Summary: School Food Modernization Act - Directs the Secretary of Agriculture to issue loan guarantees to local educational agencies, tribal organizations, or consortia of such entities to finance the construction, remodeling, or expansion of infrastructure or the purchase of durable equipment that will facilitate their provision of healthy meals through the school breakfast and lunch programs. Favors loan guarantee applicants that demonstrate a substantial or disproportionate need (as compared with other applicants) for food service infrastructure or durable equipment. Prohibits a loan guarantee from covering more than 90% of a loan's principal. Directs the Secretary to award competitive matching grants to experienced third-party training institutions to provide school food service personnel with the training and technical assistance they need to meet updated school lunch program nutrition standards.

school food modernization act directs secretary agriculture issue loan guarantees local educational agencies tribal organizations consortia entities finance construction remodeling expansion infrastructure purchase durable equipment facilitate provision healthy meals school breakfast lunch programs favors loan guarantee applicants demonstrate substantial disproportionate need compared applicants food service infrastructure durable equipment prohibits loan guarantee covering loan principal directs secretary award competitive matching grants experienced party training institutions provide school food service personnel training technical assistance need meet updated school lunch program nutrition standards


Summary: Reform America's Schools to Educate the Leaders of the Future Act - Expresses the sense of the Senate that Congress should: (1) ensure that all students have equitable access to a high-quality, well-rounded education that prepares them for success; (2) fix No Child Left Behind's accountability system while continuing to focus on the success of all students; (3) provide states and school districts with the resources to turn around failing schools; (4) work with teachers to establish teacher quality assessments and supports; and (5) promote programs that encourage parental and community involvement, and youth development.

schools educate leaders future act expresses sense senate congress ensure students equitable access high quality rounded education prepares success fix child left accountability system continuing focus success students provide states school districts resources turn failing schools work teachers establish teacher quality assessments supports promote programs encourage parental community involvement youth development


Summary: 21st Century Charter School Act - Amends the Charter School program of the Elementary and Secondary Education Act of 1965. Makes public and private nonprofit entities eligible for program grants. (Currently, state educational entities are eligible for such grants.) Allows grantees to award subgrants to charter school developers or nonprofit charter support organizations and award them multiple grants to support multiple campuses of a public charter school. Sets forth additional factors that are to work in favor of grant applicants, including that their state gives public charter schools funding commensurate with that provided to other public schools, has no cap on such schools, and gives the schools a high degree of autonomy. Authorizes the use of subgrants to plan and implement, or expand existing, public charter schools. Authorizes grantees to use a portion of the grant funds reserved for administrative expenses to improve public charter school authorizing policies and practices in their area. Expands the portion of funds grantees may use in establishing revolving loan funds for loans to subgrantees for planning and operating a public charter school. Requires each public charter school participating in the program to have an independent governing board that enters into a performance-based agreement with an authorized public chartering agency that describes: (1) how student performance will be measured pursuant to the state assessments required of other schools, and (2) the criteria for renewal or revocation of their charter. Prohibits such schools from giving admissions preference to any student on the basis of prior academic achievement. Establishes two new grant programs awarding grants to: (1) public charter schools, public and private nonprofit entities, charter school developers, and nonprofit charter support organizations to disseminate charter school innovations to other schools and states; and (2) public and private nonprofit entities to demonstrate innovative credit enhancement initiatives that assist public charter schools in covering the cost of acquiring, constructing, and renovating facilities.

21st century charter school act amends charter_school program elementary secondary education act makes public private nonprofit entities eligible program grants currently state educational entities eligible grants allows grantees award subgrants charter school developers nonprofit charter support organizations award multiple grants support multiple campuses public charter school sets forth additional factors work favor grant applicants including state gives public charter schools funding commensurate provided public schools cap schools gives schools high degree autonomy authorizes use subgrants plan implement expand existing public charter schools authorizes grantees use portion grant funds reserved administrative expenses improve public charter school authorizing policies practices area expands portion funds grantees use establishing revolving loan funds loans subgrantees planning operating public charter school requires public charter school participating program independent governing board enters performance based agreement authorized public chartering agency describes student performance measured pursuant state assessments required schools criteria renewal revocation charter prohibits schools giving admissions preference student basis prior academic achievement establishes new grant programs awarding grants public charter schools public private nonprofit entities charter school developers nonprofit charter support organizations disseminate charter school innovations schools states public private nonprofit entities demonstrate innovative credit enhancement initiatives assist public charter schools covering cost acquiring constructing renovating facilities


Summary: Safety for Our Schoolchildren Act of 2011 - Requires states and local educational agencies (LEAs) to: (1) obtain an FBI background check on individuals prior to offering them employment as school employees; and (2) if the check identifies them as sexual predators, report their application to local law enforcement. Prohibits states or LEAs from hiring individuals as: (1) school employees if they have been convicted of a crime of violence or other felony; or (2) school bus drivers if they have been convicted of, or pled guilty to, drunk driving or a serious moving violation. Withholds funds available to states for planning and administration and to LEAs as subgrants under part A of title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) of the Elementary and Secondary Education Act of 1965, if they violate such prohibitions or fail to take such actions.

safety schoolchildren act requires states local educational agencies leas obtain fbi background check individuals prior offering employment school employees check identifies sexual predators report application local law enforcement prohibits states leas hiring individuals school employees convicted crime violence felony school bus drivers convicted pled guilty drunk driving moving violation withholds funds available states planning administration leas subgrants title preparing training recruiting high quality teachers principals elementary secondary education act violate prohibitions fail actions


Summary: No Child Left Behind Flexibility and Improvements Act - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to revise requirements relating to annual yearly progress (AYP) of students and schools, statewide and local accountability systems, special education, limited English proficiency students, funding levels and academic assessment deferrals, highly qualified teachers, and reading activities. Authorizes the Secretary of Education to modify an AYP timeline. Allows states to use: (1) additional types of statewide models and systems for measuring all students' progress; and (2) alternative assessments, designated by their individualized education program plan teams, for students with disabilities. Gives states an option to include as limited English proficiency students, until they complete secondary school, those formerly in such subgroup who have subsequently acquired English proficiency. Permits use of local assessments in measuring AYP.Increases the levels of ESEA funding which must be reached before states are not allowed certain deferrals of academic assessments. Revises requirements relating to AYP by group and subgroup. Adds options for deeming teachers of multiple academic subjects as highly qualified, and for general social studies certification. Reauthorizes the Reading First and Early Reading First programs through FY2017. Authorizes use of reading activities subgrants for individual or small-group instruction, as well as for class-wide instruction.

child left flexibility improvements act amends elementary secondary education act esea revise requirements relating annual yearly progress ayp students schools statewide local accountability systems special education limited english proficiency students funding levels academic assessment deferrals highly qualified teachers reading activities authorizes secretary education modify ayp timeline allows states use additional types statewide models systems measuring students progress alternative assessments designated individualized education program plan teams students disabilities gives states option include limited english proficiency students complete secondary school subgroup subsequently acquired english proficiency permits use local assessments measuring levels esea funding reached states allowed certain deferrals academic assessments revises requirements relating ayp group subgroup adds options deeming teachers multiple academic subjects highly qualified general social studies certification reauthorizes reading early reading programs fy2017 authorizes use reading activities subgrants individual small group instruction class wide instruction


Summary: Promoting Health as Youth Skills In Classrooms And Life Act - Amends the Department of Education Organization Act to establish an Office of Safe and Healthy Students in the Department of Education to assume the responsibilities of the Office of Safe and Drug-Free Schools and expand such responsibilities to broader health and physical education issues. Amends the Elementary and Secondary Education Act of 1965 to include health education and physical education in the definition of "core academic subjects." Requires each state to determine the most feasible measure for assessing students in health education and physical education, including through adaptive assessments, to measure student knowledge and performance against state standards. Authorizes the Secretary of Education to award grants to, and enter into contracts with, local educational agencies (LEAs), community-based organizations, and nonprofit organizations to initiate, expand, and improve health education programs for students in kindergarten through grade 12, especially in rural areas. Authorizes appropriations for FY2012-FY2016 for the Carol M. White Physical Education Program, which provides matching grants to LEAs and community-based organizations to initiate, expand, and improve physical education programs (including after-school programs) for students in kindergarten through grade 12.

