Summary: Teacher and Principal Improvement Act - Creates a new title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) of the Elementary and Secondary Education Act of 1965 (ESEA) consisting of a part A (Teacher and Principal Training and Recruitment Fund) and part B (Teacher Incentive Fund). Moves teacher liability and internet safety provisions to title IX of the ESEA. Authorize appropriations for title II through FY2016. Reserves at least 20% of such funding for the part B program, after the Secretary of Education reserves funds for certain national activities under part A. Allocates part A grants to states and, through them, subgrants to local educational agencies (LEAs) pursuant to a formula that apportions: (1) 20% of the funding to states and LEAs on the basis of their share of students aged 5-17 on the national and state level, respectively; and (2) 80% of such funding on the basis of their share of impoverished students in that age group. Requires states to use 98.5% of those funds for subgrants to LEAs, with the remainder being used for specified state activities. Lists the projects which the subgrants may fund, including: (1) teacher and principal recruitment, training, and retention efforts; (2) teacher and principal evaluation systems that are based in significant part on student achievement; (3) model instructional programs in the core academic subjects; and (4) measures that improve students' access to school library materials, postsecondary level coursework, and extended learning opportunities. Directs the Secretary to: (1) provide technical assistance to part A grantees and subgrantees, (2) evaluate part A activities, and (3) award competitive matching grants to national nonprofit organizations for teacher or principal training programs. Authorizes the Secretary to award competitive matching grants under part B to states, LEAs, or partnerships between those entities and profit or nonprofit organizations to develop, implement, improve, or expand, performance-based compensation systems for teachers and principals. Favors grant applicants that focus on teachers and principals serving in high-need schools. Directs the Secretary to arrange for an independent evaluation of the effectiveness of part B programs.

teacher principal improvement act creates new title preparing training recruiting high quality teachers principals elementary secondary education act esea consisting teacher principal_training recruitment fund teacher incentive fund moves teacher liability internet safety provisions title esea authorize appropriations title fy2016 reserves funding program secretary education reserves funds certain national activities grants states subgrants local educational agencies leas pursuant formula apportions funding states leas basis share students aged national state level respectively funding basis share impoverished students age group requires states use funds subgrants leas remainder specified state activities lists projects subgrants fund including teacher principal recruitment training retention efforts teacher principal evaluation systems based significant student achievement model instructional programs core academic subjects measures improve students access school library materials postsecondary level coursework extended learning opportunities directs secretary provide technical assistance grantees subgrantees evaluate activities award competitive matching grants national nonprofit organizations teacher principal training programs authorizes secretary award competitive matching grants states leas partnerships entities profit nonprofit organizations develop implement improve expand performance based compensation systems teachers principals favors grant applicants focus teachers principals serving high need schools directs secretary arrange independent evaluation effectiveness programs


