Summary:
Learning Opportunities Created At Local Level Act or the LOCAL Level Act

Expresses the sense of Congress that state and local prerogatives over elementary and secondary education need to be preserved.

Amends the Elementary and Secondary Education Act of 1965 (ESEA) to prohibit any federal officer or employee from directly or indirectly, through grants, contracts, or other cooperative agreements under the ESEA:

 mandating, directing, or controlling a state's, local educational agency's (LEA's), or school's specific instructional content, academic standards, assessments, curriculum, or program of instruction; incentivizing such an entity's adoption of any specific instructional content, academic standards, assessments, curriculum, or program of instruction; mandating a state or any subdivision thereof to spend any funds or incur any costs not paid for under the ESEA; or conditioning the availability of financial support on a state's, LEA's, or school's adoption of any specific instructional content, academic standards, assessments, curriculum, or program of instruction, even if such conditions are specified under any other Act. Prohibits any funds provided to the Department of Education under the ESEA from being used by the Department directly or indirectly, through grants, contracts, or other cooperative agreements, to endorse, approve, develop, require, or sanction any elementary or secondary school curriculum.

Prohibits conditioning any state's receipt of ESEA assistance on the approval or certification of its academic standards by the federal government.

Includes in the prohibition against the use of ESEA funds on federally sponsored testing and testing materials such use on any assessment or testing materials aligned to the Common Core State Standards or any other academic standards common to a significant number of states. Prohibits the use of Race to the Top funds, provided under the American Recovery and Reinvestment Act of 2009, on such aligned assessment or testing materials.

local level act local level act expresses sense congress state local elementary secondary education need preserved amends elementary secondary education act esea prohibit federal officer employee directly indirectly grants contracts cooperative agreements esea mandating directing controlling state local educational agency lea school specific instructional content academic standards assessments curriculum program instruction incentivizing entity adoption specific instructional content academic standards assessments curriculum program instruction mandating state subdivision thereof spend funds incur costs paid esea conditioning availability financial support state lea school adoption specific instructional content academic standards assessments curriculum program instruction conditions specified act prohibits funds provided department_of_education esea department directly indirectly grants contracts cooperative agreements endorse approve develop require sanction elementary secondary school curriculum prohibits conditioning state receipt esea assistance approval certification academic standards federal government includes prohibition use esea funds federally sponsored testing testing materials use assessment testing materials aligned academic standards common significant number states prohibits use race funds provided american_recovery_and_reinvestment_act aligned assessment testing materials


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

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

Requires each state to use such grant to:

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

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

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

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

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

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


Summary:
Prescribe A Book Act

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

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

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


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

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

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

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

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

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

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

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

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

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


Summary:
Safe Schools Improvement Act of 2015

Amends the Elementary and Secondary Education Act of 1965 to require states to direct their local educational agencies (LEAs) to establish policies that prevent and prohibit conduct, including bullying and harassment, that is sufficiently severe, persistent, or pervasive to: (1) limit students' ability to participate in, or benefit from, school programs; or (2) create a hostile or abusive educational environment that adversely affects their education.

Requires LEAs to also provide: (1) students, parents, and educational professionals with annual notice of the conduct prohibited in their discipline policies; (2) students and parents with grievance procedures that target such conduct; and (3) the public with annual data on the incidence and frequency of that conduct at the school and LEA level.

Requires: (1) the Secretary of Education to conduct, and report on, an independent biennial evaluation of programs and policies to combat bullying and harassment in elementary and secondary schools; and (2) the Commissioner for Education Statistics to collect state data, that are subject to independent review, to determine the incidence and frequency of the conduct prohibited by LEA discipline policies.

safe schools improvement act amends elementary secondary education act require states direct local educational agencies leas establish policies prevent prohibit conduct including bullying harassment sufficiently severe persistent pervasive limit students ability participate benefit school programs create hostile abusive educational environment adversely affects education requires leas provide students parents educational professionals annual notice conduct prohibited discipline policies students parents grievance procedures target conduct public annual data incidence frequency conduct school lea level requires secretary education conduct report independent biennial evaluation programs policies combat bullying harassment elementary secondary schools commissioner education statistics collect state data subject independent review determine incidence frequency conduct prohibited lea discipline policies


Summary:
Expanding Opportunity through Quality Charter Schools Act

Revises subpart 1 (Charter School Programs) of part B (Public Charter Schools) of title V (Promoting Informed Parental Choice and Innovative Programs) of the Elementary and Secondary Education Act of 1965, including by subsuming subpart 2 (Credit Enhancement Initiatives to Assist Charter School Facility Acquisition, Construction, and Renovation) under subpart 1.

Replaces the current charter school grant program with a program awarding competitive grants to state entities (state educational agencies, state charter school boards, Governors, or charter school support organizations) and, through such grantees, competitive subgrants to charter school developers to open new charter schools and expand and replicate high-quality charter schools.

Requires grantees to use at least 7% of the grant funds to: (1) provide technical assistance to subgrantees and authorized public chartering agencies, and (2) work with those agencies to improve the charter school authorization process.

Permits the Secretary of Education to waive certain statutory or regulatory requirements if the waiver is requested by a grant applicant and promotes the purpose of the Charter School program without tampering with what is definitionally required of charter schools.

