Summary:
Success in the Middle Act of 2013 - Directs the Secretary of Education to make grants to states, based on their proportion of poor children aged 5 to 17, to: (1) implement state middle grades needs analyses and, on the basis of such analyses, improvement plans that describe what students must master to complete successfully the middle grades and succeed in academically rigorous secondary school coursework; and (2) award competitive subgrants to local educational agencies (LEAs) or partnerships of LEAs and institutions of higher education, educational service agencies, or educational nonprofit organizations to implement a comprehensive middle school improvement plan for each eligible school. Gives priority to LEAs, or partnerships that include LEAs, that serve high proportions of poor children and children attending eligible schools.

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

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

Provides the Secretary with funding to: (1) contract for studies that identify promising practices for, and review existing research to identify factors that might lead to, the improvement of middle grades education; (2) create a national clearinghouse in best middle grade educational practices and a national database identifying factors that facilitate or impede middle grade student achievement; (3) require certain educational field research designed to enhance the performance of middle grade schools and students; (4) create a research and development center that addresses topics pertinent to the middle grades; and (5) provide grants to entities that partner with states and LEAs to develop, adapt, or replicate effective models for turning around low-performing middle grades.

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


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

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

Requires establishment grant funds to be used to: (1) train and hire school counselors; (2) identify regional workforce trends and postsecondary options available in the state; (3) establish, improve, or coordinate postsecondary opportunities; (4) recommend curricular improvements to better align curricula with workforce trends and available postsecondary opportunities; (5) establish partnerships with American Job Centers; and (6) leverage the resources and emerging technologies being developed by stakeholders to support the counseling framework.

Allows states to carry out program activities directly or through competitive subgrants to LEAs, or consortia consisting of an LEA, and one or more LEAs, educational service agencies, tribal organizations, postsecondary institutions, or nonprofit organizations with expertise in counseling or career and technical education.

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

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


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

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

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

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


Summary:
Strengthening Kids' Interest in Learning and Libraries Act or the SKILLs Act - Amends title I of the Elementary and Secondary Education Act of 1965 to authorize appropriations for FY2014-FY2019 for the Improving Literacy through School Libraries grant program.

Requires local educational agencies (LEAs) that receive school improvement funds to ensure, to the extent feasible, that each of their schools receiving such funds employs at least one state certified school library media specialist.

Directs states and LEAs that receive school improvement funds to ensure that by the beginning of the 2013-2014 school year there is at least one highly qualified school library media specialist in every school that receives such funds.

Requires Improving Literacy through School Libraries funds to be: (1) proportionally distributed to serve students in elementary, middle, and high schools; (2) used for media resources appropriate for all grades; and (3) used for professional development in information literacy instruction that is appropriate for all grades.

Expands the program of grants to states and subgrants to LEAs for the recruitment, retention, and professional development of teachers to require that highly qualified school library media specialists be included in the focus of such efforts.

strengthening kids interest learning libraries act skills act amends title elementary secondary education act authorize appropriations fy2014-fy2019 grant program requires local educational agencies leas receive school improvement funds ensure extent feasible schools receiving funds employs state certified school library media specialist directs states leas receive school improvement funds ensure beginning school year highly qualified school library media specialist school receives funds requires improving literacy school libraries funds proportionally distributed serve students elementary middle high schools media resources appropriate grades professional development information literacy instruction appropriate grades expands program grants states subgrants leas recruitment retention professional development teachers require highly qualified school library media specialists included focus efforts


Summary:
Biliteracy Education Seal and Teaching Act or the BEST Act - Directs the Secretary of Education to award renewable two-year grants to states to establish or improve a Seal of Biliteracy program to recognize student proficiency in speaking, reading, and writing in both English and a second language.

Requires students who wish to participate in such a program to submit an application to their state that includes assurances that they: (1) will receive a secondary school diploma or its equivalent in the year they apply; and (2) have met the state's criteria for demonstrating proficiency in speaking, reading, and writing in both English and a second language.

Requires states to provide participating students who demonstrate that proficiency: (1) a permanent seal or other marker on their secondary school diploma or its equivalent, and (2) documentation of that proficiency on their official academic transcript.

Allows students who gain proficiency in a second language outside of school to participate in such programs.

Prohibits states from charging students an application fee.

biliteracy education seal best act directs secretary education award renewable year grants states establish improve seal biliteracy program recognize student proficiency speaking reading writing english second language requires students wish participate program submit application state includes assurances receive secondary school diploma equivalent year apply met state criteria demonstrating proficiency speaking reading writing english second language requires states provide participating students demonstrate proficiency permanent seal marker secondary school diploma equivalent documentation proficiency official academic transcript allows students gain proficiency second language outside school participate programs prohibits states charging students application fee


Summary:
Student Protection Act - Prohibits the use of appropriated funds for any educational institution which punishes a child for:

 brandishing food which is partially consumed in such a way that the remnant resembles a gun; possessing a toy gun two inches or less in length or made of plastic snap together building blocks; using a finger or hand to simulate a gun; vocalizing imaginary firearms or munitions; wearing a T-shirt that supports Second Amendment rights; drawing a picture of, or possessing an image of, a firearm; or using a writing utensil to simulate a firearm.

student protection act prohibits use appropriated funds educational institution child food partially consumed way gun possessing toy gun inches length plastic snap building blocks hand gun firearms munitions wearing supports second amendment rights drawing picture possessing image firearm writing firearm


Summary:
Ready-to-Compete Act - Amends the Elementary and Secondary Education Act of 1965 to authorize the Secretary of Education to award grants to public telecommunications entities to coordinate the development, production, and distribution of innovative multiplatform educational programming and services for young children and youth and their parents, educators, and caregivers.

Requires grantees to award subcontracts or enter into agreements with public television stations and producers or distributors of educational programming for the operation of Ready-to-Learn programs.

Requires Ready-to-Learn programs to: (1) include programming that is aligned with state academic content and achievement standards; (2) include training and materials for educators and caregivers to facilitate their use of the programming and services; (3) address specific community and school needs, ascertained via ongoing community outreach programs; and (4) include programming in reading, social and emotional development, and at least one other topic in an academic or developmentally appropriate area.

