Education

An original concurrent resolution setting forth the congressional budget for the United States Government for fiscal year 2016 and setting forth the appropriate budgetary levels for fiscal years 2017 through 2025.

United States · United States Congress · 20 March 2015

Establishes the congressional budget for the federal government for FY2016 and sets forth budgetary levels for FY2017-FY2025. Recommends levels and amounts for FY2016-FY2025 for federal revenues, new budget authority, budget outlays, deficits, public debt, debt held by the public, federal tax expenditures, Social Security, Postal Service discretionary administrative expenses, and the major functional categories. Includes reconciliation instructions directing the Senate Finance Committee and the Senate Health, Education, Labor, and Pensions Committee to each submit to the Senate Budget Committee legislation reducing the deficit by at least $1 billion over FY2016-FY2025. Requires the legislation to be submitted by July 31, 2015. Establishes deficit-neutral and spending-neutral reserve funds that provide flexibility in applying budget enforcement rules to legislation addressing a wide range of specified issues across the federal budget. Sets forth budget enforcement procedures for legislation considered in the Senate. Extends procedures for waivers and appeals of specified points of order. Makes permanent Senate points of order against legislation that violates Pay-As-You-Go (PAYGO) rules or increases the short-term deficit. Repeals the point of order against reconciliation legislation that would increase the deficit or reduce a surplus. Provides directions to the Congressional Budget Office and the Joint Committee on Taxation regarding the scoring of specified legislation and the contents of required reports.

Establishing the budget for the United States Government for fiscal year 2016 and setting forth appropriate budgetary levels for fiscal years 2017 through 2025.

United States · United States Congress · 20 March 2015

Establishes the congressional budget for the federal government for FY2016 and sets forth budgetary levels for FY2017-FY2025. Recommends levels and amounts for FY2016-FY2025 for federal revenues, new budget authority, budget outlays, deficits (on-budget), debt subject to limit, debt held by the public, and the major functional categories. Includes reconciliation instructions directing 13 House authorizing committees to submit deficit reduction legislation to the House Budget Committee no later than July 15, 2015. Requires specified House committees to submit to the House Budget Committee findings identifying changes in law to achieve savings through eliminating waste, fraud, and abuse. Sets forth budget enforcement procedures addressing the inclusion of macroeconomic effects (dynamic scoring) in cost estimates for legislation, measures affecting Social Security solvency, administrative expenses, transfers to the Highway Trust Fund, advance appropriations, fair value credit estimates, long-term spending, allocations for Overseas Contingency Operations/ Global War on Terrorism, and legislation that decreases direct spending and authorizes appropriations for the same purpose. Establishes reserve funds for the Patient Protection and Affordable Care Act repeal, health care reform, the Children's Health Insurance Program (CHIP), graduate medical education, trade agreements, tax reform, revenue reductions, poverty reduction, transportation, federal retirement reform, defense sequestration replacement, and Overseas Contingency Operations/ Global War on Terrorism. Provides estimates for the rate of growth in means-tested and non-means tested direct spending and proposes changes to specified programs. Sets forth recommended long-term levels for revenues, outlays, deficits, and debt as a percentage of gross domestic product in FY2030, FY2035, and FY2040. Includes policy statements on several public policy issues.

Honor the Nevada Enabling Act of 1864 Act

United States · United States Congress · 19 March 2015

Honor the Nevada Enabling Act of 1864 Act Directs the Department of Agriculture (USDA) and the Department of the Interior to convey, in phases and without consideration, to the state of Nevada all interest of the United States in federal lands owned, managed, or controlled by the federal government through the USDA or Interior for the purpose of permitting the state to use them to support select beneficiaries. Specifies exceptions, including components of the National Wilderness Preservation System, National Park System, and National Wildlife System, and federally recognized Indian reservations and lands. Defines "select beneficiaries" as public elementary and secondary education; public higher education; public specialized education; public mental and medical health services; social, senior, and veterans services; public programs for recovery plan development and implementation for candidate and threatened or endangered species; and political subdivisions of the state, but only with respect to payment for services and infrastructure on conveyed identified federal lands that would otherwise be financed through property taxes or other revenues available to a political subdivision of the state.