Requires the Secretary to award at least three credit enhancement grants to public entities, private nonprofit entities, or consortia of such entities that have the highest-quality applications. (Currently, the Secretary is required to award at least three grants, including at least one to a public entity, one to a private nonprofit entity, and one to a consortium of such entities, provided an application from each merits approval.)

Revises the per-pupil facilities aid program (under which the Secretary makes competitive matching grants to states to provide per-pupil financing to charter schools) to allow states to: (1) partner with organizations to provide up to 50% of the state share of funding for the program; and (2) receive more than one program grant, so long as the amount of the grant funds provided to charter schools increases with each successive grant.

Directs the Secretary to conduct national activities that include:

 providing state entities with technical assistance in awarding subgrants to charter school developers; disseminating best practices regarding public charter schools; evaluating the charter school program's impact, including its impact on student achievement; awarding competitive grants directly to charter school developers in states that have not applied for or received a charter school grant to open, replicate, and expand charter schools; and awarding competitive grants to charter management organizations or nonprofit organizations that oversee and coordinate a group of such organizations to expand and replicate high-quality charter schools. Requires states and local educational agencies to ensure that a student's records are transferred as quickly as possible to a charter school or another public school when the student transfers from one such school to the other.

Allows charter schools to serve prekindergarten or postsecondary school students.

Reauthorizes appropriations through FY2021.

expanding opportunity quality charter schools act revises subpart charter_school_programs public charter schools title promoting informed parental choice innovative_programs elementary secondary education act including subpart credit_enhancement_initiatives renovation subpart replaces current charter school grant program program awarding competitive grants state entities state educational agencies state charter school boards governors charter school support organizations grantees competitive subgrants charter school developers open new charter schools expand replicate high quality charter schools requires grantees use grant funds provide technical assistance subgrantees authorized public chartering agencies work agencies improve charter school authorization process permits secretary education waive certain statutory regulatory requirements waiver requested grant applicant promotes purpose charter_school program tampering definitionally required charter schools requires secretary award credit enhancement grants public entities private nonprofit entities consortia entities highest quality applications currently secretary required award grants including public entity private nonprofit entity consortium entities provided application merits approval revises pupil facilities aid program secretary makes competitive matching grants states provide pupil financing charter schools allow states partner organizations provide state share funding program receive program grant long grant funds provided charter schools increases successive grant directs secretary conduct national activities include providing state entities technical assistance awarding subgrants charter school developers disseminating best practices public charter schools evaluating charter school program impact including impact student achievement awarding competitive grants directly charter school developers states applied received charter school grant open replicate expand charter schools awarding competitive grants charter management organizations nonprofit organizations oversee coordinate group organizations expand replicate high quality charter schools requires states local educational agencies ensure student records transferred quickly possible charter school public school student transfers school allows charter schools serve prekindergarten postsecondary school students reauthorizes appropriations fy2021


Summary:
All Year Schools Support Act

Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to carry out a multi-year pilot program awarding four grants to states, local educational agencies, or other public or private entities to establish or expand year-round education programs at public elementary or secondary schools.

Allows grantees to increase the salaries of teachers participating in the year-round education programs by not to exceed 100%.

Requires the Secretary to give priority to grant applicants that: (1) propose to carry out year-round education activities that emphasize science, technology, engineering, and mathematics; and (2) target low-performing schools and areas with high populations of low-income individuals.

year schools support act amends elementary secondary education act direct secretary education carry multi year pilot program awarding grants states local educational agencies public private entities establish expand year round education programs public elementary secondary schools allows grantees increase salaries teachers participating year round education programs exceed requires secretary priority grant applicants propose carry year round education activities emphasize science technology engineering mathematics target low performing schools areas high populations low income individuals


Summary:
21st Century Classroom Innovation Act

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

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

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

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

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


Summary:
Teach Safe Relationships Act of 2015

This bill amends the Elementary and Secondary Education Act of 1965 (ESEA) to authorize the Department of Education (ED) to award competitive four-year grants to local educational agencies (LEAs) to provide: (1) professional development to school administrators, teachers, and staff in safe relationship behavior education; and (2) educational programming and curricula for students regarding safe relationship behavior.

"Safe relationship behavior education" is education that:

 is medically accurate and appropriate for an individual's age, developmental stage, and culture; promotes safe relationships and teaches students to recognize and prevent coercion, violence, or abuse, including physical and emotional relationship abuse; includes education regarding communication skills, emotional health, accountability, and well-being in relationships; and includes education regarding healthy relationships and consent. ED must provide LEAs with policy guidance regarding safe relationship behavior training and the promotion of safe and healthy relationships.

