Summary: School Athletic Facilities Restoration Act of 2011 - Amends the Elementary and Secondary Education Act of 1965 to authorize the Secretary of Education to award competitive matching grants to local educational agencies for the construction, renovation, or repair of school athletic facilities.

restoration act amends elementary secondary education act authorize secretary education award competitive matching grants local educational agencies construction renovation repair school athletic facilities


Summary: Abstinence Education Reallocation Act of 2011 - Authorizes the Administrator of the Health Resources and Services Administration (HRSA) to award grants for qualified sexual risk avoidance education to youth and their parents. Requires such education to meet certain criteria, including: (1) being age-appropriate, medically accurate, and evidence-based; (2) having as its sole purpose the teaching of the skills and benefits of sexual abstinence as the optimal sexual health behavior for youth; and (3) teaching the benefits of refraining from nonmarital sexual activity, the advantage of reserving sexual activity for marriage, and the foundational components of a healthy relationship. Gives priority to programs that serve youth ages 12 to 19 and that will promote the protective benefits of parent-child communication regarding healthy sexual decisionmaking.

abstinence education reallocation act authorizes administrator health_resources_and_services_administration hrsa award grants qualified sexual risk avoidance education youth parents requires education meet certain criteria including age appropriate medically accurate evidence based having sole purpose teaching skills benefits sexual abstinence optimal sexual health behavior youth teaching benefits refraining sexual activity advantage reserving sexual activity marriage foundational components healthy relationship gives priority programs serve youth ages promote protective benefits parent child communication healthy sexual decisionmaking


Summary: Equal Access to Quality Education Act of 2011 - Directs the Secretary of Education to award competitive matching grants to partnerships between high-need local educational agencies (LEAs) and institutions of higher education (IHEs) to: (1) establish or support teacher preparation programs, and (2) establish or support teacher induction and retention programs. Requires the teacher preparation programs to: (1) require participants to complete at least one year of residency followed by at least three years of teaching at the LEA's high-need schools, and (2) award participants a teaching credential or degree that meets state requirements for a teaching license or certification upon their completion of the program. Requires the teacher induction and retention programs to provide teachers with: (1) high-quality professional development; (2) updated information on developments in curricula, assessments, and educational research; (3) a mentor teacher and other support if they are new teachers; and (4) leadership opportunities. Allows the grants to be used for certain other activities designed to improve the quality of education in high-need areas. Gives grant priority to partnerships that: (1) have a plan to recruit teachers from among minority and local candidates and the disabled; (2) use a valid and reliable teacher performance assessment; or (3) include an IHE eligible to participate in the TEACH Grant program, a Tribal College or University, an Asian American and Native American Pacific Islander-serving institution, an Hispanic-serving institution, or an historically Black college and university.

directs secretary education award competitive matching grants partnerships high need local educational agencies leas institutions higher education ihes establish support teacher preparation programs establish support teacher induction retention programs requires teacher preparation programs require participants complete year residency followed years teaching lea high need schools award participants teaching credential degree meets state requirements teaching license certification completion program requires teacher induction retention programs provide teachers high quality professional development updated information developments curricula assessments educational research mentor teacher support new teachers leadership opportunities allows grants certain activities designed improve quality education high need areas gives grant priority partnerships plan recruit teachers minority local candidates disabled use valid reliable teacher performance assessment include ihe eligible participate teach grant program tribal_college university asian american native american pacific islander serving institution hispanic serving institution historically black college university


Summary: Ending Corporal Punishment in Schools Act of 2011 - Amends the General Education Provisions Act to prohibit the Secretary of Education from providing education funding to any educational agency or institution that allows school personnel to inflict corporal punishment upon a student as a form of punishment or to modify undesirable behavior. Requires each state to submit a plan to the Secretary, within 18 months of this Act's enactment and every third year thereafter, that describes how the state eliminates the use of corporal punishment in schools and makes school personnel and parents aware of its policies and procedures for doing so. Authorizes the Secretary to award three-year grants to states and, through them, competitive subgrants to local educational agencies (LEAs) to assist them in improving school climate and culture by implementing school-wide positive behavior supports. Requires grant and subgrant funds to be used for professional training, technical assistance, research, and outreach regarding positive behavior supports. Requires LEAs to ensure that private school personnel can participate, on an equitable basis, in activities supported by such funds. Authorizes the Secretary to allocate funds to the Secretary of the Interior to carry out such activities with regard to schools operated or funded by the Department of the Interior. Directs the Secretary to conduct a national assessment to determine compliance with this Act's requirements and identify best practices regarding positive behavior support professional training programs. Gives Protection and Advocacy Systems the authority provided under the Developmental Disabilities Assistance and Bill of Rights Act of 2000 to investigate, monitor, and enforce this Act's protections for students.

schools act amends general education provisions act prohibit secretary education providing education funding educational agency institution allows school personnel corporal punishment student form punishment modify behavior requires state submit plan secretary months act enactment year describes state eliminates use corporal punishment schools makes school personnel parents aware policies procedures authorizes secretary award year grants states competitive subgrants local educational agencies leas assist improving school climate culture implementing school wide positive behavior supports requires grant subgrant funds professional training technical assistance research outreach positive behavior supports requires leas ensure private school personnel participate equitable basis activities supported funds authorizes secretary allocate funds secretary interior carry activities regard schools operated funded department_of_the_interior directs secretary conduct national assessment determine compliance act requirements identify best practices positive behavior support professional training programs gives_protection_and_advocacy_systems authority provided developmental disabilities assistance bill rights act investigate monitor enforce act protections students


Summary: National Parents Corps Act of 2011 - Directs the Administrator of the Office of Juvenile Justice and Delinquency Prevention, subject to the availability of appropriations, to award a grant to a nonprofit entity (to be known as the NPCP Nonprofit Partner) to establish a National Parents Corps program to promote safety and combat youth violence and substance abuse in public middle or secondary schools. Requires the NPCP Nonprofit Partner to: (1) select for program participation annually schools that agree to host a Parent Leader for a number of years equal to the number of grade levels they offer; and (2) employ, after a background check, a Parent Leader from among the parents of students enrolled in the lowest grade at each participating school to work on a full-time basis with students, other parents, and school officials to treat, prevent, and reduce violence and drug, alcohol, and tobacco addiction among students. Urges participating schools to take the measures necessary to secure funding for the employment of Parent Leaders after federal funding becomes unavailable.

directs administrator office_of_juvenile_justice delinquency_prevention subject availability appropriations award grant nonprofit entity known nonprofit partner establish program promote safety combat youth violence substance abuse public middle secondary schools requires nonprofit partner select program participation annually schools agree host parent leader number years equal number grade levels offer employ background check parent leader parents students enrolled lowest grade participating school work time basis students parents school officials treat prevent reduce violence drug alcohol tobacco addiction students urges participating schools measures necessary secure funding employment federal funding unavailable


Summary: Education for Tomorrow's Jobs Act - Amends part A of title I of the Elementary and Secondary Education Act of 1965 to require local educational agencies receiving subgrants under part A to describe how they will establish and carry out a school improvement program, including how they will: create a network of schools or programs of study that integrate a rigorous curriculum emphasizing college and career readiness, and wraparound support services; use school-level strategies to personalize students' educational experience; demonstrate their capacity to implement and sustain their program; involve institutions of higher education, employers, community-based organizations, parent organizations, and other stakeholders in the school improvement process; provide school staff and other stakeholders with high-quality training and technical assistance; facilitate student transitions from secondary schools that do not award diplomas to secondary schools that do, and from the latter to postsecondary education; enable their program through policies that may include budgeting, governance, curriculum, and scheduling autonomies; place students, when possible, in a school or program of study that the student or their parents choose; assure that students are able to fully participate in their school or program of study and are not placed in a school or program of study on the basis of their prior academic achievement or status as a poor, minority, disabled, or limited English proficient student; and arrange for an ongoing and rigorous evaluation of their program, and disseminate best practices.

education tomorrow jobs_act_-_amends title elementary secondary education act require local educational agencies receiving subgrants describe establish carry school improvement program including create network schools programs study integrate rigorous curriculum college career readiness support services use school level strategies personalize students educational experience demonstrate capacity implement sustain program involve institutions higher education employers community based organizations parent organizations stakeholders school improvement process provide school staff stakeholders high quality training technical assistance facilitate student transitions secondary schools award secondary schools postsecondary education enable program policies include budgeting governance curriculum scheduling place students possible school program study student parents choose assure students able fully participate school program study placed school program study basis prior academic achievement status poor minority disabled limited english proficient student arrange ongoing rigorous evaluation program disseminate best practices