Amends the Workforce Investment Act of 1998 to authorize the Secretary to award competitive grants to public television stations that partner with states, state workforce investment boards, or institutions of higher education to develop, disseminate, and provide on-line and on-air education and training services for adults.

ready compete act amends elementary secondary education act authorize secretary education award grants public telecommunications entities coordinate development production distribution innovative educational programming services young children youth parents educators caregivers requires grantees award subcontracts enter agreements public television stations producers distributors educational programming operation ready learn programs requires ready learn programs include programming aligned state academic content achievement standards include training materials educators caregivers facilitate use programming services address specific community school needs ascertained ongoing community outreach programs include programming reading social emotional development topic academic developmentally appropriate area amends workforce investment act authorize secretary award competitive grants public television stations partner states state workforce investment boards institutions higher education develop disseminate provide line air education training services adults


Summary:
Family Engagement in Education Act of 2013 - 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:
Restoration of Parental Rights and State Sovereignty Act of 2013 - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to prohibit the Secretary of Education from forcing a state to satisfy any requirement imposed as a condition of receiving assistance under an ESEA grant program.

Prohibits the Secretary from releasing assistance to a state under an ESEA grant program unless the state's legislature has by law expressly approved the program. Allows that approval to be accomplished by a vote to affirm a state budget that includes the use of such federal funds, but requires that budget to expressly include any requirement imposed as a condition on the state's receipt of those funds.

Prohibits ESEA funds that are not allocated to a state due to the state's failure to affirmatively agree to their receipt from being reallocated among the other states.

Expresses the intent of Congress that control over public education and parental rights to control their children's education is vested exclusively within the authority reserved to the states and individual Americans by the Constitution, except when states expressly approve federal terms or conditions on educational assistance or the federal government is obliged to enforce minimum federal equal protection or due process standards.

restoration parental rights state sovereignty act amends elementary secondary education act esea prohibit secretary education forcing state satisfy requirement imposed condition receiving assistance esea grant program prohibits secretary releasing assistance state esea grant program state legislature law expressly approved program allows approval accomplished vote affirm state budget includes use federal funds requires budget expressly include requirement imposed condition state receipt funds funds allocated state state failure affirmatively agree receipt reallocated states expresses intent congress control public education parental rights control children education vested exclusively authority reserved states individual americans constitution states expressly approve federal terms conditions educational assistance federal government enforce minimum federal equal protection process standards


Summary:
Teachers at the Table Act - Amends title I (Improving the Academic Achievement of the Disadvantaged) of the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to establish the Volunteer Teacher Advisory Committee to monitor the effects of such title in classrooms, with its focus solely on children and families.

Requires the Committee to be composed of a diverse group of public school classroom teachers who are past or present Teachers of the Year and have experience or training in data collection, analysis, and reporting.

teachers table act amends title improving academic achievement disadvantaged elementary secondary education act direct secretary education establish volunteer teacher advisory committee monitor effects title classrooms focus solely children families requires committee composed diverse group public school classroom teachers past present teachers year experience training data collection analysis reporting


Summary:
Access to Complete Education Act - Amends the Elementary and Secondary Education Act of 1965 to authorize the Secretary of Education to award grants to local educational agencies (LEAs) to promote and strengthen as an integral part of the curriculum one or more of the subjects of music and arts, foreign languages, civics and government, economics, history, geography, and physical education and health.

Gives priority to LEAs that have the greatest numbers or percentages of children from families below the poverty line.

Requires grantees to coordinate, to the extent practicable, their programs to promote or strengthen education in such subjects with opportunities provided by public or private cultural entities, including museums, education associations, libraries, and theaters.

access complete education act amends elementary secondary education act authorize secretary education award grants local educational agencies leas promote strengthen integral curriculum subjects music arts foreign languages civics government economics history geography physical education health gives priority leas greatest numbers percentages children families poverty line requires grantees coordinate extent practicable programs promote strengthen education subjects opportunities provided public private cultural entities including museums education associations libraries theaters


Summary:
Financial Literacy for Students Act - Amends the Elementary and Secondary Education of 1965 (ESEA) to authorize the Secretary of Education to award matching grants to states to: (1) integrate financial literacy education into each of their public elementary and secondary schools that are eligible for school improvement funds under title I of the ESEA, and (2) train their secondary school financial literacy or entrepreneurship teachers to teach financial literacy in core academic subjects.

Prohibits states from using over 20% of their grant funds to train those teachers, develop curricula, and evaluate the impact of financial literacy or personal finance education.

esea authorize secretary education award matching grants states integrate financial literacy education public elementary secondary schools eligible school improvement funds title esea train secondary school financial literacy entrepreneurship teachers teach financial literacy core academic subjects prohibits states grant funds train teachers develop curricula evaluate impact financial literacy personal finance education


Summary:
Transition-to-Success Mentoring Act - Amends title I of the Elementary and Secondary Education Act of 1965 (ESEA) to reauthorize appropriations under part H (School Dropout Prevention).

Establishes a transition-to-success mentoring program under part H of the ESEA requiring the Secretary of Education to award grants to local educational agencies (LEAs) or partnerships between LEAs and community-based nonprofit organizations to establish, expand, or provide technical support to school-based mentoring programs to assist at-risk students in transitioning from middle to high school.

Requires grantees to assign to each at-risk student in his or her middle school a success coach who:

 creates a plan of success for the student; enters into an agreement with the student's parents regarding their role in implementing such plan; meets with the student at least once a month to assess and assist the student's progress; meets at least once a month with the student and the student's parents, teachers, or counselors to evaluate the student's progress and revise or establish new goals for the next academic year; and serves as the student's advocate between the student's parents and teachers. Authorizes the use of grant funds to: (1) train success coaches, (2) cover the cost of any materials they use under the mentoring program, and (3) hire staff to perform or support program objectives.

transition success mentoring act amends title elementary secondary education act esea reauthorize appropriations establishes transition success mentoring program esea requiring secretary education award grants local educational agencies leas partnerships leas community based nonprofit organizations establish expand provide technical support school based mentoring programs assist risk students transitioning middle high school requires grantees assign risk student middle school success coach creates plan success student enters agreement student parents role implementing plan meets student month assess assist student progress meets month student student parents teachers counselors evaluate student progress revise establish new goals academic year serves student advocate student parents teachers authorizes use grant funds train success coaches cover cost materials use mentoring program hire staff perform support program objectives


Summary: Helping Military Children Succeed in Schools Act - 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, by the 2015-2016 school year, information on: (1) the number of their military-connected students, and (2) how those students performed in comparison to all their other students on the assessments of student progress toward state academic achievement standards.

helping military children succeed schools act amends school improvement program title elementary secondary education act require states include annual state report cards school year information number military connected students students performed comparison students assessments student progress state academic achievement standards


Summary:
Successful, Safe, and Healthy Students Act of 2013 - Amends title IV (21st Century Schools) of the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to award grants to states to: (1) develop, improve, and implement state reporting and information systems that measure conditions for learning, based on surveys of school students and staff; and (2) award competitive subgrants to local educational agencies (LEAs) or nonprofit organizations that use such measurement systems to make comprehensive improvements to school-level conditions for learning.