ESEA funds may not be used for sex or HIV-prevention education in schools if that instruction does not include safe relationship behavior education. (Under current law, sex or HIV-prevention education in schools must be age appropriate and include the health benefits of abstinence.)

teach safe relationships act bill amends elementary secondary education act esea authorize award competitive year grants local educational agencies leas provide professional development school administrators teachers staff safe relationship behavior education educational programming curricula students safe relationship behavior safe relationship behavior education education medically accurate appropriate individual age developmental stage culture promotes safe relationships teaches students recognize prevent coercion violence abuse including physical emotional relationship abuse includes education communication skills emotional health accountability relationships includes education healthy relationships consent provide leas policy guidance safe relationship behavior training promotion safe healthy relationships esea funds sex hiv prevention education schools instruction include safe relationship behavior education current law sex hiv prevention education schools age appropriate include health benefits abstinence


Summary:
To Aid Gifted and High-Ability Learners by Empowering the Nation's Teachers Act or the TALENT Act

Amends the Elementary and Secondary Education Act of 1965 to require state assessments of student proficiency to measure individual academic achievement, including above grade level achievement.

Requires states to: (1) recognize local educational agencies (LEAs) that significantly increase the proportion of their students, overall and in specified student subgroups, that score at or above the advanced level of achievement on such assessments; (2) assist their LEAs and schools in providing additional educational assistance to advanced, gifted, and talented students; and (3) report annually a comparison of the performance of students between different LEAs at each level of achievement, disaggregated by specified student subgroups.

Requires LEAs receiving school improvement funds to identify gifted and talented students and support their learning needs.

Requires LEAs and partnerships that receive funding under the Teacher and Principal Training and Recruiting Fund program to train educators to identify gifted and talented students and implement instructional practices that support their education.

Authorizes LEAs to use funding under: (1) the small rural school achievement program to support gifted and talented students, and (2) the rural and low-income school program to train teachers to meet the unique learning needs of gifted and talented students.

Directs the Secretary, through the Director of the Institute of Education Sciences, to: (1) continue research and development activities regarding the education of gifted and talented students; (2) support a National Research and Dissemination Center on the Gifted and Talented; (3) administer demonstration grants that enhance the ability of educators to support gifted and talented students; and (4) ensure that statistical data regarding the education of gifted and talented children is collected, reported, analyzed, and disseminated.

Amends the America COMPETES Reauthorization Act of 2010 to require the committee established to coordinate federal STEM (Science, Technology, Engineering, and Mathematics) education programs to encourage participating agencies to develop and implement programs for advanced students.

Amends the National Defense Authorization Act for Fiscal Year 1991 to require the Secretary of Energy (DOE) to use academic achievement as the basis for student participation in DOE's mathematics and science education programs for elementary and secondary school students and its prefreshman science, mathematics, and technology enrichment program for middle school students.

Amends the America COMPETES Act to give Advanced Placement (AP) program and International Baccalaureate (IB) program grant priority to eligible entities that are part of a statewide strategy to increase the availability of AP or IB mathematics, science, and critical foreign language courses by making such courses available earlier than usual to students who are prepared for the work.

aid gifted empowering nation teachers act talent act amends elementary secondary education act require state assessments student proficiency measure individual academic achievement including grade level achievement requires states recognize local educational agencies leas significantly increase proportion students overall specified student subgroups score advanced level achievement assessments assist leas schools providing additional educational assistance advanced gifted talented students report annually comparison performance students different leas level achievement disaggregated specified student subgroups requires leas receiving school improvement funds identify gifted talented students support learning needs requires leas partnerships receive funding teacher principal_training recruiting_fund program train educators identify gifted talented students implement instructional practices support education authorizes leas use funding small rural school achievement program support gifted talented students rural low income school program train teachers meet unique learning needs gifted talented students directs secretary director institute_of_education_sciences continue research development activities education gifted talented students support gifted talented administer demonstration grants enhance ability educators support gifted talented students ensure statistical data education gifted talented children collected reported analyzed disseminated amends america competes reauthorization act require committee established coordinate federal mathematics education programs encourage participating agencies develop implement programs advanced students amends national defense authorization act fiscal year require secretary energy doe use academic achievement basis student participation doe mathematics science education programs elementary secondary school students science mathematics technology enrichment program middle school students amends america competes act advanced_placement program international_baccalaureate program grant priority eligible entities statewide strategy increase availability mathematics science critical foreign language courses making courses available earlier usual students prepared work


Summary:
All Students Count Act of 2015

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

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

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

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


Summary:
Schools Utilizing Comprehensive and Community Engagement for Success Act or the Success Act

Amends part A of title I (Improving the Academic Achievement of the Disadvantaged) of the Elementary and Secondary Education Act of 1965 (ESEA) to require local educational agencies (LEAs) to work with public and private state and local entities to provide children and families with services that are integrated with services from specialized instructional support personnel and LEA homeless liaisons to address the academic and nonacademic factors that affect student achievement.

Amends title V (Promoting Informed Parental Choice and Innovation Programs) of the ESEA to establish a Parent and Community Outreach and Engagement program. Directs the Secretary of Education to award formula grants to states and, through them, competitive subgrants to: (1) LEAs to assist their public elementary and secondary schools to hire and maintain Parent and Community Outreach Coordinators; and (2) community-based organizations or institutions of higher education that work in partnership with public schools to connect integrated services and comprehensive supports to students and families to enhance students' social, emotional, intellectual, and physical development.

Requires Parent and Community Outreach Coordinators to: (1) build relationships, bridge gaps, and create partnerships among school staff, families, and community members; and (2) provide support and resources to increase family and community engagement in schools.