Summary: Positive Behavior for Safe and Effective Schools Act - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to allow states to allocate school improvement funds under title I of the ESEA for coordinated, early intervention services for all students. Includes among such services, schoolwide positive behavior supports, defined as a systematic approach to embed proven practices for early intervention services in order to achieve important social outcomes and increase student learning, while preventing problem behaviors. Requires improvements in schoolwide learning climates, including schoolwide positive behavior supports, to be a target of: (1) technical assistance provided by states to local educational agencies (LEAs) and schools, and by LEAs to schools identified as needing improvement; (2) schoolwide programs that allow LEAs to consolidate educational funds to upgrade the entire educational program of schools that serve a high proportion of low-income families; (3) professional development funding; (4) funding under the Safe and Drug-Free Schools and Communities program; and (5) elementary and secondary school counseling programs. Directs the Secretary of Education to oversee, implement, and ensure adequate evaluation of, the provision of specialized instructional support services in schools by school counselors, social workers, psychologists, and other qualified professionals.

positive behavior safe effective schools act amends elementary secondary education act esea allow states allocate school improvement funds title esea coordinated early intervention services students includes services schoolwide positive behavior supports defined systematic approach embed proven practices early intervention services order achieve important social outcomes increase student learning preventing problem behaviors requires improvements schoolwide learning climates including schoolwide positive behavior supports target technical assistance provided states local educational agencies leas schools leas schools identified needing improvement schoolwide programs allow leas consolidate educational funds upgrade entire educational program schools serve high proportion low income families professional development funding funding safe drug free schools communities program elementary secondary school counseling programs directs secretary education oversee implement ensure adequate evaluation provision specialized instructional support services schools school counselors social workers psychologists qualified professionals


Summary: School and Local Educational Agency Resources Efficiency Act - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to suspend, beginning in the 2011-2012 school year, new identifications of schools or local educational agencies as needing restructuring for failing to make adequate yearly progress (AYP) toward state academic performance standards. Lifts such suspension on the earlier of the last day of the 2012-2013 school year or the reauthorization of the ESEA.

efficiency act amends elementary secondary education act esea suspend beginning school year new identifications schools local educational agencies needing restructuring failing adequate yearly progress ayp state academic performance standards lifts suspension earlier day school year reauthorization esea


Summary: Local Education Authority Returns Now Act - Requires the Secretary of the Treasury to make an annual determination of states that have chosen to opt-out of K-12 education grant programs. Requires the Secretary of Education to determine credits due to states as opt-out state education amounts. Amends the Internal Revenue Code to allow individual taxpayers in states that opt-out a refundable tax credit for a share of the opt-out amount creditable to such states.

returns act requires secretary treasury annual determination states chosen opt k-12 education grant programs requires secretary education determine credits states opt state education amounts amends internal revenue code allow individual taxpayers states opt refundable tax credit share opt creditable states


Summary: Teaching Children to Save Lives Act of 2011 - Authorizes the Secretary of Education to award grants to local educational agencies or public elementary or secondary schools to implement nationally recognized cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) training courses. Allows a grant to be used to purchase an AED training device if the grantee implements or has implemented an AED training program in conjunction with a CPR training program.

teaching children save lives act authorizes secretary education award grants local educational agencies public elementary secondary schools implement nationally recognized cardiopulmonary resuscitation cpr automated external aed training courses allows grant purchase aed training device grantee implements implemented aed training program conjunction cpr training program


Summary: SOAR Technical Corrections Act - Amends the Scholarships for Opportunity and Results Act to make technical corrections to the opportunity scholarship program that provides private school choice opportunities to disadvantaged students in the District of Columbia. Limits the requirement that core subject teachers at participating schools have a baccalaureate or equivalent degree to those core subject teachers teaching participating students. Directs the Institute of Education Sciences to administer nationally norm-referenced standardized tests to students participating in that evaluation, except where the school the student attends administers the same test. Requires participating schools that administer the test to provide the Secretary of Education with the test results for participating students.

soar technical corrections act amends scholarships opportunity results act technical corrections opportunity scholarship program provides private school choice opportunities disadvantaged students district_of_columbia limits requirement core subject teachers participating schools baccalaureate equivalent degree core subject teachers teaching participating students directs institute_of_education_sciences administer nationally norm referenced standardized tests students participating evaluation school student attends administers test requires participating schools administer test provide secretary education test results participating students


Summary: Learn to Earn Act of 2011 - Directs the Secretary of Education to designate a local educational agency (LEA) as an entrepreneurship community if it is carrying out a high-quality entrepreneurship education program for secondary school students. Requires those programs to include: (1) high standards in mathematics and related content areas, such as economics; (2) curricula delivered by high-quality teachers who complete entrepreneurship training and receive ongoing professional development; (3) hands-on activities and project-based work; (4) financial literacy education; and (5) interaction between students, teachers, and members of the business community. Directs the Secretary, to the extent practicable, to give priority to entrepreneurship communities when awarding competitive grants to LEAs under the American Recovery and Reinvestment Act of 2009 and the Elementary and Secondary Education Act of 1965. Directs the Administrator of the Small Business Administration (SBA) and the Secretary of Agriculture (USDA), the Secretary of Commerce, and the Secretary of Energy (DOE) to give priority, to the extent practicable, to an entrepreneurship partner entity when awarding competitive grants, loans, or loan guarantees related to small business, workforce, community, or economic development. Defines an "entrepreneurship partner entity" as a local business, community organization, SBA office, chamber of commerce, or state, local, or tribal entity that enters into an agreement with an entrepreneurship community and specializes in entrepreneurship, small business development, or workforce development.

learn earn act directs secretary education designate local educational agency lea entrepreneurship community carrying high quality entrepreneurship education program secondary school students requires programs include high standards mathematics related content areas economics curricula delivered high quality teachers complete entrepreneurship training receive ongoing professional development hands activities project based work financial literacy education interaction students teachers members business community directs secretary extent practicable priority entrepreneurship communities awarding competitive grants leas american_recovery_and_reinvestment_act elementary secondary education act directs administrator small_business_administration sba secretary agriculture usda secretary commerce secretary energy doe priority extent practicable entrepreneurship partner entity awarding competitive grants loans loan guarantees related small business workforce community economic development defines entrepreneurship partner entity local business community organization sba office chamber commerce state local tribal entity enters agreement entrepreneurship community entrepreneurship small business development workforce development


Summary: Efficient Use of Educational Resources Act - Amends part D (Enhancing Education through Technology) of title II of the Elementary and Secondary Education Act of 1965 to repeal the Ready-to-Learn Television program. (The Ready to Learn Television program supports the development, by public telecommunications entities, of educational television and digital media for preschool and elementary school children and their families.)

efficient use educational resources act amends enhancing education technology title elementary secondary education act repeal ready learn television program ready program supports development public telecommunications entities educational television digital media preschool elementary school children families


Summary: Sandra Day O'Connor Civic Learning Act of 2011 - Expresses the sense of Congress that the Commissioner for Education Statistics, in administering the National Assessment of Educational Progress, should increase the number of students tested to improve disaggregation and analysis of data regarding progress in history and civics. Amends part C (Innovation for Teacher Quality) of title II of the Elementary and Secondary Education Act of 1965 to repeal We the People, a Civic Education program, and replace it with a program awarding competitive grants to nonprofit educational organizations to develop and implement programs that promote civic learning and engagement through instruction, professional development, and evaluations. Requires such programs to promote: (1) equity through access to funding and program benefits; (2) innovation through design, settings, and delivery; (3) scalability through broad, cost-effective implementation and institutionalization; and (4) accountability through program assessments and the identification of best practices.

day civic learning act expresses sense congress commissioner education statistics administering national_assessment_of_educational_progress increase number students tested improve analysis data progress history civics amends innovation teacher quality title elementary secondary education act repeal people program replace program awarding competitive grants nonprofit educational organizations develop implement programs promote civic learning engagement instruction professional development evaluations requires programs promote equity access funding program benefits innovation design settings delivery broad cost effective implementation institutionalization accountability program assessments identification best practices