promoting_health youth skills classrooms life act amends department_of_education_organization_act establish department_of_education assume responsibilities expand responsibilities broader health physical education issues amends elementary secondary education act include health education physical education definition core academic subjects requires state determine feasible measure assessing students health education physical education including adaptive assessments measure student knowledge performance state standards authorizes secretary education award grants enter contracts local educational agencies leas community based organizations nonprofit organizations initiate expand improve health education programs students kindergarten grade especially rural areas authorizes appropriations fy2012-fy2016 white physical education program provides matching grants leas community based organizations initiate expand improve physical education programs including school programs students kindergarten grade


Summary: Developing Innovative Partnerships and Learning Opportunities that Motivate Achievement Act or 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 (LEA) 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: (1) children are ready for school; (2) students are engaged and achieving in school; (3) students are physically, mentally, socially, and emotionally healthy; (4) schools and neighborhoods are safe and provide a positive climate for learning; (5) families are supportive and engaged in their children's education; (6) students are ready for postsecondary education and 21st Century careers; and (7) students are contributing to their communities. 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 secretary education award renewable year grants states subgrants local consortia include local educational agency lea 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 supportive engaged children education students ready postsecondary education 21st century careers students contributing communities 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: Teaching Geography is Fundamental Act - Amends the Higher Education Act of 1965 to establish a geography education grant program under title II (Teacher Quality Enhancement). Authorizes the Secretary of Education to award a grant to a national nonprofit educational organization or consortium, with 75% to be used for matching subgrants to institutions of higher education associated with state geographic alliances, nonprofit educational organizations, or state or local educational agencies. Requires program participants to use their grants and subgrants to enhance the geographic literacy of students in kindergarten through grade 12 by supporting specified activities, including: (1) educational research; (2) teacher training; (3) the development of effective teaching tools and learning materials; (4) the application of rigorous academic standards and assessment techniques; (5) comparative studies of world cultures, economies, and environments; and (6) the exchange of information regarding the state of geographic literacy and strategies for its improvement.

teaching_geography fundamental act amends higher education act establish geography education grant program title teacher quality enhancement authorizes secretary education award grant national nonprofit educational organization consortium matching subgrants institutions higher education associated state geographic alliances nonprofit educational organizations state local educational agencies requires program participants use grants subgrants enhance geographic literacy students kindergarten grade supporting specified activities including educational research teacher training development effective teaching tools learning materials application rigorous academic standards assessment techniques comparative studies world cultures economies environments exchange information state geographic literacy strategies improvement


Summary: Supporting State Systems of Early Learning Act - Directs the Secretary of Education to award competitive, matching Quality Pathways grants to states that demonstrate the greatest progress toward establishing a high-quality system of early learning that includes: (1) state early learning standards; (2) preservice and ongoing training for staff; (3) the systematic review, rating, and monitoring of early learning programs for ameliorative purposes; (4) parental involvement; (5) health, disability, and family support services and referrals for participating children; (6) an early learning data system; and (7) a process for evaluating children's school readiness and ensuring their effective transition to the public school system. Requires the grant to be used to further such progress and move more disadvantaged children into higher quality programs. Permits grantees to apply to the Secretary to reserve up to 25% of their grant to expand disadvantaged children's access to the highest quality early learning programs offering full-day, full-year services. Authorizes the Secretary to award competitive Development grants to states that were not awarded a Pathways grant, but commit to developing a high-quality system of early learning that includes the components listed above. Directs the Secretary to establish indicators to measure state progress in meeting grant objectives, and states to establish Secretary-approved benchmarks for success that are based on those indicators. Requires the Secretary to use certain reserved funds to: (1) establish a competitive grant demonstration program for Native American school readiness programs; (2) provide technical assistance to states to help them qualify for, apply for, and maintain this Act's grants; and (3) support the Institute of Education Sciences' research into, and evaluation of, this Act's grant-related activities.

early learning act directs secretary education award competitive matching quality pathways grants states demonstrate greatest progress establishing high quality system early learning includes state early learning standards preservice ongoing training staff systematic review rating monitoring early learning programs ameliorative purposes parental involvement health disability family support services referrals participating children early learning data system process evaluating children school readiness ensuring effective transition public school system requires grant progress disadvantaged children higher quality programs permits grantees apply secretary reserve grant expand disadvantaged children access highest quality early learning programs offering day year services authorizes secretary award competitive development grants states awarded pathways grant commit developing high quality system early learning includes components listed directs secretary establish indicators measure state progress meeting grant objectives states establish secretary approved benchmarks success based indicators requires secretary use certain reserved funds establish competitive grant demonstration program native american school readiness programs provide technical assistance states help qualify apply maintain act grants support research evaluation act grant related activities


Summary: Safe Schools Improvement Act of 2011 - Amends the Elementary and Secondary Education Act of 1965 to require states, on an ongoing basis, to: (1) collect and report certain information on bullying and harassment by youth in their elementary and secondary schools and communities; (2) conduct, and report the results of, a needs assessment for bullying and harassment prevention programs; and (3) provide technical assistance to local educational agencies (LEAs) and schools in their efforts to thwart bullying and harassment. Requires LEAs to: (1) include clear prohibitions against bullying and harassment within their discipline policies; (2) establish and monitor performance indicators for incidents of bullying and harassment; and (3) establish grievance procedures students, parents, and educators can use to redress such conduct. Directs LEAs to notify parents, students, and educators annually on: (1) the bullying and harassment prohibited by their discipline policies, (2) the numbers and nature of bullying and harassment incidents for each of their schools, and (3) grievance procedures for redressing such conduct. Requires: (1) the Secretary of Education to conduct, and report on, an independent biennial evaluation of programs to combat bullying and harassment in elementary and secondary schools; and (2) the Commissioner for Education Statistics to collect data, that are subject to independent review, to determine the incidence and prevalence of bullying and harassment in elementary and secondary schools in this country.

safe schools improvement act amends elementary secondary education act require states ongoing basis collect report certain information bullying harassment youth elementary secondary schools communities conduct report results needs assessment bullying harassment prevention programs provide technical assistance local educational agencies leas schools efforts thwart bullying harassment requires leas include clear prohibitions bullying harassment discipline policies establish monitor performance indicators incidents bullying harassment establish grievance procedures students parents educators use redress conduct directs leas notify parents students educators annually bullying harassment prohibited discipline policies numbers nature bullying harassment incidents schools grievance procedures conduct requires secretary education conduct report independent biennial evaluation programs combat bullying harassment elementary secondary schools commissioner education statistics collect data subject independent review determine incidence prevalence bullying harassment elementary secondary schools country


Summary: Achievement Through Prevention Act - Amends part A of title I of the Elementary and Secondary Education Act of 1965 (ESEA) to allow states, local educational agencies, and schools to use school improvement funds to implement schoolwide positive behavioral interventions and supports and early intervening services and coordinate them with similar activities carried out under the Individuals with Disabilities Education Act. (Early intervening services are a set of coordinated services for students in kindergarten through grade 12 who are not currently identified as needing special education or related services, but who need additional academic and behavioral support to succeed in a general education environment.) Amends part D of title I of the ESEA to require states that receive funds for the education of neglected or delinquent children or youth to use positive behavioral interventions and supports and early intervening services to improve such students' academic performance and reduce their need for discipline.