Identifies conditions conducive to learning as those that: (1) promote physical activity, education, fitness, and nutrition; (2) promote mental health; (3) prevent violence, harassment, and substance abuse among students; and (4) promote safe and supportive schools and communities.

Conditions a state's grant eligibility on the state: (1) having a statewide physical education requirement that is consistent with widely recognized standards; and (2) requiring its LEAs to establish policies that prevent and prohibit harassment in schools, to notify students, parents, and educational professionals of prohibited conduct each year, and to provide students and parents with grievance procedures that target such conduct.

Directs the Secretary to evaluate the programs this Act funds and provide technical assistance to program applicants, grantees, and subgrantees.

successful safe amends title 21st century schools elementary secondary education act direct secretary education award grants states develop improve implement state reporting information systems measure conditions learning based surveys school students staff award competitive subgrants local educational agencies leas nonprofit organizations use measurement systems comprehensive improvements school level conditions learning identifies conditions conducive learning promote physical activity education fitness nutrition promote mental health prevent violence harassment substance abuse students promote safe supportive schools communities conditions state grant eligibility state having statewide physical education requirement consistent widely recognized standards requiring leas establish policies prevent prohibit harassment schools notify students parents educational professionals prohibited conduct year provide students parents grievance procedures target conduct directs secretary evaluate programs act funds provide technical assistance program applicants grantees subgrantees


Summary:
Advancing Competency-Based Education Demonstration Project Act of 2014 - Amends title IV (Student Assistance) of the Higher Education Act of 1965 (HEA) to direct the Secretary of Education to select up to 30 institutions of higher education (IHEs) or systems or consortia of IHEs to: (1) carry out, on a voluntary basis, competency-based education demonstration projects; and (2) receive waivers of certain statutory and regulatory requirements that would otherwise prevent such an entity from participating in federal student aid programs or inhibit the operation of competency-based education.

Requires the Secretary to provide outreach regarding such projects to historically Black colleges and universities, Hispanic-serving institutions, Native American-serving, nontribal institutions, IHEs serving special needs students, and rural IHEs.

Defines "competency-based education" as an educational process or program that measures students' knowledge, skills, and experience through assessments instead of, or in addition to, measuring their credit or clock hours.

Includes in the waivers: (1) limitations on the provision of instruction through correspondence courses, (2) requirements that schools provide a minimum number of weeks of instruction, and (3) requirements that students enroll for at least a minimum number of credit or clock hours.

Requires each demonstration project to enroll a minimum of 50 and a maximum of 3,000 students.

Requires the Secretary to prioritize proposed demonstration projects that show promise in reducing the time or cost required to complete a degree, certificate, or credential.

Prohibits the Secretary from selecting an IHE or a system or consortium of IHEs to conduct a competency-based education demonstration project if such entity had, for one of the two preceding fiscal years: (1) a cohort default rate of 30% or greater, and (2) more than 50% of its students borrowing title IV loans.

Requires each entity carrying out a demonstration project to provide the Director of the Institute of Education Sciences with certain disaggregated information regarding the students participating in the project, including the average number of competencies a student acquires while participating in the project and the time it takes the student to acquire such competencies.

Requires the Director, annually, to: (1) evaluate each competency-based education demonstration project, and (2) submit a report to Congress that includes information on the evaluations and recommendations for enhancing those projects.

Allows a demonstration project that has undergone at least two evaluations by the Director to amend its application to seek the Secretary's approval to increase its student enrollment to up to 5,000 students.

Directs the Secretary, on a continuing basis, to: (1) oversee, and provide technical assistance to, the demonstration projects; and (2) consult with accrediting entities and state regulatory authorities for additional ways to improve the delivery of competency-based education.

Requires each IHE participating in a demonstration project under this Act to provide its students or the parents of its minor students with: (1) a disclosure letter that describes the personally identifiable student information that may be sold by a person with whom the IHE has an agreement to provide software applications for students, and (2) an option to block the sale of such information.

Directs the Secretary to report to Congress every ten years on the needs of limited English proficient students using the Free Application for Federal Student Aid.

Makes $1 million of the amount authorized to be appropriated for Department of Education salaries and expenses available to carry out this Act and its amendments.

Directs the Secretary to establish the Higher Education Regulatory Reform Task Force, to be composed of: (1) the Secretary or the Secretary's designee, (2) a representative of the Advisory Committee on Student Financial Assistance, and (3) representatives from the higher education community.

Requires the Secretary, within six months after this Act's enactment, to submit to Congress and make available on a publicly available website a report prepared by the Task Force on the Department of Education's regulatory requirements for IHEs.