Summary: Universal Prekindergarten and Early Childhood Education Act of 2011 - Amends the Elementary and Secondary Education Act of 1965 to allow local educational agencies (LEAs) that receive funds for 21st Century Community Learning Center activities to use them also for educational activities for children four years of age or younger, if the LEA agrees to phase in, where possible, a prekindergarten program taught by teachers with qualifications equivalent or similar to those teaching other grades in the school involved.

universal prekindergarten early childhood education act amends elementary secondary education act allow local educational agencies leas receive funds community learning center activities use educational activities children years age younger lea agrees phase possible prekindergarten program taught teachers qualifications equivalent similar teaching grades school involved


Summary: 21st Century Green High-Performing Public School Facilities Act - Requires the Secretary of Education to make grants to states for the modernization, renovation, or repair of public schools, including early learning facilities and charter schools, to make them safe, healthy, high-performing, and technologically up-to-date. Allocates grants among states in proportion to each state's share of school improvement funds under the Elementary and Secondary Education Act of 1965. Reserves 2% of the grant funds for assistance to outlying areas and Indian schools. Reserves 5% of the grant funds for LEAs serving geographic areas with significant economic distress and those serving geographic areas recovering from a natural disaster. Requires states to reallocate such grant funds to LEAs on the basis of each LEA's share of school improvement funds. Allows LEAs to give priority to projects involving the abatement, removal, or interim control of asbestos, polychlorinated biphenyls, mold, mildew, lead-based hazards, or a proven carcinogen. Directs LEA grantees to use a percentage of their grant, rising in 10% increments from 50% in FY2012 to 100% in FY2017, for public school modernization, renovation, repairs, or construction that meet Leadership in Energy and Environmental Design (LEED) green building rating standards, Energy Star standards, Collaborative for High Performance Schools (CHPS) criteria, Green Building Initiative environmental design and rating standards (Green Globes), or equivalent standards adopted by the entities that have jurisdiction over such LEAs. Requires the Secretary to provide outreach and technical assistance to states and LEAs concerning the best practices in school modernization, renovation, repair, and construction. Requires the Department of Education to evaluate the effect this Act's projects have on student academic achievement. Directs the Secretary to establish an Advisory Council on Green, High-Performing Schools to provide the Secretary with advice on the academic, health, energy, and environmental impact of such schools and assistance in facilitating their creation. Requires the Secretary to work with grant recipients to promote appropriate opportunities for individuals enrolled in a YouthBuild, Job Corps, or community or junior college program to gain employment experience on projects funded under this Act.

21st century green act requires secretary education grants states modernization renovation repair public schools including early learning facilities charter schools safe healthy high performing technologically date allocates grants states proportion state share school improvement funds elementary secondary education act reserves grant funds assistance outlying areas indian schools reserves grant funds leas serving geographic areas significant economic distress serving geographic areas recovering natural disaster requires states reallocate grant funds leas basis lea share school improvement funds allows leas priority projects involving abatement removal interim control asbestos polychlorinated biphenyls mold lead based hazards proven directs lea grantees use percentage grant rising increments fy2012 fy2017 public school modernization renovation repairs construction meet leadership energy environmental design leed green building rating standards energy_star standards collaborative high performance schools chps criteria green building initiative environmental design rating standards green_globes equivalent standards adopted entities jurisdiction leas requires secretary provide outreach technical assistance states leas concerning best practices school modernization renovation repair construction requires department_of_education evaluate effect act projects student academic achievement directs secretary establish high performing schools provide secretary advice academic health energy environmental impact schools assistance facilitating creation requires secretary work grant recipients promote appropriate opportunities individuals enrolled job_corps community junior college program gain employment experience projects funded act


Summary: School Access to Emergency Epinephrine Act - Amends the Public Health Service Act to require the Secretary of Health and Human Services (HHS), in awarding grants to states under the children's asthma treatment grants program, to favor states that require their public elementary and secondary schools to: (1) permit authorized personnel to administer epinephrine to any student believed to be having an anaphylactic reaction, and (2) maintain a supply of epinephrine that is prescribed by a licensed physician and is stored in a secure and easily accessible location. (States given this preference are also required by current law to require those schools to authorize students, under certain conditions, to self-administer medication to treat their asthma or anaphylaxis.) Requires such states to also have a Good Samaritan law protecting school employees and agents from liability related to the administration of epinephrine to students believed, in good faith, to be having an anaphylactic reaction.

school access emergency epinephrine act amends public_health_service_act require secretary health_and_human_services hhs awarding grants states children asthma treatment grants program favor states require public elementary secondary schools permit authorized personnel administer epinephrine student believed having anaphylactic reaction maintain supply epinephrine prescribed licensed physician stored secure easily accessible location states given preference required current law require schools authorize students certain conditions self administer medication treat asthma anaphylaxis requires states good samaritan law protecting school employees agents liability related administration epinephrine students believed good faith having anaphylactic reaction


Summary: After School for America's Children Act of 2012 - 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 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) programs that support global education and competence; (6) social and emotional learning programming; and (7) 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 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 programs support global education competence social emotional learning programming programs build science technology engineering mathematics stem skills support innovative stem teaching methods reauthorizes 21st century community learning_centers program fy2017


Summary: Growth to Excellence Act of 2012 - Amends part A of title I of the Elementary and Secondary Education Act of 1965 to allow states to measure student progress toward academic achievement standards using adaptive assessments that are computerized, aligned with grade-level academic content standards, and measure student growth above and below grade level. Allows states, upon the Secretary of Education's approval, to adopt an alternative accountability model requiring their local educational agencies (LEAs) and public elementary and secondary schools to achieve adequate student growth toward college and career readiness standards. Requires such states to: (1) adopt college and career ready academic content standards; (2) adopt college and career ready assessments that measure annual student growth in mathematics and reading or the language arts; (3) measure secondary school graduation rates; (4) assess at least two additional specified indicators of students' college or career readiness; and (5) require schools that do not meet adequate student growth targets to be categorized, provided with appropriate support, and subject to consequences that include intervention measures. Requires an alternative accountability model to establish annual progress targets for each school that: (1) aim to reduce by half, in less than six years, the difference between the percentage of students (overall and in specified student subgroups) at the top performing schools who meet the college and career readiness standards or make adequate student growth, and the percentage of such students at each school that is not a top performing school; (2) ensure that each student is making adequate yearly growth to be college and career ready by the end of the 2019-2020 school year; or (3) are calculated in another manner, but result in ambitious and achievable targets for students overall and in specified student subgroups. Requires annual progress targets for secondary schools that: (1) aim to reduce by half, in less than six years, the difference between the percentage of students (overall and in specified student subgroups) who graduate and 90%; or (2) establish another single graduation rate goal for each specified student subgroup that is ambitious and achievable. Requires states using an alternative accountability model to establish a system of categorization and related interventions and rewards that groups LEAs based on their schools' and students' annual progress toward such targets. Describes what shall be considered adequate student growth toward college and career readiness standards.

growth excellence act amends title elementary secondary education act allow states measure student progress academic achievement standards adaptive assessments computerized aligned grade level academic content standards measure student growth grade level allows states secretary education approval adopt alternative accountability model requiring local educational agencies leas public elementary secondary schools achieve adequate student growth college career readiness standards requires states adopt college career ready academic content standards adopt college career ready assessments measure annual student growth mathematics reading language arts measure secondary school graduation rates assess additional specified indicators students college career readiness require schools meet adequate student growth targets categorized provided appropriate support subject consequences include intervention measures requires alternative accountability model establish annual progress targets school aim reduce half years difference percentage students overall specified student subgroups performing schools meet college career readiness standards adequate student growth percentage students school performing school ensure student making adequate yearly growth college career ready end school year calculated manner result ambitious achievable targets students overall specified student subgroups requires annual progress targets secondary schools aim reduce half years difference percentage students overall specified student subgroups graduate establish single graduation rate goal specified student subgroup ambitious achievable requires states alternative accountability model establish system categorization related interventions rewards groups leas based schools students annual progress targets describes shall considered adequate student growth college career readiness standards


