Summary:
Native Hawaiian Education Act - Amends the Native Hawaiian Education Act to revise the duties and composition of the Native Hawaiian Education Council. (The Native Hawaiian Education Council coordinates the educational and related services and programs available to Native Hawaiians.) Requires the Council to be composed of 15 members who: (1) are from certain educational, governmental, Trust, and grant-making entities; and (2) demonstrate at least five years of experience as consumers or providers of Native Hawaiian education or cultural activities.

Directs the Council, in addition to its existing duties, to: (1) serve as a clearinghouse for the educational and related services and programs available to Native Hawaiians, and (2) provide technical assistance to Native Hawaiian organizations that apply for or receive Native Hawaiian Education program grants.

Requires the Council to hold at least one community consultation each year on each of the islands of Hawaii, Maui, Molokai, Lanai, Oahu, and Kauai regarding Native Hawaiian education program grants and other education issues. Eliminates the requirement that the council meet at least four times each year with an island council composed of parents, students, and other Native Hawaiian education stakeholders.

Includes charter schools as eligible recipients of Native Hawaiian Education program grants, in addition to Native Hawaiian education organizations, Native Hawaiian community-based organizations, and public and private nonprofit entities.

Gives grant priority to programs that: (1) meet the educational priorities established by the Council; (2) repair and renovate public schools that serve high concentrations of Native Hawaiian students; (3) meet the unique cultural and language needs of Native Hawaiian students in order to help them meet challenging state academic achievement standards; and (4) involve states, local educational agencies, or institutions of higher education in partnerships or consortia.

Requires the Secretary of Education to use funds made available for Native Hawaiian Education program grants before this Act's enactment to support: (1) the development of a body of Native Hawaiian law; (2) the repair and renovation of public schools that serve high concentrations of Native Hawaiian students; (3) access to Hawaiian culture and history through digital archives; (4) informal education programs that connect traditional Hawaiian knowledge, science, astronomy, and the environment through state museums or learning centers; and (5) public charter schools serving high concentrations of Native Hawaiian students.

 Authorizes appropriations for such grants through FY2019.

native hawaiian education act amends native hawaiian education act revise duties composition native_hawaiian_education_council native_hawaiian_education_council coordinates educational related services programs available native hawaiians requires council composed members certain educational governmental trust grant making entities demonstrate years experience consumers providers native hawaiian education cultural activities directs council addition existing duties serve clearinghouse educational related services programs available native_hawaiians provide technical assistance native hawaiian organizations apply receive native_hawaiian_education program grants requires council hold community consultation year islands hawaii maui molokai lanai oahu kauai native hawaiian education program grants education issues eliminates requirement council meet times year island council composed parents students native hawaiian education stakeholders includes charter schools eligible recipients native_hawaiian_education program grants addition native hawaiian education organizations native hawaiian community based organizations public private nonprofit entities gives grant priority programs meet educational priorities established council repair renovate public schools serve high concentrations native hawaiian students meet unique cultural language needs native hawaiian students order help meet challenging state academic achievement standards involve states local educational agencies institutions higher education partnerships consortia requires secretary education use funds available native_hawaiian_education program grants act enactment support development body native hawaiian law repair renovation public schools serve high concentrations native hawaiian students access hawaiian culture history digital archives informal education programs connect traditional hawaiian knowledge science astronomy environment state museums learning centers public charter schools serving high concentrations native hawaiian students authorizes appropriations grants fy2019


Summary:
Local Taxpayer Relief Act - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to make permanent amendments made to the Impact Aid program (which compensates local educational agencies [LEAs] for the financial burden of federal activities affecting their school districts) by the Impact Aid Improvement Act of 2012 that:

 require the valuation of the federal property located within the boundaries of an LEA by calculating the valuation, for property tax purposes, of all property within the LEA's boundaries and then multiplying that value by the proportion of that property that is federal property; alter the formula for determining the foundation payments due LEAs for federal ownership of property when appropriations for a fiscal year are insufficient to provide them with full compensation; alter the formula for determining the payments due LEAs for eligible federally-connected children who are displaced from federal property or Indian lands due to housing renovation or rebuilding; and direct the Secretary of Education to complete Impact Aid payments to eligible LEAs within three fiscal years of their appropriation. (Such amendments are currently set to expire on January 2, 2015.)

Alters the formula for determining the payments due LEAs for eligible federally-connected children.

Includes not only children in average daily attendance, but also those enrolled pursuant to a state open enrollment policy.

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

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

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

Alters the formula for determining the construction payments due LEAs that are eligible for other Impact Aid payments.

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

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

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

Reauthorizes appropriations for the Impact Aid program through FY2017.

local taxpayer relief_act_-_amends elementary secondary education act esea permanent amendments impact aid program compensates local educational agencies leas financial burden federal activities affecting school districts require valuation federal property located boundaries lea calculating valuation property tax purposes property lea boundaries multiplying value proportion property federal property alter formula determining foundation payments leas federal ownership property appropriations fiscal year insufficient provide compensation alter formula determining payments leas eligible federally connected children displaced federal property indian lands housing renovation rebuilding direct secretary education complete impact aid payments eligible leas fiscal years appropriation amendments currently set expire january alters formula determining payments leas eligible federally connected children includes children average daily attendance enrolled pursuant state open enrollment policy continues lea eligibility payments activities associated military base closures realignments force structure changes relocations ongoing allows calculation payments current student counts instead prior fiscal year data leas experience specified influx new federally connected students federal activities closure lea receiving impact aid federally connected children requires secretary allow leas count federally connected children date register students fiscal year application filed alters formula determining construction payments leas eligible impact aid payments divides construction funds evenly leas impacted military dependent children leas impacted children residing indian lands remainder reserved emergency repair modernization grants leas serving indian lands experiencing specified influx new students federal activities alters formula determining state plan equalizing assistance leas prohibition state aid leas affected impact aid payments requires new leas applying impact aid boundaries established state law authority tax receive imputed local tax reauthorizes appropriations impact aid program fy2017


Summary:
Early Intervention for Graduation Success Act of 2013 - Amends the Elementary and Secondary Education Act of 1965 to revise provisions concerning programs to reduce school dropout rates and increase school reentry and secondary school graduation rates.

