Summary:
Support Making Assessments Reliable and Timely Act or the SMART Act

Amends subpart 1 (Accountability) of part A of title VI of the Elementary and Secondary Education Act of 1965 to revise the program allotting grants to states to develop and administer state academic content and achievement standards and assessments of student progress toward those standards.

Requires each state to use such grant to:

 develop and administer such assessments and further align them with the state's academic content standards, ensure that students with limited English proficiency and disabled students are provided with appropriate accommodations to improve their inclusion in the assessments, develop state assessment systems aligned to content standards that support systems of continuous improvement, support local educational agencies (LEAs) in identifying uses of assessment data, and carry out certain other activities to improve the quality and use of state assessments. Revises the program awarding competitive grants to states to enhance assessment instruments.

Requires each grantee that has not yet received a grant under such program to use the grant to:

 carry out audits of the state assessment system and ensure that LEAs carry out audits of local assessments; prepare and carry out a state plan, in coordination with LEAs, to improve and streamline state and local assessment systems; and award subgrants to LEAs to improve the quality and use of local assessments and their alignment with state academic content standards. Requires a state that has previously received such a grant to use a new grant to:

 carry out a state plan, in coordination with LEAs, to improve and streamline state and local assessment systems; and award subgrants to LEAs to improve the quality and use of local assessments and their alignment with state academic content standards. Directs the Secretary to provide technical assistance to states to improve their understanding of existing flexibility in the design and implementation of high-quality, streamlined state assessment systems to measure student progress toward state academic achievement standards.

Reauthorizes appropriations for the National Assessment of Educational Progress and the revised subpart 1 grant programs.

support making assessments reliable timely act smart act amends subpart accountability title elementary secondary education act revise program allotting grants states develop administer state academic content achievement standards assessments student progress standards requires state use grant develop administer assessments align state academic content standards ensure students limited english proficiency disabled students provided appropriate accommodations improve inclusion assessments develop state assessment systems aligned content standards support systems continuous improvement support local educational agencies leas identifying uses assessment data carry certain activities improve quality use state assessments revises program awarding competitive grants states enhance assessment instruments requires grantee received grant program use grant carry audits state assessment system ensure leas carry audits local assessments prepare carry state plan coordination leas improve streamline state local assessment systems award subgrants leas improve quality use local assessments alignment state academic content standards requires state previously received grant use new grant carry state plan coordination leas improve streamline state local assessment systems award subgrants leas improve quality use local assessments alignment state academic content standards directs secretary provide technical assistance states improve understanding existing flexibility design implementation high quality streamlined state assessment systems measure student progress state academic achievement standards reauthorizes appropriations national_assessment_of_educational_progress revised subpart grant programs


Summary:
Student Testing Improvement and Accountability Act

Amends the Elementary and Secondary Education Act of 1965 to eliminate the requirement that students be tested against state academic content and achievement standards in mathematics and reading or language arts in each of grades three through eight.

Requires, instead, that those tests be administered at least once during: (1) grades 3 through 5, (2) grades 6 through 9, and (3) grades 10 through 12.

amends elementary secondary education act eliminate requirement students tested state academic content achievement standards mathematics reading language arts grades requires instead tests administered grades grades grades


Summary:
Developing Innovative Partnerships and Learning Opportunities that Motivate Achievement Act or the DIPLOMA Act

Authorizes the Secretary of Education to award renewable five-year grants to states and, through them, subgrants to local consortia that include a local educational agency and other community partners to: (1) ensure the academic, physical, social, emotional, and civic development of disadvantaged youth; and (2) strengthen their families and communities.

Requires each state grantee to develop and implement a state child and youth strategy that assesses children's needs and the assets within the state that can be mobilized, coordinated, and integrated to achieve quantifiable progress toward goals that include ensuring that:

 children are ready for school; students are engaged and achieving in school; students are physically, mentally, socially, and emotionally healthy; schools and neighborhoods are safe and provide a positive climate for learning; families and communities are supportive and engaged in their children's education as equal partners; students are ready for postsecondary education and 21st Century careers; students are contributing to their communities; and students are not chronically absent. Directs the consortia to develop and implement a local child and youth strategy that integrates multiple private and public services into a comprehensive, coordinated continuum of services directed toward achieving quantifiable progress toward such goals.

Requires the Secretary to award competitive grants directly to local consortia if appropriated funds fall below a specified amount.

developing innovative_partnerships_and_learning_opportunities motivate achievement act diploma act authorizes secretary education award renewable year grants states subgrants local consortia include local educational agency community partners ensure academic physical social emotional civic development disadvantaged youth strengthen families communities requires state grantee develop implement state child youth strategy assesses children needs assets state mobilized coordinated integrated achieve quantifiable progress goals include ensuring children ready school students engaged achieving school students physically mentally socially emotionally healthy schools neighborhoods safe provide positive climate learning families communities supportive engaged children education equal partners students ready postsecondary education 21st century careers students contributing communities students chronically absent directs consortia develop implement local child youth strategy integrates multiple private public services comprehensive coordinated continuum services directed achieving quantifiable progress goals requires secretary award competitive grants directly local consortia appropriated funds fall specified


Summary:
Supporting Emotional Learning Act

Amends the Education Sciences Reform Act of 2002 to require:

 the National Center for Education Research to carry out research regarding the impact of social and emotional education; the Commissioner for Education Research to support research into social and emotional skills and habits; and comprehensive centers to provide training, professional development, and technical assistance regarding the use of scientifically valid teaching methods and assessment tools in imparting social and emotional life learning. Amends the Higher Education Act of 1965 to require highly qualified teachers to have preparation in the understanding, use, and development of social and emotional learning programming.

Defines "social and emotional learning" as the processes through which students acquire and effectively apply:

 self-awareness and self-management skills to achieve academic and life success; social-awareness and relationship skills to establish and maintain positive relationships; and responsible decisionmaking skills and behavior in personal, school, and community contexts. Requires Teacher Quality Partnership grants to be used in preparing prospective and new teachers and principals to understand, use, and develop social and emotional learning programming. (Teacher Quality Partnership grants are provided to partnerships between high-need local educational agencies [LEAs], their high-need schools, and institutions of higher education [IHEs].)

Requires centers of excellence to design teacher training programs that promote the understanding, use, and development of social and emotional learning programming. (Centers of excellence are minority-serving IHEs or partnerships between such IHEs and other IHEs that are awarded grants to ensure that current and future teachers are highly qualified.)

Requires Teach to Reach grants to be used to train general education teacher candidates to understand, use, and develop social and emotional learning programming. (Teach to Reach grants are provided to partnerships between IHEs and high-need LEAs to more effectively prepare general education teacher candidates to instruct disabled students in general education classrooms).

supporting emotional learning act amends education_sciences reform act require national_center_for_education_research carry research impact social emotional education commissioner education research support research social emotional skills habits comprehensive centers provide training professional development technical assistance use scientifically valid teaching methods assessment tools social emotional life learning amends higher education act require highly qualified teachers preparation understanding use development social emotional learning programming defines social emotional learning processes students acquire effectively apply self awareness self management skills achieve academic life success social awareness relationship skills establish maintain positive relationships responsible decisionmaking skills behavior personal school community requires teacher quality partnership grants preparing prospective new teachers principals understand use develop social emotional learning programming teacher quality partnership grants provided partnerships high need local educational agencies leas high need schools institutions higher education ihes requires centers excellence design teacher training programs promote understanding use development social emotional learning programming centers excellence minority serving ihes partnerships ihes ihes awarded grants ensure current future teachers highly qualified requires teach reach grants train general education teacher candidates understand use develop social emotional learning programming teach reach grants provided partnerships ihes high need leas effectively prepare general education teacher candidates instruct disabled students general education classrooms


Summary:
Prescribe A Book Act

Amends the Elementary and Secondary Education Act of 1965 to authorize the Secretary of Education to award matching grants to nonprofit organizations for the implementation of Pediatric Early Literacy Programs, through which:

 health care providers encourage parents to read aloud to their children and offer parents developmentally appropriate recommendations and strategies for doing so; health care providers give each visiting child between the ages of six months and five years a new, developmentally appropriate children's book to take home and keep; and health care facilities create literacy-rich environments that include gently used books for waiting room use or volunteer readers to show parents the techniques of reading aloud to young children. Requires that the books provided to children under the programs be obtained at a discount.

prescribe book act amends elementary secondary education act authorize secretary education award matching grants nonprofit organizations implementation health care providers encourage parents read aloud children offer parents developmentally appropriate recommendations strategies health care providers visiting child ages months years new developmentally appropriate children book home health care facilities create literacy rich environments include books waiting room use volunteer readers parents techniques reading aloud young children requires books provided children programs obtained discount


Summary:
Local Control of Education Act

Amends the Elementary and Secondary Education Act of 1965 (ESEA) to prohibit the federal government from directly or indirectly mandating, directing, controlling, incentivizing, or conditioning federal support on a state's, local educational agency's (LEA's), or school's adoption of:

 the Common Core State Standards, any other academic standards common to a number of states, or any statewide or nationally recognized content standards; or any assessment, instructional content, or curriculum aligned to, or based on, specific academic standards. Amends the American Recovery and Reinvestment Act of 2009 to make those prohibitions applicable to grants awarded under the Race to the Top program for innovations and reforms in elementary and secondary education.