Requires Coordinators to be supervised and evaluated by the principal or headmaster of the school and evaluated annually by a committee composed of school personnel, parents, and at least one community partner.

Authorizes the Secretary to contract with a nonprofit organization that has effective and extensive experience in providing integrated student supports to: (1) provide technical assistance and training to this Act's grantees and subgrantees; and (2) establish a national clearinghouse for the collection and dissemination of information on effective parent, family, and community engagement practices and programs.

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


Summary:
Pregnant and Parenting Students Access to Education Act of 2015

Authorizes the Secretary of Education to make formula grants to states and, through them, competitive subgrants to local educational agencies (LEAs) to establish or enhance educational programs and related services that enable expectant and parenting students to enroll in, attend, and succeed in school.

Requires state grantees to: (1) designate a Coordinator for Education of Expectant and Parenting Students who is to develop and implement a state plan for educating expectant and parenting students, and (2) develop and implement high-quality professional development programs for LEAs and school personnel.

Requires subgrantees to:

 provide academic support services to expectant and parenting students; assist such students in accessing quality, affordable child care, and early childhood education services; provide transportation services or assistance to such students and their children; educate students, parents, and community members regarding the educational rights of such students; train school personnel regarding the challenges facing expectant and parenting students and their educational rights; revise school policies and practices that hinder or discourage such students from continuing their education; provide student parents with training and support in parenting, healthy relationship skills, unplanned pregnancy prevention strategies, and other life skills; and provide educational and career mentoring services and peer groups to expectant and parenting students. Gives subgrant priority to LEAs in geographic areas with teen birth rates that: (1) exceed the state average, or (2) are below the state average but higher than the state average for one or more racial or ethnic groups.

Directs the Secretary to conduct national activities that include: (1) providing technical assistance to states and reviewing their plans for educating expectant and parenting students, (2) evaluating subgrantees' programs and education program service delivery models for such students, and (3) gathering and disseminating information regarding the education of such students and best practices in facilitating it.

Amends the school improvement program under part A of title I of the Elementary and Secondary Education Act of 1965 to require states to include in their annual state report cards data regarding their expectant and parenting students, in the aggregate and disaggregated and cross-tabulated by specified student subgroups.

pregnant parenting students access education act authorizes secretary education formula grants states competitive subgrants local educational agencies leas establish enhance educational programs related services enable parenting students enroll attend succeed school requires state grantees designate coordinator education parenting students develop implement state plan educating parenting students develop implement high quality professional development programs leas school personnel requires subgrantees provide academic support services parenting students assist students accessing quality affordable child care early childhood education services provide transportation services assistance students children educate students parents community members educational rights students train school personnel challenges facing parenting students educational rights revise school policies practices hinder discourage students continuing education provide student parents training support parenting healthy relationship skills unplanned pregnancy prevention strategies life skills provide educational career mentoring services peer groups parenting students gives subgrant priority leas geographic areas teen birth rates exceed state average state average higher state average racial ethnic groups directs secretary conduct national activities include providing technical assistance states reviewing plans educating parenting students evaluating subgrantees programs education program service delivery models students gathering disseminating information education students best practices facilitating amends school improvement program title elementary secondary education act require states include annual state report cards data parenting students aggregate disaggregated cross tabulated specified student subgroups


Summary:
Promoting Health as Youth Skills in Classrooms and Life Act

Amends the Elementary and Secondary Education Act of 1965 to include health education and physical education in the definition of "core academic subjects."

Requires each state to determine the most feasible measure for assessing students in health education and physical education, including through adaptive assessments, to measure student knowledge and performance against state standards.

Authorizes appropriations for FY2016-FY2020 for the Carol M. White Physical Education Program, which provides matching grants to local educational agencies and community-based organizations to initiate, expand, and improve physical education programs (including after-school programs) for students in kindergarten through grade 12.

promoting_health youth skills classrooms life act amends elementary secondary education act include health education physical education definition core academic subjects requires state determine feasible measure assessing students health education physical education including adaptive assessments measure student knowledge performance state standards authorizes appropriations provides matching grants local educational agencies community based organizations initiate expand improve physical education programs including school programs students kindergarten grade


Summary:
Innovation Inspiration School Grant Program Act

Authorizes the Secretary of Education to award competitive matching grants to local educational agencies (LEAs) through an Innovation Inspiration grant program to: (1) promote science, technology, engineering (including robotics), and mathematics (STEM) in secondary schools and after school programs; (2) support the participation of secondary school students in nontraditional STEM teaching methods; and (3) broaden secondary school students' access to STEM careers.

Directs the Secretary to give priority to grant applications that target: (1) a rural or urban school, (2) a low-performing school or LEA, or (3) an LEA or school that serves students who are eligible for free or reduced price lunches under the school lunch program.

Authorizes the Secretary to waive all or part of the matching requirement for financially-strapped LEAs.