Summary: Empowering Local Educational Decisionmaking Act of 2011 - Replaces title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) of the Elementary and Secondary Education Act of 1965 (ESEA) with a new title II (Fund for the Improvement of Teaching and Learning) program. Moves teacher liability and internet safety provisions to title IX (General Provisions) of the ESEA. Allocates grants to states and, through them, subgrants to local educational agencies (LEAs) pursuant to a formula that apportions: (1) 20% of the funding to states and LEAs on the basis of their share of students aged 5-17 on the national and state level, respectively; and (2) 80% of such funding on the basis of their share of impoverished students in that age group. Requires states to use 95% of those funds for subgrants to LEAs, with the remainder being used for specified state activities. Lists the projects which the subgrants may fund, including: (1) teacher and principal evaluation systems that are based in significant part on student achievement and growth; (2) teacher and principal recruitment, training, and retention efforts; (3) model instructional programs in the core academic subjects; and (4) measures that improve students' access to school library materials, postsecondary level coursework, and extended learning opportunities. Requires those projects to meet certain principles of effectiveness and undergo a periodic evaluation to assess their progress in providing students with a high-quality education taught by effective teachers. Directs the Secretary of Education to: (1) provide technical assistance to grantees and subgrantees, (2) evaluate title II activities, and (3) award competitive grants to national nonprofit organizations for teacher training programs. Replaces title IV (21st Century Schools) of the ESEA with a new title IV (Safe and Healthy Students) program. Moves the gun-free schools requirement and part C (Environmental Tobacco Smoke) of title IV to title IX (General Provisions) of the ESEA. Allots grants to states and, through them, subgrants to LEAs in amounts that reflect their share of impoverished children aged 5-17 on the national and state level, respectively. Requires states to use 98% of those funds for subgrants to LEAs. Requires the subgrants to be used to develop, implement, and evaluate comprehensive programs and activities that: (1) improve students' physical and mental health, diet, and physical fitness; (2) prevent and reduce substance abuse, school violence, and bullying; and (3) strengthen parent and community involvement in these efforts. Requires those programs and activities to meet certain principles of effectiveness and undergo a periodic evaluation to assess their progress in improving students' safety, health, and fitness. Amends title VI (Flexibility and Accountability) of the ESEA to allow LEAs to transfer up to 100% of their allocations under titles II and IV between the two programs or into the school improvement program under part A of title I. Allows states to do the same with the amounts allotted to them under such programs for nonadministrative state level activities. Amends title IX of the ESEA to establish an approval and disapproval process for state and LEA applications under titles II and IV. Repeals: (1) parts B (Student Reading Skills Improvement Grants), F (Comprehensive School Reform), and G (Advanced Placement Programs), and the Close Up Fellowship program under title I of the ESEA; and (2) parts A (Innovative Programs) and D (Fund for the Improvement of Education) under title V of the ESEA.

empowering local educational decisionmaking act replaces title preparing training recruiting high quality teachers principals elementary secondary education act esea new title program moves teacher liability internet safety provisions title general_provisions esea allocates grants states subgrants local educational agencies leas pursuant formula apportions funding states leas basis share students aged national state level respectively funding basis share impoverished students age group requires states use funds subgrants leas remainder specified state activities lists projects subgrants fund including teacher principal evaluation systems based significant student achievement growth teacher principal recruitment training retention efforts model instructional programs core academic subjects measures improve students access school library materials postsecondary level coursework extended learning opportunities requires projects meet certain principles effectiveness undergo periodic evaluation assess progress providing students high quality education taught effective teachers directs secretary education provide technical assistance grantees subgrantees evaluate title activities award competitive grants national nonprofit organizations teacher training programs replaces title 21st century schools esea new title safe program moves gun free schools requirement title title general_provisions esea allots grants states subgrants leas amounts reflect share impoverished children aged national state level respectively requires states use funds subgrants leas requires subgrants develop implement evaluate comprehensive programs activities improve students physical mental health diet physical fitness prevent reduce substance abuse school violence bullying strengthen parent community involvement efforts requires programs activities meet certain principles effectiveness undergo periodic evaluation assess progress improving students safety health fitness amends title flexibility accountability esea allow leas transfer allocations titles programs school improvement program title states amounts allotted programs state level activities amends title esea establish approval disapproval process state lea applications titles repeals parts student_reading_skills_improvement_grants comprehensive school reform close fellowship program title esea parts innovative programs fund improvement education title esea