Prohibits the Secretary of Education from conditioning the provision of a statutory or regulatory waiver under the ESEA on a state, LEA, Indian tribe, or school adopting any specific instructional content, academic standard, assessment, curriculum, or program of instruction. Makes that prohibition applicable to future and previously issued waivers.

local control education act amends elementary secondary education act esea prohibit federal government directly indirectly mandating directing controlling incentivizing conditioning federal support state local educational agency lea school adoption common core state standards academic standards common number states statewide nationally recognized content standards assessment instructional content curriculum aligned based specific academic standards amends american_recovery_and_reinvestment_act prohibitions applicable grants awarded race program innovations reforms elementary secondary education prohibits secretary education conditioning provision statutory regulatory waiver esea state lea indian tribe school adopting specific instructional content academic standard assessment curriculum program instruction makes prohibition applicable future previously issued waivers


Summary:
Assessing Appropriate School Start Times Act

Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to study the impact of school start times on student health, well-being, and performance.

act amends elementary secondary education act direct secretary education study impact school start times student health performance


Summary:
Creating Hope and Opportunity for Individuals and Communities through Education Act or the CHOICE Act

Amends the Scholarships for Opportunity and Results Act to: (1) require the Secretary of Education to use funds appropriated under the Act that are carried over from one fiscal year to the next to provide opportunity scholarships to eligible students who have not yet received them; and (2) include among the eligibility criteria for such a scholarship a requirement that a student in the District of Columbia is enrolled, or will be enrolled for the next school year, in a public or private elementary or secondary school. (Opportunity scholarships are provided to low-income students in the District of Columbia to enable them to attend the District of Columbia private elementary or secondary school of their choice.)

Amends the Individuals with Disabilities Education Act to allow states that have established a program allowing the parents of disabled children to use public or private funds to send their children to a private school to use their allocation of special education funds to supplement those funds.

Authorizes grants for the improvement of special education services to be used for the planning, design, and initial implementation, during a period of up to three years, of state programs that allow the parents of a disabled child to make a genuine independent choice of the appropriate public or private school for their child.

Sets forth requirements for those programs, including that they: (1) permit parents to receive state funds to pay some or all of the costs of their disabled child's attendance at the selected school, or (2) permit persons to receive a state tax credit for donations to an entity that provides funds to enable parents to pay some or all of the costs of their disabled child's attendance at that school.

Directs the Secretary of Defense to carry out a five-year pilot program to award scholarships to enable military dependent students who live on military installations to attend the public or private elementary or secondary schools their parents choose rather than those assigned to them.

Requires the Secretary of Defense to select at least five military installations to participate in the program and choose those where military students would most benefit from expanded education options.

Directs the Secretary of Defense to use a random process to select scholarship recipients if more students apply for the scholarships than can be accommodated.

Requires the Secretary of Education to return to the Treasury specified amounts made available for Department of Education salaries and expenses.

creating hope communities education act choice act amends scholarships opportunity results act require secretary education use funds appropriated act carried fiscal year provide opportunity scholarships eligible students received include eligibility criteria scholarship requirement student district_of_columbia enrolled enrolled school year public private elementary secondary school opportunity scholarships provided low income students district_of_columbia enable attend district_of_columbia private elementary secondary school choice amends individuals disabilities education act allow states established program allowing parents disabled children use public private funds send children private school use allocation special education funds supplement funds authorizes grants improvement special education services planning design initial implementation period years state programs allow parents disabled child genuine independent choice appropriate public private school child sets forth requirements programs including permit parents receive state funds pay costs disabled child attendance selected school permit persons receive state tax credit donations entity provides funds enable parents pay costs disabled child attendance school directs secretary defense carry year pilot program award scholarships enable military dependent students live military installations attend public private elementary secondary schools parents choose assigned requires secretary defense select military installations participate program choose military students benefit expanded education options directs secretary defense use random process select scholarship recipients students apply scholarships accommodated requires secretary education return treasury specified amounts available department_of_education salaries expenses


Summary:
21st Century Classroom Innovation Act

Amends part A (Teacher and Principal Training and Recruiting Fund) of title II of the Elementary and Secondary Education Act of 1965 to allow states to use up to 5% of their part A grant funds that are reserved for allocating subgrants to local educational agencies (LEAs) to award competitive grants to LEAs, charter schools, or consortia of such entities to carry out blended learning projects.

Defines a "blended learning project" as a formal education program that: (1) includes an element of online learning and instructional time in a supervised location away from home; (2) includes an element of student control over time, path, or pace; and (3) connects the elements of the education program to provide an integrated learning experience.

Requires the competitive grant funds to be used for: (1) planning activities, the purchase of digital instructional resources, initial professional development activities, and one-time information technology purchases; or (2) ongoing professional development for teachers, school leaders, or other personnel involved in the project.

Requires each state making such a grant to contribute non-federal funds equal to at least 10% of the grant.

21st century classroom innovation act amends teacher principal_training recruiting fund title elementary secondary education act allow states use grant funds reserved allocating subgrants local educational agencies leas award competitive grants leas charter schools consortia entities carry blended learning projects defines blended learning project formal education program includes element online learning instructional time supervised location away home includes element student control time path pace connects elements education program provide integrated learning experience requires competitive grant funds planning activities purchase digital instructional resources initial professional development activities time information technology purchases ongoing professional development teachers school leaders personnel involved project requires state making grant contribute non federal funds equal grant


Summary:
All Students Count Act of 2015

Amends the Elementary and Secondary Education Act of 1965 to require information on the annual state report cards on student achievement at each proficiency level to be disaggregated by the same major racial groups as the decennial census of the population. (Currently, that information is to be disaggregated by race, but the racial groups are not specified.)

Requires the proficiency information which is disaggregated by such racial groups and by ethnicity, gender, disability status, migrant status, and status as economically disadvantaged to be cross-tabulated across all of those subgroups by gender and by disability.

Provides that such disaggregation and cross-tabulation shall not be required when the number of students in a subgroup is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student.

students count act amends elementary secondary education act require information annual state report cards student achievement proficiency level disaggregated major racial groups decennial census population currently information disaggregated race racial groups specified requires proficiency information disaggregated racial groups ethnicity gender disability status migrant status status economically disadvantaged cross tabulated subgroups gender disability provides cross tabulation shall required number students subgroup insufficient yield statistically reliable information results reveal personally identifiable information individual student


Summary:
Supporting Community Schools Act of 2015

Amends part A of title I of the Elementary and Secondary Education Act of 1965 (ESEA) to authorize local educational agencies (LEAs) to use school improvement funds to transform schools identified as needing improvement, corrective action, or restructuring into community schools. (Schools are identified as needing improvement, corrective action, or restructuring when they fail to make adequate yearly progress [AYP] toward state academic performance standards.)

Defines a "community school" as a public elementary or secondary school that partners with community-based entities, both public and private, to address students' academic, health, and developmental needs while also serving as a community center that provides or hosts relevant community services.

Requires such schools to be based on research into successful practices in: (1) improving student achievement or growth, (2) closing achievement gaps between groups of students, and (3) increasing student attendance and graduation rates.

