCOUNTABILITY.

(a) In General.--Title I of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 6301 et seq.) is amended--
(1) in section 1111--
(A) in subsection (b)--
(i) in paragraph (1)--
(I) in subparagraph (A), by
inserting ''that lead to college and
career readiness by high school
graduation and'' after ''challenging
student academic achievement
standards''; and
(II) in subparagraph (D)(i)--
(aa) in subclause (II), by
striking ''and'' after the
semicolon; and
(bb) by adding at the end
the following:
''(IV) lead to college and career
readiness by high school graduation;
and''; and
(ii) in paragraph (2), by adding at the end
the following:
''(L) State accountability in the provision of
access to the core resources for learning.--
''(i) In general.--Each State plan shall
demonstrate that the State has developed an
accountability system that ensures that the
State's public school system provides all
students within the State an education that
enables the students to succeed from the
earliest grades, and graduate from high school
ready for college, career, and citizenship,
through--
''(I) the provision of fair and
equitable access to the core resources
for learning;
''(II) the provision of educational
services in local educational agencies
that receive funds under this part; and
''(III) compliance with any final
Federal or State court order in any
matter concerning the adequacy or
equitableness of the State's public
school system.
''(ii) Core resources for learning.--The
core resources for learning are the resources
and student supports necessary to provide all
students the opportunity to develop the
knowledge and skills that lead to college and
career readiness by high school graduation.
Such resources shall include the following:
''(I) High-quality instructional
teams, including licensed,
credentialed, and profession-ready
teachers, principals, school
librarians, counselors, and education
support personnel.
''(II) Rigorous academic standards
and curricula that lead to college and
career readiness by high school
graduation, including the extent to
which each local educational agency
provides access to such standards and
curricula in a manner that is
accessible to all students, including
students with disabilities and English
learners.
''(III) Equitable and
instructionally appropriate class
sizes.
''(IV) Up-to-date instructional
materials, technology, and supplies,
including textbooks, computers, mobile
devices, and access to broadband.
''(V) Effective school library
programs.
''(VI) School facilities and
technology, including physically and
environmentally sound school buildings
and well-equipped instructional spaces,
including laboratories and libraries.
''(VII) Specialized instruction
support teams, including school
counselors, school social workers,
school psychologists, school nurses,
and other qualified professionals
involved in providing assessment,
diagnosis, counseling, educational,
therapeutic, and other necessary
services (including related services as
that term is defined in section 602 of
the Individuals with Disabilities
Education Act) as part of a
comprehensive program to meet student
needs.
''(VIII) Effective programs for
family and community engagement in
education.
''(iii) Reporting.--Each State desiring to
receive a grant under this part shall annually
report to the Secretary how the State is
meeting the requirements for providing
equitable access to the core resources for
learning as required in clause (i) and any
areas of inequitable access, plans to address
such inequities, and progress toward
eliminating such inequities.
''(iv) Accountability and remediation.--A
State that fails to make progress toward
eliminating inequities in access to the core
resources for learning as required in clause
(i) identified for 2 or more consecutive years
shall not be eligible to receive funds under
any competitive grant program authorized under
this Act.''; and
(B) in subsection (h)--
(i) in paragraph (1)(C)(vii), by striking
''information on the performance of local
educational agencies in the State regarding
making adequate yearly progress, including the
number and names of each school identified for
school improvement under section 1116'' and
inserting ''information on the performance of
local educational agencies in the State in
providing fair and equitable access to the core
resources for learning and the number and names
of each school and each agency identified for
improvement under section 1116 or under the
terms of any waiver granted under section
9401'';
(ii) in paragraph (2)(B)--
(I) in clause (i)--
(aa) in subclause (I), by
striking ''and'' after the
semicolon; and
(bb) by adding at the end
the following:
''(III) information that shows how
students served by the local
educational agency are provided access
to the core resources for learning
compared to students in the State as a
whole; and'';
(II) in clause (ii)--
(aa) in subclause (I), by
striking ''and'' after the
semicolon;
(bb) in subclause (II), by
striking the period at the end
and inserting ''; and''; and
(cc) by adding at the end
the following:
''(III) information that shows how
the school's students are provided
access to the core resources for
learning compared to students in the
local educational agency and the State
as a whole.'';
(iii) in paragraph (4)--
(I) in subparagraph (F), by
striking ''and'' after the semicolon;
(II) in subparagraph (G), by
striking the period at the end and
inserting ''; and''; and
(III) by adding at the end the
following:
''(H) the number and names of each local
educational agency identified for improvement under
section 1116 or under the terms of any waiver granted
under section 9401, the reason each such agency was so
identified, and the measures taken to address the
achievement problems of each such agency.'';
(2) in section 1116(c), by striking paragraph (3) and
inserting the following:
''(3) Identification of local educational agency for
improvement.--
''(A) In general.--A State shall identify for
improvement--
''(i) any local educational agency that,
for 2 consecutive years, including the period
immediately prior to the date of enactment of
the No Child Left Behind Act of 2001, failed to
make adequate yearly progress as defined in the
State's plan under section 1111(b)(2); or
''(ii) any local educational identified
under the terms of a waiver granted under
section 9401.
''(B) Intervention in local educational agencies
identified for improvement.--With respect to each local
educational agency identified for improvement by a
State under this section or under the terms of any
waiver granted under section 9401, the State--
''(i) shall identify any inequities in
access to the core resources for learning in
the schools served by the agency; and
''(ii) in partnership with such agency,
shall develop and implement a plan to address
identified inequities in access to the core
resources for learning.''.
(b) Restrictions on Waivers.--Section 9401(c) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7861(c)) is amended--
(1) in paragraph (9)(C), by striking ''or'' after the
semicolon;
(2) in paragraph (10), by striking the period at the end
and inserting ''; or''; and
(3) by adding at the end the following:
''(11) accountability for the provision of the core
resources for learning.''.
Core Opportunity Resources for Equity and Excellence Act of 2014 - Amends the school improvement program under part A of title I of the the Elementary and Secondary Education Act of 1965 (ESEA) to require states to adopt student achievement standards that lead to college and career readiness by high school graduation. Requires each state school improvement plan to ensure that the state's public school system enables students to meet those standards by providing them with fair and equitable access to the core resources for learning. Includes among the core resources for learning: high-quality instructional teams; rigorous academic standards and curricula that lead to college and career readiness by high school graduation; equitable and instructionally appropriate class sizes; up-to-date instructional materials, technology, and supplies; effective school library programs; school facilities and technology, including physically and environmentally sound school buildings and well-equipped instructional spaces; specialized instruction support teams providing assessment, diagnosis, counseling, educational, therapeutic, and other necessary services as part of a comprehensive program to meet student needs; and effective programs to engage families and the community in education. Prohibits states that fail to make progress toward eliminating inequities in access to the core resources for learning for two or more consecutive years from receiving funds under any competitive grant program authorized by the ESEA. Requires the annual report cards publicly disseminated by states and their local educational agencies (LEAs) to include information on the performance of LEAs and schools in providing students with fair and equitable access to the core resources for learning. Requires states to identify any of their LEAs as needing improvement if they: (1) fail for two consecutive years to make adequate yearly progress toward state academic content and achievement standards, or (2) have received a waiver of the ESEA's statutory or regulatory requirements from the Secretary of Education. Requires states to: (1) identify any inequities in access to the core resources of learning in schools served by an LEA that has been identified as needing improvement, and (2) work with the LEA to address those inequities. Prohibits the Secretary from waiving this Act's requirements for accountability in providing students with access to the core resources for learning.