Summary: Elementary and Secondary Education Amendments Act of 2011 - Amends title I of the Elementary and Secondary Education Act of 1965 (ESEA) to eliminate the requirement that local educational agencies (LEAs) and public elementary and secondary schools make adequate yearly progress (AYP) toward state academic content and achievement standards. Requires, instead, that states: (1) adopt college and career ready academic content and achievement standards for all public elementary and secondary school students; (2) conduct student assessments in mathematics, reading, and science that involve multiple measures of academic achievement, including measures of student academic growth; and (3) use those assessments, secondary school graduation rates, and other state determined indicators to identify the lowest performing 5% of their schools. Allows states to adopt alternative academic achievement standards and assessments for students with the most significant cognitive disabilities. Requires each LEA with a school identified as being in the lowest performing 5% of schools to identify the factors that may be contributing to the school's low performance and choose an appropriate intervention strategy for the school. Lists the intervention strategies as: (1) transformation strategies, (2) restart strategies, (3) school closure strategies, (4) turnaround strategies, and (5) alternative state determined school turnaround strategies. Requires LEAs to give students in these lowest performing schools the option to transfer to higher performing public schools in their jurisdiction, provided the option is not prohibited by state law. Directs the Secretary of Education to allot grants to states and, through them, award competitive subgrants to LEAs to implement the intervention strategies and cover the transportation costs students incur in exercising their option to attend another school. Changes from mandatory to discretionary the authority of states to use title I administrative funds to establish a program to recognize exemplary schools and assist underperforming schools. Eliminates the requirement that all teachers be highly qualified, requiring instead that they meet applicable state certification and licensure requirements. Replaces the Student Reading Skills Improvement Grants program with a program awarding grants to states to assist them in developing academic assessments and academic content and achievement standards. Repeals: (1) the demonstrations of innovative practices, assessment evaluation, and Close Up Fellowship programs under part E; (2) part F (Comprehensive School Reform); (3) part G (Advanced Placement Programs); and (4) part H (School Dropout Prevention) of title I of the ESEA. Amends title VI (Flexibility and Accountability) of the ESEA to allow LEAs to transfer up to 100% of their allocations under titles II and IV between the two programs or into the school improvement program under part A of title I. Allows states to do the same with the amounts allotted to them under such programs for state level activities.

elementary secondary education amendments act amends title elementary secondary education act esea eliminate requirement local educational agencies leas public elementary secondary schools adequate yearly progress ayp state academic content achievement standards requires instead states adopt college career ready academic content achievement standards public elementary secondary school students conduct student assessments mathematics reading science involve multiple measures academic achievement including measures student academic growth use assessments secondary school graduation rates state determined indicators identify lowest performing schools allows states adopt alternative academic achievement standards assessments students significant cognitive disabilities requires lea school identified lowest performing schools identify factors contributing school low performance choose appropriate intervention strategy school lists intervention strategies transformation strategies restart strategies school closure strategies turnaround strategies alternative state determined school turnaround strategies requires leas students lowest performing schools option transfer higher performing public schools jurisdiction provided option prohibited state law directs secretary education allot grants states award competitive subgrants leas implement intervention strategies cover transportation costs students incur exercising option attend school changes mandatory discretionary authority states use title administrative funds establish program recognize exemplary schools assist underperforming schools eliminates requirement teachers highly qualified requiring instead meet applicable state certification licensure requirements replaces student reading skills improvement grants program program awarding grants states assist developing academic assessments academic content achievement standards repeals demonstrations innovative practices assessment evaluation close fellowship programs comprehensive school reform title esea amends title flexibility accountability esea allow leas transfer allocations titles programs school improvement program title states amounts allotted programs state level activities


Summary: Fix America's Schools Today Act of 2011 - Directs the Secretary of Education to allocate grants to states and, through them, subgrants to local educational agencies (LEAs) to modernize, renovate, or repair early learning or elementary or secondary education facilities. Requires the Secretary to allocate grants directly to the 100 LEAs with the largest numbers of children aged 5-17 living in poverty to modernize, renovate, or repair such facilities. Allocates such funds among these LEAs in proportion to each LEA's respective share of school improvement funds under part A of title I of the Elementary and Secondary Education Act of 1965. Requires states to give subgrant priority to projects that comply with certain green building standards. Prohibits the use of such grants for new construction, routine janitorial costs, or on facilities used for events for which the public is charged admission. Reserves funds for a survey, by the National Center for Education Statistics, of our public school construction, modernization, renovation, and repair needs. Directs the Secretary to allocate grants to states to modernize, renovate, or repair existing facilities at community colleges. Prohibits the use of such grants: (1) for routine janitorial costs, (2) on facilities used for events for which the public is charged admission, or (3) on facilities which are used for sectarian purposes. Requires states, in providing assistance to community college projects, to consider the extent to which the project complies with certain green building standards. Limits the amount of time states and LEAs have to obligate this Act's grants and subgrants. Requires, with certain exceptions, the iron, steel, and manufactured goods used in projects funded by this Act to be domestic. Applies the prevailing wage rate requirements of the Davis-Bacon Act to projects assisted pursuant to this Act.