Replaces the existing grant program with an early intervention for graduation success program awarding competitive, renewable, five-year early intervention grants to states and, through them, subgrants to partnerships between local educational agencies and early childhood education providers that serve a high percentage of students who bear the risk factors for dropping out of school.

Requires state grantees to: (1) create and periodically update a research-based plan that addresses the factors associated with the risk of not graduating from high school; (2) provide technical assistance to subgrantees; and (3) assist subgrantees in accessing data from appropriate state agencies to identify and direct effective services to children, from birth through elementary school, who are at risk of not graduating from high school.

Permits states to use grant funds to: (1) provide tuition assistance to students who agree to teach in an early childhood education program, (2) increase and monitor the quality of early childhood education, (3) design and implement a progression of aligned performance standards across all domains of learning from prekindergarten through postsecondary education, and (4) expand access to high-quality early childhood education for children most at risk of low proficiency in school.

Requires subgrantees to: (1) use the data relevant to risk factors for non-graduation a made available by state agencies and other sources to implement research-based, individualized interventions for at-risk students; (2) develop and implement individual learning plans for each at-risk early childhood, elementary, and secondary school student; (3) provide teacher training; (4) integrate community and family support services; and (5) foster students' high expectations and improve their chances for academic success.

Authorizes appropriations for FY2014-FY2019.

early intervention graduation success act amends elementary secondary education act revise provisions concerning programs reduce school dropout rates increase school reentry secondary school graduation rates replaces existing grant program early intervention graduation success program awarding competitive renewable year early intervention grants states subgrants partnerships local educational agencies early childhood education providers serve high percentage students bear risk factors school requires state grantees create periodically update research based plan addresses factors associated risk graduating high school provide technical assistance subgrantees assist subgrantees accessing data appropriate state agencies identify direct effective services children birth elementary school risk graduating high school permits states use grant funds provide tuition assistance students agree teach early childhood education program increase monitor quality early childhood education design implement progression aligned performance standards domains learning prekindergarten postsecondary education expand access high quality early childhood education children risk low proficiency school requires subgrantees use data relevant risk factors non graduation available state agencies sources implement research based individualized interventions risk students develop implement individual learning plans risk early childhood elementary secondary school student provide teacher training integrate community family support services foster students high expectations improve academic success authorizes appropriations fy2014-fy2019


Summary:
Educational Accountability and State Flexibility Act of 2013 - Revises and reauthorizes programs under title I (Improving the Academic Achievement of the Disadvantaged) of the Elementary and Secondary Education Act of 1965 (ESEA).

Amends the school improvement program under part A of title I of the ESEA to eliminate the requirement that local educational agencies (LEAs) and schools make adequate yearly progress toward state academic content and achievement standards.

Requires states to adopt challenging academic content and achievement standards for mathematics, reading or language arts, and science that ensure that their high school graduates who are deemed proficient are fully prepared to succeed in higher education, job training, or work.

Requires states to implement a set of high-quality assessments of student progress toward those standards that: (1) involve multiple measures of student achievement; (2) measure the overall performance of students in each public school and the performance of their poor, minority, disabled, and limited English proficient student subgroups; and (3) are used as the primary means of determining the yearly performance of each of their schools.

Allows states to adopt alternative assessments for students with significant cognitive disabilities.

Requires each state to establish a multi-tiered accountability system that places each public school in a tier that reflects, at a minimum, the state's annual assessment of the extent to which each student at the school is: (1) proficient on state standards or is making satisfactory progress in attaining such proficiency, and (2) on track to graduate from high school on time. (Replaces the current system of assessing schools as needing improvement, corrective action, or restructuring due to their failure to make adequate yearly progress for a specified number of years.)

Requires, at a minimum, distinct tiers for schools that: (1) have met the state standards, (2) have not met those standards for up to two student subgroups but that are making satisfactory progress in doing so, (3) have not met those standards for a significant number of student subgroups and are not showing satisfactory progress in meeting the standards or improving the subgroups' graduation rates within the time frame required by the state plan, and (4) have not met the state standards for a significant number of subgroups and are showing little or no improvement.

Lists the minimum consequences for schools placed into each of these tiers, ranging from requiring states to recognize successful schools to requiring LEAs to implement alternative school governance models or school improvement strategies based on a specified system of support model.

Requires students in the lowest tiered schools who did not meet or exceed the proficient level on the most recent state assessment in mathematics or in reading or language arts to be provided with supplemental educational services. Allows the LEAs serving such schools to provide those students with the option to transfer to a higher-performing school served by the LEA, if that option is not prohibited by state law.

Denies the Secretary of Education any authority to approve or disapprove a state's multi-tiered accountability system.