achievement prevention act amends title elementary secondary education act esea allow states local educational agencies schools use school improvement funds implement schoolwide positive behavioral interventions supports early intervening services coordinate similar activities carried individuals disabilities education act early intervening services set coordinated services students kindergarten grade currently identified needing special education related services need additional academic behavioral support succeed general education environment amends title esea require states receive funds education neglected delinquent children youth use positive behavioral interventions supports early intervening services improve students academic performance reduce need discipline


Summary: Rural Education Achievement Program Reauthorization Act of 2011 - Amends part B (Rural Education Initiative) of title VI of the Elementary and Secondary Education Act of 1965 to revise the Small, Rural School Achievement program, which gives rural local educational agencies (LEAs) federal formula grants and greater flexibility in the use of state educational funds. Limits eligibility to LEAs whose schools are all designated with a school locale code of Fringe Rural, Distant Rural, or Remote Rural, unless located in an area the state defines as rural. Raises federal grant limits when funds available to implement the program equal or exceed $100 million. Alters LEA eligibility for federal funds under the Rural and Low-Income School program by requiring that: (1) at least 40% of the children ages 5 through 17 that LEAs serve be eligible for a free or reduced price lunch under the Richard B. Russell National School Lunch Act; and (2) all of their schools be designated with a school locale code of Distant Town, Remote Town, Fringe Rural, Distant Rural, or Remote Rural.

amends rural_education_initiative title elementary secondary education act revise small rural_school_achievement program gives rural local educational agencies leas federal formula grants greater flexibility use state educational funds limits eligibility leas schools designated school locale code fringe rural distant_rural remote_rural located area state defines rural raises federal grant limits funds available implement program equal exceed million alters lea eligibility federal funds rural low income school program requiring children ages leas serve eligible free reduced price lunch national school lunch act schools designated school locale code distant_town remote_town fringe rural distant_rural remote rural


Summary: Full-Service Community Schools Act of 2011 - Amends the Elementary and Secondary Education Act of 1965 to authorize the Secretary of Education to award grants to: (1) consortia composed of one or more local educational agencies (LEAs) and one or more community-based, nonprofit, or other public or private entities to assist public elementary or secondary schools to function as full-service community schools; and (2) state collaboratives to support the development of full-service community school programs. Requires such schools to: (1) participate in community-based efforts to coordinate and integrate educational, developmental, family, health, and other comprehensive services through community-based organizations and public and private partnerships; and (2) provide access to such services to students, families, and the community. Gives local grant priority to consortia that: (1) will serve at least one full-service community school eligible for a schoolwide program under the Act, or include an LEA serving only small or rural schools; and (2) will be connected to a consortium comprising a broad representation of stakeholders or one that has a history of effectiveness. Establishes a Full-Service Community Schools Advisory Committee.

-service community schools act amends elementary secondary education act authorize secretary education award grants consortia composed local educational agencies leas community based nonprofit public private entities assist public elementary secondary schools function service community schools state collaboratives support development service community school programs requires schools participate community based efforts coordinate integrate educational developmental family health comprehensive services community based organizations public private partnerships provide access services students families community gives local grant priority consortia serve service community school eligible schoolwide program act include lea serving small rural schools connected consortium comprising broad representation stakeholders history effectiveness establishes -service_community_schools_advisory_committee


Summary: Supporting Community Schools Act of 2011 - 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: Charter School Quality Act of 2011 - Amends the Elementary and Secondary Education Act of 1965 to add to the criteria the Secretary of Education is to consider when deciding whether to give a state priority in the receipt of public charter school grants. Favors states that ensure that public charter schools are held to the student performance standards set forth in their performance contracts, and: (1) have a statewide authorized public chartering agency; (2) work with authorized public chartering agencies to streamline data collection and reporting; (3) ensure that those agencies follow high-quality standards that reflect best practices; (4) have a transparent process for accrediting, training, or evaluating those agencies; and/or (5) make student achievement a primary factor in decisions to approve, renew, or revoke school charters. Directs the Secretary, when assessing a state's grant application, to consider the rigor of the process it establishes to ensure that subgrants are awarded only to high-quality applicants that are likely to create high-performing charter schools. Directs the Secretary to award grants to successful public charter schools, high-quality public chartering agencies, and experienced nonprofit organizations to: (1) disseminate information about successful innovations in education; or (2) assist other schools, chartering agencies, charter support organizations, and nonprofit organizations in utilizing such innovations. Requires public charter schools to: (1) conduct an annual, independent, and timely financial audit that is filed with their chartering agency; (2) have a written, legally-binding performance contract or charter with an authorized public chartering agency in their state; and (3) be governed by a board that is independent from the chartering agency and has autonomy over decisions. Requires authorized public chartering agencies or authorizers to use student performance and growth at the whole school level and for certain student subgroups as a primary factor in assessing public charter schools and determining whether to renew or revoke their charters.

amends elementary secondary education act add criteria secretary education consider deciding state priority receipt public charter school grants favors states ensure public charter schools held student performance standards set forth performance contracts statewide authorized public chartering agency work authorized public chartering agencies streamline data collection reporting ensure agencies follow high quality standards reflect best practices transparent process accrediting training evaluating agencies student achievement primary factor decisions approve renew revoke school charters directs secretary assessing state grant application consider rigor process establishes ensure subgrants awarded high quality applicants likely create high performing charter schools directs secretary award grants successful public charter schools high quality public chartering agencies experienced nonprofit organizations disseminate information successful innovations education assist schools chartering agencies charter support organizations nonprofit organizations utilizing innovations requires public charter schools conduct annual independent timely financial audit filed chartering agency written legally binding performance contract charter authorized public chartering agency state governed board independent chartering agency autonomy decisions requires authorized public chartering agencies authorizers use student performance growth school level certain student subgroups primary factor assessing public charter schools determining renew revoke charters


Summary: Repeal the CLASS Entitlement Act - Repeals provisions of the Public Health Service Act enacted under the Patient Protection and Affordable Care Act (entitled the Community Living Assistance Services and Supports Act or the CLASS Act) which establish a national, voluntary insurance program for purchasing community living assistance services and supports in order to provide individuals with functional limitations with tools that will allow them to maintain their personal and financial independence and live in the community. Amends the Deficit Reduction Act of 2005 to repeal provisions providing appropriations for the National Clearinghouse for Long-Term Care Information through FY2015.

repeal class entitlement act repeals provisions public_health_service_act enacted patient_protection affordable care act entitled community_living_assistance_services supports_act class act establish national voluntary insurance program purchasing community living assistance services supports order provide individuals functional limitations tools allow maintain personal financial independence live community amends deficit reduction act repeal provisions providing appropriations national_clearinghouse long-term_care_information fy2015


Summary: Securing Teacher Effectiveness, Leaders, Learning, And Results Act or STELLAR Student Act - Amends the Elementary and Secondary Education Act of 1965 to require each state receiving school improvement funds to: (1) define teacher and principal effectiveness and establish performance ratings; (2) demonstrate that it has developed a model teacher and principal evaluation program; (3) demonstrate that each of its local educational agencies (LEAs) has adopted a teacher and principal evaluation program; (4) demonstrate that each LEA is seeking input from teachers and principals in making annual improvements to such program; and (5) review, report on, and assist LEAs in improving such evaluation programs. Requires teacher evaluations to: (1) emphasize student academic growth, (2) include observations of the teacher's classroom performance, (3) rate teachers using at least four performance categories, and (4) provide results that are comparable for all teachers in grade levels and subject areas across the state and within the teacher's LEA. Requires principal evaluations to: (1) emphasize student academic growth; (2) factor in their school's graduation rates; (3) assess the principal's success in recruiting, developing, evaluating, and retaining effective teachers; (4) assess the principal's leadership abilities through observations and other relevant data; (5) factor in student attendance rates; (6) rate principals using at least four performance categories; and (7) provide results that are comparable across all principals within the LEA. Requires states to take steps to ensure that poor and minority children are not taught at higher rates than other children by teachers rated as less than effective. Directs the Secretary of Education to establish a clearinghouse to share best practices relating to teacher and principal evaluation. Requires states and LEAs to report the number and percentage of teachers and principals in each performance rating at: (1) the state, LEA, and school level; and (2) their LEAs and schools that have the highest and lowest poverty rates or the highest and lowest percentages of minority students. Directs the Secretary to recognize each LEA that has innovative, high-quality, and effective teacher or principal evaluation programs that lead to professional development and improved student performance.