schools today act directs secretary education allocate grants states subgrants local educational agencies leas modernize renovate repair early learning elementary secondary education facilities requires secretary allocate grants directly leas largest numbers children aged living poverty modernize renovate repair facilities allocates funds leas proportion lea respective share school improvement funds title elementary secondary education act requires states subgrant priority projects comply certain green building standards prohibits use grants new construction routine costs facilities events public charged admission reserves funds survey national_center_for_education_statistics public school construction modernization renovation repair needs directs secretary allocate grants states modernize renovate repair existing facilities community colleges prohibits use grants routine costs facilities events public charged admission facilities sectarian purposes requires states providing assistance community college projects consider extent project complies certain green building standards limits time states leas obligate act grants subgrants requires certain exceptions iron steel manufactured goods projects funded act domestic applies prevailing wage rate requirements davis bacon act projects assisted pursuant act


Summary: Growth to Excellence Act of 2011 - 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 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 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. Requires annual progress targets for secondary schools to aim to reduce by half, in less than six years, the difference between the percentage of students who graduate and 90%. 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 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 requires annual progress targets secondary schools aim reduce half years difference percentage students graduate describes shall considered adequate student growth college career readiness standards


Summary: Facilitating Outstanding Classrooms Using Size Act or FOCUS Act - Amends the Elementary and Secondary Education Act of 1965 to require the Secretary of Education to award formula grants to states for allocation to their local educational agencies (LEAs) to: (1) reduce class size, particularly in the early elementary grades, by using highly qualified teachers; and (2) create a continuum of small classes from kindergarten through third grade for all their students. Permits LEAs to use such funds to recruit highly qualified teachers, test new teachers, and provide professional development that enables teachers to teach effectively in their content areas. Requires 80% of an LEA's allocation to be based on its proportion of the state's low-income students, with the remainder based on its proportion of the state's enrolled students. Requires LEAs that receive allocations to provide written notice to the parent of each child who is taught for two or more consecutive weeks by a substitute teacher or a teacher who is not highly qualified. Directs the Secretary to: (1) provide for an independent evaluation of this Act's effectiveness in reducing class size and improving teaching in small classrooms; and (2) develop and maintain, through the National Center for Education Statistics, a database that accurately calculates class size for every school, school district, and state. Amends the Education Sciences Reform Act of 2002 to require the National Center for Education Research, in the Institute of Education Sciences, to develop and maintain a web-based National Clearinghouse on Class Size to inform the public regarding class size reduction research, resources, and best practices.

facilitating outstanding classrooms require secretary education award formula grants states allocation local educational agencies leas reduce class size particularly early elementary grades highly qualified teachers create continuum small classes kindergarten grade students permits leas use funds recruit highly qualified teachers test new teachers provide professional development enables teachers teach effectively content areas requires lea allocation based proportion state low income students remainder based proportion state enrolled students requires leas receive allocations provide written notice parent child taught consecutive weeks substitute teacher teacher highly qualified directs secretary provide independent evaluation act effectiveness reducing class size improving teaching small classrooms develop maintain national_center_for_education_statistics database accurately calculates class size school school district state amends education_sciences reform act require national_center_for_education_research institute_of_education_sciences develop maintain web based national_clearinghouse class size inform public class size reduction research resources best practices