Allows states that received a waiver of statutory or regulatory requirements under the ESEA before this Act's enactment to implement the school improvement program set forth in the waiver or implement a school improvement program that meets this Act's requirements.

Requires states and LEAs to consult with representatives of Indian tribes and Native organizations within their jurisdiction in implementing their school improvement programs.

Includes American Indian, Alaska Native, and Native Hawaiian children as children eligible for services under targeted assistance programs that direct school improvement funds toward the children in a school who are failing or most at risk of failing.

Requires each school and LEA receiving school improvement funds to establish mechanisms to overcome barriers to effective Indian, Alaska Native, and Native Hawaiian parental involvement in their children's education.

Eliminates the requirement that teachers be highly qualified, requiring instead that they be deemed highly effective in accordance with state standards. Requires teachers and paraprofessionals to meet state standards for certification or licensure, knowledge of the subject matter being taught, and competency in assisting students to meet or make satisfactory progress toward meeting state academic achievement standards.

Repeals the definition of "highly qualified" teachers.

Repeals the programs under subparts 1 (Reading First), 2 (Early Reading First), and 3 (William F. Goodling Even Start Family Literacy Programs) of part B (Student Reading Skills Improvement Grants) of the ESEA.

flexibility act revises reauthorizes programs title improving academic achievement disadvantaged elementary secondary education act esea amends school improvement program title esea eliminate requirement local educational agencies leas schools adequate yearly progress state academic content achievement standards requires states adopt challenging academic content achievement standards mathematics reading language arts science ensure high school graduates deemed proficient fully prepared succeed higher education job training work requires states implement set high quality assessments student progress standards involve multiple measures student achievement measure overall performance students public school performance poor minority disabled limited english proficient student subgroups primary means determining yearly performance schools allows states adopt alternative assessments students significant cognitive disabilities requires state establish multi tiered accountability system places public school tier reflects minimum state annual assessment extent student school proficient state standards making satisfactory progress attaining proficiency track graduate high school time replaces current system assessing schools needing improvement corrective action restructuring failure adequate yearly progress specified number years requires minimum distinct tiers schools met state standards met standards student subgroups making satisfactory progress met standards significant number student subgroups showing satisfactory progress meeting standards improving subgroups graduation rates time frame required state plan met state standards significant number subgroups showing little improvement lists minimum consequences schools placed tiers ranging requiring states recognize successful schools requiring leas implement alternative school governance models school improvement strategies based specified system support model requires students lowest tiered schools meet exceed proficient level recent state assessment mathematics reading language arts provided supplemental educational services allows leas serving schools provide students option transfer higher performing school served lea option prohibited state law denies secretary education authority approve disapprove state multi tiered accountability system allows states received waiver statutory regulatory requirements esea act enactment implement school improvement program set forth waiver implement school improvement program meets act requirements requires states leas consult representatives indian tribes native organizations jurisdiction implementing school improvement programs includes american indian alaska_native native hawaiian children children eligible services targeted assistance programs direct school improvement funds children school failing risk failing requires school lea receiving school improvement funds establish mechanisms overcome barriers effective indian alaska_native native hawaiian parental involvement children education eliminates requirement teachers highly qualified requiring instead deemed highly effective accordance state standards requires teachers paraprofessionals meet state standards certification licensure knowledge subject matter taught competency assisting students meet satisfactory progress meeting state academic achievement standards repeals definition highly qualified teachers repeals programs subparts reading early reading start family literacy programs student_reading_skills_improvement_grants esea


Summary:
Securing Teacher Effectiveness, Leadership, Learning, And Results Act of 2013 or STELLAR Act - Amends the Elementary and Secondary Education Act of 1965 to require each state receiving school improvement funds to: (1) define teacher and principal effectiveness and establish performance ratings; (2) demonstrate that it has developed, in collaboration with teachers and principals, a model teacher and principal evaluation program; (3) demonstrate that each of its local educational agencies (LEAs) has adopted a teacher and principal evaluation program; (4) demonstrate that each LEA is collaborating with teachers and principals in developing and making annual improvements to such program; (5) review, report on, and assist LEAs in improving such evaluation programs; and (6) establish procedures to ensure that ineffective teachers and principals facing unemployment are treated fairly.

Requires teacher evaluations to: (1) emphasize student academic growth, (2) include observations of the teacher's classroom performance, (3) rate teachers using at least four performance categories, and (4) provide results that are comparable for all teachers in grade levels and subject areas across the state and within the teacher's LEA.

Requires principal evaluations to: (1) emphasize student academic growth; (2) factor in their school's graduation rates; (3) assess the principal's success in recruiting, developing, evaluating, and retaining effective teachers; (4) assess the principal's leadership abilities through observations and other relevant data; (5) rate principals using at least four performance categories; and (6) provide results that are comparable across all principals within the LEA.

Requires states to take steps to ensure that poor and minority children are not taught at higher rates than other children by teachers rated as less than effective.

Requires states and LEAs to report the number and percentage of teachers and principals in each performance rating at: (1) the state, LEA, and school level; and (2) their LEAs and schools that have the highest and lowest poverty rates or the highest and lowest percentages of minority students. Requires states to report student attendance rates, disaggregated by each school and each teacher and principal at each school within specified jurisdictions.

Directs the Secretary of Education to: (1) recognize each LEA that has innovative, high-quality, and effective teacher or principal evaluation programs that lead to professional development and improved student performance; and (2) establish a clearinghouse to share the best practices of such programs with educators.