Summary: Student Success Act - Title I: Aid to Local Educational Agencies - Subtitle A: In General - (Sec. 101) Replaces title I (Improving the Academic Achievement of the Disadvantaged) of the Elementary and Secondary Education Act of 1965 (ESEA) with a new title I (Aid to Local Educational Agencies) composed of parts A (Improving the Academic Achievement of the Disadvantaged), B (National Assessment), and C (General Provisions). Authorizes appropriations for parts A and B of title I of the ESEA for FY2013, with increases in those amounts for FY2014-FY2018 that match the inflation rate. (Sec. 103) Gives states and local educational agencies (LEAs) flexibility in transferring funds among the programs under part A of title I. (This Act consolidates programs under part A of title I that are currently located in different parts of title I and in titles III, VI, and VII of the ESEA.) (Sec. 104) Increases, from 4% to 7%, the percentage of school improvement funds (now allocated to states under a new subpart 1 of part A of title I) that are to be set aside for reallocation to LEAs to carry out the state's system of school improvement. (Sec. 105) Requires states to set aside 3% of their allocation of school improvement funds for a Direct Student Services program awarding grants to LEAs to cover high quality academic tutoring services or the transportation costs students incur in exercising public school choice. Subtitle B: Improving the Academic Achievement of the Disadvantaged - (Sec. 111) Amends the education accountability requirements under part A of title I of the ESEA and places them in a new subpart 1 (Improving Basic Programs Operated by Local Educational Agencies) under part A (Improving the Academic Achievement of the Disadvantaged) of title I of the ESEA. Maintains the requirement conditioning a state's receipt of school improvement funds on states developing and implementing academic content and achievement standards that are applicable to all public schools and public school students in the state. Requires those academic content and achievement standards to cover mathematics and reading or language arts, and ensure that all public school students graduate from high school fully prepared for secondary education or the workforce. Allows states to adopt standards in any other subject, but eliminates the requirement that states adopt standards in science. Requires states to implement a set of high-quality assessments of student progress toward those standards that measure the overall performance of students in each public school and the performance of their poor, minority, disabled, and English learner subgroups. Eliminates the requirement that student performance be judged as basic, proficient, or advanced. Requires the assessments in mathematics and reading to: (1) be administered in each of grades 3 through 8 and at least once in grades 9 through 12, (2) measure individual student academic proficiency and growth, (3) be administered through a single annual summative assessment or multiple assessments during an academic year, and (4) include measures that assess higher-order thinking skills and understanding. Allows states to develop and administer computer adaptive assessments that measure student proficiency against, and growth toward, the standards for the student's grade level. Allows states to adopt alternate academic achievement standards and assessments for students with the most significant cognitive disabilities. Requires states to establish English language proficiency standards that are aligned with their academic content standards in reading or language arts. Requires the annual assessment of the English proficiency of all limited English proficient students (now referred to as English learners) to be aligned with the English language proficiency standards. Eliminates the requirement that LEAs and schools make adequate yearly progress (AYP) toward state academic performance standards or be subject to specified improvements, corrective action, or restructuring. Requires, instead, that each state accountability system: (1) use the state's academic achievement standards and assessments to evaluate the academic performance of each public school on an annual basis, and (2) require LEAs to implement interventions that address the weaknesses in each low-performing school. Gives states two years after this Act's enactment to adopt and implement their academic standards, assessments, and accountability system. Prohibits this Act from being construed as affecting state laws granting parents authority over schools that repeatedly failed to make AYP. Maintains the requirement that states and LEAs prepare and disseminate an annual report card regarding the performance of their students and schools, but adapts it to this Act's accountability provisions. Requires states to report, in the aggregate and disaggregated by student subgroup, the four-year adjusted cohort graduation rate for each of its public high schools. Prohibits the Secretary of Education from attempting to influence or coerce state participation in any voluntary partnership with another state to develop and implement the academic assessments and standards. (Sec. 115) Amends Schoolwide programs, that allow LEAs to consolidate school improvement funds to upgrade the entire educational program of schools, to eliminate the requirement that such schools serve a high proportion of low-income families. (Sec. 117) Eliminates the School Support and Recognition program. (Sec. 119) Eliminates the requirement that teachers be highly qualified and the qualifications required of paraprofessionals. (Sec. 120) Requires states to designate an ombudsman to ensure that private school children receive educational services and benefits that are equitable to those received by public school children under subpart 1. Directs states, rather than LEAs, to provide or arrange for the provision of such services and benefits to private schools in certain circumstances. (Sec. 124) Reserves 91% of the amounts authorized to be appropriated under part A of title I for subpart 1's Improving Basic Programs Operated by Local Educational Agencies program. Subtitle C: Additional Aid to States and School Districts - (Sec. 131) Strikes parts B (Student Reading Skills Improvement Grants), F (Comprehensive School Reform), G (Advanced Placement Programs), and H (School Dropout Prevention) of title I of the ESEA. Amends part C of the current title I and transfers it to a new subpart 2 (Education of Migratory Children) under part A of title I of the ESEA. Alters the formula for allocating subpart 2 funds to states. Counts each state's: (1) average number of eligible full-time equivalent migratory children from the previous three years, and (2) number of migratory children who received services under summer or intercession programs the previous year. Eliminates the program awarding competitive incentive grants to states that enter into a consortium with another state or entity that the Secretary determines will improve the delivery of services to migratory children whose education is interrupted. Reserves 2.4% of the amounts authorized to be appropriated under part A of title I for subpart 2's Education of Migratory Children program. Amends part D of the current title I and transfers it to a new subpart 3 (Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk) under part A of title I of the ESEA. Requires states to place a priority on children in the program obtaining a regular high school diploma, if feasible. Reserves 0.3% of the amounts authorized to be appropriated under part A of title I for subpart 3's Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk. Amends part A of title III ( Language Instruction for Limited English Proficient and Immigrant Students) and transfers it to a new subpart 4 (English Language Acquisition, Language Enhancement, and Academic Achievement) under part A of title I of the ESEA. (The program provides grants to states and, through them, grants to LEAs to improve the education of English learners.) Refers to limited English proficient students as English learners. Directs the Secretary, for the purpose of determining each state's allotment, to determine the number of English learners in each state using: (1) data from the American Community Survey, conducted by the Department of Commerce; or (2) the number of students being assessed by the state for English language proficiency. Requires the number of immigrant youth in each state to be determined using data from that survey. Removes English language proficiency standards requirements, which are now covered in subpart 1 of part A of title I. Requires the states to report to the Secretary and the Secretary to report to Congress annually, rather than biennially, on the effectiveness of the grant program in improving the education of English learners. Includes public or private organizations with the experience and capacity to improve instruction for English learners as eligible grant recipients under the National Professional Development Project. Allows those grants to be used to disseminate effective practices in teaching English learners, and increase parent and community engagement in their education. Eliminates the Improving Language Instruction Educational programs under part B of title III. Transfers requirements for the National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs under part C of title III to subpart 4 under part A of title I of the ESEA. Reserves 4.4% of the amounts authorized to be appropriated under part A of title I for subpart 4's English Language Acquisition, Language Enhancement, and Academic Achievement program. Amends part B (Rural Education Initiative) of title VI (Flexibility and Accountability) and transfers it to a new subpart 5 (Rural Education Achievement Program) under part A of title I of the ESEA. Directs the Secretary to reserve: (1) 0.55% of the amounts authorized to be appropriated under part A of title I to award grants to rural LEAs under the Small, Rural School Achievement (SRSA) program; and (2) 0.55% to award grants to states and, through them, rural LEAs under the Rural and Low-Income School (RLIS) program. Requires grant funds under both programs to be used for activities authorized under Part A of title I, title II, and title III of the ESEA. Updates the locale codes used in determining whether schools are in a rural area. Prohibits LEAs that are eligible to participate in the SRSA and RLIS programs from receiving funds under both programs. Amends part A (Indian Education) of title VII and transfers subparts 1, 2, 4, and 5 of that part to a new subpart 6 (Indian Education) under part A of title I of the ESEA. Establishes Chapters A (Formula Grants to Local Educational Agencies), B (Special Programs and Projects to Improve Educational Opportunities for Indian Children), C (Federal Administration), and D (Definitions) of the new subpart 6. Directs the Secretary to reserve 0.6% of the amounts authorized to be appropriated under part A of title I for Chapter A's Formula Grants to Local Educational Agencies. Allows LEAs to form a consortium with other LEAs or Indian tribes to obtain those grants, and use grant funds to engage parents and tribes in the education of their children. Directs the Secretary to reserve 0.2% of the amounts authorized to be appropriated under part A of title I for Chapter B's Special Programs and Projects to Improve Educational Opportunities for Indian Children. Amends the Chapter B program, providing grants for the professional development of Indian teachers and education professionals, to require grant applicants to show how they will recruit and train Indians to become teachers and school leaders. Allows those grants to be awarded for up to three years and be renewed for up to two additional years. Eliminates the programs under subpart 3 (National Activities) of part A and parts B (Native Hawaiian Education) and C (Alaska Native Education) of title VII of the ESEA. Removes maintenance of effort requirements that require states and LEAs to maintain their education funding at certain levels in order to be eligible for federal education funds. Subtitle D: National Assessment - (Sec. 141) Amends part E (National Assessment) of title I and transfers it to a new part B of title I of the ESEA. Repeals the Demonstrations of Innovative Practices grant program and the Close Up Fellowship program. Requires the Secretary, acting through the Director of the Institute of Education Sciences (Director), to conduct a national assessment of the success of the title I programs in helping all students graduate from high school prepared for postsecondary education or the workforce. Transfers to the Director responsibility for carrying out: (1) the longitudinal study of schools receiving school improvement funds under subpart 1 of part A, and (2) the independent study of the assessments used for state accountability purposes. Subtitle E: Title I General Provisions - (Sec. 151) Amends part I (General Provisions) of title I and transfers it to a new part C of title I of the ESEA. Sets forth the rulemaking procedure the Secretary is to follow if a negotiated rulemaking process under title I is unnecessary or the individuals chosen to participate in the process fail to reach unanimous agreement. Requires each state to identify any duplicative or conflicting requirements between state and federal rules or regulations, eliminate those state rules or regulations that are duplicative, and resolve conflicts. Title II: General Provisions for the Act - (Sec. 201) Replaces title V (Promoting Informed Parental Choice and Innovative Programs) of the ESEA with a new title V (General Provisions). Amends title IX (General Provisions) and transfers it to the new title V. Requires the Secretary to establish a multi-disciplinary peer review team to review requests for waivers of statutory or regulatory requirements under the ESEA. Allows the Secretary to approve a waiver request without conducting a peer review, but requires such review before a request can be disapproved. Requires peer reviewers to review waiver requests in their totality, in deference to state and local judgment, and with the goal of promoting state and local innovation. Prohibits the Secretary from imposing new or additional requirements that are not specified in the ESEA on states, LEAs, or Indian tribes in exchange for the receipt of a waiver. Sets a three year limit on waivers, but authorizes the Secretary to extend those that are effective. Requires states to determine, in a timely manner, the proportion of funds to be allocated to LEAs for private school children and notify the LEAs and private school officials of such allocation. Requires funds allocated to an LEA for private school students to be obligated in the fiscal year for which the LEA received the funds. Gives private school officials a process to appeal for services directly from their state when their LEA fails to meet consultation or service requirements. Gives states 45 days to resolve complaints regarding violations of private school participation requirements before an appeal may be made to the Secretary. Prohibits the federal government from directly or indirectly mandating, directing, or controlling a state, LEA, or school's specific instructional content, academic standards and assessments, curricula, or program of instruction. Requires LEAs to notify each secondary school student's parent of the option to submit a written request to the LEA that the student's name, address, and telephone listing not be released to military recruiters or IHEs without the parent's prior written consent. Gives students this option when they reach age 18. Establishes requirements regarding the peer review panels used under the ESEA to review program applications. Prohibits federal employees from participating in, or working to influence, the peer review process. Gives the Secretary one year after this Act's enactment to eliminate those staff positions associated with programs eliminated or consolidated by this Act. Places the gun-free school requirements in part A (Safe and Drug-Free Schools and Communities) of title IV of the ESEA in the new title V.