securing teacher effectiveness leaders learning results act require state receiving school improvement funds define teacher principal effectiveness establish performance ratings demonstrate developed model teacher principal evaluation program demonstrate local educational agencies leas adopted teacher principal evaluation program demonstrate lea seeking input teachers principals making annual improvements program review report assist leas improving evaluation programs requires teacher evaluations emphasize student academic growth include observations teacher classroom performance rate teachers performance categories provide results comparable teachers grade levels subject areas state teacher lea requires principal evaluations emphasize student academic growth factor school graduation rates assess principal success recruiting developing evaluating retaining effective teachers assess principal leadership abilities observations relevant data factor student attendance rates rate principals performance categories provide results comparable principals lea requires states steps ensure poor minority children taught higher rates children teachers rated effective directs secretary education establish clearinghouse share best practices relating teacher principal evaluation requires states leas report number percentage teachers principals performance rating state lea school level leas schools highest lowest poverty rates highest lowest percentages minority students directs secretary recognize lea innovative high quality effective teacher principal evaluation programs lead professional development improved student performance


Summary: Amends the Internal Revenue Code to: (1) extend through 2015 the qualified school construction bond program and the national limitation amounts for bonds issued under the qualified zone academy bond (QZAB) program, (2) allow the issuer of a QZAB to receive a direct payment in lieu of the tax credit for interest payments with respect to such bonds, and (3) permit private entities to waive the 10% matching requirement for QZABs.

amends internal revenue code extend qualified school construction bond program national limitation amounts bonds issued qualified zone academy bond program allow issuer receive direct payment lieu tax credit interest payments respect bonds permit private entities waive matching requirement


Summary: Safe Routes to School Program Reauthorization Act - Amends the Safe, Accountable, Flexible, Efficient Transportation Equity Act: A Legacy for Users (SAFETEA-LU) to reauthorize appropriations for FY2012-FY2016 for the safe routes to school program. Revises program requirements to specify children kindergarten through 12th grade as the ones to be benefited by the program. Revises criteria used to determine state apportionment of program funds. Includes projects for other nonmotorized modes of transportation besides walking and bicycling as noninfrastructure-related projects. Authorizes states to set-aside up to 10% of apportioned funds for infrastructure improvements that create safe routes to bus stops located outside of the vicinity of schools. Requires each state that receives an apportionment to carry out an assessment of the economic and geographical distribution of funding to ensure that low-income schools are adequately able to access such funds. Defines "low-income school" to mean a school in which 65% or more of students qualify for a free or reduced price lunch under the Richard B. Russell National School Lunch Act. Requires each state receiving an apportionment for a fiscal year to use a sufficient amount of it to fund a full-time position of coordinator for the state safe routes to school program. Prescribes requirements for the treatment of noninfrastructure and infrastructure projects. Requires the Secretary of Transportation to: (1) develop and implement a comprehensive plan for evaluating the effectiveness of safe routes to school, and (2) make grants to an experienced national nonprofit organization to operate a national safe routes to school clearinghouse.

safe routes school program reauthorization act amends safe accountable flexible efficient transportation equity act legacy users safetea reauthorize appropriations fy2012-fy2016 safe routes school program revises program requirements specify children kindergarten 12th grade ones benefited program revises criteria determine state apportionment program funds includes projects nonmotorized modes transportation walking bicycling related projects authorizes states set aside apportioned funds infrastructure improvements create safe routes bus stops located outside vicinity schools requires state receives apportionment carry assessment economic geographical distribution funding ensure low income schools adequately able access funds defines low income school mean school students qualify free reduced price lunch national school lunch act requires state receiving apportionment fiscal year use sufficient fund time position coordinator state safe routes school program prescribes requirements treatment infrastructure projects requires secretary transportation develop implement comprehensive plan evaluating effectiveness safe routes school grants experienced national nonprofit organization operate national safe routes school clearinghouse


Summary: Lead Act - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to direct the Secretary of Education to award a competitive grant to a partnership between a nonprofit organization and an institution of higher education (IHE) to establish a school leadership academy that develops and provides evidence-based leadership training to school leaders (turnaround leaders) and their supporting mentors (turnaround mentors) to transform and improve turnaround schools. Defines "turnaround schools" as schools that are subject to corrective action or restructuring under the ESEA or are secondary schools that have a graduation rate below 60%. Requires the Secretary to award competitive grants to partnerships between or among a nonprofit organization, IHE, or a nonprofit organization and an IHE, and state or local educational agencies to establish school leadership centers of excellence, after the initial cohort of turnaround leaders and mentors have been trained by the school leadership academy. Directs such centers to: (1) adopt and adapt the leadership training program developed by the school leadership academy so that such program is informed, on an ongoing basis, by evidence regarding effective school leadership and meets the needs of the local educational agencies they serve; and (2) work with the school leadership academy to best train and support program participants. Requires leadership training participants at the academy and the centers of excellence to receive a stipend for participating and agree to serve for at least four years at turnaround schools. Requires the Director of the Institute of Education Sciences to support: (1) research on identifying the skills and conditions necessary for school leaders to improve turnaround schools, and (2) evaluations of this Act's programs and activities.

elementary secondary education act esea direct secretary education award competitive grant partnership nonprofit organization institution higher education ihe establish school leadership academy develops provides evidence based leadership training school leaders turnaround leaders supporting mentors turnaround mentors transform improve turnaround schools defines turnaround schools schools subject corrective action restructuring esea secondary schools graduation rate requires secretary award competitive grants partnerships nonprofit organization ihe nonprofit organization ihe state local educational agencies establish school leadership centers excellence initial cohort turnaround leaders mentors trained school leadership academy directs centers adopt adapt leadership training program developed school leadership academy program informed ongoing basis evidence effective school leadership meets needs local educational agencies serve work school leadership academy best train support program participants requires leadership training participants academy centers excellence receive stipend participating agree serve years turnaround schools requires director institute_of_education_sciences support research identifying skills conditions necessary school leaders improve turnaround schools evaluations act programs activities


Summary: Academic Partnerships Lead Us to Success Act or A PLUS Act - Allows each state to enter into a five-year performance agreement with the Secretary of Education permitting it to receive federal funds on a consolidated basis that would otherwise be directed toward specific programs furthering the stated purpose of title I (Improving the Academic Achievement of the Disadvantaged) of the Elementary and Secondary Education Act of 1965. Requires each agreement to be approved by a combination of specified state parties, and list the programs for which consolidated funding is requested. Allows states to use such funds for any educational purpose permitted by state law, but requires them to make certain assurances that they will use fiscal control and fund accounting procedures, abide by federal civil rights laws, and advance educational opportunities for the disadvantaged. Allows amendments to the scope of performance agreements. Requires each agreement state to: (1) maintain an accountability system measuring annual student progress toward state proficiency standards, (2) disseminate annually student performance data disaggregated by specified student groups, and (3) keep aggregate spending on elementary and secondary education at no less than 90% of such spending for the school year coinciding with this Act's enactment. Limits administrative expenses. Requires the inclusion of private schools and teachers in activities funded on a consolidated basis. Directs the Secretary to evaluate each performance agreement midway through its execution. Allows the Secretary to terminate an agreement whose terms are not met for three consecutive school years.