Authorizes LEAs to use funds under part D (Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk) of title I of the ESEA to fund a community school coordinator who will support their community schools.

amends title elementary secondary education act esea authorize local educational agencies leas use school improvement funds transform schools identified needing improvement corrective action restructuring community schools schools identified needing improvement corrective action restructuring fail adequate yearly progress ayp state academic performance standards defines community school public elementary secondary school partners community based entities public private address students academic health developmental needs serving community center provides hosts relevant community services requires schools based research successful practices improving student achievement growth closing achievement gaps groups students increasing student attendance graduation rates authorizes leas use funds risk title esea fund community school coordinator support community schools


Summary:
Directs the Secretary of Education to allot funds to states for distribution to local educational agencies (LEAs) to recruit, hire, and train 100,000 new classroom paraprofessionals in order to improve educational achievement for children.

Requires that 80% of a state's allotment be allocated to LEAs on the basis of each LEA's proportion of low-income schoolchildren in the state, and that the remainder be allocated on the basis of each LEA's proportion of the overall population of schoolchildren in the state.

directs secretary education allot funds states distribution local educational agencies leas recruit hire train new classroom paraprofessionals order improve educational achievement children requires state allotment allocated leas basis lea proportion low income schoolchildren state remainder allocated basis lea proportion overall population schoolchildren state


Summary: Amends the Legislative Branch Appropriations Act, 1987 to allow the Clerk of the House of Representatives, at the request of a Member of the House, to donate computers and related peripheral tools previously used by the Member to a public elementary or secondary school designated by such Member without regard to whether the donation: (1) is a cost to the government, or (2) has a recoverable value.

amends legislative_branch_appropriations_act allow clerk house_of_representatives request member house donate computers related peripheral tools previously member public elementary secondary school designated member regard donation cost government recoverable value


Summary:
All Children are Equal Act or the ACE Act

Amends part A of title I (Improving the Academic Achievement of the Disadvantaged) of the Elementary and Secondary Education Act of 1965 to alter the formula for determining the share of targeted grant funds and education finance incentive grant funds a local educational agency (LEA) receives.

Alters the formula so that LEAs that have a high percentage of impoverished students, but a comparatively low number of such students, receive a higher allocation of such funding.

children equal act ace act amends title improving academic achievement disadvantaged elementary secondary education act alter formula determining share targeted grant funds education finance incentive grant funds local educational agency lea receives alters formula leas high percentage impoverished students comparatively low number students receive higher allocation funding


Summary:
Defending State Authority Over Education Act of 2015

Amends the Elementary and Secondary Education Act of 1965 (ESEA) to prohibit the Secretary of Education from attempting to influence, incentivize, or coerce a state to participate in a voluntary partnership with another state to develop and implement academic content and achievement standards and assessments.

Prohibits the Secretary from conditioning the approval of a state's, local educational agency's (LEA's), or Indian tribe's request for a waiver of ESEA statutory or regulatory requirements on such an entity: (1) including in, or deleting from, such request, specific academic standards; (2) using specific academic assessment instruments or items; or (3) including in, or deleting from, such waiver request any criteria used to establish, implement, or improve state academic standards, academic assessments, state accountability systems, or teacher and school leader evaluation systems.

Prohibits any federal officer or employee from directly or indirectly mandating, directing, or controlling a state's, LEA's, or school's specific instructional content, academic standards and assessments, curricula, or program of instruction, including through the placement of conditions on financial support.

education act amends elementary secondary education act esea prohibit secretary education attempting influence incentivize coerce state participate voluntary partnership state develop implement academic content achievement standards assessments prohibits secretary conditioning approval state local educational agency lea indian tribe request waiver esea statutory regulatory requirements entity including deleting request specific academic standards specific academic assessment instruments items including deleting waiver request criteria establish implement improve state academic standards academic assessments state accountability systems teacher school leader evaluation systems prohibits federal officer employee directly indirectly mandating directing controlling state lea school specific instructional content academic standards assessments curricula program instruction including placement conditions financial support


Summary:
Impact Aid Fairness and Equity Act of 2015

Amends the National Defense Authorization Act for Fiscal Year 2013 to make permanent amendments that Act made to the Impact Aid program (which compensates local educational agencies [LEAs] for the financial burden of federal activities affecting their school districts) that:

 require the valuation of the federal property located within the boundaries of an LEA by calculating the valuation, for property tax purposes, of all property within the LEA's boundaries and then multiplying that value by the proportion of that property that is federal property; and alter the formula for determining the foundation payments due LEAs for federal ownership of property when appropriations for a fiscal year are insufficient to provide them with full compensation. Amends the Impact Aid program of the Elementary and Secondary Education Act of 1965 to alter the formulae for determining the payments due LEAs for eligible federally-connected children. Includes not only children in average daily attendance but also those enrolled pursuant to a state open enrollment policy. Continues a heavily impacted LEA's eligibility for such payments while activities associated with military base closures and realignments or force structure changes or relocations are ongoing.

Alters the formulae for determining the construction payments due LEAs that are eligible for other Impact Aid payments. Requires the Secretary of Education to use all Impact Aid construction appropriations to award: (1) emergency construction grants to LEAs that have no practical capacity, or minimal capacity, to issue bonds or that are otherwise eligible for Impact Aid and have a school facility emergency; and (2) modernization grants to LEAs that are eligible for other Impact Aid payments.

impact aid fairness equity act amends national defense authorization act fiscal year permanent amendments act impact aid program compensates local educational agencies leas financial burden federal activities affecting school districts require valuation federal property located boundaries lea calculating valuation property tax purposes property lea boundaries multiplying value proportion property federal property alter formula determining foundation payments leas federal ownership property appropriations fiscal year insufficient provide compensation amends impact aid program elementary secondary education act alter formulae determining payments leas eligible federally connected children includes children average daily attendance enrolled pursuant state open enrollment policy continues heavily impacted lea eligibility payments activities associated military base closures realignments force structure changes relocations ongoing alters formulae determining construction payments leas eligible impact aid payments requires secretary education use impact aid construction appropriations award emergency construction grants leas practical capacity minimal capacity issue bonds eligible impact aid school facility emergency modernization grants leas eligible impact aid payments


Summary:
Investing in Innovation for Education Act of 2015

Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to award competitive grants to local educational agencies (LEAs), educational service agencies, and nonprofit organizations that partner with an LEA or consortium of schools to support school innovations.

Requires at least 25% of the grant funds to be awarded for projects in rural areas.

Requires each grant applicant to demonstrate that it has partnered with at least one private entity that will provide matching funds. Allows the Secretary to waive the matching funds requirement upon a showing of exceptional circumstances.

Requires each grant to be used to address at least one of the following areas of school innovation:

 improving the effectiveness and distribution of teachers or principals, strengthening the use of data to improve teaching and learning, providing high-quality instruction that is based on rigorous standards and measuring students' proficiency using high-quality assessments that are aligned to those standards, turning around the lowest-performing schools, supporting the effective use of technology to improve teaching or principals and learning, and any other area of school innovation the Secretary chooses. Directs the Secretary to establish performance measures for tracking each grantee's progress in: (1) improving the academic performance of public elementary and secondary school students, and specified subgroups of those students; and (2) implementing its project in rural schools, as applicable. Requires grantees to use grant funds to develop or expand strategies to improve high-need students' showing on those performance measures.

investing innovation education act amends elementary secondary education act direct secretary education award competitive grants local educational agencies leas educational service agencies nonprofit organizations partner lea consortium schools support school innovations requires grant funds awarded projects rural areas requires grant applicant demonstrate partnered private entity provide matching funds allows secretary waive matching funds requirement showing exceptional circumstances requires grant address following areas school innovation improving effectiveness distribution teachers principals strengthening use data improve teaching learning providing high quality instruction based rigorous standards measuring students proficiency high quality assessments aligned standards turning lowest performing schools supporting effective use technology improve teaching principals learning area school innovation secretary chooses directs secretary establish performance measures tracking grantee progress improving academic performance public elementary secondary school students specified subgroups students implementing project rural schools applicable requires grantees use grant funds develop expand strategies improve high need students showing performance measures


Summary:
Great Teaching and Leading for Great Schools Act of 2015

Amends part A (Teacher and Principal Training and Recruiting Fund) of title II of the Elementary and Secondary Education Act of 1965 to require states to use at least 50% of their part A grant funds that are reserved for state activities for programs and activities to improve principal effectiveness.