student success act title aid local educational agencies subtitle general sec replaces title improving academic achievement disadvantaged elementary secondary education act esea new title aid local educational agencies composed parts improving academic achievement disadvantaged national assessment general provisions authorizes appropriations parts title esea fy2013 increases amounts fy2014 fy2018 match inflation rate sec gives states local educational agencies leas flexibility transferring funds programs title act consolidates programs title currently located different parts title titles iii vii esea sec increases percentage school improvement funds allocated states new subpart title set aside reallocation leas carry state system school improvement sec requires states set aside allocation school improvement funds program awarding grants leas cover high quality academic tutoring services transportation costs students incur exercising public school choice subtitle improving academic achievement disadvantaged sec amends education accountability requirements title esea places new subpart improving basic programs operated improving academic achievement disadvantaged title esea maintains requirement conditioning state receipt school improvement funds states developing implementing academic content achievement standards applicable public schools public school students state requires academic content achievement standards cover mathematics reading language arts ensure public school students graduate high school fully prepared secondary education workforce allows states adopt standards subject eliminates requirement states adopt standards science requires states implement set high quality assessments student progress standards measure overall performance students public school performance poor minority disabled english learner subgroups eliminates requirement student performance basic proficient advanced requires assessments mathematics reading administered grades grades measure individual student academic proficiency growth administered single annual summative assessment multiple assessments academic year include measures assess higher order thinking skills understanding allows states develop administer computer adaptive assessments measure student proficiency growth standards student grade level allows states adopt alternate academic achievement standards assessments students significant cognitive disabilities requires states establish english language proficiency standards aligned academic content standards reading language arts requires annual assessment english proficiency limited english proficient students referred english learners aligned english language proficiency standards eliminates requirement leas schools adequate yearly progress ayp state academic performance standards subject specified improvements corrective action restructuring requires instead state accountability system use state academic achievement standards assessments evaluate academic performance public school annual basis require leas implement interventions address weaknesses low performing school gives states years act enactment adopt implement academic standards assessments accountability system prohibits act construed affecting state laws granting parents authority schools repeatedly failed ayp maintains requirement states leas prepare disseminate annual report card performance students schools act accountability provisions requires states report aggregate disaggregated student subgroup year adjusted cohort graduation rate public high schools prohibits secretary education attempting influence coerce state participation voluntary partnership state develop implement academic assessments standards sec amends schoolwide programs allow leas consolidate school improvement funds upgrade entire educational program schools eliminate requirement schools serve high proportion low income families sec eliminates recognition program sec eliminates requirement teachers highly qualified qualifications required paraprofessionals sec requires states designate ombudsman ensure private school children receive educational services benefits equitable received public school children subpart directs states leas provide arrange provision services benefits private schools certain circumstances sec reserves amounts authorized appropriated title subpart improving basic programs operated program subtitle additional aid states school districts sec strikes parts student_reading_skills_improvement_grants comprehensive school reform title esea amends current title transfers new subpart title esea alters formula allocating subpart funds states counts state average number eligible time equivalent migratory children previous years number migratory children received services summer programs previous year eliminates program awarding competitive incentive grants states enter consortium state entity secretary determines improve delivery services migratory children education interrupted reserves amounts authorized appropriated title subpart education program amends current title transfers new subpart neglected delinquent risk title esea requires states place priority children program obtaining regular high school diploma feasible reserves amounts authorized appropriated title subpart prevention intervention programs children youth neglected delinquent risk amends title iii language instruction limited english proficient immigrant students transfers new subpart english language acquisition language_enhancement academic achievement title esea program provides grants states grants leas improve education english learners refers limited english proficient students english learners directs secretary purpose determining state allotment determine number english learners state data american_community_survey conducted department_of_commerce number students assessed state english language proficiency requires number immigrant youth state determined data survey removes english language proficiency standards requirements covered subpart title states report secretary secretary report congress annually biennially effectiveness grant program improving education english learners includes public private organizations experience capacity improve instruction english learners eligible grant recipients allows grants disseminate effective practices teaching english learners increase parent community engagement education eliminates improving language instruction educational programs title iii transfers requirements national_clearinghouse english_language_acquisition language instruction educational programs title iii subpart title esea reserves amounts authorized appropriated title subpart english_language_acquisition language_enhancement program amends rural_education_initiative title flexibility accountability transfers new subpart title esea directs secretary reserve amounts authorized appropriated title award grants rural leas small rural_school_achievement srsa program award grants states rural leas rural low income school rlis program requires grant funds programs activities authorized title title title iii esea updates locale codes determining schools rural area prohibits leas eligible participate srsa rlis programs receiving funds programs amends indian education title vii transfers subparts new subpart indian education title esea formula_grants local educational agencies special programs projects_to_improve_educational_opportunities federal administration definitions new subpart directs secretary reserve amounts authorized appropriated title chapter formula_grants local educational agencies allows leas form consortium leas indian tribes obtain grants use grant funds engage parents tribes education children directs secretary reserve amounts authorized appropriated title chapter special programs projects_to_improve_educational_opportunities amends chapter program providing grants professional development indian teachers education professionals require grant applicants recruit train indians teachers school leaders allows grants awarded years renewed additional years eliminates programs subpart national activities parts native_hawaiian_education alaska native education title vii esea removes maintenance effort requirements require states leas maintain education funding certain levels order eligible federal education funds subtitle national assessment sec amends national assessment title transfers new title esea repeals grant program close fellowship program requires secretary acting director institute_of_education_sciences director conduct national assessment success title programs helping students graduate high school prepared postsecondary education workforce transfers director responsibility carrying longitudinal study schools receiving school improvement funds subpart independent study assessments state accountability purposes subtitle title general provisions sec amends general provisions title transfers new title esea sets forth rulemaking procedure secretary follow negotiated rulemaking process title unnecessary individuals chosen participate process fail reach unanimous agreement requires state identify duplicative conflicting requirements state federal rules regulations eliminate state rules regulations duplicative resolve conflicts title general provisions act sec replaces title promoting informed parental choice innovative_programs esea new title general provisions amends title general_provisions transfers new title secretary establish multi disciplinary peer review team review requests waivers statutory regulatory requirements esea allows secretary approve waiver request conducting peer review requires review request disapproved requires peer reviewers review waiver requests totality deference state local judgment goal promoting state local innovation prohibits secretary imposing new additional requirements specified esea states leas indian tribes exchange receipt waiver sets year limit waivers authorizes secretary extend effective requires states determine timely manner proportion funds allocated leas private school children notify leas private school officials allocation requires funds allocated lea private school students obligated fiscal year lea received funds gives private school officials process appeal services directly state lea fails meet consultation service requirements gives states days resolve complaints violations private school participation requirements appeal secretary prohibits federal government directly indirectly mandating directing controlling state lea school specific instructional content academic standards assessments curricula program instruction requires leas notify secondary school student parent option submit written request lea student address telephone listing released military recruiters ihes parent prior written consent gives students option reach age establishes requirements peer review panels esea review program applications prohibits federal employees participating working influence peer review process gives secretary year act enactment eliminate staff positions associated programs eliminated consolidated act places gun free school requirements safe drug free schools communities title esea new title