academic partnerships lead success act plus act allows state enter year performance agreement secretary education permitting receive federal funds consolidated basis directed specific programs furthering stated purpose title improving academic achievement disadvantaged elementary secondary education act requires agreement approved combination specified state parties list programs consolidated funding requested allows states use funds educational purpose permitted state law requires certain assurances use fiscal control fund accounting procedures abide federal civil rights laws advance educational opportunities disadvantaged allows amendments scope performance agreements requires agreement state maintain accountability system measuring annual student progress state proficiency standards disseminate annually student performance data disaggregated specified student groups aggregate spending elementary secondary education spending school year act enactment limits administrative expenses requires inclusion private schools teachers activities funded consolidated basis directs secretary evaluate performance agreement midway execution allows secretary terminate agreement terms met consecutive school years


Summary: Success in the Middle Act of 2011 - Directs the Secretary of Education to make grants to states, based on their proportion of poor children aged 5 to 17, to: (1) implement state middle grades needs analyses and, on the basis of such analyses, improvement plans that describe what students must master to complete successfully the middle grades and succeed in academically rigorous secondary school coursework; and (2) award competitive subgrants to local educational agencies (LEAs) or partnerships of LEAs and institutions of higher education, educational service agencies, or educational nonprofit organizations to implement a comprehensive middle school improvement plan for each eligible school. Favors LEAs, or partnerships that include LEAs, that serve high proportions of poor children and children attending eligible schools. Defines "eligible schools" as those where: (1) a high proportion of middle grade students matriculate to secondary schools with graduation rates below 65%; (2) more than 25% of the students who finish grade six, or the school's earliest middle grade level, exhibit key risk factors for failure; and (3) a majority of middle grade students are not rated proficient on required state assessments in mathematics, reading, or language arts. Permits states to make subgrants to LEAs and partnerships that did not receive a competitive subgrant to assist them in applying for competitive subgrants and developing comprehensive middle school improvement plans. Provides the Secretary with funding to: (1) contract for studies that identify promising practices for, and review existing research to identify factors that might lead to, the improvement of middle grades education; (2) create a national clearinghouse in best middle grade educational practices and a national database identifying factors that facilitate or impede middle grade student achievement; (3) require certain educational field research designed to enhance the performance of middle grade schools and students; (4) create a research and development center that addresses topics pertinent to the middle grades; and (5) provide grants to entities that partner with states and LEAs to develop, adapt, or replicate effective models for turning around low-performing middle grades.

success middle act directs secretary education grants states based proportion poor children aged implement state middle grades needs analyses basis analyses improvement plans describe students master complete successfully middle grades succeed academically rigorous secondary school coursework award competitive subgrants local educational agencies leas partnerships leas institutions higher education educational service agencies educational nonprofit organizations implement comprehensive middle school improvement plan eligible school favors leas partnerships include leas serve high proportions poor children children attending eligible schools defines eligible schools high proportion middle grade students matriculate secondary schools graduation rates students finish grade school earliest middle grade level exhibit key risk factors failure majority middle grade students rated proficient required state assessments mathematics reading language arts permits states subgrants leas partnerships receive competitive subgrant assist applying competitive subgrants developing comprehensive middle school improvement plans provides secretary funding contract studies identify promising practices review existing research identify factors lead improvement middle grades education create national clearinghouse best middle grade educational practices national database identifying factors facilitate impede middle grade student achievement require certain educational field research designed enhance performance middle grade schools students create research development center addresses topics pertinent middle grades provide grants entities partner states leas develop adapt replicate effective models turning low performing middle grades


Summary: Race to the Top Act of 2011 - Directs the Secretary of Education to award competitive grants to states and local educational agencies (LEAs) to implement reforms and innovations designed to improve educational outcomes significantly for all students and reduce achievement gaps significantly among specified student subgroups. Requires each grant applicant to have a comprehensive and coherent plan for doing so that includes, if applicable: (1) improving the effectiveness of teachers and school leaders and promoting their equitable distribution; (2) strengthening the use of data to improve education; (3) implementing internationally benchmarked, college- and career-ready elementary and secondary academic standards; (4) turning around its lowest-performing schools; (5) supporting, or coordinating with, early learning programs for high-need children from birth through third grade; and (6) creating or maintaining successful conditions for high-performing charter schools and other innovative, autonomous public schools. Requires each grantee to establish performance measures that track its progress in implementing its plan, and improving educational outcomes for students and specified student subgroups. Gives grant priority to LEAs with the highest number or percentages of impoverished children and those that serve rural schools. Requires each state grantee to use at least 50% of its grant for subgrants to LEAs that participate in its plan. Allows LEAs to receive a grant and subgrant for the same fiscal year.

race act directs secretary education award competitive grants states local educational agencies leas implement reforms innovations designed improve educational outcomes significantly students reduce achievement gaps significantly specified student subgroups requires grant applicant comprehensive coherent plan includes applicable improving effectiveness teachers school leaders promoting equitable distribution strengthening use data improve education implementing internationally career ready elementary secondary academic standards turning lowest performing schools supporting coordinating early learning programs high need children birth grade creating maintaining successful conditions high performing charter schools innovative autonomous public schools requires grantee establish performance measures track progress implementing plan improving educational outcomes students specified student subgroups gives grant priority leas highest number percentages impoverished children serve rural schools requires state grantee use grant subgrants leas participate plan allows leas receive grant subgrant fiscal year


Summary: Investing in Innovation for Education Act of 2011 - 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 to support the school innovation efforts of public schools and LEAs. 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, nonprofit, or community-based organization 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: (1) improving the effectiveness of teachers and school leaders and promoting their equitable distribution, (2) strengthening the use of data to improve education, (3) providing high-quality instruction that is based on rigorous standards and measuring students' proficiency using high-quality assessments that are aligned to those standards, (4) turning around the lowest-performing schools, and (5) 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 support school innovation efforts public schools leas requires grant funds awarded projects rural areas requires grant applicant demonstrate partnered private nonprofit community based organization provide matching funds allows secretary waive matching funds requirement showing exceptional circumstances requires grant address following areas school innovation improving effectiveness teachers school leaders promoting equitable distribution strengthening use data improve education providing high quality instruction based rigorous standards measuring students proficiency high quality assessments aligned standards turning lowest performing schools 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: School Building Fairness Act of 2011 - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to direct the Secretary of Education to allocate funds to states for competitive matching grants to local educational agencies (LEAs) for school repair, renovation, and construction. Reserves 1% of the grant funds for assistance to outlying areas and Indian schools. Requires each state, in awarding such grants to LEAs, to consider: (1) the percentage of poor children each LEA serves; (2) the condition of their public schools or need for additional schools; (3) the extent to which they will comply with certain green building standards; (4) their fiscal capacity to cover repairs, renovations, and construction without such a grant; and (5) the likelihood that they will maintain repaired, renovated, or newly constructed schools in good condition. Requires each state to award high-need and rural LEAs, in the aggregate, at least the same proportion of this Act's LEA funds for the state that they received of total LEA school improvement funds for the state under part A of Title I of the ESEA. Directs each state to reserve a portion of their allocation for a state-level database of public school facility inventory, condition, design, and utilization. Requires the National Center for Education Statistics to study the condition of public elementary and secondary schools, including an analysis of trends in spending for their repair, renovation, and construction. Directs the Secretary to provide for the establishment of a clearinghouse of information on the best educational practices from nursery school through higher education, and the latest research regarding the construction, improvement, and maintenance of safe, healthy, and high-performance public schools.