Recognizing Achievement in Classified School Employees Act

United States · United States Congress · 19 March 2015

Recognizing Achievement in Classified School Employees Act Directs the Secretary of Education to award National Classified School Employee of the Year Awards to classified public school employees within certain occupational specialties who provide exemplary service to students in prekindergarten through higher education. Requires the Secretary to choose an awardee each year, out of nominations received from each state, from one of the following occupational specialties: (1) paraprofessional services, (2) clerical and administrative services, (3) transportation services, (4) food and nutrition services, (5) custodial and maintenance services, (6) security services, (7) health and student services, (8) technical services, and (9) skilled trades.

IN STATE Act of 2015

United States · United States Congress · 19 March 2015

Investing in States to Achieve Tuition Equality for Dreamers Act of 2015 or the IN STATE Act of 2015 Amends title IV (Student Assistance) of the Higher Education Act of 1965 to direct the Secretary of Education to allot grants to states to offer Dreamer students in-state tuition and expand their access to in-state financial aid. Defines a "Dreamer student" as an individual who: was under age 16 upon entering this country, has provided a list of each secondary school the individual attended in this country, and has earned a high school diploma or certain similar credentials or is scheduled to complete the requirements for such a credential before the next academic year begins, has acquired a degree from an institution of higher education or has successfully completed at least 2 years of a program for a bachelor's or higher degree in this country, has served honorably in the uniformed services for at least 4 years, or is a beneficiary of the Deferred Action for Childhood Arrivals program. Directs the Secretary to provide for a hardship exception to either or both of the first two of such requirements. Requires grant applicants to assure the Secretary that they: (1) have made significant progress in establishing a preschool through postsecondary education (P-16) longitudinal data system; and (2) will not discriminate against Dreamer students in awarding student aid or determining who is eligible for in-state tuition, if the student would otherwise be eligible for in-state financial aid as a state resident. Allots grants to each state based on its proportion of resident Dreamer students who are enrolled at least half-time in postsecondary education. Amends the Immigration and Nationality Act to direct the Secretary of Homeland Security to collect a specified fee from recipients of F-1 visas, provided to nonimmigrant full-time students. Eliminates the prohibition on states offering unlawful aliens postsecondary benefits on the basis of their residence in the state that are more generous than those offered citizens or naturals of this country, without regard to their state residence. Allows individuals who have served honorably in the U.S. Armed Forces to be naturalized without having been lawfully admitted to this country for permanent residence.

Community College Energy Training Act of 2015

United States · United States Congress · 19 March 2015

Community College Energy Training Act of 2015 Directs the Secretary of Energy, in coordination with the Secretary of Labor, to create a program awarding grants to community colleges to provide workforce training and education in sustainable energy industries and practices, such as: (1) alternative energy; (2) high-performance green building construction, design, and redevelopment; (3) sustainable energy technologies; (4) water, energy, and resource conservation; (5) recycling and waste reduction; and (6) sustainable agriculture and farming. Requires at least one-half of the grant funds to be awarded to community colleges with existing sustainability programs leading to certificates, credentials, or degrees in one or more of these industries or practices.