Summary: Tax and Education Assistance for Children (TEACH) Act of 2012 - Amends the Internal Revenue Code to allow taxpayers a credit for the tuition expenses they incur in having their dependents attend a private or religious elementary or secondary school.

tax education assistance children teach act amends internal revenue code allow taxpayers credit tuition expenses incur having dependents attend private religious elementary secondary school


Summary: Amends title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) of the Elementary and Secondary Education Act of 1965 to authorize the Secretary of Education to award competitive grants to states, local educational agencies, and nonprofit organizations to provide principals who have no more than three years of experience with training that improves their capacity to increase student achievement for all children. Authorizes the grants to be used to: (1) establish learning communities within elementary and secondary schools where principals and teachers work together regularly to analyze and improve teaching and learning, (2) develop quality mentoring programs, and (3) provide stipends to mentors who are veteran principals with demonstrated leadership skills and a successful record of increasing student achievement.

amends title preparing training recruiting high quality teachers principals elementary secondary education act authorize secretary education award competitive grants states local educational agencies nonprofit organizations provide principals years experience training improves capacity increase student achievement children authorizes grants establish learning communities elementary secondary schools principals teachers work regularly analyze improve teaching learning develop quality mentoring programs provide stipends mentors veteran principals demonstrated leadership skills successful record increasing student achievement


Summary: Engaging Students Through Service Learning Act - Amends title II of the Elementary and Secondary Education Act of 1965 to establish an Enhancing the Effectiveness of K-12 Education through Service Learning grant program. Directs the Secretary of Education to reserve a portion of program funds to: (1) establish a National Center for K-12 Service Learning; and (2) conduct research and evaluation activities, including a study on the effects of academic service-learning on instructional quality and the success of students in low-performing schools; and (3) assist states in developing exemplary service-learning programs. Requires the Secretary to award grants to states to: (1) support a service-learning specialist who acts as a conduit of information between the state and local level, (2) implement a statewide cascade professional development model and support local service-learning efforts, and (3) award competitive subgrants to local educational agencies (LEAs). Requires subgrantees to use: (1) the service-learning model to strengthen the content area disciplines and implement key educational innovations in areas with a high percentage of underperforming youth, and (2) a cascade professional development model to bring practice to scale. Describes the cascade professional development model as one that trains high-quality professional development specialists who then train educators who are then responsible for training, mentoring, and supporting their peers.

engaging students service learning act amends title elementary secondary education act establish grant program directs secretary education reserve portion program funds establish conduct research evaluation activities including study effects academic service learning instructional quality success students low performing schools assist states developing exemplary service learning programs requires secretary award grants states support service learning specialist acts conduit information state local level implement statewide professional development model support local service learning efforts award competitive subgrants local educational agencies leas requires subgrantees use service learning model strengthen content area disciplines implement key educational innovations areas high percentage underperforming youth professional development model bring practice scale describes professional development model trains high quality professional development specialists train educators responsible training mentoring supporting peers


Summary: Relief for Educators To Adjust if Necessary Act or RETAIN Act - Amends part A of title IV (Flexibility and Accountability) of the Elementary and Secondary Education Act of 1965 (ESEA) to replace the existing program under subpart 2 with a new Funding Flexibility for States and High-Need Local Educational Agencies program. Allows states to use funds that they receive under certain ESEA and Education Jobs Fund programs to provide funds to their high-need local educational agencies (LEAs) to prevent the layoff or termination of teachers or other staff in such LEAs. Lists the programs from which states may use funds to prevent such layoffs or terminations as: school improvement programs, under part A of title I; the Reading First program, under subpart 1 of part B of title I; the Education of Migratory Children program, under part C of title I; Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk, under part D of title I; the Teacher and Principal Training and Recruiting Fund program, under part A of title II; the Mathematics and Science Partnerships program, under part B of title II; the English Language Acquisition, Language Enhancement, and Academic Achievement Act program, under part A of title III; the 21st Century Community Learning Centers program, under part B of title IV; Innovative programs, under part A of title V of the ESEA; and Education Jobs Fund programs. Allows high-need LEAs to use funds that they receive under certain ESEA and Education Jobs Fund programs to prevent the layoff or termination of teachers or other staff in such LEAs. Lists the programs from which high-need LEAs may use funds to prevent such layoffs or terminations as: school improvement programs, under part A of title I; the Education of Migratory Children program, under part C of title I; Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk, under part D of title I; the Teacher and Principal Training and Recruiting Fund program, under part A of title II; the English Language Acquisition, Language Enhancement, and Academic Achievement Act program, under part A of title III; Innovative programs, under part A of title V; Indian Education programs, under part A of title VII of the ESEA; and Education Jobs Fund programs. Prohibits states and high-need LEAs from transferring the funds to such programs if the ESEA requires them to: (1) reserve, allocate, or spend the funds for required activities; (2) provide them to eligible entities; or (3) use them for technical assistance or monitoring.

relief educators adjust retain act amends title flexibility accountability elementary secondary education act esea replace existing program subpart new funding flexibility states high need local educational agencies program allows states use funds receive certain programs provide funds high need local educational agencies leas prevent layoff termination teachers staff leas lists programs states use funds prevent layoffs terminations school improvement programs title reading program subpart title program title prevention intervention programs children youth neglected delinquent risk title teacher principal_training recruiting_fund program title mathematics science_partnerships program title english_language_acquisition language_enhancement academic achievement act program title iii 21st century community learning_centers program title innovative programs title esea education jobs fund programs allows high need leas use funds receive certain programs prevent layoff termination teachers staff leas lists programs high need leas use funds prevent layoffs terminations school improvement programs title program title prevention intervention programs children youth neglected delinquent risk title teacher principal_training recruiting_fund program title english_language_acquisition language_enhancement academic achievement act program title iii innovative programs title indian education programs title vii esea education jobs fund programs prohibits states high need leas transferring funds programs esea requires reserve allocate spend funds required activities provide eligible entities use technical assistance monitoring