school building fairness act amends elementary secondary education act esea direct secretary education allocate funds states competitive matching grants local educational agencies leas school repair renovation construction reserves grant funds assistance outlying areas indian schools requires state awarding grants leas consider percentage poor children lea serves condition public schools need additional schools extent comply certain green building standards fiscal capacity cover repairs renovations construction grant likelihood maintain repaired newly constructed schools good condition requires state award high need rural leas aggregate proportion act lea funds state received total lea school improvement funds state title esea directs state reserve portion allocation state level database public school facility inventory condition design utilization requires national_center_for_education_statistics study condition public elementary secondary schools including analysis trends spending repair renovation construction directs secretary provide establishment clearinghouse information best educational practices nursery school higher education latest research construction improvement maintenance safe healthy high performance public schools


Summary: Family Engagement in Education Act of 2011 - 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: (1) award grants to nonprofit organizations that partner with local educational agencies (LEAs) or schools to establish and operate Local Family Engagement Centers that assist families in becoming engaged in their childrens' education, (2) establish a State Family Engagement Coordinating Council to coordinate and integrate family engagement activities across the education spectrum, and (3) 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 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 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. Replaces a Fund for the Improvement of Education program under title V of the ESEA that provided for the establishment of parental information and resource centers with a new program that awards matching grants to statewide nonprofit organizations to establish Statewide Family Engagement Centers that provide comprehensive training, technical assistance, and capacity building to states, LEAs, and organizations that support family-school partnerships to assist them in developing and implementing family engagement programs. Directs the Secretary of the Interior to establish Local Family Engagement Centers and a national Indian Family Engagement Coordinating Council for Indian schools. Requires the Director of the Institute of Education Sciences to develop recommended metrics on family engagement in education for states and LEAs, and make recommendations on the integration of those metrics into state accountability and longitudinal data systems. Directs the Secretary to conduct research on effective family engagement in education. Requires that there be established in the Department of Education dedicated staff, including a Director, for family and community engagement.

family engagement education act amends title improving academic achievement disadvantaged elementary secondary education act esea authorize states reserve school improvement funds award grants nonprofit organizations partner local educational agencies leas schools establish operate local family_engagement_centers assist families engaged childrens education establish state family engagement coordinating council coordinate integrate family engagement activities education spectrum 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 states correctional facilities work family members aftercare providers developing educational services transition plans youth following stay state local institutions neglected delinquent youth requires states use grant teacher principal_training recruiting fund title esea train teachers principals effectively engage families children education replaces fund improvement education program title esea provided establishment parental information resource centers new program awards matching grants statewide nonprofit organizations establish provide comprehensive training technical assistance capacity building states leas organizations support family school partnerships assist developing implementing family engagement programs directs secretary interior establish local family engagement centers national indian family engagement coordinating council indian schools requires director institute_of_education_sciences develop recommended metrics family engagement education states leas recommendations integration metrics state accountability longitudinal data systems directs secretary conduct research effective family engagement education requires established department_of_education dedicated staff including director family community engagement


Summary: Secondary School Reentry Act of 2011 - Amends part H (School Dropout Prevention) of title I of the Elementary and Secondary Education Act of 1965 (ESEA) to make consortia of local educational agencies (LEAs) eligible to receive school dropout prevention grants and subgrants. Requires LEAs that receive a subgrant under part H to use at least 30% of the funds to implement reentry programs that assist school dropouts in returning to the educational system to obtain a secondary school diploma. Requires the reentry programs to be implemented through a partnership between a state, an LEA or consortium of LEAs, and at least one of the following: (1) a community-based organization, (2) an institution of higher education, (3) a local government agency, (4) a business group, (5) a community or national service program, (6) a qualified intermediary, or (7) other education provider. Sets forth reentry program requirements that include providing dropouts with outreach services and participants with: (1) a reenrollment counselor; (2) a rigorous, interdisciplinary education that is aligned to state standards; (3) internships, work experience, or service-learning that gives them secondary or postsecondary school credits; and (4) targeted support services. Directs the Secretary of Education to evaluate the effectiveness of reentry programs. Requires states to include certain student dropout and reentry information in their annual report cards under part A of title I of the ESEA. Amends part D of title I of the ESEA to require states to work with LEAs in developing and implementing school reentry programs for neglected, delinquent, and at-risk youth.

secondary school reentry act amends title elementary secondary education act esea consortia local educational agencies leas eligible receive school dropout prevention grants subgrants requires leas receive subgrant use funds implement reentry programs assist school dropouts returning educational system obtain secondary school diploma requires reentry programs implemented partnership state lea consortium leas following community based organization institution higher education local government agency business group community national service program qualified intermediary education provider sets forth reentry program requirements include providing dropouts outreach services participants counselor rigorous interdisciplinary education aligned state standards internships work experience service learning gives secondary postsecondary school credits targeted support services directs secretary education evaluate effectiveness reentry programs requires states include certain student dropout reentry information annual report cards title esea amends title esea require states work leas developing implementing school reentry programs neglected delinquent risk youth


Summary: High School Data Transparency Act of 2011 - Amends the Elementary and Secondary Education Act of 1965 to require the Secretary of Education to collect the following information annually from each coeducational secondary school that receives federal financial assistance and that has an interscholastic athletic program: (1) the number, gender, and race or ethnicity of students that attended the school; and (2) for each team that competed in athletic competition, the number, gender, and race or ethnicity of participants, the total expenditures, the number, gender, and employment status of trainers, medical personnel, and coaches, the number of competitions, and postseason record. Requires such schools to: (1) make such information available to students and potential students, upon request, and to the public by October 15 of each school year; (2) ensure that all students at the school are informed of their right to request such information; and (3) annually provide such information to the Secretary. Directs the Secretary to: (1) ensure that such information is posted on the Department of Education's website, (2) notify all secondary schools regarding the availability of the information, and (3) issue guidance on how to collect and report the information required under this Act.

high school data transparency act amends elementary secondary education act require secretary education collect following information annually coeducational secondary school receives federal financial assistance athletic program number gender race ethnicity students attended school team athletic competition number gender race ethnicity participants total expenditures number gender employment status trainers medical personnel coaches number competitions record requires schools information available students potential students request public october school year ensure students school informed right request information annually provide information secretary directs secretary ensure information posted department_of_education website notify secondary schools availability information issue guidance collect report information required act


Summary: Secondary School Reform Act of 2011 - Directs the Secretary of Education to award competitive, matching, five-year grants to high-need local educational agencies that partner with public or private nonprofit organizations to assist schools in implementing innovative secondary school reform strategies. Requires grantees to use up to 25% of their grant funds to: (1) implement an early warning indicator and intervention system to identify and assist struggling middle and secondary school students; (2) provide support and credit recovery opportunities for struggling secondary school students; (3) establish secondary school dropout recovery or reentry programs; (4) establish grade and school transition programs and supports from kindergarten through high school graduation; and (5) keep school staff, students, and families apprised of certain education requirements, processes, and opportunities. Requires grantees to use at least 75% of their grant funds on certain efforts to: (1) reform secondary schools that have a graduation rate below 75% and they identify as needing improvement, and (2) improve the academic performance of students who attend middle schools that feed a majority of their students to those secondary schools. Requires those secondary school reforms to include: (1) personalized learning environments attuned to the needs of each student; (2) student engagement through service, experiential, and work-based learning; (3) flexible budget and hiring authority for school leaders; (4) training and collaborative opportunities for school staff; (5) improved curriculum and instruction; (6) an individual graduation plan for each student; and (7) Graduation Promise Academies, Career Academies, or Early College Schools which represent specified strategies that have proven effective in preparing students for graduation, college, and a career.