Adds to the state activities those grants may fund, the development and implementation of:

 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; a teacher evaluation system that has at least three different performance ratings and is based on student academic outcomes and observations of teacher performance; and a school principal evaluation system that has at least three different performance ratings and is based on student academic outcomes, principal leadership practices, and the recruitment, development, evaluation, and retention of effective teachers. Requires local educational agencies (LEAs) that receive a subgrant under part A to use at least 10% of the subgrant for programs and activities to improve principal effectiveness.

Adds to the educator training, retention, and recruiting efforts those subgrants may fund:

 the development of strategies that provide differentiated pay and recognition for teachers and principals based on effectiveness and increased responsibilities; efforts to increase the knowledge and skills of principal managers, principals, assistant principals, coaches and teacher leaders; the implementation of the teacher and principal evaluation systems developed by their state; and the implementation of a formal evaluation system to determine the effectiveness of the programs carried out under such systems. Redefines "professional development" as a comprehensive system of professional learning to increase educator effectiveness in improving student learning and achievement that:

 fosters collective responsibility for improved student performance; is aligned with rigorous state student academic achievement standards and related LEA and school improvement goals; 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 with the given student population; 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 that engage in a continuous cycle of improvement; and may be supported by activities such as courses, workshops, institutes, networks, and conferences that are provided by entities outside the school.

great teaching leading great schools act amends teacher principal_training recruiting fund title elementary secondary education act require states use grant funds reserved state activities programs activities improve principal effectiveness adds state activities grants fund development implementation teacher principal licensure systems provide single license entry profession candidates complete state approved teacher principal preparation program teacher evaluation system different performance ratings based student academic outcomes observations teacher performance school principal evaluation system different performance ratings based student academic outcomes principal leadership practices recruitment development evaluation retention effective teachers requires local educational agencies leas receive subgrant use subgrant programs activities improve principal effectiveness adds educator training retention recruiting efforts subgrants fund development strategies provide differentiated pay recognition teachers principals based effectiveness increased responsibilities efforts increase knowledge skills principal managers principals assistant principals coaches teacher leaders implementation teacher principal evaluation systems developed state implementation formal evaluation system determine effectiveness programs carried systems redefines professional development comprehensive system professional learning increase educator effectiveness improving student learning achievement fosters collective responsibility improved student performance aligned rigorous state student academic achievement standards related lea school improvement goals conducted educators school facilitated prepared school principals school based professional development coaches mentors master teachers teacher leaders demonstrated success given student population primarily occurs times week equivalent hours week established teams teachers principals instructional staff members engage continuous cycle improvement supported activities courses workshops institutes networks conferences provided entities outside school


Summary:
Academic, Social, and Emotional Learning Act of 2015

Amends title II of the Elementary and Secondary Education Act of 1965 to include teacher and principal training in practices that address the social and emotional development needs of students among the activities funded under the Teacher and Principal Training and Recruiting Fund program.

Allows funded training to include training in classroom instruction and schoolwide initiatives that enable students to acquire the knowledge, attitudes, and skills most conducive to social and emotional competency.

academic social emotional learning act amends title elementary secondary education act include teacher principal training practices address social emotional development needs students activities funded teacher principal_training recruiting_fund program allows funded training include training classroom instruction schoolwide initiatives enable students acquire knowledge attitudes skills conducive social emotional competency


Summary:
Bringing Awareness and Knowledge to Exempt Schools Against Legislative Encroachment Act

Prohibits the Secretary of Agriculture from applying the rule entitled "National School Lunch Program and School Breakfast Program: Nutrition Standards for All Foods Sold in School as Required by the Healthy, Hunger-Free Kids Act of 2010" to food sold as a fundraiser that takes place on the grounds of a school, including by limiting the number of such fundraisers by state agencies or the Secretary. (The rule requires the Secretary to set nutrition standards for all foods sold in schools that are not foods sold under the school lunch and breakfast programs.)

knowledge exempt schools legislative encroachment act prohibits secretary agriculture applying rule entitled nutrition standards foods sold school required healthy hunger free kids act food sold takes place grounds school including limiting number state agencies secretary rule requires secretary set nutrition standards foods sold schools foods sold school lunch breakfast programs


Summary:
No Child Left Inside Act of 2015

Amends the Elementary and Secondary Education Act of 1965 (ESEA) to direct the Secretary of Education to award grants to states and, through them, competitive subgrants to eligible partnerships to support the implementation of state environmental literacy plans that include environmental education standards and teacher training.

Includes in the eligible partnerships a local educational agency (LEA) and at least one institution of higher education, another LEA, an elementary or secondary school, or a government or nonprofit entity experienced in environmental literacy.

Requires use of the subgrants for one or more of the following activities:

 providing targeted, job-embedded professional development that improves teachers' environmental content knowledge and pedagogical skills; establishing and operating environmental education summer workshops or institutes for teachers; developing or redesigning more rigorous environmental education curricula; designing programs that prepare teachers to provide environmental education mentoring and training to other teachers in their school; establishing and operating programs to bring teachers and students into contact with working professionals in environmental fields; creating initiatives that incorporate environmental education within teacher training programs or accreditation standards; and promoting the integration of outdoor environmental education lessons into the regular school curriculum and schedule. Authorizes the Secretary to award competitive matching grants to eligible partnerships for one or more of the following activities:

 developing and implementing state curriculum frameworks for environmental education that meet challenging state academic content and achievement standards for environmental education, replicating or disseminating information about proven and tested model environmental education programs, and developing and implementing new approaches to advancing environmental education and the adoption and use of environmental education content standards. Amends part B (Mathematics and Science Partnerships) of title II of the ESEA to: (1) include nonprofit environmental education organizations and government science, environmental, or natural resource management agencies among the entities eligible to participate in part B partnerships; and (2) allow the use of part B funds to train teachers to use environmental education to enhance student understanding of science and mathematics.

Amends part B (21st Century Community Learning Centers) of title IV of the ESEA to include environmental literacy activities among the before and after school activities that such program funds at community learning centers.

Directs the Secretary to:

 request all federal agencies to provide information on any environmental literacy assistance program that they operate, sponsor, or support; make that information searchable and accessible through the Department of Education's website and cross-referenced with the United States Green Ribbon School application information; coordinate environmental literacy activities between the Department of Education, the Environmental Protection Agency, the Department of the Interior, and the Department of Commerce; and appoint an advisory panel of stakeholders to advise and support interagency environmental literacy planning and assessment activities.

child left inside act amends elementary secondary education act esea direct secretary education award grants states competitive subgrants eligible partnerships support implementation state environmental literacy plans include environmental education standards teacher training includes eligible partnerships local educational agency lea institution higher education lea elementary secondary school government nonprofit entity experienced environmental literacy requires use subgrants following activities providing targeted job embedded professional development improves teachers environmental content knowledge skills establishing operating environmental education summer workshops institutes teachers developing rigorous environmental education curricula designing programs prepare teachers provide environmental education mentoring training teachers school establishing operating programs bring teachers students contact working professionals environmental fields creating initiatives incorporate environmental education teacher training programs accreditation standards promoting integration outdoor environmental education lessons regular school curriculum schedule authorizes secretary award competitive matching grants eligible partnerships following activities developing implementing state curriculum frameworks environmental education meet challenging state academic content achievement standards environmental education replicating disseminating information proven tested model environmental education programs developing implementing new approaches advancing environmental education adoption use environmental education content standards amends mathematics science_partnerships title esea include nonprofit environmental education organizations government science environmental natural resource management agencies entities eligible participate partnerships allow use funds train teachers use environmental education enhance student understanding science mathematics amends 21st century community_learning_centers title esea include environmental literacy activities school activities program funds community learning centers directs secretary request federal agencies provide information environmental literacy assistance program operate sponsor support information searchable accessible department_of_education website cross referenced united_states green ribbon school application information coordinate environmental literacy activities department_of_education environmental_protection_agency department_of_the_interior department_of_commerce appoint advisory panel stakeholders advise support interagency environmental literacy planning assessment activities


Summary:
Keeping All Students Safe Act

Directs the Department of Education (ED) to establish minimum standards that:

 prohibit elementary and secondary school personnel from managing any student by using any mechanical or chemical restraint, physical restraint or escort that restricts breathing, or aversive behavioral intervention that compromises student health and safety; prohibit such personnel from using physical restraint or seclusion, unless such measures are required to eliminate an imminent danger of physical injury to the student or others and certain precautions are taken; require states and local educational agencies (LEAs) to ensure that a sufficient number of school personnel receive state-approved crisis intervention training and certification in first aid and certain safe and effective student management techniques; prohibit physical restraint or seclusion from being written into a student's education plan, individual safety plan, behavioral plan, or individual education program as a planned intervention; and require schools to establish procedures to notify parents in a timely manner if physical restraint or seclusion is imposed on their child. Authorizes ED to award grants to states and, through them, competitive subgrants to LEAs to: (1) establish, implement, and enforce policies and procedures to meet such standards; (2) improve their capacity to collect and analyze data related to physical restraint and seclusion; and (3) implement school-wide positive behavior supports.