Directs the Secretary, in consultation with the Commissioner of Internal Revenue (IRS), to study and report to Congress, within one year after this Act's enactment, on the feasibility and advantages and disadvantages of using individual income tax returns as the primary form of application for student aid under the HEA.

advancing competency based education demonstration project act amends title student assistance higher education act hea direct secretary education select institutions higher education ihes systems consortia ihes carry voluntary basis competency based education demonstration projects receive waivers certain statutory regulatory requirements prevent entity participating federal student aid programs inhibit operation competency based education requires secretary provide outreach projects historically black colleges universities hispanic serving institutions native american serving nontribal institutions ihes serving special needs students rural ihes defines competency based education educational process program measures students knowledge skills experience assessments instead addition measuring credit clock hours includes waivers limitations provision instruction correspondence courses requirements schools provide minimum number weeks instruction requirements students enroll minimum number credit clock hours requires demonstration project enroll minimum maximum students requires secretary prioritize proposed demonstration projects promise reducing time cost required complete degree certificate credential prohibits secretary selecting ihe system consortium ihes conduct competency based education demonstration project entity preceding fiscal years cohort default rate greater students borrowing title loans requires entity carrying demonstration project provide director institute_of_education_sciences certain disaggregated information students participating project including average number competencies student acquires participating project time takes student acquire competencies requires director annually evaluate competency based education demonstration project submit report congress includes information evaluations recommendations enhancing projects allows demonstration project undergone evaluations director amend application seek secretary approval increase student enrollment students directs secretary continuing basis oversee provide technical assistance demonstration projects consult accrediting entities state regulatory authorities additional ways improve delivery competency based education requires ihe participating demonstration project act provide students parents minor students disclosure letter describes personally identifiable student information sold person ihe agreement provide software applications students option block sale information directs secretary report congress years needs limited english proficient students free_application_for_federal_student_aid makes million authorized appropriated department_of_education salaries expenses available carry act amendments directs secretary establish composed secretary secretary designee representative representatives higher education community requires secretary months act enactment submit congress available publicly available website report prepared regulatory requirements ihes directs secretary consultation commissioner internal_revenue irs study report congress year act enactment feasibility advantages disadvantages individual income tax returns primary form application student aid hea


Summary: Teen Dating Violence Education Act of 2013 - Amends the Elementary and Secondary Education Act of 1965 to require the inclusion of information regarding the legal rights available to teenage victims of dating violence in the education programs created with grants to combat the impact on students of domestic violence.

teen dating violence education act amends elementary secondary education act require inclusion information legal rights available teenage victims dating violence education programs created grants combat impact students domestic violence


Summary: Reimburse Educators who Pay for Academic Year Supplies Act of 2013 or the REPAY Supplies Act of 2013 - Amends the Internal Revenue Code to make permanent the deduction from gross income (above-the-line deduction) for the classroom-related expenses of elementary and secondary school teachers.

reimburse educators pay academic year supplies act repay supplies act amends internal revenue code permanent deduction gross income line deduction classroom related expenses elementary secondary school teachers


Summary:
One Size Does Not Fit All in Education Act - Prohibits the Department of Education from using funds to: (1) develop, implement, or evaluate any set of multistate academic content standards or any assessments aligned with such standards; or (2) award any grant, contract, or cooperative agreement that requires or authorizes those activities.

Prohibits the Secretary of Education from requiring states to adopt such standards or assessments as: (1) an eligibility requirement in an application for federal funds, or (2) a condition for receiving a waiver of statutory or regulatory requirements under the Elementary and Secondary Education Act of 1965.

size fit education act prohibits department_of_education funds develop implement evaluate set multistate academic content standards assessments aligned standards award grant contract cooperative agreement requires authorizes activities prohibits secretary education requiring states adopt standards assessments eligibility requirement application federal funds condition receiving waiver statutory regulatory requirements elementary secondary education act


Summary:
Early Childhood Education Professional Improvement Act of 2013 - Authorizes the Secretary of Education to award grants to states to:

 provide scholarships that enable preschool teachers employed in an early childhood education program to pursue a bachelor's degree in early childhood education or a closely related field; support preschool teachers employed in an early childhood education program to attain a credential, licensure, or endorsement that demonstrates competence in early childhood education if their bachelor's degree is not in that or a closely related field; increase the compensation of teachers who are making progress toward a degree in early childhood education or who have attained that degree; and provide ongoing professional development opportunities to preschool teachers and teacher assistants employed in an early childhood education program. Requires each state that desires a grant to include a description of its comprehensive early childhood professional development system in its application.

Requires grant recipients to maintain their fiscal effort for the activities supported by the grant funds for a fiscal year at levels equal to or greater than their fiscal effort for such activities during the preceding fiscal year.

early authorizes secretary education award grants states provide scholarships enable preschool teachers employed early childhood education program pursue bachelor degree early childhood education closely related field support preschool teachers employed early childhood education program attain credential licensure endorsement demonstrates competence early childhood education bachelor degree closely related field increase compensation teachers making progress degree early childhood education attained degree provide ongoing professional development opportunities preschool teachers teacher assistants employed early childhood education program requires state desires grant include description comprehensive early childhood professional development system application requires grant recipients maintain fiscal effort activities supported grant funds fiscal year levels equal greater fiscal effort activities preceding fiscal year


Summary:
Investing in Innovation for Education Act of 2013 - Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to award competitive grants to local educational agencies (LEAs), educational service agencies, and nonprofit organizations that partner with an LEA or consortium of schools to support school innovations.

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

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

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

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

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


Summary:
Strong Start for America's Children Act of 2013 - Directs the Secretary of Education (Secretary) to allot matching grants to states and, through them, subgrants to local educational agencies (LEAs), childhood education program providers, or consortia of those entities to implement high-quality prekindergarten programs for children from low-income families.

Allots grants to states based on each state's proportion of children who are age four and who are from families with incomes at or below 200% of the poverty level.

Defines "high-quality prekindergarten programs" as those that:

 serve children who are three or four by the eligibility determination date or have attained the legal age for state-funded prekindergarten; require staff to have high qualifications, which for teachers include specified alternative requirements that all involve possessing a bachelor's degree; maintain an evidence-based maximum class size and child-to-instructional staff ratio; offer a full-day program; provide developmentally appropriate, evidence-based curricula and learning environments that are aligned with state early learning and development standards; offer teachers salaries comparable to those earned by kindergarten through grade twelve teachers; provide for ongoing monitoring and program evaluation to ensure continuous improvement; offer accessible comprehensive services for children, including specified minimum services; provide high-quality professional development for all staff; meet education performance standards under the Head Start Act; and maintain evidence-based health and safety standards. Conditions states' grant eligibility on demonstrating to the Secretary that they: (1) have or will establish early learning and development standards, (2) have or will develop the ability to link prekindergarten data with their elementary and secondary school data, (3) offer state-funded kindergarten for children, and (4) have established a State Advisory Council on Early Childhood Education and Care.