Summary: Effective Teaching and Leading Act - Amends title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) of the Elementary and Secondary Education Act of 1965 to create a new Part E: Building School Capacity for Effective Teaching and Leadership. Directs the Secretary of Education to allot grants to states for subgrants to local educational agencies (LEAs) to improve teaching and school leadership through a system of teacher and principal induction, professional development, and evaluation that is developed, implemented, and evaluated in collaboration with local teacher, principal, and school leader organizations and preparation programs. Requires LEAs to include in such system: (1) a comprehensive, coherent, high quality formalized induction program for beginning teachers during their first two years of full-time employment; (2) high-quality effective professional development for teachers, principals, school librarians, and other school leaders at their lowest achieving schools; (3) a rigorous, transparent, and equitable teacher and principal evaluation system for all their schools; (4) ongoing high-quality support, coaching, and professional development for principals and other school leaders at their lowest achieving schools; (5) opportunities for teachers and school librarians to assume new school leadership roles and receive training regarding such roles; and (6) significant and sustainable stipends above a teacher's base salary for teachers that serve as mentors, instructional coaches, teacher leaders, or evaluators under these programs. Directs LEA grantees to conduct a valid and reliable full population survey of teaching and learning, at the school and LEA level, the results of which are to inform and be integrated into such systems. Requires a formal evaluation of each system to be conducted by the state, an institution of higher education, or an external agency and the results disseminated widely.

effective teaching leading act amends title preparing training recruiting high quality teachers principals elementary secondary education act create new directs secretary education allot grants states subgrants local educational agencies leas improve teaching school leadership system teacher principal induction professional development evaluation developed implemented evaluated collaboration local teacher principal school leader organizations preparation programs requires leas include system comprehensive coherent high quality induction program beginning teachers years time employment high quality effective professional development teachers principals school librarians school leaders lowest achieving schools rigorous transparent equitable teacher principal evaluation system schools ongoing high quality support coaching professional development principals school leaders lowest achieving schools opportunities teachers school librarians assume new school leadership roles receive training roles significant sustainable stipends teacher base salary teachers serve mentors instructional coaches teacher leaders programs directs lea grantees conduct valid reliable population survey teaching learning school lea level results inform integrated systems requires formal evaluation system conducted state institution higher education external agency results disseminated widely


Summary: Continuum of Learning Act of 2011 - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to coordinate school improvement and professional development activities with early childhood development and education programs. Amends the school improvement program under part A of title I of the ESEA to require states to create or revise early learning guidelines for preschool age children and early learning standards for children in kindergarten through grade three. Requires the guidelines and standards to be developmentally appropriate and cover all domains of child development and learning. Requires states to encourage local educational agencies (LEAs) and elementary schools to use school improvement funds to offer early childhood education programs from birth to school entry. Requires LEAs to: (1) ensure, to the extent feasible, starting with the 2015-2016 school year, that teachers placed in the early elementary school grades have a specialized early childhood education teaching license, credential, or endorsement; and (2) work with early childhood education programs to establish a continuity of curricular objectives and developmental expectations that support children's transition to school. Limits the use of child assessments for children from birth through grade two. Amends part A (Teacher and Principal Training and Recruiting Fund) of title II of the ESEA to require states to incorporate knowledge regarding early childhood development and learning into teacher and principal certification or licensing requirements. Requires professional development activities to include: (1) training in early child development and learning, and (2) joint training for elementary school staff and early childhood education program staff.

continuum learning act amends elementary secondary education act esea coordinate school improvement professional development activities early childhood development education programs amends school improvement program title esea require states create revise early learning guidelines preschool age children early learning standards children kindergarten grade requires guidelines standards developmentally appropriate cover domains child development learning requires states encourage local educational agencies leas elementary schools use school improvement funds offer early childhood education programs birth school entry requires leas ensure extent feasible starting school year teachers placed early elementary school grades specialized early childhood education teaching license credential endorsement work early childhood education programs establish continuity curricular objectives developmental expectations support children transition school limits use child assessments children birth grade amends teacher principal_training recruiting fund title esea require states incorporate knowledge early childhood development learning teacher principal certification licensing requirements requires professional development activities include training early child development learning joint training elementary school staff early childhood education program staff