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


Summary:
Prescribe A Book Act - Amends the Elementary and Secondary Education Act of 1965 to authorize the Secretary of Education to award matching grants to nonprofit organizations for the implementation of Pediatric Early Literacy Programs, through which: (1) health care providers encourage parents to read aloud to their children and offer parents developmentally appropriate recommendations and strategies for doing so; (2) health care providers give each visiting child between the ages of six months and five years a new, developmentally appropriate children's book to take home and keep; and (3) volunteers in health care facility waiting areas read to children and show parents the techniques and pleasures of sharing books.

Requires that the books provided to children under the programs be obtained at a discount.

prescribe book act amends elementary secondary education act authorize secretary education award matching grants nonprofit organizations implementation health care providers encourage parents read aloud children offer parents developmentally appropriate recommendations strategies health care providers visiting child ages months years new developmentally appropriate children book home volunteers health care facility waiting areas read children parents techniques pleasures sharing books requires books provided children programs obtained discount


Summary:
Rural Education Achievement Program Reauthorization Act of 2013 - Amends part B (Rural Education Initiative) of title VI of the Elementary and Secondary Education Act of 1965 to revise the Small, Rural School Achievement program, which gives rural local educational agencies (LEAs) federal formula grants and greater flexibility in the use of state educational funds.

Limits eligibility to LEAs whose schools are all designated with a school locale code of Fringe Rural, Distant Rural, or Remote Rural, unless located in an area the state defines as rural.

Raises federal grant limits when funds available to implement the program equal or exceed $100 million.

Alters LEA eligibility for federal funds under the Rural and Low-Income School program by requiring that: (1) at least 40% of the children ages 5 through 17 that LEAs serve be eligible for a free or reduced price lunch under the Richard B. Russell National School Lunch Act; and (2) all of their schools be designated with a school locale code of Distant Town, Remote Town, Fringe Rural, Distant Rural, or Remote Rural.

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


Summary:
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: Rebuilding America's Schools Act - Amends the Internal Revenue Code, with respect to tax-exempt bond funding for educational facilities, to: (1) reinstate the national qualified school construction bond limitation amount for calendar years after 2013, (2) make permanent the qualified zone academy bond (QZAB) limitation amount, (3) permit private entities to waive the 10% matching requirement for QZABs, and (4) revise the definition of QZAB for purposes of the credit for issuers of qualified tax credit bonds.

rebuilding america schools act amends internal revenue code respect tax exempt bond funding educational facilities reinstate national qualified school construction bond limitation calendar years permanent qualified zone academy bond limitation permit private entities waive matching requirement revise definition purposes credit issuers qualified tax credit bonds


Summary:
Protecting Students from Sexual and Violent Predators Act - Requires states that receive funds under the Elementary and Secondary Education Act of 1965 (ESEA) to:

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

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

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


Summary:
Early Childhood Care and Education Workforce Improvement Act - Authorizes the Secretary of Education and the Secretary of Health and Human Services (HHS) (Secretaries) to award competitive matching grants to states to support services for early childhood educators and early childhood care and education programs across all early childhood age groups.

Requires grant applicants to demonstrate that they have a comprehensive early childhood educator professional development system or a plan for developing one.

Requires the grants to be used to:

 provide scholarships to current or prospective early childhood educators to earn a child development associate credential or an associate or baccalaureate degree in early childhood education or a closely related field; enhance or expand professional development to help early childhood care and education programs improve by at least one level on the state's quality rating and improvement system, if the state has one; provide ongoing professional development opportunities for early childhood educators; encourage cross-sector training opportunities for teachers and staff working in Head Start programs, Early Head Start programs, child care programs, early intervention programs, infant and early childhood mental health programs, home visiting programs, and state-funded prekindergarten and preschool programs; and expand the number of early childhood educators who are trained to work with infants and toddlers. Requires states to give priority to using the grant funds to provide such scholarships.

Prohibits this Act's grant funds from being used to supplant other federal, state, or local funds provided for early childhood workforce improvement programs.

Directs the Secretaries to carry out their responsibilities under this Act in accordance with the terms they set forth in an interagency agreement.

early workforce improvement act authorizes secretary education secretary health_and_human_services hhs secretaries award competitive matching grants states support services early childhood educators early childhood care education programs early childhood age groups requires grant applicants demonstrate comprehensive early childhood educator professional development system plan developing requires grants provide scholarships current prospective early childhood educators earn child development associate credential associate baccalaureate degree early childhood education closely related field enhance expand professional development help early childhood care education programs improve level state quality rating improvement system state provide ongoing professional development opportunities early childhood educators encourage cross sector training opportunities teachers staff working head start programs early head start programs child care programs early intervention programs infant early childhood mental health programs home visiting programs state funded prekindergarten preschool programs expand number early childhood educators trained work infants toddlers requires states priority grant funds provide scholarships prohibits act grant funds supplant federal state local funds provided early childhood workforce improvement programs directs secretaries carry responsibilities act accordance terms set forth interagency agreement


Summary:
Preserving Education Access and Autonomy Act of 2013 - Prohibits the Secretary of Education from requiring, as a condition of any education grant or assistance, that a state or local educational agency (LEA) adopt a specific elementary or secondary school curriculum.

Prohibits the Secretary, when selecting recipients for any education grant or assistance, from giving any priority, preference, or special consideration to a state or LEA that is based on its adoption of a specific elementary or secondary school curriculum.