Directs the Secretary to evaluate the efficacy of the grant program.

authorizes secretary education award competitive matching grants local educational agencies leas grant program promote science technology engineering including mathematics stem secondary schools school programs support participation secondary school students nontraditional stem teaching methods broaden secondary school students access stem careers directs secretary priority grant applications target rural urban school low performing school lea lea school serves students eligible free reduced price lunches school lunch program authorizes secretary waive matching requirement financially leas directs secretary evaluate efficacy grant program


Summary:
Protecting Students from Sexual and Violent Predators Act

Requires states that receive funds under the Elementary and Secondary Education Act of 1965 (ESEA) to:

 require criminal background checks for each school employee that include searches of the criminal registry or repository of the state in which the employee resides, the child abuse and neglect registries and databases of that state, the Integrated Automated Fingerprint Identification System of the Federal Bureau of Investigation (FBI), and the National Sex Offender Registry; prohibit the employment of an individual who refuses to consent to, or who makes a false statement in connection with, a background check or who has been convicted of one of specified felonies or of a violent or sexual crime against a minor; require background checks to be periodically repeated or updated in accordance with state law or the policies of the state's local educational agencies (LEAs); provide school employees who have had a background check with a copy of the background check if they request one and a timely process to appeal the results of the background check if it blocks their service as a school employee; ensure that such policies and procedures are published on state and LEA websites; and allow an LEA to share the results of a recent background check on a school employee with another LEA that is considering that individual for employment. Prohibits states and LEAs from knowingly transferring or facilitating the transfer of any school employee if they know, or have substantive reason to believe, that such employee engaged in sexual misconduct with an elementary or secondary school student.

Allows: (1) the Attorney General and state law enforcement officials to charge reasonable fees for conducting the background checks, and (2) states and LEAs to use ESEA administrative funds to pay such fees.

protecting students sexual violent predators act requires states receive funds elementary secondary education act esea require criminal background checks school employee include searches criminal registry repository state employee resides child abuse neglect registries databases state federal_bureau_of_investigation fbi national sex offender registry prohibit employment individual refuses consent makes false statement connection background check convicted specified felonies violent sexual crime minor require background checks periodically repeated updated accordance state law policies state local educational agencies leas provide school employees background check copy background check request timely process appeal results background check blocks service school employee ensure policies procedures published state lea websites allow lea share results recent background check school employee lea considering individual employment prohibits states leas knowingly transferring facilitating transfer school employee know substantive reason believe employee engaged sexual misconduct elementary secondary school student allows attorney general state law enforcement officials charge reasonable fees conducting background checks states leas use esea administrative funds pay fees


Summary:
School Principal Recruitment and Training Act

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

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

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

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

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

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

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


Summary:
Secure Rural Schools and Payment in Lieu of Taxes Repair Act

This bill extends the Secure Rural Schools and Community Self-Determination Program through FY2016 at FY2011 funding levels. This Program provides payments to state jurisdictions to compensate for the cost of providing services in tax-exempt federal lands within such jurisdictions.

The bill also eliminates the fiscal year limitation on funding for the Payments in Lieu of Taxes Program. This program compensates local governments for tax revenue lost due to tax-exempt federal lands within their boundaries.

secure_rural_schools payment lieu taxes repair act bill extends secure rural schools fy2016 fy2011 funding levels program provides payments state jurisdictions compensate cost providing services tax exempt federal lands jurisdictions bill eliminates fiscal year limitation funding payments lieu taxes program program compensates local governments tax revenue lost tax exempt federal lands boundaries


Summary:
Accelerated Learning Act of 2015

Directs the Secretary of Education to allot grants to states, based on their share of low-income elementary and secondary school students, to cover part or all of the Advanced Placement (AP) or International Baccalaureate (IB) examination fee low-income students incur.

Directs the Secretary to award renewable competitive matching grants to states, local educational agencies (LEAs), or partnerships between a nonprofit organization and a state or LEA for activities that increase: (1) the number of qualified teachers at high-need schools who are teaching AP or IB courses, (2) the number of AP or IB courses offered at high-need schools, and (3) the number of students at high-need schools who enroll and succeed in such courses.

 Gives priority, in awarding the competitive grants, to applicants that: (1) have a state-wide or district-wide strategy for increasing the availability of AP or IB courses, and pre-AP or pre-IB courses, in high-need schools; (2) focus on increasing AP or IB courses in the core academic subjects; and (3) target high-need schools.

Defines a "high-need school" as a secondary school that has a demonstrated need for Advanced Placement or International Baccalaureate courses and that: (1) has a high concentration of low-income students; or (2) is designated with a school locale code of 41, 42, or 43.

Directs the Secretary, through the Director of the Institute of Education Sciences, to evaluate the implementation and impact of the activities supported by the competitive grant program.

accelerated learning act directs secretary education allot grants states based share low income elementary secondary school students cover advanced_placement international_baccalaureate examination fee low income students incur directs secretary award renewable competitive matching grants states local educational agencies leas partnerships nonprofit organization state lea activities increase number qualified teachers high need schools teaching courses number courses offered high need schools number students high need schools enroll succeed courses gives priority awarding competitive grants applicants state wide district wide strategy increasing availability courses pre pre courses high need schools focus increasing courses core academic subjects target high need schools defines high need school secondary school demonstrated need advanced_placement international_baccalaureate courses high concentration low income students designated school locale code directs secretary director institute_of_education_sciences evaluate implementation impact activities supported competitive grant program


Summary:
Community Partnerships in Education Act

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

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

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

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

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

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


Summary:
Success in the Middle Act of 2015

This bill directs the Department of Education (ED) to allot grants to states, based on their proportion of poor children aged 5 to 17, to: (1) implement state middle grades needs analyses and, on the basis of such analyses, improvement plans that describe what students must master to complete successfully the middle grades and succeed in academically rigorous secondary school coursework; and (2) award competitive subgrants to local educational agencies (LEAs) or partnerships of LEAs and institutions of higher education, educational service agencies, or educational nonprofit organizations to implement a comprehensive middle school improvement plan for each eligible school. Priority is given to LEAs, or partnerships that include LEAs, that serve high proportions of poor children and children attending eligible schools.