Allows states to reserve up to 20% of their grant funds over the first four years of their grant for prekindergarten quality improvement activities, including support for teachers seeking a baccalaureate degree in early childhood education or a closely-related field.

Authorizes states to apply to the appropriate Secretary to use up to 15% of their grant for subgrants to high-quality early childhood education and care programs for infants and toddlers whose family income is at or below 200% of the poverty level.

Requires state to develop, implement, and make publicly available performance measures and targets for their grant activities.

Prohibits state grantees from requiring any child to participate in any federal, state, local, or private early childhood education program. Limits the use of assessments funded by the grant program.

Directs the Secretary and the Secretary of Health and Human Services (HHS) to develop a process to provide Head Start program services to children who are younger than age four in states or regions that provide four-year-olds whose family income is at or below 200% of the poverty level with sustained access to high-quality prekindergarten programs.

Directs the Secretary to award competitive, matching, capacity-building grants to states that assure the Secretary that they will use their grant to become eligible, within three years of receiving the grant, for this Act's grants for high-quality prekindergarten programs.

Amends the Head Start Act to direct the Secretary of HHS to make grants to Early Head Start agencies to partner with center-based or family child care providers, particularly those that receive support under the Child Care and Development Block Grant of 1990 (CCDBGA), to assist those providers in meeting applicable Head Start and Early Head Start program performance standards.

Authorizes those partnerships to serve children through age three.

Directs the Secretary of HHS to give Early Head Start program grant priority to Early Head Start agencies that agree to enter into such partnerships with center-based or family child care providers.

Amends the CCDBGA to require states to: (1) ensure that the funding they receive for child care services under the Community Services Block Grant Act and the program of block grants for social services under the Social Security Act is subject to the requirements and limitations of the CCDBGA; (2) provide children with assistance under the CCDBGA for at least 12 months before redetermining their eligibility, provided their family income does not exceed 85% of the state median income for their family size; and (3) use the CCDBGA's funding to supplement, not supplant, other public funding for child care services and activities.

Authorizes the Secretary of HHS to: (1) reserve a specified amount of Child Care and Development Block Grant program funds, in fiscal years in which program funding exceeds a specified amount, for formula grants to states, Indian tribes, and tribal organizations to improve the quality of child care programs and services; and (2) carry out demonstration and pilot projects designed to develop and implement strategies and practices useful in supporting the needs of low-income families in-need of, or receiving, child care services.

Reauthorizes appropriations under the Child Care and Development Block Grant program for FY2014-FY2023.

Expresses the sense of the House of Representatives regarding the need for Congress to continue providing resources to the Maternal, Infant, and Early Childhood Home Visiting program to support the work of states in helping at-risk families voluntarily receive home visits from nurses and social workers.

strong start america children act directs secretary education secretary allot matching grants states subgrants local educational agencies leas childhood education program providers consortia entities implement high quality prekindergarten programs children low income families allots grants states based state proportion children age families incomes poverty level defines high quality prekindergarten programs serve children eligibility determination date attained legal age state funded prekindergarten require staff high qualifications teachers include specified alternative requirements involve possessing bachelor degree maintain evidence based maximum class size child instructional staff ratio offer day program provide developmentally appropriate evidence based curricula learning environments aligned state early learning development standards offer teachers salaries comparable earned kindergarten grade teachers provide ongoing monitoring program evaluation ensure continuous improvement offer accessible comprehensive services children including specified minimum services provide high quality professional development staff meet education performance standards head start act maintain evidence based health safety standards conditions states grant eligibility demonstrating secretary establish early learning development standards develop ability link prekindergarten data elementary secondary school data offer state funded kindergarten children established early childhood education care allows states reserve grant funds years grant prekindergarten quality improvement activities including support teachers seeking baccalaureate degree early childhood education closely related field authorizes states apply appropriate secretary use grant subgrants high quality early childhood education care programs infants toddlers family income poverty level requires state develop implement publicly available performance measures targets grant activities prohibits state grantees requiring child participate federal state local private early childhood education program limits use assessments funded grant program directs secretary secretary health_and_human_services hhs develop process provide head_start program services children younger age states regions provide year olds family income poverty level sustained access high quality prekindergarten programs directs secretary award competitive matching capacity building grants states assure secretary use grant eligible years receiving grant act grants high quality prekindergarten programs amends head start act direct secretary hhs grants early head start agencies partner center based family child care providers particularly receive support child care development block grant assist providers meeting applicable head_start early head start program performance standards authorizes partnerships serve children age directs secretary hhs early head start program grant priority early head start agencies agree enter partnerships center based family child care providers amends require states ensure funding receive child care services program block grants social services social security act subject requirements limitations provide children assistance months redetermining eligibility provided family income exceed state median income family size use funding supplement supplant public funding child care services activities authorizes secretary hhs reserve specified program funds fiscal years program funding exceeds specified formula grants states indian tribes tribal organizations improve quality child care programs services carry demonstration pilot projects designed develop implement strategies practices useful supporting needs low income families need receiving child care services reauthorizes appropriations child care development block grant program fy2014-fy2023 expresses sense house_of_representatives need congress continue providing resources maternal infant early_childhood_home_visiting program support work states helping risk families voluntarily receive home visits nurses social workers


Summary: Teacher Tax Deduction Enhancement Act of 2013 - Amends the Internal Revenue Code to: (1) extend until 2020 the tax deduction for certain expenses of elementary and secondary school educators (i.e., teachers, instructors, counselors, principals, or aides); (2) increase to $500 the allowable amount of such deduction for full-time educators (working at least 900 hours during the school year); and (3) allow such tax deduction for educators in preschool programs.

teacher tax deduction enhancement act amends internal revenue code extend tax deduction certain expenses elementary secondary school educators teachers instructors counselors principals aides increase allowable deduction time educators working hours school year allow tax deduction educators preschool programs


Summary:
Protecting Student Athletes from Concussions Act of 2013 - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to condition each state's receipt of ESEA funds, beginning in FY2015, on the state having in effect and enforcing a law or regulation that meets the minimum requirements for the prevention and treatment of concussions set forth in this Act.