Includes the Secretary's waiver of a statutory or regulatory requirement of the Elementary and Secondary Education Act of 1965 within the definition of an "education grant or assistance."

preserving education access autonomy act prohibits secretary education requiring condition education grant assistance state local educational agency lea adopt specific elementary secondary school curriculum prohibits secretary selecting recipients education grant assistance giving priority preference special consideration state lea based adoption specific elementary secondary school curriculum includes secretary waiver statutory regulatory requirement elementary secondary education act definition education grant assistance


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

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

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

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

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

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

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

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

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


Summary:
Learning Opportunities Created At Local Level Act or the LOCAL Level Act - Expresses the sense of Congress that state and local prerogatives over elementary and secondary education need to be preserved.

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

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

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

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

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


Summary:
All Year School Study Act - Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to carry out a multi-year pilot program awarding four grants to states, local educational agencies, or other public entities to establish or expand year-round education programs at public elementary or secondary schools that focus on raising student achievement.

Allows grantees to increase the salaries of teachers participating in the year-round education programs, but by no more than 100%.

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

Directs the Secretary to enter into a contract for an independent evaluation of the pilot program's effectiveness.

year school study act amends elementary secondary education act direct secretary education carry multi year pilot program awarding grants states local educational agencies public entities establish expand year round education programs public elementary secondary schools focus raising student achievement allows grantees increase salaries teachers participating year round education programs requires secretary priority grant applicants propose carry year round education activities emphasize science technology engineering mathematics target high poverty areas low performing schools directs secretary enter contract independent evaluation pilot program effectiveness


Summary:
Keeping All Students Safe Act - Requires each state educational agency and local educational agency (LEA) that receives federal funds to prohibit school personnel, contractors, and resource officers from subjecting students to: (1) seclusion, (2) mechanical or chemical restraint, (3) aversive behavioral intervention that compromises student health and safety, or (4) physical restraint that is life-threatening or contraindicated based on the student's health or disability status.

Excludes from the definition of "seclusion" time outs that involve the separation of a student from the group, in a non-locked setting, for the purpose of calming.

Allows physical restraint only when: (1) the student's behavior poses an immediate danger of serious physical harm to the student or others; (2) the restraint does not interfere with the student's ability to communicate; and (3) the restraint occurs after less restrictive interventions have proven ineffective in stopping the danger, except in certain emergencies when immediate restraint is necessary.

Requires school personnel imposing physical restraint to: (1) be trained and certified by a state-approved crisis intervention training program, though others may impose such restraint in certain instances when trained personnel are not immediately available; and (2) engage in continuous face-to-face monitoring of the restrained student.

Requires:

 the parents of a physically restrained student to be notified on the day such restraint occurs; a debriefing session to be held as soon as practicable in which the person who imposed the restraint, the immediate adult witnesses, a school administrator, a school mental health professional, and at least one of the student's family members participate; the affected student to be given an opportunity to discuss the event with a trusted adult who will communicate the student's perspective to the debriefing session group; and the state educational agency, the LEA, local law enforcement, and any protection and advocacy system serving an affected student to be notified within 24 hours of any death or bodily injury that occurs in conjunction with efforts to control a student's behavior. Authorizes a student to file a civil action seeking relief from the use of seclusion or restraint on the student in violation of this Act.

Authorizes the Secretary of Education to award grants to states and, through them, competitive subgrants to LEAs to: (1) establish, implement, and enforce policies and procedures to meet this Act's requirements; (2) improve their capacity to collect and analyze data related to physical restraint; and (3) implement school-wide positive behavioral interventions and supports.

Requires states to allow private school personnel to participate, on an equitable basis, in activities supported by such grants and subgrants.

keeping students safe act requires state educational agency local educational agency lea receives federal funds prohibit school personnel contractors resource officers subjecting students seclusion mechanical chemical restraint behavioral intervention compromises student health safety physical restraint life threatening based student health disability status excludes definition seclusion time outs involve separation student group non locked setting purpose allows physical restraint student behavior poses immediate danger physical harm student restraint interfere student ability communicate restraint occurs restrictive interventions proven ineffective stopping danger certain emergencies immediate restraint necessary requires school personnel imposing physical restraint trained certified state approved crisis intervention training program impose restraint certain instances trained personnel immediately available engage continuous face face monitoring restrained student requires parents physically restrained student notified day restraint occurs session held soon practicable person imposed restraint immediate adult witnesses school administrator school mental health professional student family members participate affected student given opportunity discuss event trusted adult communicate student perspective session group state educational agency lea local law enforcement protection advocacy system serving affected student notified hours death bodily injury occurs conjunction efforts control student behavior authorizes student file civil action seeking relief use seclusion restraint student violation act authorizes secretary education award grants states competitive subgrants leas establish implement enforce policies procedures meet act requirements improve capacity collect analyze data related physical restraint implement school wide positive behavioral interventions supports requires states allow private school personnel participate equitable basis activities supported grants subgrants


Summary: Yellowstone Community Education Fairness Act - Ratifies and approves all payments made to the school districts serving Yellowstone National Park in Wyoming between the beginning of FY1976 and the enactment of this Act as reimbursement for educational facilities furnished by those districts to certain students who are dependents of persons engaged in the administration, operation, and maintenance of the Park and living at or near it.

fairness act ratifies approves payments school districts serving wyoming beginning enactment act reimbursement educational facilities furnished districts certain students dependents persons engaged administration operation maintenance park living near


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 (ESEA) to require states to include in their annual state report cards information regarding the number of, and the academic achievement of, their military-connected students (students who have a parent who serves in the Armed Forces).