Requires LEAs to allow private school personnel to participate, on an equitable basis, in activities supported by such grants and subgrants.

Directs ED to conduct a national assessment of this Act's effectiveness.

Gives Protection and Advocacy Systems the authorities and rights provided under the Developmental Disabilities Assistance and Bill of Rights Act of 2000 to investigate, monitor, and enforce this Act's protections for students.

Directs the Department of Health and Human Services (HHS) to establish standards for Head Start agencies that are consistent with the minimum standards for the management of elementary and secondary school students.

Authorizes ED to allocate funds to HHS to assist Head Start agencies in establishing, implementing, and enforcing policies and procedures to meet such standards.

keeping students safe act directs establish minimum standards prohibit elementary secondary school personnel managing student mechanical chemical restraint physical restraint escort restricts breathing behavioral intervention compromises student health safety prohibit personnel physical restraint seclusion measures required eliminate imminent danger physical injury student certain precautions taken require states local educational agencies leas ensure sufficient number school personnel receive state approved crisis intervention training certification aid certain safe effective student management techniques prohibit physical restraint seclusion written student education plan individual safety plan behavioral plan individual education program planned intervention require schools establish procedures notify parents timely manner physical restraint seclusion imposed child authorizes award grants states competitive subgrants leas establish implement enforce policies procedures meet standards improve capacity collect analyze data related physical restraint seclusion implement school wide positive behavior supports requires leas allow private school personnel participate equitable basis activities supported grants subgrants directs conduct national assessment act effectiveness gives_protection_and_advocacy_systems authorities rights provided developmental disabilities assistance bill rights act investigate monitor enforce act protections students directs department_of_health_and_human_services hhs establish standards head start agencies consistent minimum standards management elementary secondary school students authorizes allocate funds hhs assist head_start agencies establishing implementing enforcing policies procedures meet standards


Summary:
School Principal Recruitment and Training Act

Amends the Elementary and Secondary Education Act of 1965 to establish a principal recruitment and training grant program awarding renewable, matching grants to states, local educational agencies (LEAs), educational service agencies, nonprofit organizations, institutions of higher education, and partnerships of those entities to recruit, prepare, place, and support principals in eligible schools.

Defines "eligible schools" as high-need schools, persistently low-achieving schools, achievement gap schools, schools with middle grades that feed students to high schools with low graduation rates, and rural schools served by high-need LEAs.

Requires grantees to work with experts and stakeholders to develop, during the first year of a grant, a leadership training program for principals, mentors, and other school leaders that prepares and supports them in leading effective school reform efforts in persistently low-achieving schools.

Requires grantees to use the grants, after that first year, to:

 implement their leadership training program; ensure that their training program is informed, on an ongoing basis, by consultations with experts and stakeholders and by tracking the performance of program graduates; select cohorts of trained or experienced principals to lead school reform efforts in persistently low-achieving schools; support and encourage interaction among principals who have completed the training program; and disseminate information to principals, mentors, and other school leaders engaging in reform efforts in persistently low-achieving schools. Makes grant renewal decisions dependent on the Secretary of Education's evaluation of the extent to which the principals recruited, prepared, placed, or supported by the grantee have improved school-level student outcomes.

Directs the Secretary to: (1) establish performance metrics to evaluate the effectiveness of the activities funded by the grant program; and (2) identify, and disseminate research on, best practices to improve school leadership.

training_act amends elementary secondary education act establish principal recruitment training grant program awarding renewable matching grants states local educational agencies leas educational service agencies nonprofit organizations institutions higher education partnerships entities recruit prepare place support principals eligible schools defines eligible schools high need schools persistently low achieving schools achievement gap schools schools middle grades feed students high schools low graduation rates rural schools served high need leas requires grantees work experts stakeholders develop year grant leadership training program principals mentors school leaders prepares supports leading effective school reform efforts persistently low achieving schools requires grantees use grants year implement leadership training program ensure training program informed ongoing basis consultations experts stakeholders tracking performance program graduates select trained experienced principals lead school reform efforts persistently low achieving schools support encourage interaction principals completed training program disseminate information principals mentors school leaders engaging reform efforts persistently low achieving schools makes grant renewal decisions dependent secretary education evaluation extent principals recruited prepared placed supported grantee improved school level student outcomes directs secretary establish performance metrics evaluate effectiveness activities funded grant program identify disseminate research best practices improve school leadership


Summary:
Student Bill of Rights

Directs the Secretary of Education to make annual determinations as to whether each state's public school system provides all its students with the educational resources to succeed academically and in life. Requires such education to enable students to: (1) acquire the knowledge and skills necessary for responsible citizenship, (2) meet challenging academic achievement standards, and (3) compete and succeed in a global economy.

Requires each system to do so by: (1) satisfying certain opportunity to learn indicators for all its schools, including highly effective teachers and equitable instructional resources; (2) providing educational services in local educational agencies (LEAs) that receive funds for disadvantaged students that are, taken as a whole, at least comparable to educational services provided in LEAs not receiving such funds; and (3) complying with any final federal or state court order in any matter concerning the adequacy or equitableness of the system. Requires withholding of specified portions of its federal funding for administrative expenses if a system: (1) fails to meet a yearly interim goal; (2) does not remedy, after two school years, a failure to provide comparable educational services to schools that receive funds for disadvantaged children; or (3) does not comply with a court order. Allows students or parents aggrieved by violations of this Act to bring civil actions for enforcement in federal district courts. Directs the Commissioner of Education Statistics to study the effects of educational disparities on economic growth and on national defense.

student bill rights directs secretary education annual determinations state public school system provides students educational resources succeed academically life requires education enable students acquire knowledge skills necessary responsible citizenship meet challenging academic achievement standards compete succeed global economy requires system satisfying certain opportunity learn indicators schools including highly effective teachers equitable instructional resources providing educational services local educational agencies leas receive funds disadvantaged students taken comparable educational services provided leas receiving funds complying final federal state court order matter concerning adequacy system requires withholding specified portions federal funding administrative expenses system fails meet yearly interim goal remedy school years failure provide comparable educational services schools receive funds disadvantaged children comply court order allows students parents aggrieved violations act bring civil actions enforcement federal district courts directs commissioner education statistics study effects educational disparities economic growth national defense


Summary:
Counseling for Career Choice Act

Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to award competitive establishment grants to states to develop and implement comprehensive school career counseling programs that provide students with effective postsecondary education planning and career guidance services.

Requires each program to be aligned with a statewide counseling framework that: (1) encompasses grades 6 through 12 and postsecondary education; and (2) is developed in consultation with, or exists with the support of, at least five stakeholders that include at least one business or industry and at least one local educational agency (LEA) or secondary school.

Requires establishment grant funds to be used to:

 train and hire school counselors; identify regional workforce trends and postsecondary options available in the state; establish, improve, or coordinate postsecondary opportunities; recommend curricular improvements to better align curricula with workforce trends and available postsecondary opportunities; establish partnerships with American Job Centers; and leverage the resources and emerging technologies being developed by stakeholders to support the counseling framework. Allows states to carry out program activities directly or through competitive subgrants to LEAs, or consortia consisting of an LEA, and one or more LEAs, educational service agencies, tribal organizations, postsecondary institutions, or nonprofit organizations with expertise in counseling or career and technical education.