"Eligible schools" are those where: (1) a high proportion of middle grade students matriculate to secondary schools with graduation rates below 65%; (2) more than 25% of the students who finish grade six, or the school's earliest middle grade level, exhibit key risk factors for failure; and (3) a majority of middle grade students are not rated proficient on required state assessments in mathematics, reading, or language arts.

States may make subgrants to LEAs and partnerships that did not receive a competitive subgrant to assist them in applying for competitive subgrants and developing comprehensive middle school improvement plans.

Funding is provided to ED to:

 contract for studies that identify promising practices for, and review existing research to identify factors that might lead to, the improvement of middle grades education; create a national clearinghouse in best middle grade educational practices and a national database identifying factors that facilitate or impede middle grade student achievement; require certain educational field research designed to enhance the performance of middle grade schools and students; create a research and development center that addresses topics pertinent to the middle grades; and provide grants to entities that partner with states and LEAs to develop, adapt, or replicate effective models for turning around low-performing schools serving students in the middle grades.

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


Summary:
Investing in Innovation for Education Act of 2015

Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to award competitive grants to local educational agencies (LEAs), educational service agencies, and nonprofit organizations to support the school innovation efforts of public schools and LEAs.

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

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

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

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

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


Summary:
Family Engagement in Education Act of 2015

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

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

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

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

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

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

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

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

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

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


Summary:
Local Taxpayer Relief Act

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

 require the valuation of the federal property located within the boundaries of an LEA by calculating the valuation, for property tax purposes, of all property within the LEA's boundaries and then multiplying that value by the proportion of that property that is federal property; alter the formula for determining the foundation payments due LEAs for federal ownership of property when appropriations for a fiscal year are insufficient to provide them with full compensation; alter the formula for determining the payments due LEAs for eligible federally-connected children who are displaced from federal property or Indian lands due to housing renovation or rebuilding; and direct the Secretary of Education to complete Impact Aid payments to eligible LEAs within two fiscal years of their appropriation. (This fiscal year limitation was amended by this Act.) Amends the Impact Aid program of the Elementary and Secondary Education Act of 1965 to allow an LEA that has federal property within its boundary that is also within the boundary of another LEA to ask the Secretary to use the average of the per-acre value of the federal property in each jurisdiction in calculating the taxable value of that property.

Establishes a separate formula for determining the foundation payments to be made to certain FY2016 eligible LEAs (those that last received a federal property-based Impact Aid payment prior to FY2006) when appropriations for a fiscal year are insufficient to provide them with full compensation for federal ownership of property.

 Alters the formula for determining the payments due LEAs for eligible federally-connected children. Includes not only children in average daily attendance but also those enrolled pursuant to a state open enrollment policy.

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

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

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

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

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

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

Directs the Secretary to complete Impact Aid payments to eligible LEAs within two fiscal years after funds are appropriated for such payments.

Reauthorizes appropriations for the Impact Aid program.

local taxpayer relief act amends impact aid improvement act permanent amendments act impact aid program compensates local educational agencies leas financial burden federal activities affecting school districts require valuation federal property located boundaries lea calculating valuation property tax purposes property lea boundaries multiplying value proportion property federal property alter formula determining foundation payments leas federal ownership property appropriations fiscal year insufficient provide compensation alter formula determining payments leas eligible federally connected children displaced federal property indian lands housing renovation rebuilding direct secretary education complete impact aid payments eligible leas fiscal years appropriation fiscal year limitation amended act amends impact aid program elementary secondary education act allow lea federal property boundary boundary lea ask secretary use average acre value federal property jurisdiction calculating taxable value property establishes separate formula determining foundation payments certain fy2016 eligible leas received federal property based impact aid payment prior fy2006 appropriations fiscal year insufficient provide compensation federal ownership property alters formula determining payments leas eligible federally connected children includes children average daily attendance enrolled pursuant state open enrollment policy continues lea eligibility payments activities associated military base closures realignments force structure changes relocations ongoing allows calculation payments current student counts instead prior fiscal year data leas experience specified influx new federally connected students federal activities closure lea receiving impact aid federally connected children requires secretary allow leas count federally connected children date register students fiscal year application filed alters formula determining construction payments leas eligible impact aid payments divides construction funds evenly leas impacted military dependent children leas impacted children residing indian lands remainder reserved emergency repair modernization grants leas serving indian lands experiencing specified influx new students federal activities alters formula determining state plan equalizing assistance leas prohibition state aid leas affected impact aid payments requires new leas applying impact aid boundaries established state law authority tax receive imputed local tax directs secretary complete impact aid payments eligible leas fiscal years funds appropriated payments reauthorizes appropriations impact aid program


Summary:
Keep Kids in School Act

Amends the school improvement program under part A of title I of the Elementary and Secondary Education Act of 1965 (ESEA) to require state school improvement plans to contain assurances that the state will work with other education stakeholders to reduce suspensions and expulsions in public preschool programs and public elementary and secondary schools.