Reducing Federal Mandates on School Lunch Act

United States · United States Congress · 19 March 2015

Reducing Federal Mandates on School Lunch Act This bill prohibits the Department of Agriculture (USDA) from implementing, administering, or enforcing a specified regulation, or promulgating or enforcing any new rule or regulation, establishing a maximum calorie limit or quantity of grains, meat, or meat alternatives for the school lunch program. USDA may not implement, administer, or enforce specified rules and regulations with respect to any school food authority that certifies to its state that it: (1) has calculated the costs of complying with such rules and regulations; and (2) has determined, in a manner consistent with school district operational procedures, that it cannot operate a food service program without incurring increased costs for complying with those rules and regulations. Those rules and regulations are: the rule entitled "National School Lunch Program and School Breakfast Program: Nutrition Standards for All Foods Sold in School as Required by the Healthy, Hunger-Free Kids Act of 2010"; any new rule regarding foods sold in schools that are not foods provided under the school lunch or breakfast programs; a specified regulation and any new rule or regulation regarding school lunch price increases; and a specified regulation and any new rule or regulation which establishes new food-based meal patterns, nutrition standards, or meal planning approaches for the school breakfast program. USDA may not define the phrase "costs of complying" or establish or suggest how a school food authority is to calculate those costs or increased costs for complying. The prohibitions will remain in effect until a law is enacted that extends by at least five fiscal years the authorization or duration of one or more school lunch or breakfast programs. The bill amends the Richard B. Russell National School Lunch Act to prohibit USDA from implementing any regulation that would require a reduction in the quantity of sodium contained in federally reimbursed meals, foods, and snacks sold in schools below specified July 2014 maximum levels allowed in school breakfasts for school year 2014-2015. With respect to grain contents, USDA shall only require that half of all grains in such food items are whole grain-rich. School food authorities must comply with the applicable grain component or standard with respect to the school lunch or school breakfast program in effect before July 1, 2014.

SOS Campus Act

United States · United States Congress · 19 March 2015

Survivor Outreach and Support Campus Act or the SOS Campus Act Amends the Higher Education Act of 1965 to require each institution of higher education (IHE) that participates in any program under title IV (Student Assistance) to designate an independent advocate for campus sexual assault prevention and response (Advocate) with experience in providing sexual assault victim services. Requires each Advocate to: (1) report to an individual outside the body responsible for investigating and adjudicating sexual assault complaints at the IHE, (2) submit to such individual an annual report summarizing how the resources supplied to the Advocate were used, (3) represent the interests of each student victim without regard to whether they conflict with the IHE's interests, and (4) be appointed in such manner as the Secretary of Education deems appropriate. Directs each Advocate to: ensure that sexual assault victims at the IHE are able to receive, at their election, specified information and services; guide sexual assault victims who request assistance through the reporting, counseling, administrative, medical and health, academic accommodations, or legal processes of the IHE or local law enforcement; attend, at the request of a sexual assault victim, any administrative or IHE-based adjudication proceeding related to such assault as an advocate for the victim; maintain the privacy and confidentiality of the victim and any witness to such sexual assault and to not notify the IHE or any other person of the identity of the victim or of any such witness or the alleged circumstances surrounding the reported sexual assault except as otherwise required by state law or, with respect to the identity of the victim or witness, with the consent of such victim or witness; and conduct a public information campaign to inform the students enrolled at the IHE of the existence of, contact information for, and services provided by the Advocate. Prohibits IHEs from retaliating against: (1) Advocates for representing the interests of a student victims, or (2) student victims for reporting sexual assaults to Advocates.

Global Brain Health Act of 2015

United States · United States Congress · 19 March 2015

Global Brain Health Act of 2015 Directs the U.S. Agency for International Development (USAID) to establish and administer a health and education grant program (Global Autism Assistance Program) to: (1) support activities by nongovernmental organizations and other service providers, including advocacy groups, focused on autism in developing countries; and (2) establish a "teach the teachers" program to train health and education professionals working with autistic children in developing countries. Amends the Foreign Assistance Act of 1961 to authorize the President to provide assistance to support a network of trained medical practitioners to treat hydrocephalus in children at pediatric hospitals and hydrocephalus treatment centers in developing countries. Requires such assistance to provide for surgeon training and establishment of at least 20 treatment centers. Directs the Secretary of Health and Human Services to: negotiate with the World Health Organization to develop a plan for addressing Alzheimer's disease and other forms of dementia globally, to be known as the Global Alzheimer's Disease and Dementia Action Plan; and seek to establish the Global Alzheimer's Disease and Dementia Fund to support implementation of the Global Alzheimer's Disease and Dementia Action Plan. Expresses the sense of Congress that the Group of Eight (G8) nations, working with the Group of Twenty (G20) nations, the Group of Seventy-Seven (G77) nations, and other organizations should investigate systems to monitor and provide care to individuals with Alzheimer's disease and other forms of dementia in developing countries. Directs the President to: appoint a high-level official to lead federal efforts to develop the Global Alzheimer's Disease and Dementia Action Plan and the Global Alzheimer's Disease and Dementia Fund, and facilitate partnerships between the federal government and the private sector to identify new treatment approaches for Alzheimer's disease and other forms of dementia. Directs the Administrator of USAID to investigate the foreign aid implications of Alzheimer's disease and other forms of dementia.