Prohibits that academic achievement information from being used for school or local educational agency accountability purposes under the ESEA.

helping military children succeed schools act amends school improvement program title elementary secondary education act esea require states include annual state report cards information number academic achievement military connected students students parent serves armed_forces prohibits academic achievement information school local educational agency accountability purposes esea


Summary:
Nurses for Under-Resourced Schools Everywhere Act or the NURSE Act - Authorizes the Secretary of Education to make competitive matching demonstration grants to local educational agencies (LEAs) in which the student-to-school nurse ratio in each of their public elementary and secondary schools is 750 or more students to every school nurse to pay a specified federal share of the cost of reducing such ratio.

Gives grant priority to high-need LEAs that demonstrate: (1) the greatest need for new or additional nursing services for their students, or (2) that they do not have a school nurse in any of their schools.

Defines a "high-need LEA" as an LEA for which not fewer than 10,000 or not less than 20% of the children served are from families with incomes below the poverty line.

nurses schools act nurse act authorizes secretary education competitive matching demonstration grants local educational agencies leas student school nurse ratio public elementary secondary schools students school nurse pay specified federal share cost reducing ratio gives grant priority high need leas demonstrate greatest need new additional nursing services students school nurse schools defines high need lea lea fewer children served families incomes poverty line


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

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

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

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

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

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

Directs the Secretary to conduct national activities that include:

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

Allows charter schools to serve prekindergarten or postsecondary school students.

Reauthorizes appropriations through FY2020.

expanding opportunity quality charter schools act revises subpart charter_school_programs public charter schools title promoting informed parental choice innovative_programs elementary secondary education act including subpart credit_enhancement_initiatives renovation subpart replaces current charter school grant program program awarding competitive grants state entities state educational agencies state charter school boards governors charter school support organizations grantees competitive subgrants charter school developers open new charter schools expand replicate high quality charter schools requires grantees use grant funds provide technical assistance subgrantees authorized public chartering agencies work agencies improve charter school authorization process permits secretary education waive certain statutory regulatory requirements waiver requested grant applicant promotes purpose charter_school program tampering definitionally required charter schools requires secretary award credit enhancement grants public entities private nonprofit entities consortia entities highest quality applications currently secretary required award grants including public entity private nonprofit entity consortium entities provided application merits approval revises pupil facilities aid program secretary makes competitive matching grants states provide pupil financing charter schools allow states partner organizations provide state share funding program receive program grant long grant funds provided charter schools increases successive grant directs secretary conduct national activities include providing state entities technical assistance awarding subgrants charter school developers disseminating best practices public charter schools evaluating charter school program impact including impact student achievement awarding competitive grants directly charter school developers states applied received charter school grant open replicate expand charter schools awarding competitive grants charter management organizations nonprofit organizations oversee coordinate group organizations expand replicate high quality charter schools requires states local educational agencies ensure student records transferred quickly possible charter school public school student transfers school allows charter schools serve prekindergarten postsecondary school students reauthorizes appropriations fy2020


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

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

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

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

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

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

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


Summary:
Advancing Competency-Based Education Demonstration Project Act of 2014 - Amends title IV (Student Assistance) of the Higher Education Act of 1965 to direct the Secretary of Education to select up to 15 institutions of higher education (IHEs), systems of IHEs, or consortia of IHEs to participate in a competency-based education demonstration project that provides participants with the ability to offer competency-based education that does not meet certain statutory and regulatory requirements that would otherwise prevent them from participating in federal student aid programs.

Defines "competency-based education" as an educational process that is characterized by the direct measurement of student learning instead of, or in addition to, measuring students' credit or clock hours.

Deems IHEs to be eligible to participate in the project if they are eligible to participate in title IV programs and are not proprietary or foreign IHEs.

Requires project applicants to provide the Secretary with a description of the statutory and regulatory requirements they would like waived and the reasons for seeking each waiver.

Directs the Secretary, through the Director of the Institute of Education Sciences, to: (1) develop performance measures to be used by project participants in gauging their progress, (2) evaluate the implementation and impact of project activities, and (3) identify promising competency-based education practices and disseminate research on such practices.

Requires the Secretary to conduct an annual evaluation of the competency-based education program offered by each demonstration project participant.

advancing competency based education demonstration project act amends title student assistance higher education act direct secretary education select institutions higher education ihes systems ihes consortia ihes participate competency based education demonstration project provides participants ability offer competency based education meet certain statutory regulatory requirements prevent participating federal student aid programs defines competency based education educational process characterized direct measurement student learning instead addition measuring students credit clock hours deems ihes eligible participate project eligible participate title programs proprietary foreign ihes requires project applicants provide secretary description statutory regulatory requirements like waived reasons seeking waiver directs secretary director institute_of_education_sciences develop performance measures project participants progress evaluate implementation impact project activities identify promising competency based education practices disseminate research practices requires secretary conduct annual evaluation competency based education program offered demonstration project participant


Summary:
Core Opportunity Resources for Equity and Excellence Act of 2014 - Amends the school improvement program under part A of title I of the the Elementary and Secondary Education Act of 1965 (ESEA) to require states to adopt student achievement standards that lead to college and career readiness by high school graduation.

Requires each state school improvement plan to ensure that the state's public school system enables students to meet those standards by providing them with fair and equitable access to the core resources for learning.