Summary: Rehabilitation of Historic Schools Act of 2011 - 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: Assuring Successful Students through Effective Teaching Act of 2011 - Amends the school improvement program under part A of title I of the Elementary and Secondary Education Act of 1965 to define "highly qualified teachers" as those that have: (1) completed a state-approved traditional or alternative teacher preparation program, where available; or (2) passed a rigorous state-approved teacher performance assessment and obtained full state certification. Defines "effective teachers" as highly qualified teachers that demonstrate certain qualities and have done so for at least three years, as measured by a comprehensive teacher evaluation and support system developed by the relevant local educational agency (LEA). Requires LEAs to ensure that poor, minority, disabled, and limited English proficient students are taught by highly qualified and effective teachers at similar rates and ratios as other students. Requires states to provide additional supports to LEAs that fall short of that goal to assist them in making continuous progress towards it. Includes among those supports: (1) stronger teacher recruitment efforts, (2) efforts to improve teacher retention, and (3) ongoing teacher training. Requires LEAs to ensure that: (1) all their teachers are highly qualified no later than three years after this Act's enactment, (2) that none of their public schools has a disproportionate percentage of teachers neither highly qualified nor effective, and (3) teachers who are not highly qualified are closely mentored and overseen by an effective mentor teacher who is certified and effective in the mentored teacher's subject area.

assuring successful students effective teaching act amends school improvement program title elementary secondary education act define highly qualified teachers completed state approved traditional alternative teacher preparation program available passed rigorous state approved teacher performance assessment obtained state certification defines effective teachers highly qualified teachers demonstrate certain qualities years measured comprehensive teacher evaluation support system developed relevant local educational agency lea requires leas ensure poor minority disabled limited english proficient students taught highly qualified effective teachers similar rates ratios students requires states provide additional supports leas fall short goal assist making continuous progress includes supports stronger teacher recruitment efforts efforts improve teacher retention ongoing teacher training requires leas ensure teachers highly qualified later years act enactment public schools disproportionate percentage teachers highly qualified effective teachers highly qualified closely overseen effective mentor teacher certified effective teacher subject area


Summary: Early Learning Proficiency Act - Requires states to issue guidance to local educational agencies (LEAs) regarding permissible uses of school improvement funds under part A of title I of the Elementary and Secondary Education Act of 1965 (ESEA) to serve preschool children. Amends title III of the ESEA to allow LEAs to use subgrant funds under the English language acquisition and language enhancement program to develop and implement prekindergarten language programs. Directs the Secretary of Education to issue guidance to LEAs on the use of funds under title III of the ESEA for prekindergarten programs. Requires that guidance to promote LEAs' use of funds under part B (Improving Language Instruction Educational Programs) of title III for early childhood professional development systems.

early learning proficiency act requires states issue guidance local educational agencies leas permissible uses school improvement funds title elementary secondary education act esea serve preschool children amends title iii esea allow leas use subgrant funds english language acquisition language enhancement program develop implement prekindergarten language programs directs secretary education issue guidance leas use funds title iii esea prekindergarten programs requires guidance promote leas use funds improving language instruction educational programs title iii early childhood professional development systems


Summary: School Accountability Improvements Act - Amends the Elementary and Secondary Education Act of 1965 to allow local educational agencies (LEAs) that are unable to provide a small, rural, or remote school with a highly-qualified on-site classroom teacher for a core academic subject to use distance education provided by a teacher highly qualified in the subject, but only if a teacher highly-qualified in another subject is present in the classroom to assist students during the distance education. Allows states to use a growth model in calculating whether students are making adequately yearly progress (AYP) toward state academic performance standards if the state plan ensures their attainment of proficiency within certain periods of time. Gives schools which are identified as needing improvement an extra year to make AYP before being required to allow student transfers. Limits the transfer option to students who do not meet proficiency standards. Permits LEAs identified as needing improvement to provide supplemental educational services themselves. Allows schools and LEAs identified as needing improvement due to an underperforming disabled or limited English proficient (LEP) student subgroup to limit their improvement plan to such failing subgroup. Eliminates the requirements that schools face corrective action or restructuring and LEAs face corrective action because of such a subgroup's underperformance, if AYP can be shown using a growth model that counts students who are on track to attain proficiency by their final year in secondary school. Requires AYP measurements of certain schools providing Native language instruction to kindergarten through second grade children in states with no AYP assessment in such language to exclude grade three results and employ a growth model requiring progress toward proficiency by seventh grade. Allows partnerships receiving subgrants for preparing, recruiting, and training teachers and principals to include parent teacher organizations and use funds for activities enhancing parental involvement. Excepts teachers of American Indian, Alaska Native, or Native Hawaiian language, culture, or history from the requirement that teachers be highly qualified. Allows states to require a local tribe or tribal organization to verify their competency.