Supportive School Climate Act of 2015

United States · United States Congress · 19 March 2015

Supportive School Climate Act of 2015 Amends the school improvement program under part A of title I of the Elementary and Secondary Education Act of 1965 (ESEA) to require each state that wants to use a part A grant to provide students with positive behavioral interventions and support to submit a plan to the Secretary of Education that describes specified steps it will take to: (1) create a positive school climate for all students, (2) improve engagement for disconnected youths, (3) create disciplinary policies that are fair and work to keep students in school, and (4) enable those who are removed from school to resume their education upon returning to school. Requires each school receiving school improvement funds to provide parents with the number of incidents, disaggregated by specified student subgroups, of school violence, bullying, drug abuse, alcohol abuse, and certain disciplinary actions involving its students. Requires the school improvement plan of each local educational agency (LEA) to describe how the LEA will support positive behavior interventions and supports by: (1) establishing parental notification requirements for specified disciplinary actions that remove students from instruction, (2) establishing systems to engage families and community members with the school in meaningful and sustained ways, and (3) establishing best practices for a school conduct and discipline code that: protects students and staff from harm; provides students with constructive opportunities to learn from their mistakes without being excluded from school; fosters a positive learning community by providing a continuum of interventions, supports, and strategies within a tiered prevention framework; keeps students in school; and shows mindful consideration of the negative impacts that may result from a student's involvement with the criminal justice system. Amends part D (Prevention and Intervention Programs for Children and Youth Who are Neglected, Delinquent, or At-Risk) of title I of the ESEA to require states applying for part D grants to establish: procedures to ensure that students who have been placed in the juvenile justice system are promptly re-enrolled in secondary school or placed in the re-entry programs that best meet their educational and social needs, procedures to facilitate the transfer of the credits that such students earn during placement, and opportunities for such students to participate in postsecondary and career pathways. Requires LEAs receiving part D subgrants to describe the activities they will undertake to facilitate the transition of youths from the juvenile justice system into their schools or, as appropriate, into postsecondary and career and technical education programs. Requires correctional facilities receiving part D funds to: (1) develop an initial educational services transition plan for entering youths, and (2) consult with LEAs upon a youth's discharge to coordinate educational services so as to minimize disruption to the youth's achievement. Requires the Secretary, under part A (Safe and Drug-Free Schools and Communities) of title IV of the ESEA, to provide to states, LEAs, and other recipients of part A funding technical assistance for activities that may include developing comprehensive, evidence-based professional development and training programs for relevant school staff and contractors to improve school safety and climate for students and staff.