Directs the Secretary to reserve at least 10%, but no more than 20%, of the amount appropriated for this Act's counseling program to award competitive capacity-building grants to states that do not receive an establishment grant.

counseling career choice act amends elementary secondary education act direct secretary education award competitive establishment grants states develop implement comprehensive school career counseling programs provide students effective postsecondary education planning career guidance services requires program aligned statewide counseling framework encompasses grades postsecondary education developed consultation exists support stakeholders include business industry local educational agency lea secondary school requires establishment grant funds train hire school counselors identify regional workforce trends postsecondary options available state establish improve coordinate postsecondary opportunities recommend curricular improvements better align curricula workforce trends available postsecondary opportunities establish partnerships leverage resources emerging technologies developed stakeholders support counseling framework allows states carry program activities directly competitive subgrants leas consortia consisting lea leas educational service agencies tribal organizations postsecondary institutions nonprofit organizations expertise counseling career technical education directs secretary reserve appropriated act counseling program award competitive capacity building grants states receive establishment grant


Summary:
Community Partnerships in Education Act

Amends the school improvement program under part A of title I (Improving the Academic Achievement of the Disadvantaged) of the Elementary and Secondary Education Act of 1965 to:

 allow states and local educational agencies (LEAs) to measure students' attainment of 21st Century skills (such as critical thinking, problem-solving, communication, and collaboration) in assessing students' progress toward state academic performance standards; require LEAs to describe the data-sharing agreements they have entered into with other agencies and organizations; and prioritize the provision of school improvement funds to LEAs with the lowest-achieving schools that demonstrate a commitment to involving community partners and intermediary organizations in school improvement efforts. Amends the Carl D. Perkins Career and Technical Education Act of 2006 to:

 allow states to measure students' attainment of 21st century skills in assessing the career and technical education programs funded under such Act, require states to include community partners and intermediary organizations in the development of their plans for career and technical education programs, require career and technical education providers to describe how they will involve such entities in their programs, and require those providers to develop and implement data-sharing agreements with other agencies and organizations. Amends the Workforce Innovation and Opportunity Act to:

 require local workforce development boards to include representatives of community partners and intermediary organizations; require local workforce development plans to describe the data-sharing agreements that the local board has entered into with other agencies and organizations; allow state workforce development program performance indicators to include assessments of students' acquisition of 21st Century skills; include the development of 21st Century skills as an element of the youth workforce investment activities and adult and dislocated worker training services funded by local workforce development programs; and require states providing funding to adult education and literacy providers under the Act to consider the extent to which those providers coordinate their activities with other education, training, and social service resources in the community, including through data-sharing arrangements. Amends title IV (Student Assistance) of the Higher Education Act of 1965 to:

 require TRIO program providers to work, to the extent practicable, with community partners and intermediary organizations; require the Secretary of Education to encourage TRIO program providers to enter into data-sharing agreements with other agencies and organizations; require the Secretary to consider students' acquisition of 21st Century skills in assessing TRIO program effectiveness; include community partners and intermediary organizations in the partnerships for grants under the Gaining Early Awareness and Readiness for Undergraduate programs (GEAR UP); require GEAR UP providers, to the extent feasible, to enter into data-sharing agreements with other organizations or agencies; and include among GEAR UP activities those that improve the number of participating students who acquire 21st Century skills. Requires secondary and postsecondary high school equivalency programs and college assistance migrant programs to: (1) be implemented in partnership with community partners and with the involvement of intermediary organizations, and (2) include data-sharing agreements between program grantees and other organizations or agencies. Includes as part of the high school equivalency program activities that enable students to acquire 21st Century skills.

community partnerships education act amends school improvement program title improving academic achievement disadvantaged elementary secondary education act allow states local educational agencies leas measure students attainment 21st century skills critical thinking problem solving communication collaboration assessing students progress state academic performance standards require leas describe data sharing agreements entered agencies organizations prioritize provision school improvement funds leas lowest achieving schools demonstrate commitment involving community partners intermediary organizations school improvement efforts amends carl perkins career technical education act allow states measure students attainment 21st century skills assessing career technical education programs funded act require states include community partners intermediary organizations development plans career technical education programs require career technical education providers describe involve entities programs require providers develop implement data sharing agreements agencies organizations amends workforce innovation opportunity act require local workforce development boards include representatives community partners intermediary organizations require local workforce development plans describe data sharing agreements local board entered agencies organizations allow state workforce development program performance indicators include assessments students acquisition 21st century skills include development 21st century skills element youth workforce investment activities adult dislocated worker training services funded local workforce development programs require states providing funding adult education literacy providers act consider extent providers coordinate activities education training social service resources community including data sharing arrangements amends title student assistance higher education act require trio program providers work extent practicable community partners intermediary organizations require secretary education encourage trio program providers enter data sharing agreements agencies organizations require secretary consider students acquisition 21st century skills assessing trio program effectiveness include community partners intermediary organizations partnerships grants programs gear require gear providers extent feasible enter data sharing agreements organizations agencies include gear activities improve number participating students acquire 21st century skills requires secondary postsecondary high school equivalency programs college assistance migrant programs implemented partnership community partners involvement intermediary organizations include data sharing agreements program grantees organizations agencies includes high school equivalency program activities enable students acquire 21st century skills


Summary:
Family Engagement in Education Act of 2015

Amends title I (Improving the Academic Achievement of the Disadvantaged) of the Elementary and Secondary Education Act of 1965 (ESEA) to authorize states to reserve school improvement funds to:

 award a grant to a statewide nonprofit organization to establish a Statewide Family Engagement Center that provides comprehensive training, technical assistance, and capacity building to local educational agencies (LEAs), organizations that support family-school partnerships, and other organizations that carry out parent education and family engagement in education programs; award grants to nonprofit organizations or Indian tribes or organizations that partner with LEAs or schools to establish and operate Local Family Engagement Centers that assist families in becoming engaged in their childrens' education; and develop and implement a statewide family engagement in education plan. Requires each state school improvement plan to include a plan for strengthening family engagement in education.

Requires each LEA and school receiving school improvement funds to develop policies and practices for family engagement in education that meet specified principles and standards.

Increases the percentage of school improvement funds that LEAs must reserve for family engagement activities. Requires at least 75% of those reserved funds to be distributed to schools served under the school improvement program.

Requires states and correctional facilities to work with family members and aftercare providers in developing educational services and transition plans for youth following their stay in state and local institutions for neglected or delinquent youth.

Requires the Director of the Institute of Education Sciences to develop recommended metrics on family engagement in education for states and LEAs and to make recommendations on the integration of those metrics into state accountability and longitudinal data systems.

Directs the Secretary of Education to conduct research on effective family engagement in education.

Requires states to use part of their grant under part A (Teacher and Principal Training and Recruiting Fund) of title II of the ESEA to train teachers and principals to effectively engage families in their children's education.

Repeals programs authorizing the Secretary to award grants to: (1) nonprofit organizations and consortia of those organizations and LEAs to establish parental information and resource centers, and (2) local nonprofit parent organizations to support local family information centers.

family engagement education act amends title improving academic achievement disadvantaged elementary secondary education act esea authorize states reserve school improvement funds award grant statewide nonprofit organization establish statewide family engagement center provides comprehensive training technical assistance capacity building local educational agencies leas organizations support family school partnerships organizations carry parent education family engagement education programs award grants nonprofit organizations indian tribes organizations partner leas schools establish operate local family_engagement_centers assist families engaged childrens education develop implement statewide family engagement education plan requires state school improvement plan include plan strengthening family engagement education requires lea school receiving school improvement funds develop policies practices family engagement education meet specified principles standards increases percentage school improvement funds leas reserve family engagement activities requires reserved funds distributed schools served school improvement program requires states correctional facilities work family members aftercare providers developing educational services transition plans youth following stay state local institutions neglected delinquent youth requires director institute_of_education_sciences develop recommended metrics family engagement education states leas recommendations integration metrics state accountability longitudinal data systems directs secretary education conduct research effective family engagement education requires states use grant teacher principal_training recruiting fund title esea train teachers principals effectively engage families children education repeals programs authorizing secretary award grants nonprofit organizations consortia organizations leas establish parental information resource centers local nonprofit parent organizations support local family information centers