secondary school reform act directs secretary education award competitive matching year grants high need local educational agencies partner public private nonprofit organizations assist schools implementing innovative secondary school reform strategies requires grantees use grant funds implement early warning indicator intervention system identify assist struggling middle secondary school students provide support credit recovery opportunities struggling secondary school students establish secondary school dropout recovery reentry programs establish grade school transition programs supports kindergarten high school graduation school staff students families certain education requirements processes opportunities requires grantees use grant funds certain efforts reform secondary schools graduation rate identify needing improvement improve academic performance students attend middle schools feed majority students secondary schools requires secondary school reforms include personalized learning environments needs student student engagement service experiential work based learning flexible budget hiring authority school leaders training collaborative opportunities school staff improved curriculum instruction individual graduation plan student graduation promise academies career academies early college schools represent specified strategies proven effective preparing students graduation college career


Summary: After School for America's Children Act - Amends the 21st Century Community Learning Centers program under part B of title IV of the Elementary and Secondary Education Act of 1965 (ESEA). (21st Century Community Learning Centers provide students with before and afterschool programs to improve their academic performance.) Requires the Centers to provide: (1) students with activities that are targeted to their academic needs and aligned with the instruction they receive during the school day, and (2) students' families with opportunities for active and meaningful engagement in their children's education. Includes Indian tribes or organizations among the local public or private entities that are eligible for grants from states to establish the Centers. Requires states to use at least 93% (currently 95%) of their allotment from the Secretary of Education to provide grants to those entities. Allows states to use up to 5% (currently, 3%) of their allotment for certain state activities. Requires states to: (1) award grants to local entities that serve students who primarily attend schools that are eligible for schoolwide programs under part A of title I of the ESEA, and (2) favor applicants that propose to serve students that have not achieved proficiency in accordance with state academic achievement standards. Requires states to use a rigorous peer review process in reviewing grant applications. Allows states to renew a grant under part B based on the grantee's performance during the original grant period. Prohibits the Secretary or states from giving funding priority to applicants that propose to use the funds to extend the regular school day. Includes among the activities grants may fund: (1) core academic subject education activities, including those that allow students to recover or attain credits; (2) literacy education programs; (3) programs that support a healthy, active lifestyle; (4) services for the disabled; (5) cultural programs; and (6) programs that build science, technology, engineering, and mathematics (STEM) skills and support innovative STEM teaching methods. Reauthorizes the 21st Century Community Learning Centers program through FY2017.

children act amends 21st century community learning_centers program title elementary secondary education act esea 21st century community_learning_centers provide students afterschool programs improve academic performance requires centers provide students activities targeted academic needs aligned instruction receive school day students families opportunities active meaningful engagement children education includes indian tribes organizations local public private entities eligible grants states establish centers requires states use currently allotment secretary education provide grants entities allows states use currently allotment certain state activities requires states award grants local entities serve students primarily attend schools eligible schoolwide programs title esea favor applicants propose serve students achieved proficiency accordance state academic achievement standards requires states use rigorous peer review process reviewing grant applications allows states renew grant based grantee performance original grant period prohibits secretary states giving funding priority applicants propose use funds extend regular school day includes activities grants fund core academic subject education activities including allow students recover attain credits literacy education programs programs support healthy active lifestyle services disabled cultural programs programs build science technology engineering mathematics stem skills support innovative stem teaching methods reauthorizes 21st century community learning_centers program fy2017


Summary: No Child Left Inside Act of 2011 - Amends the Elementary and Secondary Education Act of 1965 to require states, as a prerequisite to receiving implementation grants, to develop environmental literacy plans, approved by the Secretary of Education, for pre-kindergarten through grade 12 that include environmental education standards and teacher training. Directs the Secretary to award Environmental Education Professional Development Grants to states and, through them, competitive subgrants to partnerships that include a local educational agency (LEA) and, permissibly, institutions of higher education (IHE), other educational entities, or federal, state, regional, or local natural resource or environmental agencies, for activities involving, among other things, teacher training and the development of more rigorous environmental education curricula that advance the teaching of interdisciplinary courses. Authorizes the Secretary to award competitive matching grants to partnerships that include an LEA and, permissibly, IHEs, other educational entities, federal, state, regional, or local natural resource or environmental agencies, or park and recreation departments, for activities to improve and support environmental education that include: (1) advancing content and achievement standards, and (2) developing or disseminating innovations or model programs.

child left inside act amends elementary secondary education act require states prerequisite receiving implementation grants develop environmental literacy plans approved secretary education pre kindergarten grade include environmental education standards teacher training directs secretary award states competitive subgrants partnerships include local educational agency lea institutions higher education ihe educational entities federal state regional local natural resource environmental agencies activities involving things teacher training development rigorous environmental education curricula advance teaching interdisciplinary courses authorizes secretary award competitive matching grants partnerships include lea ihes educational entities federal state regional local natural resource environmental agencies park recreation departments activities improve support environmental education include advancing content achievement standards developing disseminating innovations model programs


Summary: Ready Schools Act of 2011 - Amends part A of title I (Improving the Academic Achievement of the Disadvantaged) of the Elementary and Secondary Education Act of 1965 to require local educational agencies to describe how they will assist each of their elementary schools that receive school improvement funds in conducting a ready school needs review at least once every three years. Requires schools to use that review in developing and implementing policies and procedures that create a school environment and classroom practices that: (1) help each child reach state and grade level expectations, including state academic content and achievement standards; and (2) support successful transitions for children. Requires the review to assess a school's needs for: (1) developmentally appropriate curricula, classroom materials, teaching practices, instructional assessments, and accommodations; (2) services and supports for disabled and limited English proficient children; (3) family and community engagement policies and practices; (4) building and maintaining a school climate that supports positive development and learning; (5) school staff leadership and support; and (6) outreach to, and collaboration with, early childhood education and service providers.

amends title improving academic achievement disadvantaged elementary secondary education act require local educational agencies describe assist elementary schools receive school improvement funds conducting ready school needs review years requires schools use review developing implementing policies procedures create school environment classroom practices help child reach state grade level expectations including state academic content achievement standards support successful transitions children requires review assess school needs developmentally appropriate curricula classroom materials teaching practices instructional assessments accommodations services supports disabled limited english proficient children family community engagement policies practices building maintaining school climate supports positive development learning school staff leadership support outreach collaboration early childhood education service providers


Summary: Stop Abuse for Every Teen Act or SAFE Teen Act - Amends title IV of the Elementary and Secondary Education Act of 1965 to include dating violence prevention among the drug and violence prevention efforts funded under the Safe and Drug-Free Schools and Communities program. Authorizes local educational agencies (LEAs) to use program funds for peer support groups that provide an emotionally safe and confidential setting for youth to learn and practice healthy relationship skills under the supervision of school personnel or community organizations specializing in domestic and sexual violence prevention. Allows perpetrators of dating violence to participate in such groups, but not in the same groups as victims of such violence. Authorizes the Secretary of Education to use program funds to: (1) develop and disseminate innovative and high-quality healthy relationship skill-building programs as a way to reduce unhealthy or abusive teen relationships; and (2) disseminate information on dating violence education and prevention, and data on the incidence of dating violence in the school environment and relevant behavioral indicators of exposure to violence. Directs the Secretary to collect and publicly disseminate data on the incidence of dating violence, sexual violence, emotional abuse, and relevant behavioral indicators of exposure to such types of violence, among individuals aged 11 through 19. Requires states to provide technical assistance to LEAs and schools in their efforts to prevent and appropriately respond to incidents of dating violence. Authorizes the Secretary to use program funds to establish a Teen Dating Violence Prevention Innovation Fund to replicate, refine, and test model strategies and projects directed to youth to prevent and respond to dating violence.

stop abuse teen act safe teen act amends title elementary secondary education act include dating violence prevention drug violence prevention efforts funded safe drug free schools communities program authorizes local educational agencies leas use program funds peer support groups provide emotionally safe confidential setting youth learn practice healthy relationship skills supervision school personnel community organizations specializing domestic sexual violence prevention allows perpetrators dating violence participate groups groups victims violence authorizes secretary education use program funds develop disseminate innovative high quality healthy relationship skill building programs way reduce abusive teen relationships disseminate information dating violence education prevention data incidence dating violence school environment relevant behavioral indicators exposure violence directs secretary collect publicly disseminate data incidence dating violence sexual violence emotional abuse relevant behavioral indicators exposure types violence individuals aged requires states provide technical assistance leas schools efforts prevent appropriately respond incidents dating violence authorizes secretary use program funds establish teen dating violence prevention innovation fund replicate refine test model strategies projects directed youth prevent respond dating violence