IN-STATE for Dreamers Act of 2015

United States · United States Congress · 19 March 2015

Investing in States to Achieve Tuition Equality for Dreamers Act of 2015 or the IN-STATE for Dreamers Act of 2015 Amends title IV (Student Assistance) of the Higher Education Act of 1965 to direct the Secretary of Education to allot grants to states to offer Dreamer students in-state tuition and expand their access to in-state financial aid. Defines a "Dreamer student" as an individual who: was under age 16 upon entering this country; has provided a list of each secondary school the individual attended in this country; and has earned a high school diploma or certain similar credentials, or is scheduled to complete the requirements for such a credential before the next academic year begins; has acquired a degree from an institution of higher education (IHE) or has successfully completed at least 2 years of a program for a baccalaureate or higher degree in the United States and has made satisfactory academic progress; is a beneficiary of the Deferrred Action for Childhood Arrivals program; or has served honorably in the uniformed services for at least 4 years. Directs the Secretary to provide for a hardship exception to either or both of the first two of such requirements. Requires grant applicants to assure the Secretary that they: (1) will not discriminate against Dreamer students in awarding student aid or determining who is eligible for in-state tuition, if the student would otherwise be eligible for in-state financial aid as a state resident; and (2) will maintain, through FY 2025, at least their FY2013 level of support for their public IHEs, as adjusted for inflation. Allots grants to each state based on its proportion of resident Dreamer students who are enrolled at least half-time in postsecondary education. Amends the Immigration and Nationality Act to direct the Secretary of Homeland Security to collect a specified fee from recipients of F-1 visas, provided to nonimmigrant full-time students. Eliminates the prohibition on states offering unlawful aliens postsecondary benefits on the basis of their residence in the state that are more generous than those offered citizens or naturals of this country, without regard to their state residence. Allows individuals who have served honorably in the U.S. Armed Forces to be naturalized without having been lawfully admitted to this country for permanent residence.

Expressing support for designation of September 18 as "National Innovation in Education Day".

United States · United States Congress · 19 March 2015

Expresses support for the designation of National Innovation in Education Day to recognize the advances that the nation's schools have made incorporating both creative teaching methods and technology into the classroom. Recognizes: the importance of creative teaching methods as a means of engaging students in their education and inspiring more students to pursue higher education; that technological advancements within the classroom prepare students for a more information-driven market, thus closing the gap between education and the workforce by allowing students to obtain the skills necessary for employment in competitive science and technology fields in the United States; and the achievements of outstanding educators who have exemplified innovative teaching methods.