school accountability improvements act amends elementary secondary education act allow local educational agencies leas unable provide small rural remote school highly qualified site classroom teacher core academic subject use distance education provided teacher highly qualified subject teacher highly qualified subject present classroom assist students distance education allows states use growth model calculating students making adequately yearly progress ayp state academic performance standards state plan ensures attainment proficiency certain periods time gives schools identified needing improvement extra year ayp required allow student transfers limits transfer option students meet proficiency standards permits leas identified needing improvement provide supplemental educational services allows schools leas identified needing improvement underperforming disabled limited english proficient lep student subgroup limit improvement plan failing subgroup eliminates requirements schools face corrective action restructuring leas face corrective action subgroup underperformance ayp shown growth model counts students track attain proficiency final year secondary school requires ayp measurements certain schools providing native language instruction kindergarten second grade children states ayp assessment language exclude grade results employ growth model requiring progress proficiency seventh grade allows partnerships receiving subgrants preparing recruiting training teachers principals include parent teacher organizations use funds activities enhancing parental involvement excepts teachers american indian alaska_native native hawaiian language culture history requirement teachers highly qualified allows states require local tribe tribal organization verify competency


Summary: Educational Accountability and State Flexibility Act - Amends the school improvement program under part A of title I of the Elementary and Secondary Education Act of 1965 to require each state to establish a multi-tiered accountability system that places each public school in a tier that reflects the state's annual assessment of the extent to which the school needs improvement. (This replaces the current system of assessing schools as needing improvement, corrective action, or restructuring.) Requires states to weigh school needs by considering the extent to which: (1) schools are making adequate yearly progress (AYP) toward state academic performance standards for students overall and for poor, minority, disabled, and limited English proficient student subgroups in particular; (2) schools are progressing toward the required graduation rate; and (3) a school's students are growing academically. Requires distinct tiers for schools: (1) making AYP; (2) nearly making AYP, achieving student academic growth, and improving their graduation rate; (3) not making AYP for a significant number of categories of students; and (4) not making AYP for multiple years. Lists minimum consequences for schools placed into each of these tiers: consequences that range from requiring states to recognize successful schools, to requiring local educational agencies (LEAs) to implement alternative school governance models or school improvement strategies based on a specified system of support model. Denies the Secretary of Education any authority to approve or disapprove of a state's multi-tiered accountability system. Requires state-approved providers of supplemental educational services to demonstrate success in serving any category of students at schools that do not make AYP. Authorizes LEAs to negotiate performance-based contracts with providers of supplemental educational services.

flexibility act amends school improvement program title elementary secondary education act require state establish multi tiered accountability system places public school tier reflects state annual assessment extent school needs improvement replaces current system assessing schools needing improvement corrective action restructuring requires states weigh school needs considering extent schools making adequate yearly progress ayp state academic performance standards students overall poor minority disabled limited english proficient student subgroups particular schools required graduation rate school students growing academically requires distinct tiers schools making ayp making ayp achieving student academic growth improving graduation rate making ayp significant number categories students making ayp multiple years lists minimum consequences schools placed tiers consequences range requiring states recognize successful schools requiring local educational agencies leas implement alternative school governance models school improvement strategies based specified system support model denies secretary education authority approve disapprove state multi tiered accountability system requires state approved providers supplemental educational services demonstrate success serving category students schools ayp authorizes leas negotiate performance based contracts providers supplemental educational services


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: Student-to-School Nurse Ratio Improvement Act of 2012 - Authorizes the Secretary of Education to make matching demonstration grants to local educational agencies (LEAs) in which the student-to-school nurse ratio in each of their public elementary and secondary schools is 750 or more students to every school nurse to reduce such ratio. Gives grant priority to LEAs that serve a high number or percentage of impoverished students and demonstrate the greatest need for new or additional nursing services for their students.