Summary: Schools Utilizing Comprehensive and Community Engagement for Success Act or Success Act - Amends part A of title I (Improving the Academic Achievement of the Disadvantaged) of the Elementary and Secondary Education Act of 1965 (ESEA) to require local educational agencies (LEAs) to work with public and private state and local entities to provide children and families with services that are integrated with services from specialized instructional support personnel and LEA homeless liaisons to address the academic and nonacademic factors that affect student achievement. Amends title V (Promoting Informed Parental Choice and Innovation Programs) of the ESEA to establish a Parent and Community Outreach and Engagement program. Directs the Secretary of Education to award formula grants to states and, through them, competitive subgrants to: (1) LEAs to assist their public elementary and secondary schools to hire and maintain Parent and Community Outreach Coordinators; and (2) community-based organizations or institutions of higher education that work in partnership with public schools to connect integrated services and comprehensive supports to students and families to enhance students' social, emotional, intellectual, and physical development. Requires Parent and Community Outreach Coordinators to: (1) build relationships, bridge gaps, and create partnerships among school staff, families, and community members; and (2) provide support and resources to increase family and community engagement in schools. Requires Coordinators to be supervised and evaluated by the principal or headmaster of the school and evaluated annually by a committee composed of school personnel, parents, and at least one community partner. Authorizes the Secretary to contract with a nonprofit organization that has effective and extensive experience in providing integrated student supports to: (1) provide technical assistance and training to this Act's grantees and subgrantees; and (2) establish a national clearinghouse for the collection and dissemination of information on effective parent, family, and community engagement practices and programs.

schools utilizing comprehensive community engagement success act title improving academic achievement disadvantaged elementary secondary education act esea require local educational agencies leas work public private state local entities provide children families services integrated services specialized instructional support personnel lea homeless liaisons address academic nonacademic factors affect student achievement amends title promoting informed parental choice esea establish parent community outreach engagement program directs secretary education award formula grants states competitive subgrants leas assist public elementary secondary schools hire maintain parent community outreach coordinators community based organizations institutions higher education work partnership public schools connect integrated services comprehensive supports students families enhance students social emotional intellectual physical development requires parent build relationships bridge gaps create partnerships school staff families community members provide support resources increase family community engagement schools requires coordinators supervised evaluated principal school evaluated annually committee composed school personnel parents community partner authorizes secretary contract nonprofit organization effective extensive experience providing integrated student supports provide technical assistance training act grantees subgrantees establish national clearinghouse collection dissemination information effective parent family community engagement practices programs


Summary: Early Intervention for Graduation Success Authorization Act of 2011 - Amends the School Dropout Prevention program under part H of title I of the Elementary and Secondary Education Act of 1965. Replaces the existing grant program with a program awarding competitive, renewable, five-year early intervention grants to states and, through them, subgrants to partnerships between local educational agencies (LEAs) and early childhood education providers that serve a high percentage of students who bear the risk factors for dropping out of school. Requires state grantees to: (1) create and periodically update a research-based Statewide Graduation Success Plan addressing the factors associated with the risk of not graduating from high school; (2) provide technical assistance to subgrantees; and (3) implement a Statewide Dropout Early Warning System to identify and direct effective services to children, from birth through elementary school, who are at risk of not graduating from high school. Permits states to use grant funds to: (1) provide tuition assistance to students who agree to teach in an early childhood education program, (2) increase and monitor the quality of early childhood education, (3) design and implement a progression of aligned performance standards across all domains of learning from prekindergarten through postsecondary education, and (4) expand access to high-quality early childhood education for children most at risk of low proficiency in school. Requires subgrantees to: (1) use the Statewide Dropout Early Warning System to implement research-based, individualized interventions for at-risk students; (2) develop and implement individual learning plans for each at-risk early childhood or elementary school student; (3) provide teacher training; (4) integrate community and family support services; and (5) foster students' high expectations and improve their chances for academic success. Reauthorizes the program through FY2017.

early intervention graduation success authorization act amends school dropout prevention program title elementary secondary education act replaces existing grant program program awarding competitive renewable year early intervention grants states subgrants partnerships local educational agencies leas early childhood education providers serve high percentage students bear risk factors school requires state grantees create periodically update research based addressing factors associated risk graduating high school provide technical assistance subgrantees implement statewide dropout early warning system identify direct effective services children birth elementary school risk graduating high school permits states use grant funds provide tuition assistance students agree teach early childhood education program increase monitor quality early childhood education design implement progression aligned performance standards domains learning prekindergarten postsecondary education expand access high quality early childhood education children risk low proficiency school requires subgrantees use implement research based individualized interventions risk students develop implement individual learning plans risk early childhood elementary school student provide teacher training integrate community family support services foster students high expectations improve academic success reauthorizes program fy2017


Summary: Empowering Parents through Quality Charter Schools Act - Amends part B (Public Charter Schools) of title V of the Elementary and Secondary Education Act of 1965 to revise subpart 1 (Charter School Programs) and subsume subpart 2 (Credit Enhancement Initiatives to Assist Charter School Facility Acquisition, Construction, and Renovation) under subpart 1. (Under subpart 2 the Secretary of Education awards grants to public entities and private nonprofit entities to demonstrate innovative means of enhancing credit to finance the acquisition, construction, or renovation of charter schools.) Replaces the current charter school grant program with a program awarding competitive grants to states, authorized public chartering agencies, and local educational agencies (LEAs) and, through them, subgrants to charter school developers to open new charter schools and expand and replicate high-quality charter schools. Requires such grantees to use 10% of the grant funds to provide technical assistance to subgrantees and authorized public chartering agencies, and work with those agencies to improve the charter school authorization process. Makes authorized public chartering agencies, LEAs, and charter management organizations eligible to receive competitive grants to open new charter schools and expand and replicate high-quality charter schools themselves. Revises the per-pupil facilities aid program (under which the Secretary makes competitive matching grants to states to provide per-pupil financing to charter schools) to allow states to: (1) partner with organizations to provide up to 50% of the state share of funding for the program; and (2) receive more than one program grant, so long as the amount of the grant funds provided to charter schools increases with each successive grant. Directs the Secretary to conduct certain national activities that include awarding competitive grants directly to charter school developers to open, replicate, and expand charter schools in states that have not received, or are nearing the end of, a grant for that purpose. Reauthorizes appropriations under subpart 1 through FY2017.

empowering parents quality charter schools act amends public charter schools title elementary secondary education act revise subpart charter_school_programs subpart credit_enhancement_initiatives renovation subpart subpart secretary education awards grants public entities private nonprofit entities demonstrate innovative means enhancing credit finance acquisition construction renovation charter schools replaces current charter school grant program program awarding competitive grants states authorized public chartering agencies local educational agencies leas subgrants charter school developers open new charter schools expand replicate high quality charter schools requires grantees use grant funds provide technical assistance subgrantees authorized public chartering agencies work agencies improve charter school authorization process makes authorized public chartering agencies leas charter management organizations eligible receive competitive grants open new charter schools expand replicate high quality charter schools revises pupil facilities aid program secretary makes competitive matching grants states provide pupil financing charter schools allow states partner organizations provide state share funding program receive program grant long grant funds provided charter schools increases successive grant directs secretary conduct certain national activities include awarding competitive grants directly charter school developers open replicate expand charter schools states received nearing end grant purpose reauthorizes appropriations subpart fy2017