Summary: S.O.S. (Save Our Schools) Act of 2012 - Amends the Elementary and Secondary Education Act of 1965 to eliminate the requirement that states conduct the yearly student academic assessments in mathematics, reading or language arts, and science that are used in determining whether states, local educational agencies (LEAs), and schools are making adequate yearly progress (AYP) toward state academic performance standards. Eliminates related requirements, such as those subjecting LEAs and schools to certain improvements, corrective actions, or restructuring, if they fail to make AYP toward state academic performance standards for two consecutive years or more.

save schools act amends elementary secondary education act eliminate requirement states conduct yearly student academic assessments mathematics reading language arts science determining states local educational agencies leas schools making adequate yearly progress ayp state academic performance standards eliminates related requirements subjecting leas schools certain improvements corrective actions restructuring fail ayp state academic performance standards consecutive years


Summary: Increasing Educational Stability for Children in Foster Care Act - Amends the school improvement program under title I of the Elementary and Secondary Education Act of 1965 (ESEA) to require the annual report cards issued by states to include information on the academic achievement and secondary school graduation rates of foster children. Requires local educational agencies (LEAs) to reserve school improvement funds to serve children in foster care. Establishes part J (Educational Stability of Children in Foster Care) under title I of the ESEA. Requires states to develop and implement a plan to ensure that children that move to a new school attendance area due to being placed in foster care, changing their foster care placement, or leaving foster care: (1) enroll or remain in their school of origin and receive transportation to and from that school, unless it is determined to be in their best interest to attend a different school; (2) are immediately enrolled in a school once it is determined to be in their best interest to attend the school, even if they are unable to produce the records normally required for enrollment; and (3) have their school records maintained and available for immediate transfer to their new school. Gives a child who leaves foster care the right to remain in his or her school of origin only for the remainder of the school year. Requires states to ensure that foster children are able to: (1) preserve the credits or partial credits they earned at schools they previously attended, and (2) receive a secondary school diploma from one of the schools at which they were enrolled or through a state-issued secondary school diploma system. Requires LEAs and state educational agencies to each designate an individual to oversee implementation of their part J obligations and serve as a point of contact for the child welfare agencies responsible for foster children. Amends the McKinney-Vento Homeless Assistance Act to eliminate children and youths who are awaiting foster care placement from the definition of "homeless children and youths."

increasing educational stability children foster care act amends school improvement program title elementary secondary education act esea require annual report cards issued states include information academic achievement secondary school graduation rates foster children requires local educational agencies leas reserve school improvement funds serve children foster care establishes title esea requires states develop implement plan ensure children new school attendance area placed foster care changing foster care placement leaving foster care enroll remain school origin receive transportation school determined best interest attend different school immediately enrolled school determined best interest attend school unable produce records normally required enrollment school records maintained available immediate transfer new school gives child leaves foster care right remain school origin remainder school year requires states ensure foster children able preserve credits partial credits earned schools previously attended receive secondary school diploma schools enrolled state issued secondary school diploma system requires leas state educational agencies designate individual oversee implementation obligations serve point contact child welfare agencies responsible foster children amends mckinney-vento homeless assistance act eliminate children youths awaiting foster care placement definition homeless children youths


Summary: Expand Opportunity for Education Savings Act of 2012 - Amends the Internal Revenue Code to: (1) expand the definition of "eligible educational institution" for purposes of tax-exempt qualified tuition programs (529 tuition programs) to include elementary and secondary schools, and (2) make the limitation on room and board expenses inapplicable to elementary and secondary schools.

amends internal revenue code expand definition eligible educational institution purposes tax exempt qualified tuition programs tuition programs include elementary secondary schools limitation room board expenses inapplicable elementary secondary schools


Summary: Today's Entrepreneurs are America's Mentors Act or TEAM Act - Amends the Small Business Act to establish in the Small Business Administration (SBA) an Office of Entrepreneurial Education, headed by a Director, to develop and provide innovative entrepreneurial information, education, and resources to promote prospective entrepreneurs and successful small businesses. Directs the SBA's Associate Administrator for Entrepreneurial Development to establish a program of grants to nonprofit organizations to provide technical assistance to primary and secondary schools for the development and implementation of curricula and mentoring programs designed to promote entrepreneurship. Requires the Director to submit to the congressional small business committees best practices of U.S. entrepreneurial education and training programs. Authorizes a small business development center to apply for an SBA grant to carry out a university and college entrepreneurial education program. Directs the SBA's Associate Administrator for Entrepreneurial Development to establish an entrepreneurial innovators partnership program of grants to nonprofit organizations and specified SBA entities to carry out innovative programs that expand entrepreneurship, improve partnerships between nonprofit organizations and entrepreneurs, and promote job creation by small businesses. Directs the Administrator to establish a program to host regional competitions and a national conference to address regional challenges through entrepreneurial research and business planning. Requires the Administrator to recommend to Congress legislation for establishing programs to forgive or defer student loan payments in order to assist youth entrepreneurship by making capital available for business formation.

today entrepreneurs america mentors act small business act establish small_business_administration sba headed director develop provide innovative entrepreneurial information education resources promote prospective entrepreneurs successful small businesses directs sba establish program grants nonprofit organizations provide technical assistance primary secondary schools development implementation curricula mentoring programs designed promote entrepreneurship requires director submit congressional small business committees best practices entrepreneurial education training programs authorizes small business development center apply sba grant carry university college entrepreneurial education program directs sba establish entrepreneurial innovators partnership program grants nonprofit organizations specified sba entities carry innovative programs expand entrepreneurship improve partnerships nonprofit organizations entrepreneurs promote job creation small businesses directs administrator establish program host regional competitions national conference address regional challenges entrepreneurial research business planning requires administrator recommend congress legislation establishing programs forgive defer student loan payments order assist youth entrepreneurship making capital available business formation


Summary: Amends the Internal Revenue Code to extend the period in which death gratuities (less amounts contributed to a Coverdell education savings account) and insurance proceeds payable to survivors of members of the Armed Forces or the Uniformed Services may be contributed to a Roth individual retirement account (Roth IRA) from one to three years after receipt of such gratuities or proceeds.

amends internal revenue code extend period death gratuities amounts contributed coverdell education savings account insurance proceeds payable survivors members contributed roth individual retirement account roth ira years receipt gratuities proceeds


Summary: Rehabilitation of Historic Schools Act of 2012 - Amends the Internal Revenue Code to allow rehabilitation expenditures for a qualified public educational facility (defined as a school facility which is part of a public elementary or secondary school and is owned by a private, for-profit corporation pursuant to a public-private partnership agreement) to qualify for the rehabilitation tax credit.

amends internal revenue code allow rehabilitation expenditures qualified public educational facility defined school facility public elementary secondary school owned private profit corporation pursuant public private partnership agreement qualify rehabilitation tax credit


Summary: Grow Your Own Teacher Act - Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to establish a Grow Your Own Teacher program making competitive grants to eligible entities to train and employ certain individuals in hard-to-staff schools or teaching positions. Defines an "eligible entity" as a consortium consisting of a local educational agency (LEA) that receives school improvement funds under part A of title I of the Act and an institution of higher education that offers a state-accredited teacher certificate program. Requires the grant to be used to: (1) train certain individuals who received a high school diploma from a participating LEA to be teachers, including by having them observe and work with a veteran teacher in a classroom for at least one year; (2) employ such individuals in hard-to-staff schools and teaching positions in such LEA, with priority given to teaching positions in mathematics, science, special education, world languages, and English as a second language; and (3) employ such individuals in a manner that reduces the divergence between the racial diversity of teachers and of students. Authorizes the Secretary to forgive the student loans incurred by training program participants who have been employed as teachers in hard-to-staff schools or teaching positions.

grow teacher act amends elementary secondary education act direct secretary education establish grow teacher program making competitive grants eligible entities train employ certain individuals hard staff schools teaching positions defines eligible entity consortium consisting local educational agency lea receives school improvement funds title act institution higher education offers state accredited teacher certificate program requires grant train certain individuals received high school diploma participating lea teachers including having observe work veteran teacher classroom year employ individuals hard staff schools teaching positions lea priority given teaching positions mathematics science special education world languages english second language employ individuals manner reduces racial diversity teachers students authorizes secretary forgive student loans incurred training program participants employed teachers hard staff schools teaching positions