Requires each local educational agency in the state to develop and implement a standard plan for concussion safety and management for its public schools that includes: (1) the education of students, parents, and school personnel about concussions through specified activities; (2) specified supports for each student recovering from a concussion; and (3) specified best practices designed to ensure the uniformity of safety standards, treatment, and management.

Requires each public school to post on school grounds and make publicly available on the school website specified information on concussions.

Provides that if any public school personnel suspects that a student has sustained a concussion during a school-sponsored activity: (1) the student is to be immediately removed from participation in that activity and prohibited from participating in school-sponsored athletic activities until the student submits a written release from a health care professional; and (2) that individual is to report all available information regarding the student's injury to a concussion management team that will then confirm and report to the student's parents the date, time, and type of the injury suffered by the student and any actions taken to treat the student.

Requires each concussion management team to include a health care professional, the student's parents, other relevant school personnel, and an individual assigned by the public school to oversee and manage the students' recovery.

Requires the school's concussion management team to consult with and make recommendations to relevant school personnel and the student to ensure that the student is receiving the appropriate academic supports, including: (1) periods of cognitive rest over the course of the school day, (2) modified academic assignments, (3) gradual reintroduction to cognitive demands, and (4) other appropriate academic accommodations or adjustments.

protecting student athletes concussions act amends elementary secondary education act esea condition state receipt esea funds beginning fy2015 state having effect enforcing law regulation meets minimum requirements prevention treatment concussions set forth act requires local educational agency state develop implement standard plan concussion safety management public schools includes education students parents school personnel concussions specified activities specified supports student recovering concussion specified best practices designed ensure uniformity safety standards treatment management requires public school post school grounds publicly available school website specified information concussions provides public school personnel suspects student sustained concussion school sponsored activity student immediately removed participation activity prohibited participating school sponsored athletic activities student submits written release health care professional individual report available information student injury concussion management team confirm report student parents date time type injury suffered student actions taken treat student requires concussion management team include health care professional student parents relevant school personnel individual assigned public school oversee manage students recovery requires school concussion management team consult recommendations relevant school personnel student ensure student receiving appropriate academic supports including periods cognitive rest course school day modified academic assignments gradual reintroduction cognitive demands appropriate academic accommodations adjustments


Summary:
Support Our Students Act of 2013 or the S.O.S. Act of 2013 - Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to award grants to states and, through them, subgrants to local educational agencies (LEAs) to support or develop programs that will train teachers, school personnel, and specialized instructional support personnel regarding mental health conditions in children.

Includes as grant and subgrant recipients, states and LEAs that partner with a mental health organization, family advocacy organization, or community nonprofit organization.

Requires subgrantees to utilize school counselors, school psychologists, school social workers, or community organizations with experience in mental illness and suicide prevention in developing and conducting the training.

Requires the training program to include an annual in-service training component that enables teachers, school personnel, and specialized instructional support personnel to: (1) better understand mental health conditions and the early warning signs in children and adolescents; (2) effectively communicate their mental health concerns with families and consider family perspectives; (3) identify classroom strategies for working effectively with troubled children; and (4) understand school specific information, including links to mental health services and supports in the school and community.

Directs the Secretary to develop outcome measures that the Secretary is to use to conduct an in-depth evaluation of the effectiveness of the training programs.

support students act act amends elementary secondary education act direct secretary education award grants states subgrants local educational agencies leas support develop programs train teachers school personnel specialized instructional support personnel mental health conditions children includes grant subgrant recipients states leas partner mental health organization family advocacy organization community nonprofit organization requires subgrantees utilize school counselors school psychologists school social workers community organizations experience mental illness suicide prevention developing conducting training requires training program include annual service training component enables teachers school personnel specialized instructional support personnel better understand mental health conditions early warning signs children adolescents effectively communicate mental health concerns families consider family perspectives identify classroom strategies working effectively troubled children understand school specific information including links mental health services supports school community directs secretary develop outcome measures secretary use conduct depth evaluation effectiveness training programs


Summary:
Alerting Local Leaders and Ensuring Responsible Guidelines for Youth Act or the ALLERGY Act - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to condition each local educational agency's (LEA's) receipt of funds under the ESEA on the LEA establishing and implementing a policy on allergy bullying that requires its schools to:

 educate students, school personnel, and parents about allergy bullying and about such bullying being against school rules; clearly define what the punishment or response may be for violating the rule against allergy bullying, which may include a therapeutic response, where appropriate; encourage each victim of allergy bullying to report such bullying to school personnel; and remain in compliance with the requirements of the Individuals with Disabilities Education Act and the Americans with Disabilities Act of 1990 in carrying out these requirements. Requires the LEAs to submit an annual written certification to their state that they have established and implemented such policy.

Defines "allergy bullying" as unwanted, aggressive behavior by a student toward another student with an allergy, including: (1) a real or perceived imbalance of power due to such other student's allergy; and (2) actions such as making threats, spreading rumors, making physical or verbal attacks, and excluding such other student from a group on purpose.

local leaders ensuring responsible guidelines youth act allergy act amends elementary secondary education act esea condition local educational agency lea receipt funds esea lea establishing implementing policy allergy bullying requires schools educate students school personnel parents allergy bullying bullying school rules clearly define punishment response violating rule allergy bullying include therapeutic response appropriate encourage victim allergy bullying report bullying school personnel remain compliance requirements individuals_with_disabilities_education_act americans disabilities act carrying requirements requires leas submit annual written certification state established implemented policy defines allergy bullying unwanted aggressive behavior student student allergy including real perceived imbalance power student allergy actions making threats spreading making physical verbal attacks excluding student group purpose


Summary:
Schools of the Future Act - Authorizes the Secretary of Education to award competitive three- to five-year grants to eligible partnerships to implement and evaluate the results of technology-based learning practices, strategies, tools, or courses at rural schools.

Defines "eligible partnerships" as those composed of a school partner, a digital learning partner, and an evaluation partner.

Describes a "school partner" as a: (1) local educational agency, (2) charter school network that does not include virtual schools, (3) consortium of public elementary or secondary schools, (4) regional educational service provider, or (5) consortium of such entities.

Describes a "digital learning partner" as an institution of higher education, a nonprofit organization, or an organization with school development or turnaround experience.