Requires the school improvement plans of local educational agencies (LEAs) to include:

 a description of the actions the LEA will take to reduce suspensions and expulsions and how the LEA will measure their success in doing so; an assurance that the LEA will report on the training provided to school staff to reduce suspensions and expulsions and how suspended students will receive ongoing educational services that enable them to resume their previous studies upon returning to school; an assurance that each of the LEA's schools will make publicly available its suspension and expulsion policy or the LEA's policy if the policy operates on the LEA level; and an assurance that each of the LEA's schools will make available, upon request, information about the behavior that resulted in each suspension or expulsion. Requires the annual state and local report cards to include specified information concerning school suspensions and expulsions, including the training and support provided to school staff to reduce those disciplinary actions.

Reserves a portion of the funds under part A (Safe and Drug-Free Schools and Communities) of title IV of the ESEA for grants to the 50 LEAs with an approved application that have the highest suspension and expulsion rates and the greatest disparity in those rates for specified student subgroups and the student body as a whole. Allows those grants to be used for:

 training on developmentally, culturally, and linguistically appropriate prevention and de-escalation strategies; positive behavioral intervention systems; tiered disciplinary systems; training on conflict resolution and restorative justice; hiring additional school-based mental health services providers; and other evidence-based approaches to reducing school suspensions and expulsions. Authorizes LEAs to use their subgrants under part A (Teacher and Principal Training and Recruiting Fund) of title II of the ESEA to provide school personnel with training on ways to reduce the use of suspensions and expulsions, especially when those actions result in disparities between the suspension and expulsion rates for specified student subgroups and the student body as a whole.

kids school act amends school improvement program title elementary secondary education act esea require state school improvement plans contain assurances state work education stakeholders reduce suspensions public preschool programs public elementary secondary schools requires school improvement plans local educational agencies leas include description actions lea reduce suspensions lea measure success assurance lea report training provided school staff reduce suspensions suspended students receive ongoing educational services enable resume previous studies returning school assurance lea schools publicly available suspension expulsion policy lea policy policy operates lea level assurance lea schools available request information behavior resulted suspension expulsion requires annual state local report cards include specified information concerning school suspensions including training support provided school staff reduce disciplinary actions reserves portion funds safe drug free schools communities title esea grants leas approved application highest suspension expulsion rates greatest disparity rates specified student subgroups student body allows grants training developmentally culturally linguistically appropriate prevention escalation strategies positive behavioral intervention systems tiered disciplinary systems training conflict resolution restorative justice hiring additional school based mental health services providers evidence based approaches reducing school suspensions authorizes leas use subgrants teacher principal_training recruiting fund title esea provide school personnel training ways reduce use suspensions especially actions result disparities suspension expulsion rates specified student subgroups student body


Summary:
Local School Board Governance and Flexibility Act

Expresses the sense of Congress that: (1) the responsibility for education resides with the states and the local educational agencies (LEAs) to which they have delegated authority; and (2) the Secretary of Education should only issue those regulations, rules, guidance materials, grant conditions, or other requirements that are specifically needed to implement federal legislation and are within LEAs' educational, operational, and financial capacity.

Prohibits the Secretary, unless specifically authorized by federal law, from issuing regulations, rules, guidance materials, grant conditions, or other requirements pertaining to states or LEAs that:

 conflict with the authority of LEAs delegated to them by their state; result in additional costs to LEAs for reporting, grant administration, and general operations that are not fully covered by the federal government; conflict with the authority of LEAs to determine how to engage or act upon community participation and advice; impose requirements on LEAs or state educational agencies (SEAs) that would adversely affect their authority to function as legislative, executive, or quasi-judicial agencies; conflict with states' authority to determine the appropriate governance structure of their SEA or LEAs, or their SEA's or LEAs' authority to determine how schools are governed or managed; establish SEA or LEA reporting requirements that duplicate existing federal requirements or are issued without first conducting a fiscal impact statement; or place conditions or requirements on grants to states or LEAs that do not directly relate to, or do not directly support, the intent of the grants or legislation authorizing the grants. Directs the Secretary during each fiscal year to provide LEAs and the major national education organizations at least 60 days to provide written comments regarding the local impact of implementing federal regulations, rules, guidance materials, grant conditions, or other requirements for any applicable program or activity of the Secretary.

Directs the Secretary to review existing LEA reporting requirements to identify and eliminate those that are duplicative.