Summary:
ZZZ's to A's Act

Directs the Secretary of Education to conduct a study examining the relationship between school start times and adolescent health, well-being, and performance that:

 comprehensively reviews the scientific evidence relating to that relationship; compares adolescent health, well-being, and performance among local educational agencies with different school start times; and evaluates factors that contribute to or affect school start times. Requires the Secretary to report the study's findings to Congress, including any recommendations the Secretary has that are based on those findings.

act directs secretary education conduct study examining relationship school start times adolescent health performance comprehensively reviews scientific evidence relating relationship compares adolescent health performance local educational agencies different school start times evaluates factors contribute affect school start times requires secretary report study findings congress including recommendations secretary based findings


Summary:
Local Taxpayer Relief Act

Amends the Impact Aid Improvement Act of 2012 to make permanent amendments that Act made to the Impact Aid program (which compensates local educational agencies [LEAs] for the financial burden of federal activities affecting their school districts) that:

 require the valuation of the federal property located within the boundaries of an LEA by calculating the valuation, for property tax purposes, of all property within the LEA's boundaries and then multiplying that value by the proportion of that property that is federal property; alter the formula for determining the foundation payments due LEAs for federal ownership of property when appropriations for a fiscal year are insufficient to provide them with full compensation; alter the formula for determining the payments due LEAs for eligible federally-connected children who are displaced from federal property or Indian lands due to housing renovation or rebuilding; and direct the Secretary of Education to complete Impact Aid payments to eligible LEAs within three fiscal years of their appropriation. Amends the Impact Aid program of the Elementary and Secondary Education Act of 1965 to alter the formula for determining the payments due LEAs for eligible federally-connected children. Includes not only children in average daily attendance but also those enrolled pursuant to a state open enrollment policy.

Continues an LEA's eligibility for such payments while activities associated with military base closures and realignments or force structure changes or relocations are ongoing.

Allows the calculation of such payments using current student counts instead of prior fiscal year data when LEAs experience a specified influx of new federally-connected students due to federal activities or the closure of an LEA that was receiving Impact Aid due to federally-connected children.

Requires the Secretary to allow LEAs to count their federally-connected children using the date they register their students for the fiscal year for which their application is filed.

Alters the formula for determining the construction payments due LEAs that are eligible for other Impact Aid payments. Divides 80% of the construction funds evenly between LEAs impacted by military dependent children and LEAs impacted by children residing on Indian lands, with the remainder reserved for emergency repair and modernization grants to LEAs serving Indian lands or experiencing a specified influx of new students due to federal activities.

Alters the formula for determining whether a state's plan for equalizing assistance to its LEAs will except it from the prohibition on state aid to LEAs being affected by Impact Aid payments.

Requires new LEAs applying for Impact Aid to have boundaries established by state law and the authority to tax or receive an imputed local tax.

Reauthorizes appropriations for the Impact Aid program.

local taxpayer relief act amends impact aid improvement act permanent amendments act impact aid program compensates local educational agencies leas financial burden federal activities affecting school districts require valuation federal property located boundaries lea calculating valuation property tax purposes property lea boundaries multiplying value proportion property federal property alter formula determining foundation payments leas federal ownership property appropriations fiscal year insufficient provide compensation alter formula determining payments leas eligible federally connected children displaced federal property indian lands housing renovation rebuilding direct secretary education complete impact aid payments eligible leas fiscal years appropriation amends impact aid program elementary secondary education act alter formula determining payments leas eligible federally connected children includes children average daily attendance enrolled pursuant state open enrollment policy continues lea eligibility payments activities associated military base closures realignments force structure changes relocations ongoing allows calculation payments current student counts instead prior fiscal year data leas experience specified influx new federally connected students federal activities closure lea receiving impact aid federally connected children requires secretary allow leas count federally connected children date register students fiscal year application filed alters formula determining construction payments leas eligible impact aid payments divides construction funds evenly leas impacted military dependent children leas impacted children residing indian lands remainder reserved emergency repair modernization grants leas serving indian lands experiencing specified influx new students federal activities alters formula determining state plan equalizing assistance leas prohibition state aid leas affected impact aid payments requires new leas applying impact aid boundaries established state law authority tax receive imputed local tax reauthorizes appropriations impact aid program


Summary:
Supportive School Climate Act of 2015

Amends the school improvement program under part A of title I of the Elementary and Secondary Education Act of 1965 (ESEA) to require each state that wants to use a part A grant to provide students with positive behavioral interventions and support to submit a plan to the Secretary of Education that describes specified steps it will take to: (1) create a positive school climate for all students, (2) improve engagement for disconnected youths, (3) create disciplinary policies that are fair and work to keep students in school, and (4) enable those who are removed from school to resume their education upon returning to school.

Requires each school receiving school improvement funds to provide parents with the number of incidents, disaggregated by specified student subgroups, of school violence, bullying, drug abuse, alcohol abuse, and certain disciplinary actions involving its students.

Requires the school improvement plan of each local educational agency (LEA) to describe how the LEA will support positive behavior interventions and supports by: (1) establishing parental notification requirements for specified disciplinary actions that remove students from instruction, (2) establishing systems to engage families and community members with the school in meaningful and sustained ways, and (3) establishing best practices for a school conduct and discipline code that:

 protects students and staff from harm; provides students with constructive opportunities to learn from their mistakes without being excluded from school; fosters a positive learning community by providing a continuum of interventions, supports, and strategies within a tiered prevention framework; keeps students in school; and shows mindful consideration of the negative impacts that may result from a student's involvement with the criminal justice system. Amends part D (Prevention and Intervention Programs for Children and Youth Who are Neglected, Delinquent, or At-Risk) of title I of the ESEA to require states applying for part D grants to establish:

 procedures to ensure that students who have been placed in the juvenile justice system are promptly re-enrolled in secondary school or placed in the re-entry programs that best meet their educational and social needs, procedures to facilitate the transfer of the credits that such students earn during placement, and opportunities for such students to participate in postsecondary and career pathways. Requires LEAs receiving part D subgrants to describe the activities they will undertake to facilitate the transition of youths from the juvenile justice system into their schools or, as appropriate, into postsecondary and career and technical education programs.

Requires correctional facilities receiving part D funds to: (1) develop an initial educational services transition plan for entering youths, and (2) consult with LEAs upon a youth's discharge to coordinate educational services so as to minimize disruption to the youth's achievement.

Requires the Secretary, under part A (Safe and Drug-Free Schools and Communities) of title IV of the ESEA, to provide to states, LEAs, and other recipients of part A funding technical assistance for activities that may include developing comprehensive, evidence-based professional development and training programs for relevant school staff and contractors to improve school safety and climate for students and staff.

supportive school climate act amends school improvement program title elementary secondary education act esea require state wants use grant provide students positive behavioral interventions support submit plan secretary education describes specified steps create positive school climate students improve engagement disconnected youths create disciplinary policies fair work students school enable removed school resume education returning school requires school receiving school improvement funds provide parents number incidents disaggregated specified student subgroups school violence bullying drug abuse alcohol abuse certain disciplinary actions involving students requires school improvement plan local educational agency lea describe lea support positive behavior interventions supports establishing parental notification requirements specified disciplinary actions remove students instruction establishing systems engage families community members school meaningful sustained ways establishing best practices school conduct discipline code protects students staff harm provides students constructive opportunities learn excluded school fosters positive learning community providing continuum interventions supports strategies tiered prevention framework keeps students school shows consideration negative impacts result student involvement criminal justice system amends prevention intervention programs children youth neglected delinquent risk title esea require states applying grants establish procedures ensure students placed juvenile justice system promptly enrolled secondary school placed entry programs best meet educational social needs procedures facilitate transfer credits students earn placement opportunities students participate postsecondary career pathways requires leas receiving subgrants describe activities undertake facilitate transition youths juvenile justice system schools appropriate postsecondary career technical education programs requires correctional facilities receiving funds develop initial educational services transition plan entering youths consult leas youth discharge coordinate educational services minimize disruption youth achievement requires secretary safe drug free schools communities title esea provide states leas recipients funding technical assistance activities include developing comprehensive evidence based professional development training programs relevant school staff contractors improve school safety climate students staff


Summary:
Educational Opportunities Act

Amends the Internal Revenue Code to allow individual taxpayers a tax credit for charitable contributions to a scholarship granting organization. Allows a maximum credit amount of $4,500 ($2,250 for a married individual filing a separate return). Defines "scholarship granting organization" as a tax-exempt entity whose exclusive purpose is to provide scholarships for the tuition and other expenses of elementary and secondary school students from low income households (i.e., household income not exceeding 250% of federal poverty guidelines).