Includes among the core resources for learning:

 high-quality instructional teams; rigorous academic standards and curricula that lead to college and career readiness by high school graduation; equitable and instructionally appropriate class sizes; up-to-date instructional materials, technology, and supplies; effective school library programs; school facilities and technology, including physically and environmentally sound school buildings and well-equipped instructional spaces; specialized instruction support teams providing assessment, diagnosis, counseling, educational, therapeutic, and other necessary services as part of a comprehensive program to meet student needs; and effective programs to engage families and the community in education. Prohibits states that fail to make progress toward eliminating inequities in access to the core resources for learning for two or more consecutive years from receiving funds under any competitive grant program authorized by the ESEA.

Requires the annual report cards publicly disseminated by states and their local educational agencies (LEAs) to include information on the performance of LEAs and schools in providing students with fair and equitable access to the core resources for learning.

Requires states to identify any of their LEAs as needing improvement if they: (1) fail for two consecutive years to make adequate yearly progress toward state academic content and achievement standards, or (2) have received a waiver of the ESEA's statutory or regulatory requirements from the Secretary of Education.

Requires states to: (1) identify any inequities in access to the core resources of learning in schools served by an LEA that has been identified as needing improvement, and (2) work with the LEA to address those inequities.

Prohibits the Secretary from waiving this Act's requirements for accountability in providing students with access to the core resources for learning.

excellence act amends school improvement program title elementary secondary education act esea require states adopt student achievement standards lead college career readiness high school graduation requires state school improvement plan ensure state public school system enables students meet standards providing fair equitable access core resources learning includes core resources learning high quality instructional teams rigorous academic standards curricula lead college career readiness high school graduation equitable appropriate class sizes date instructional materials technology supplies effective school library programs school facilities technology including physically environmentally sound school buildings equipped instructional spaces specialized instruction support teams providing assessment diagnosis counseling educational therapeutic necessary services comprehensive program meet student needs effective programs engage families community education prohibits states fail progress eliminating inequities access core resources learning consecutive years receiving funds competitive grant program authorized esea requires annual report cards publicly disseminated states local educational agencies leas include information performance leas schools providing students fair equitable access core resources learning requires states identify leas needing improvement fail consecutive years adequate yearly progress state academic content achievement standards received waiver esea statutory regulatory requirements secretary education requires states identify inequities access core resources learning schools served lea identified needing improvement work lea address inequities prohibits secretary waiving act requirements accountability providing students access core resources learning


Summary:
Increasing Student Achievement by Increasing Student Support Act - Directs the Secretary of Education to award competitive, renewable, five-year grants to partnerships between low-income local educational agencies (LEAs) and schools offering graduate programs in school counseling, social work, or psychology to increase the number of program graduates employed by low-income LEAs.

Defines "low-income LEAs" as those that: (1) serve students at least 20% of whom are from families with incomes below the federal poverty level; and (2) have no more than 1 school counselor for every 275 students, 1 school psychologist for every 770 students, and 1 school social worker for every 440 students.

Allows the use of grant funds to:

 provide program graduate students with field training at partnership LEA schools; contribute to program graduates' salaries at such schools for up to three years after they graduate; increase the number of school counselors, social workers, and psychologists per student, and from underrepresented backgrounds, in such schools; enhance the capacity of partnership graduate schools to train such professionals; develop course work designed to facilitate such graduates' service to low-income LEAs and at-risk students; and provide tuition credits to such graduate students and student loan forgiveness to program graduates employed as school counselors, social workers, or psychologists by low-income LEAs for at least five consecutive years. Directs the Secretary to establish a program providing student loan forgiveness to non-participants in this Act's grant program who have been employed for at least five consecutive years as school counselors, social workers, or psychologists by low-income LEAs.

Requires the Secretary to identify a formula for future use in designating regions as eligible for benefit programs due to their having a shortage of such school personnel.

increasing student achievement increasing student support act directs secretary education award competitive renewable year grants partnerships low income local educational agencies leas schools offering graduate programs school counseling social work psychology increase number program graduates employed low income leas defines low income leas serve students families incomes federal poverty level school counselor students school psychologist students school social worker students allows use grant funds provide program graduate students field training partnership lea schools contribute program graduates salaries schools years graduate increase number school counselors social workers psychologists student underrepresented backgrounds schools enhance capacity partnership graduate schools train professionals develop course work designed facilitate graduates service low income leas risk students provide tuition credits graduate students student loan forgiveness program graduates employed school counselors social workers psychologists low income leas consecutive years directs secretary establish program providing student loan forgiveness non participants act grant program employed consecutive years school counselors social workers psychologists low income leas requires secretary identify formula future use designating regions eligible benefit programs having shortage school personnel


Summary:
Developing Innovative Partnerships and Learning Opportunities that Motivate Achievement Act or the DIPLOMA Act - Authorizes the Secretary of Education to award renewable five-year grants to states and, through them, subgrants to local consortia that include a local educational agency and other community partners to: (1) ensure the academic, physical, social, emotional, and civic development of disadvantaged youth; and (2) strengthen their families and communities.

Requires each state grantee to develop and implement a state youth strategy that assesses the needs of youth and the assets within the state that can be mobilized, coordinated, and integrated to achieve quantifiable progress toward goals that include ensuring that: (1) youth are ready for school; (2) students are engaged and achieving in school; (3) students are not chronically absent; (4) students are physically, mentally, socially, and emotionally healthy; (5) schools and neighborhoods are safe and provide a positive climate for learning; (6) families and communities are engaged in the education of their youth as equal partners; (7) students are ready for postsecondary education at institutions of higher education and 21st Century careers; and (8) students are contributing to their communities.