Prohibits the Secretary from promulgating federal regulations, rules, guidance materials, grant conditions, or other requirements pertaining to states or LEAs without first:

 requesting data and recommendations from SEAs, LEAs, and the major national education organizations regarding the educational, financial, and operational costs involved in implementing them; verifying that LEAs will have the financial resources and technical assistance they may need to successfully implement the requirements; giving SEAs, LEAs, and national educational organizations at least 60 days' notice to respond to such requirements before they are issued, except in certain emergencies; and giving SEAs and LEAs maximum flexibility in implementing the requirements. Provides that if an LEA or major national education organization provides the Secretary with a written statement demonstrating that a regulation, rule, guidance material, grant condition, or other requirement does not meet the substantive or procedural requirements of this Act, the Secretary must review the merits of the statement, issue a written response within 60 days, and post that response on the Department of Education's website.

flexibility act expresses sense congress responsibility education resides states local educational agencies leas delegated authority secretary education issue regulations rules guidance materials grant conditions requirements specifically needed implement federal legislation leas educational operational financial capacity prohibits secretary specifically authorized federal law issuing regulations rules guidance materials grant conditions requirements pertaining states leas conflict authority leas delegated state result additional costs leas reporting grant administration general operations fully covered federal government conflict authority leas determine engage act community participation advice impose requirements leas state educational agencies seas adversely affect authority function legislative executive quasi judicial agencies conflict states authority determine appropriate governance structure sea leas sea leas authority determine schools governed managed establish sea lea reporting requirements duplicate existing federal requirements issued conducting fiscal impact statement place conditions requirements grants states leas directly relate directly support intent grants legislation authorizing grants directs secretary fiscal year provide leas major national education organizations days provide written comments local impact implementing federal regulations rules guidance materials grant conditions requirements applicable program activity secretary directs secretary review existing lea reporting requirements identify eliminate duplicative prohibits secretary promulgating federal regulations rules guidance materials grant conditions requirements pertaining states leas requesting data recommendations seas leas major national education organizations educational financial operational costs involved implementing verifying leas financial resources technical assistance need successfully implement requirements giving seas leas national educational organizations days notice respond requirements issued certain emergencies giving seas leas maximum flexibility implementing requirements provides lea major national education organization provides secretary written statement demonstrating regulation rule guidance material grant condition requirement meet substantive procedural requirements act secretary review merits statement issue written response days post response department_of_education website


Summary:
Next Generation High Schools Act

Directs the Secretary of Education to award competitive grants to local educational agencies (LEAs) or charter schools that partner with at least one institution of higher education, at least one community-based partner, and a qualified intermediary to provide high school students with challenging, engaging, and relevant academic and career-related learning opportunities that are aligned with rigorous, challenging academic content that prepares them to transition to postsecondary education and careers.

Sets the grant term at five years, with up to three one-year renewals that are conditioned on the grantee making satisfactory progress toward performance indicators and targets.

Requires grant applicants to make make specified equity assurances, including that their LEAs will allocate school improvement funds to eligible high schools in amounts that are proportionate to those schools' share of low-income students.

Defines "eligible high schools" as those that: (1) serve students at least 65% of whom are from low-income families; (2) have a graduation rate at or below 67%, excepting new high schools; (3) do not receive school improvement funds under the Elementary and Secondary Education Act of 1965; and (4) are identified by their state as low-performing.

Requires the grants to be used to:

 develop and implement partnerships to help schools prepare students to apply academic concepts to real world challenges; implement an early warning indicator system in eligible high schools and, where applicable, feeder middle schools to identify struggling students; provide support and credit recovery opportunities for struggling students at the grantee's secondary schools or in other appropriate settings; provide high schools with dropout recovery or reentry programs that enable returning dropouts to graduate college and career ready; provide evidence-based middle school to high school transition programs and supports; and provide high school leaders, staff, students, and families with high-quality, easily accessible, and timely information concerning graduation requirements, postsecondary admission requirements, the availability of financial assistance, labor markets, and other programs and services to improve the prospects of traditionally underserved students. Lists, separately, the required grant activities in eligible high schools and their feeder middle schools.

Requires each grantee, immediately after receiving its grant, to contract with an outside evaluator to evaluate the effects of such grant.

generation high schools act directs secretary education award competitive grants local educational agencies leas charter schools partner institution higher education community based partner qualified intermediary provide high school students challenging engaging relevant academic career related learning opportunities aligned rigorous challenging academic content prepares transition postsecondary education careers sets grant term years year renewals conditioned grantee making satisfactory progress performance indicators targets requires grant applicants specified equity assurances including leas allocate school improvement funds eligible high schools amounts proportionate schools share low income students defines eligible high schools serve students low income families graduation rate excepting new high schools receive school improvement funds elementary secondary education act identified state low performing requires grants develop implement partnerships help schools prepare students apply academic concepts real world challenges implement early warning indicator system eligible high schools applicable feeder middle schools identify struggling students provide support credit recovery opportunities struggling students grantee secondary schools appropriate settings provide high schools dropout recovery reentry programs enable returning dropouts graduate college career ready provide evidence based middle school high school transition programs supports provide high school leaders staff students families high quality easily accessible timely information concerning graduation requirements postsecondary admission requirements availability financial assistance labor markets programs services improve prospects traditionally underserved students lists separately required grant activities eligible high schools feeder middle schools requires grantee immediately receiving grant contract outside evaluator evaluate effects grant


Summary:
Educational Opportunities Act

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

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

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

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