Includes among the grant-funded technology-based learning practices, strategies, tools, or courses, those that: (1) personalize the learning experience, (2) aid and inform instruction, (3) meet the needs of students with specific educational needs, (4) help students develop 21st century skills, and (5) give students access to courses that would otherwise be unavailable to them.

Requires each partnership's evaluation partner, after the third year of the grant, to evaluate the effect of the technology-based learning practices, strategies, tools, or courses on student achievement and its school partner's costs and savings.

Directs the Secretary, acting through the Director of the Institute of Education Sciences, to: (1) evaluate the implementation and impact of the activities supported by this Act's grants, (2) identify best practices, and (3) disseminate research on best practices in school leadership.

schools future act authorizes secretary education award competitive year grants eligible partnerships implement evaluate results technology based learning practices strategies tools courses rural schools defines eligible partnerships composed school partner digital learning partner evaluation partner describes school partner local educational agency charter school network include virtual schools consortium public elementary secondary schools regional educational service provider consortium entities describes digital learning partner institution higher education nonprofit organization organization school development turnaround experience includes grant funded technology based learning practices strategies tools courses personalize learning experience aid inform instruction meet needs students specific educational needs help students develop 21st century skills students access courses unavailable requires partnership evaluation partner year grant evaluate effect technology based learning practices strategies tools courses student achievement school partner costs savings directs secretary acting director institute_of_education_sciences evaluate implementation impact activities supported act grants identify best practices disseminate research best practices school leadership


Summary:
416d65726963612043616e20436f6465 Act of 2013 or the America Can Code Act of 2013 - Expresses the sense of Congress regarding the importance of instruction in coding and computer programming to students' academic and vocational success, innovations in cyberspace, and our national security and economic competitiveness.

Amends the America COMPETES Act to include computer programming language that is critical to the national security and economic competitiveness of our country as a "critical foreign language," the study of which is included in the teacher education programs and Advanced Placement or International Baccalaureate programs funded under that Act.

Amends the Carl D. Perkins Vocational and Technical Education Act of 2006 to provide for: (1) state plans to include coding and computer programming instruction within the career and technical programs of study for which states receive assistance under that Act, and (2) the inclusion of coding and computer programming instruction within the federally-assisted tech prep programs that prepare participants in a career field by providing them with at least two years of secondary education followed by at least two years of postsecondary education or participation in an apprenticeship program.

Directs the Secretary of Education to convene a task force to explore: (1) mechanisms for the development of draft curricula for elementary and secondary computer programming and coding education; (2) a mechanism to collect and share best elementary and secondary school computer programming and coding practices among educators; and (3) a national strategy to ensure competitiveness in emerging science, technology, engineering, and mathematics (STEM) fields, such as computer programming and coding. Requires the task force to establish an information portal that directs users to coordinated and systematic information on promoting coding and computer programming in elementary and secondary schools.

act america code act expresses sense congress importance instruction coding computer programming students academic vocational success innovations cyberspace national security economic competitiveness amends america competes act include computer programming language critical national security economic competitiveness country critical foreign language study included teacher education programs advanced_placement international_baccalaureate programs funded act amends carl perkins vocational technical education act provide state plans include coding computer programming instruction career technical programs study states receive assistance act inclusion coding computer programming instruction federally assisted tech prep programs prepare participants career field providing years secondary education followed years postsecondary education participation apprenticeship program directs secretary education convene task force explore mechanisms development draft curricula elementary secondary computer programming coding education mechanism collect share best elementary secondary school computer programming coding practices educators national strategy ensure competitiveness emerging science technology engineering mathematics stem fields computer programming coding requires task force establish information portal directs users coordinated systematic information promoting coding computer programming elementary secondary schools


Summary:
Broadening Opportunities Through Education Act - Directs the Secretary of Education to award competitive grants to states that make school attendance compulsory through age 17.

Requires states to use their grant to improve their secondary school programs, such as by:

 establishing or expanding work-based programs that integrate academic and career-based skills; implementing an early warning system that helps high schools and their feeder middle schools identify and assist struggling students; establishing grade and school transition programs and supports; personalizing the school experience and increasing student engagement through service-learning and experiential, work-based, and other learning opportunities; providing extended-learning opportunities by the school day, week, or year; and increasing student supports through activities such as student advisories, counseling, and one-to-one mentoring.

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


Summary:
Expanded Access to Real Learning for our Young Act or the EARLY Act - Authorizes the Secretary of Education to award competitive grants to states to carry out full-day prekindergarten programs.

Requires those programs to:

 be located at public schools, if practicable, or otherwise carried out by private or other community providers; permit parents, regardless of income, to voluntary enroll their four-year old children in the programs and do so at no cost if their combined income does not exceed 400% of the poverty line; be full-day programs that run the length of the regular school year; maintain a maximum class size of 20 children, with at least 1 prekindergarten teacher per classroom; ensure that the ratio of children to prekindergarten teachers and teacher aides does not exceed 10 to 1; be taught by teachers who are paid a salary comparable to kindergarten through grade 12 teachers at the state's public schools; and meet a minimum level of parental engagement set by the state. Requires the Secretary to give grant priority to states that carry out such programs at public schools.

Prohibits the federal share of a grant from exceeding 75% of the prekindergarten program's costs.

expanded access real learning young act early act authorizes secretary education award competitive grants states carry day prekindergarten programs requires programs located public schools practicable carried private community providers permit parents regardless income voluntary enroll year old children programs cost combined income exceed poverty line day programs run length regular school year maintain maximum class size children prekindergarten teacher classroom ensure ratio children prekindergarten teachers teacher aides exceed taught teachers paid salary comparable kindergarten grade teachers state public schools meet minimum level parental engagement set state requires secretary grant priority states carry programs public schools prohibits federal share grant exceeding prekindergarten program costs


Summary:
Supporting Community Schools Act of 2013 - Amends part A of title I of the Elementary and Secondary Education Act of 1965 (ESEA) to authorize local educational agencies (LEAs) to use school improvement funds to transform schools identified as needing improvement, corrective action, or restructuring into community schools. (Schools are identified as needing improvement, corrective action, or restructuring when they fail to make adequate yearly progress [AYP] toward state academic performance standards.)