student school nurse ratio improvement act authorizes secretary education matching demonstration grants local educational agencies leas student school nurse ratio public elementary secondary schools students school nurse reduce ratio gives grant priority leas serve high number percentage impoverished students demonstrate greatest need new additional nursing services students


Summary: Josh Miller Helping Everyone Access Responsive Treatment in Schools Act of 2012 or Josh Miller HEARTS 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 automated external defibrillators (AEDs) for use in their schools, and/or (2) provide training to meet the grant requirement that at least five adult employees or volunteers at each school where an AED is to be used successfully complete training in its use and in cardiopulmonary resuscitation (CPR). Requires LEA grant applicants also to demonstrate that: (1) the AEDs are integrated into the schools' emergency response procedures, and (2) emergency services personnel are notified of their locations. Gives grant priority to schools that: (1) lack an AED; (2) typically have a significant number of students, staff, and visitors present during the day; (3) generally have a longer wait for emergency medical services than other public facilities in the community; and (4) have not received funds under the Rural Access to Emergency Devices Act.

josh_miller_helping_everyone_access_responsive_treatment schools act josh_miller hearts act amends elementary secondary education act direct secretary education award matching grants local educational agencies leas purchase automated external defibrillators aeds use schools provide training meet grant requirement adult employees volunteers school aed successfully complete training use cardiopulmonary resuscitation cpr requires lea grant applicants demonstrate aeds integrated schools emergency response procedures emergency services personnel notified locations gives grant priority schools lack aed typically significant number students staff visitors present day generally longer wait emergency medical services public facilities community received funds rural access emergency devices act


Summary: Tax Credit for Early Educators Act of 2012 - Amends the Internal Revenue Code to: (1) allow an individual taxpayer who is employed in a position involving regular contact with students in an early childhood school or education program and whose position involves the formulation or implementation of educational programs for such school or program a $3,000 tax credit, adjusted for inflation after 2012; (2) extend until 2017 the tax deduction for certain expenses of eligible educators (currently, elementary and secondary school teachers) and expand the definition of "eligible educators" to include teachers, instructors, counselors, or aides in a preschool or early childhood program; and (3) eliminate the income-based reduction in the tax credit for employer-provided dependent care services (thus allowing a full 35% credit for employment-related expenses incurred for the care of a dependent).

tax credit early educators act amends internal revenue code allow individual taxpayer employed position involving regular contact students early childhood school education program position involves formulation implementation educational programs school program tax credit adjusted inflation extend tax deduction certain expenses eligible educators currently elementary secondary school teachers expand definition eligible educators include teachers instructors counselors aides preschool early childhood program eliminate income based reduction tax credit employer provided dependent care services allowing credit employment related expenses incurred care dependent


Summary: Preparing and Reinvesting in Early Education Act of 2012 or PRE ED Act of 2012 - Amends the Higher Education Act of 1965 to include early childhood educators in the Federal Family Education Loan (FFEL) and Direct Loan (DL) forgiveness programs for teachers. Makes early childhood educators eligible for FFEL or DL forgiveness if they are not in default on the loan being forgiven and have: (1) been employed as a full-time early childhood educator for five consecutive complete school years or a comparable period, as determined by the Secretary of Education; and (2) obtained an associate or baccalaureate degree in early childhood education prior to that period of service. Caps at $25,000 the amount of an early childhood educator's FFEL or DL that may be forgiven. Includes early childhood educators with associate degrees in early childhood development, early child education, or a related field in the program providing FFEL forgiveness for service in areas of national need. (Currently, early childhood educators are required to have completed a baccalaureate or advanced degree in such a field to qualify for participation in that program.)

preparing reinvesting early education act pre act amends higher education act include early childhood educators federal_family_education_loan ffel direct_loan forgiveness programs teachers makes early childhood educators eligible ffel forgiveness default loan forgiven employed time early childhood educator consecutive complete school years comparable period determined secretary education obtained associate baccalaureate degree early childhood education prior period service caps early childhood educator ffel forgiven includes early childhood educators associate degrees early childhood development early child education related field program providing ffel forgiveness service areas national need currently early childhood educators required completed baccalaureate advanced degree field qualify participation program