Allows corporate taxpayers a tax credit, up to $100,000, for contributions to a scholarship granting organization.

Imposes a penalty on scholarship granting organizations that fail to distribute at least 90% of their total receipts for elementary and secondary school expenses in a taxable year.

educational opportunities act amends internal revenue code allow individual taxpayers tax credit charitable contributions scholarship granting organization allows maximum credit married individual filing separate return defines scholarship granting organization tax exempt entity exclusive purpose provide scholarships tuition expenses elementary secondary school students low income households household income exceeding federal poverty guidelines allows corporate taxpayers tax credit contributions scholarship granting organization imposes penalty scholarship granting organizations fail distribute total receipts elementary secondary school expenses taxable year


Summary:
Charter School Transparency, Accountability, and Quality Act

Amends part A of title I of the Elementary and Secondary Education Act of 1965 (ESEA) to require a state's school improvement plan to include assurances that its authorized public chartering agencies:

 meet nationally recognized professional standards; annually file and disclose independently audited financial statements for the charter schools they authorize, adopt and enforce employee compensation and conflict of interest guidelines for such schools, and enter into a legally binding charter or performance contract with each such school that bases charter renewal and revocation decisions on the state's school improvement accountability system. Requires each state that seeks a grant under part B (Public Charter Schools) of title V of the ESEA to:

 ensure that each charter school in the state makes available to the public information on student support services and annual performance and enrollment data for specified student subgroups and the student body as a whole; ensure that each charter school board in the state has the right to fiscally oversee the education management organization it contracts with; work with charter schools to help them recruit, enroll, and retain traditionally underserved students; ensure that each charter school that receives funds under the state's charter school grant program meets its students' educational needs; and share best and promising practices between charter schools and other public schools. Allows state grantees to use a weighted lottery to give slightly better chances for admission to educationally disadvantaged students.

Expands the eligibility criteria for each charter school to receive part B funds from its state for the purpose of assisting other schools in adapting the charter school's program, or of disseminating information about the charter school, to include:

 community involvement in the school's development and operation; three successful consecutive annual audits without any indication of fiscal difficulties, as defined by typical accounting standards; and maintenance of a student population that is demographically similar to the local educational agency (LEA) that encompasses the school or is geographically closest to it. Requires national studies on the impact of charter schools on the LEAs that encompass them or that are geographically closest to them.

accountability quality act amends title elementary secondary education act esea require state school improvement plan include assurances authorized public chartering agencies meet nationally recognized professional standards annually file disclose independently audited financial statements charter schools authorize adopt enforce employee compensation conflict interest guidelines schools enter legally binding charter performance contract school bases charter renewal revocation decisions state school improvement accountability system requires state seeks grant public charter schools title esea ensure charter school state makes available public information student support services annual performance enrollment data specified student subgroups student body ensure charter school board state right fiscally oversee education management organization contracts work charter schools help recruit enroll retain traditionally underserved students ensure charter school receives funds state charter school grant program meets students educational needs share best promising practices charter schools public schools allows state grantees use weighted lottery better admission educationally disadvantaged students expands eligibility criteria charter school receive funds state purpose assisting schools adapting charter school program disseminating information charter school include community involvement school development operation successful consecutive annual audits indication fiscal difficulties defined typical accounting standards maintenance student population similar local educational agency lea encompasses school geographically closest requires national studies impact charter schools leas encompass geographically closest


Summary:
Better Educator Support and Training Act or the BEST Act

Revises, and reauthorizes appropriations through FY2021 under, part A (Teacher and Principal Training and Recruiting Fund) of title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) of the Elementary and Secondary Education Act of 1965 (ESEA).

Redesignates title II (Developing and Supporting Effective Educators for Disadvantaged Students) and its revised part A (Educator Equity, Professional Development, and Recruitment Fund) program.

Amends subpart 1 of part A to require each state applying for an allotment of part A funds to develop a state educator equity plan to improve the access of low-income and minority students to effective educators.

Requires states to use: (1) 95% of their allotment to make subgrants to local educational agencies (LEAs) under subpart 2; and (2) 2% to 5% of their allotment to develop and implement a plan to improve the effectiveness of principals in high-need schools, ensure that low-income and minority students have equitable access to profession ready principals, and implement a comprehensive strategy for educator development and support that includes, among other elements, the state educator equity plan.

Withholds administrative funds from a state's part A allotment if the state does not meet certain teacher preparation accountability provisions of the Higher Education Act of 1965.

Requires each LEA to use its subgrant under subpart 2 of part A to implement a comprehensive strategy for educator development and support that:

 addresses gaps in the access of low-income and minority students to effective educators; targets assistance to schools identified as having the greatest need; implements evidence-based activities that provide support to new educators, such as comprehensive, multi-year induction programs; provides systematic, sustained, targeted, coherent, collaborative, and job-embedded professional development for all educators; provides feedback on the performance of new educators to local educator preparation programs; and develops and implements a professional growth and improvement system. Sets forth permissible subgrant activities.

Revises subpart 3 of part A to require each state, directly or through subgrants to institutions of higher education, LEAs, schools or colleges of education, nonprofit organizations, or partnerships of such entities, to use a portion of its remaining allotment to:

 assist each teacher preparation program that has been identified as low-performing or that is at risk of being identified as such, and terminate programs identified as low-performing after such assistance and a period of time for program improvement has been provided. Set forth permissible subpart 3 activities.

Revises subpart 4 of part A to require states that receive an allotment under subpart 1, and LEAs that receive a subgrant under subpart 2, to report annually to the Secretary of Education and their state, respectively, on the performance and results of their respective programs under those subparts.

Authorizes the Secretary to withhold part A administrative funds from states that, for three consecutive academic years, demonstrate no progress in making student access to effective teachers more equitable.

Defines a "high-need LEA" for purposes of the national activities under subpart 5 of part A. Replaces the national teacher recruitment campaign with a program authorizing the Secretary to award grants to national nonprofit organizations for projects to: (1) recruit and select educators, or (2) prepare or provide professional enhancement activities for educators.

Redefines "professional development" under the ESEA as job-embedded comprehensive, sustained, targeted, intensive, evidence-based, and classroom-focused support and capacity-building for educators that strengthens classroom practice and increases student learning. Lists additional requirements for professional development activities.

training act best act revises reauthorizes appropriations fy2021 teacher principal_training recruiting fund title preparing training recruiting high quality teachers principals elementary secondary education act esea redesignates title revised educator equity professional development program amends subpart require state applying allotment funds develop state educator equity plan improve access low income minority students effective educators requires states use allotment subgrants local educational agencies leas subpart allotment develop implement plan improve effectiveness principals high need schools ensure low income minority students equitable access profession ready principals implement comprehensive strategy educator development support includes elements state educator equity plan withholds administrative funds state allotment state meet certain teacher preparation accountability provisions higher education act requires lea use subgrant subpart implement comprehensive strategy educator development support addresses gaps access low income minority students effective educators targets assistance schools identified having greatest need implements evidence based activities provide support new educators comprehensive multi year induction programs provides systematic sustained targeted coherent collaborative job embedded professional development educators provides feedback performance new educators local educator preparation programs develops implements professional growth improvement system sets forth permissible subgrant activities revises subpart require state directly subgrants institutions higher education leas schools colleges education nonprofit organizations partnerships entities use portion remaining allotment assist teacher preparation program identified low performing risk identified terminate programs identified low performing assistance period time program improvement provided set forth permissible subpart activities revises subpart require states receive allotment subpart leas receive subgrant subpart report annually secretary education state respectively performance results respective programs subparts authorizes secretary withhold administrative funds states consecutive academic years demonstrate progress making student access effective teachers equitable defines high need lea purposes national activities subpart replaces national teacher recruitment campaign program authorizing secretary award grants national nonprofit organizations projects recruit select educators prepare provide professional enhancement activities educators redefines professional development esea job embedded comprehensive sustained targeted intensive evidence based classroom focused support capacity building educators classroom practice increases student learning lists additional requirements professional development activities