Directs the consortia to develop and implement a local youth strategy that integrates multiple private and public services into a comprehensive, coordinated continuum of services directed toward achieving quantifiable progress toward such goals.

developing innovative_partnerships_and_learning_opportunities motivate achievement act diploma act authorizes secretary education award renewable year grants states subgrants local consortia include local educational agency community partners ensure academic physical social emotional civic development disadvantaged youth strengthen families communities requires state grantee develop implement state youth strategy assesses needs youth assets state mobilized coordinated integrated achieve quantifiable progress goals include ensuring youth ready school students engaged achieving school students chronically absent students physically mentally socially emotionally healthy schools neighborhoods safe provide positive climate learning families communities engaged education youth equal partners students ready postsecondary education institutions higher education 21st century careers students contributing communities directs consortia develop implement local youth strategy integrates multiple private public services comprehensive coordinated continuum services directed achieving quantifiable progress goals


Summary: Incentives to Educate American Children Act of 2014 or the I Teach Act of 2014 - Amends the Internal Revenue Code to permit a refundable tax credit of $1,000 for: (1) teachers in public or elementary or secondary schools or public kindergartens in rural areas or areas with high poverty, and (2) teachers certified by the National Board for Professional Teaching Standards. Increases such credit to $2,000 for a teacher meeting both requirements.

incentives educate american children act teach act amends internal revenue code permit refundable tax credit teachers public elementary secondary schools public rural areas areas high poverty teachers certified national_board_for_professional_teaching_standards increases credit teacher meeting requirements


Summary: Authorizes the Department of Defense (DOD) to lease non-excess military property to local educational agencies or elementary or secondary schools at or below fair market value or for no consideration.

authorizes department_of_defense dod lease non excess military property local educational agencies elementary secondary schools fair market value consideration


Summary:
Local Control of Education Act - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to prohibit the federal government from directly or indirectly mandating, directing, controlling, incentivizing, or conditioning federal support on a state's, local educational agency's (LEA's), or school's adoption of:

 the Common Core State Standards, any other academic standards common to a number of states, or any statewide or nationally recognized content standards; or any assessment, instructional content, or curriculum aligned to, or based on, specific academic standards. Amends the American Recovery and Reinvestment Act of 2009 to make those prohibitions applicable to grants awarded under the Race to the Top program for innovations and reforms in elementary and secondary education.

Prohibits the Secretary of Education from conditioning the provision of a statutory or regulatory waiver under the ESEA on a state, LEA, Indian tribe, or school adopting any specific instructional content, academic standard, assessment, curriculum, or program of instruction. Makes that prohibition applicable to future and previously issued waivers.

local control education act amends elementary secondary education act esea prohibit federal government directly indirectly mandating directing controlling incentivizing conditioning federal support state local educational agency lea school adoption common core state standards academic standards common number states statewide nationally recognized content standards assessment instructional content curriculum aligned based specific academic standards amends american_recovery_and_reinvestment_act prohibitions applicable grants awarded race program innovations reforms elementary secondary education prohibits secretary education conditioning provision statutory regulatory waiver esea state lea indian tribe school adopting specific instructional content academic standard assessment curriculum program instruction makes prohibition applicable future previously issued waivers


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

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

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

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

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

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


Summary: Expanding School Choice Act - Amends part A of title I of the Elementary and Secondary Education Act of 1965 to allow states to allocate school improvement grant funds among their local educational agencies (LEAs) on the basis of the number of children aged 5 through 17 whose family income lies below the federal poverty level and who are enrolled in the public and state-accredited private schools within each LEA's geographic jurisdiction.

expanding school choice act amends title elementary secondary education act allow states allocate school improvement grant funds local educational agencies leas basis number children aged family income lies federal poverty level enrolled public state accredited private schools lea geographic jurisdiction


Summary:
Fair Share Act of 2014 - Consolidates and amends three federal programs that provide payments to local governments that have federal lands within their borders: the Department of the Interior's Payments in Lieu of Taxes (PILT) program, the Forest Service's Secure Rural Schools (SRS) program, and the U.S. Fish and Wildlife Service's Refuge Revenue Sharing (RRS) program.

Expands the definition of "entitlement land" eligible for payment under the Department of the Interior's PILT program to include land owned by the U.S. government that was purchased for addition to the National Wildlife Refuge System.

Combines the PILT, SRS, and RRS programs into one expanded PILT program, and alters the formulas for allocating payments under the programs.

Provides permanent mandatory funding for the PILT program.

Provides funding in FY2014-FY2018 for resource advisory committees created under the Secure Rural Schools and Community Self-Determination Act of 2000, and permits them to propose vegetation management projects, including projects authorized under the Healthy Forests Restoration Act of 2003.

fair share act consolidates amends federal programs provide payments local governments federal lands borders pilt program forest_service secure_rural_schools program fish wildlife service refuge revenue sharing program expands definition entitlement land eligible payment department_of_the_interior pilt program include land owned government purchased addition national_wildlife_refuge_system combines pilt programs expanded pilt program alters formulas allocating payments programs provides permanent mandatory funding pilt program provides funding fy2014 fy2018 resource advisory committees created secure rural schools community self determination act permits propose vegetation management projects including projects authorized healthy forests restoration act