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

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

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

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


Summary: School Choice Education Savings Account Act of 2014 - Amends the Internal Revenue Code to allow tax-exempt qualified tuition programs (529 tuition programs) to pay qualified elementary and secondary education expenses. Defines "qualified elementary and secondary education expenses" to include expenses for: (1) tuition, fees, academic tutoring, special need services, books, and supplies and equipment used by an elementary or secondary school student; (2) room and board, uniforms, transportation, and other supplementary items; and (3) the purchase of any computer technology or equipment or Internet access and related services (excluding computer software designed for sports, games, or hobbies not educational in nature).

account act amends internal revenue code allow tax exempt qualified tuition programs tuition programs pay qualified elementary secondary education expenses defines qualified elementary secondary education expenses include expenses tuition fees academic tutoring special need services books supplies equipment elementary secondary school student room board uniforms transportation supplementary items purchase computer technology equipment internet access related services excluding computer software designed sports games educational nature


Summary:
Supporting Early Learning Act - Directs the Secretary of Education to award competitive, matching Quality Pathways grants to states that demonstrate the greatest progress toward establishing a high-quality system of early learning that includes:

 state early learning standards; preservice and ongoing training for staff; the systematic review, rating, and monitoring of early learning programs for ameliorative purposes; parental involvement; health, disability, and family support services and referrals for participating children; an early learning data system; and a process for evaluating children's school readiness and ensuring their effective transition to the public school system. Requires the grant to be used to further such progress and move more disadvantaged children into higher quality programs. Permits grantees to apply to the Secretary to reserve up to 25% of their grant to expand disadvantaged children's access to the highest quality early learning programs offering full-day, full-year services.

Authorizes the Secretary to award competitive Development grants to states that were not awarded a Pathways grant, but commit to developing a high-quality system of early learning that includes the components listed above.

Directs the Secretary to establish indicators to measure state progress in meeting grant objectives, and states to establish Secretary-approved benchmarks for success that are based on those indicators.

Requires the Secretary to use certain reserved funds to: (1) establish a competitive grant demonstration program for Native American school readiness programs; (2) provide technical assistance to states to help them qualify for, apply for, and maintain this Act's grants; and (3) support the Institute of Education Sciences' research into, and evaluation of, this Act's grant-related activities.

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


Summary:
Educational Freedom Act of 2014 - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to prohibit any federal officer or employee from directly or indirectly mandating, directing, incentivizing, or controlling, through grants, contracts, or other cooperative agreements, a state's, local educational agency's (LEA's), or school's specific instructional content, academic standards and assessments, curriculum, or program of instruction.

Prohibits any provision of the ESEA from being construed to authorize such an officer or employee to do so.

Prohibits any federal officer or employee from directly or indirectly conditioning, through grants, contracts, or other cooperative agreements, the availability of financial support on a state's, LEA's, or school's adoption of any specific instructional content, academic standards and assessments, curriculum, or program of instruction, even if such conditions are specified under any other Act.

Prohibits any provision of the ESEA from being construed to authorize such an officer or employee to do so.

Includes, within these prohibitions, requirements and incentives to adopt the Common Core State Standards or any other academic standards common to a significant number of states.

educational freedom act amends elementary secondary education act esea prohibit federal officer employee directly indirectly mandating directing incentivizing controlling grants contracts cooperative agreements state local educational agency lea school specific instructional content academic standards assessments curriculum program instruction prohibits provision esea construed authorize officer employee prohibits federal officer employee directly indirectly conditioning grants contracts cooperative agreements availability financial support state lea school adoption specific instructional content academic standards assessments curriculum program instruction conditions specified act prohibits provision esea construed authorize officer employee includes prohibitions requirements incentives adopt common core state standards academic standards common significant number states


Summary:
Breath of Fresh Air Act - Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to award matching grants to local educational agencies (LEAs) to: (1) purchase nebulizers for use in their schools, and/or (2) train school personnel to use nebulizers.

Requires LEA grant applicants to demonstrate that for each of their schools that are to use the nebulizers: (1) a full-time certified nurse is on staff, (2) trained personnel and other resources necessary for nebulizer use are in place, (3) emergency services personnel are notified of nebulizer locations, (4) nebulizers are integrated into the school's emergency response procedures, and (5) procedures are in place to notify parents of the availability of nebulizers and to inform them how to provide the school with their child's prescription asthma medication and authorization to use a nebulizer to assist their child.

Gives grant priority to LEAs that: (1) serve areas where the prevalence of asthma is at least 10% higher than the national average; (2) do not already have at least one nebulizer in each of their schools; (3) serve schools that typically have a significant number of students, staff, and visitors present during the day; and (4) have not received funds under the Rural Access to Emergency Devices Act.

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


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

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

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


Summary:
Great Teaching and Leading for Great Schools Act of 2014 - Amends part A (Teacher and Principal Training and Recruiting Fund) of title II of the Elementary and Secondary Education Act of 1965 to require states to use at least 50% of their part A grant funds that are reserved for state activities for programs and activities to improve principal effectiveness.

Requires states to use those funds to develop and implement:

 a teacher evaluation system that has at least three different performance ratings and is based on student academic outcomes and observations of teacher performance; and a school principal evaluation system that has at least three different performance ratings and is based on student academic outcomes, principal leadership practices, and the recruitment, development, evaluation, and retention of effective teachers. Adds to the permissible uses of such funds the development of teacher and principal licensure systems that provide a single license for entry into the profession for candidates who complete a state-approved teacher or principal preparation program.

Requires local educational agencies (LEAs) that receive a subgrant under part A to use at least 10% of the subgrant for programs and activities to improve principal effectiveness.

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

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

 fosters collective responsibility for improved student performance; is aligned with rigorous state student academic achievement standards and related LEA and school improvement goals; is conducted among educators at the school and facilitated by well-prepared school principals and school-based professional development coaches, mentors, master teachers, or other teacher leaders who have demonstrated success with the given student population; primarily occurs several times per week, or the equivalent of several hours per week, among established teams of teachers, principals, and other instructional staff members that engage in a continuous cycle of improvement; and may be supported by activities such as courses, workshops, institutes, networks, and conferences that are provided by entities outside the school.

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


Summary:
Supporting Emotional Learning Act - Amends the Education Sciences Reform Act of 2002 to require:

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

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

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

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

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

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