Summary: Breath of Fresh Air Act - Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to award matching grants to local educational agencies (LEAs) to: (1) purchase nebulizers for use in their schools, and/or (2) train school personnel to use nebulizers. Requires LEA grant applicants to demonstrate that for each of their schools that are to use the nebulizers: (1) a full-time certified nurse is on staff; (2) trained personnel and other resources necessary for nebulizer use are in place; (3) emergency services personnel are notified of nebulizer locations; (4) nebulizers are integrated into the school's emergency response procedures; and (5) procedures are in place to notify parents of the availability of nebulizers, and inform them how to provide the school with their child's prescription asthma medication and authorization to use a nebulizer to assist their child. Gives grant priority to LEAs that: (1) serve areas where the prevalence of asthma is at least 10% higher than the national average; (2) do not already have at least one nebulizer in each of their schools; (3) serve schools that typically have a significant number of students, staff, and visitors present during the day; and (4) have not received funds under the Rural Access to Emergency Devices Act.

direct secretary education award matching grants local educational agencies leas purchase use schools train school personnel use requires lea grant applicants demonstrate schools use time certified nurse staff trained personnel resources necessary use place emergency services personnel notified locations integrated school emergency response procedures procedures place notify parents availability inform provide school child prescription asthma medication authorization use assist child gives grant priority leas serve areas prevalence asthma higher national average schools serve schools typically significant number students staff visitors present day received funds rural access emergency devices act


Summary: College Student Rebate Act of 2012 - Amends the Higher Education Act of 1965 to require proprietary institutions of higher education that participate in title IV (Student Assistance) programs to: (1) spend at least 80% of their revenue each fiscal year on educational and related expenses, or (2) rebate to students the shortfall between what they spend for educational and related expenses and 80% of their revenue. Directs the Secretary of Education to define "educational and related expenses," but excludes revenue spent for advertising and promotion, recruiting, lobbying, shareholder payments, and excessive administrative costs (including excessive executive compensation).

college student rebate act amends higher education act require proprietary institutions higher education participate title student assistance programs spend revenue fiscal year educational related expenses rebate students shortfall spend educational related expenses revenue directs secretary education define educational related expenses excludes revenue spent advertising promotion recruiting lobbying shareholder payments excessive administrative costs including excessive executive compensation


Summary: Broadening Opportunities Through Education Act - Directs the Secretary of Education to award competitive grants to states that make school attendance compulsory through age 17. Requires states to use their grant to improve their secondary school programs, such as by: establishing or expanding work-based programs that integrate academic and career-based skills; implementing an early warning system that helps high schools and their feeder middle schools identify and assist struggling students; establishing grade and school transition programs and supports; personalizing the school experience and increasing student engagement through service-learning and experiential, work-based, and other learning opportunities; providing extended-learning opportunities by the school day, week, or year; and increasing student supports through activities such as student advisories, counseling, and one-to-one mentoring.

broadening opportunities education act directs secretary education award competitive grants states school attendance compulsory age requires states use grant improve secondary school programs establishing expanding work based programs integrate academic career based skills implementing early warning system helps high schools feeder middle schools identify assist struggling students establishing grade school transition programs supports school experience increasing student engagement service learning experiential work based learning opportunities providing extended learning opportunities school day week year increasing student supports activities student advisories counseling mentoring


Summary: Educator Preparation Reform Act - Amends title II (Teacher Quality Enhancement) of the Higher Education Act of 1965 (HEA) to revise the Teacher Quality Partnership grant program. (The grant program provides funds to partnerships of high-need local educational agencies [LEAs], high-need schools, institutions of higher education [IHEs], and, as applicable, high-need early childhood education programs which are to use the funds for a pre-baccalaureate teacher preparation program, a teaching residency program, or a combination of such programs. Partnerships may also use grant funds for a leadership development program.) Allows grant funds to be used for pre- or post-baccalaureate teacher preparation programs. Allows grant funds to be used for teaching or principal residency programs. Requires principal residency programs to prepare principals for success in the high-need schools in the partnership by engaging residents in rigorous graduate-level coursework to earn an appropriate advanced credential while they undertake a guided principal apprenticeship alongside a trained and experienced mentor principal. Requires principal residents to have prior prekindergarten through grade 12 teaching experience. Provides them with a living stipend or salary during the one-year residency program in exchange for at least three years of service as a principal in a high-need school immediately following their successful completion of the residency program. Replaces the leadership development program with an educator development program that addresses a partnership's need to train and retain educators other than teachers or principals, such as specialized instructional support personnel and other school staff who provide or support instruction. Authorizes a partnership to receive more than one grant during a five-year period if one of the grants is used to establish a teaching or principal residency program that was not established with the prior grant. Applies certain partnership accountability and evaluation requirements to teachers, principals, and other educators. Revises teacher preparation program accountability requirements. Applies them not only to IHEs, but also to other organizations approved by the state to prepare teachers for classrooms. Requires those programs to train prospective teachers to teach diverse populations and core academic subjects. Requires states to establish a period of improvement and redesign for teacher preparation programs they identify as low-performing before terminating their approval or funding. Reauthorizes appropriations for the Teacher Quality Partnership grant program through FY2018. Amends part A (Teacher and Principal Training and Recruiting Fund) of title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) of the Elementary and Secondary Education Act of 1965 (ESEA) to require states to develop, implement, and publicly disclose their criteria for identifying a teacher preparation program as low-performing or at risk of being identified as such. Requires those criteria to include multiple measures of teacher performance. Replaces the program under subpart 3 (Subgrants to Eligible Partnerships) of part A of title II of the ESEA with a program under which states directly or through subgrants to certain educational entities: (1) develop and implement a teacher performance assessment for teacher preparation programs, LEAs, and the state agency responsible for licensing teachers; (2) provide technical assistance to and close low-performing teacher preparation programs identified under the HEA; and (3) develop a system for assessing the quality and effectiveness of professional development offered throughout the state. Amends title IV (Student Assistance) of the HEA to prohibit IHEs that offer a teacher preparation program that has been, or is at risk of being, identified as low-performing by its state for a year from awarding TEACH grants for that year. (The TEACH grant program provides tuition assistance to students who commit to teaching a high-need subject in a high-need elementary or secondary school for four years.)

educator preparation reform act amends title teacher quality enhancement higher education act hea revise teacher quality partnership grant program grant program provides funds partnerships high need local educational agencies leas high need schools institutions higher education ihes applicable high need early childhood education programs use funds pre baccalaureate teacher preparation program teaching residency program combination programs partnerships use grant funds leadership development program allows grant funds pre- post baccalaureate teacher preparation programs allows grant funds teaching principal residency programs requires principal residency programs prepare principals success high need schools partnership engaging residents rigorous graduate level coursework earn appropriate advanced credential undertake guided principal apprenticeship alongside trained experienced mentor principal requires principal residents prior prekindergarten grade teaching experience provides living stipend salary year residency program exchange years service principal high need school immediately following successful completion residency program replaces leadership development program educator development program addresses partnership need train retain educators teachers principals specialized instructional support personnel school staff provide support instruction authorizes partnership receive grant year period grants establish teaching principal residency program established prior grant applies certain partnership accountability evaluation requirements teachers principals educators revises teacher preparation program accountability requirements applies ihes organizations approved state prepare teachers classrooms requires programs train prospective teachers teach diverse populations core academic subjects requires states establish period improvement redesign teacher preparation programs identify low performing terminating approval funding reauthorizes appropriations teacher_quality_partnership grant program fy2018 amends teacher principal_training recruiting fund title preparing training recruiting high quality teachers principals elementary secondary education act esea require states develop implement publicly disclose criteria identifying teacher preparation program low performing risk identified requires criteria include multiple measures teacher performance replaces program subpart subgrants eligible partnerships title esea program states directly subgrants certain educational entities develop implement teacher performance assessment teacher preparation programs leas state agency responsible licensing teachers provide technical assistance close low performing teacher preparation programs identified hea develop system assessing quality effectiveness professional development offered state amends title student assistance hea prohibit ihes offer teacher preparation program risk identified low performing state year awarding teach grants year teach grant program provides tuition assistance students commit teaching high need subject high need elementary secondary school years