Voter Empowerment Act of 2015

United States · United States Congress · 19 March 2015

Voter Empowerment Act of 2015 Voter Registration Modernization Act of 2015 Amends the National Voter Registration Act of 1993 (NVRA) to require states to make available websites for online voter registration. Authorizes automated voter registration of certain individuals and establishes other initiatives to promote voter registration, such as same-day registration and voter registration of individuals under 18 years of age. Amends the federal criminal code to prohibit hindering, interfering with, or preventing voter registration. Amends the Help America Vote Act of 2002 (HAVA) to establish requirements for states to promote access to voter registration and voting for individuals with disabilities, including a single office for providing related information. Directs the Election Assistance Commission (EAC) to make grants for pilot programs enabling individuals with disabilities to register to vote and vote privately and independently at their own residences. Reauthorizes the program of grants to state and local governments to assure voting access for individuals with disabilities. Prohibits state or local election officials from preventing an individual from registering or voting in any federal election (voter caging), or from permitting a formal challenge under state law to an individual's registration status or eligibility to vote. Prohibits a person from knowingly and willfully attempting to or depriving or defrauding the residents of a state of the right to vote by the communication of election-related information that is known to be materially false, fictitious, or fraudulent. Increases the penalty for voter intimidation. Declares that the right of a U.S. citizen to vote in any federal election shall not be denied or abridged because of a criminal conviction unless he or she is serving a felony sentence in a correctional institution at the time of the election. Requires each state to notify an individual convicted of a criminal offense under state law, upon release from state custody or upon sentence to probation, of the right to vote in a federal election. Voter Confidence and Increased Accessibility Act of 2015 Revises requirements for the audit capacity of voting systems, particularly those for a permanent paper record. Requires the voting system to require the use of an individual, durable, voter-verified paper ballot of the voter's vote that shall be marked and made available for inspection by the voter before the vote is cast and counted, and which shall be counted by hand or read by an optical character recognition device or other counting device. Requires the system to provide an opportunity to correct any system-made error in the voter-verified paper ballot before it is permanently preserved. Requires the National Science Foundation to make grants for the study and development of accessible ballot voting, verification, and casting mechanisms and devices and best practices to enhance the accessibility of paper ballot voting and verification mechanisms for individuals with disabilities, those whose primary language is not English, and those with difficulties in literacy. Requires each state, except when the winning candidate had no opponent or received 80% or more of the votes, to administer audits of federal election results, without advance notice, consisting of random hand counts of the voter-verified paper ballots. Prohibits certification of election results until completion of audits. Adds requirements for counting provisional ballots. Requires each state to allow early voting and facilitate voting by mail. Amends the Servicemembers Civil Relief Act to extend the guarantee of voting residency to family members of absent military personnel. Revises absentee ballot procedures concerning applications, transmission, and overseas voters. Entitles to leave a federal employee who serves as a poll worker. Directs the EAC to make grants for poll-worker recruitment and training and develop materials for a model program. Makes available to any person aggrieved by a violation of uniform and nondiscriminatory election technology and administration requirements the option to file a complaint with the Department of Justice (DOJ) or pursue a private right of action. Amends the Federal Election Campaign Act of 1971 to make it unlawful for a chief state election administration official, unless he or she or a family member is a candidate, to take an active part in political management or in a political campaign for federal office over which such official has supervisory authority. Treats universities as voter registration agencies. Establishes minimum notification requirements regarding voters affected by polling place changes. Directs DOJ to: (1) coordinate the establishment of a state-based response system for responding to questions and complaints from individuals voting or seeking to vote, or registering to vote or seeking to, in federal elections; (2) establish and operate a toll-free telephone service to connect directly to such response system; and (3) appoint a Voter Hotline Task Force. Makes NVRA and HAVA requirements applicable to the Commonwealth of the Northern Mariana Islands. Reauthorizes and extends the EAC and repeals its exemption from certain contracting requirements.

Bank on Students Emergency Loan Refinancing Act

United States · United States Congress · 18 March 2015

Bank on Students Emergency Loan Refinancing Act Amends title IV (Student Assistance) of the Higher Education Act of 1965 to direct the Secretary of Education to establish a program to refinance the unpaid principal, accrued unpaid interest, and late charges on: (1) the William D. Ford Federal Direct Loans (DLs) of qualified borrowers if the DLs were first disbursed or, in the case of Direct Consolidation Loans, applied for, before July 1, 2015; and (2) the Federal Family Education Loans (FFELs) of qualified borrowers as DLs. (FFELs were not disbursed after June 30, 2010.) Refinances the FFELs as Federal Direct Stafford, Unsubsidized Stafford, PLUS, or Consolidated Loans depending on the categorization of the FFEL as a Stafford, Unsubsidized Stafford, PLUS, or Consolidated Loan. Sets the interest rate on the refinanced loans, other than the Federal Direct Consolidation Loans, at the rate for the 12 months beginning on July 1, 2013, based on: (1) the DL's categorization; and (2) in the case of Stafford Loans, whether the loan was issued to an undergraduate or graduate student. Determines a refinanced Consolidation Loan's interest rate by: (1) weighing the proportion of the unpaid balance of the Consolidation Loan that each component loan represents, (2) setting the interest rate on each component loan at the lesser of the rate on the component loan for the 12 months beginning on July 1, 2013, or its original rate, and (3) applying the weighted average of the interest rates on those loans as the interest rate on the Consolidation Loan. Fixes the interest rate on the refinanced loans for the period of such loans. Directs the Secretary to establish eligibility requirements that are based on a borrower's income or debt-to-income ratio and that take into consideration providing access to refinancing for borrowers who have the greatest financial need. Requires the Secretary to establish a program to refinance the unpaid principal, accrued unpaid interest, and late charges on private education loans as Federal Direct Refinanced Private Loans if the private education loans were first disbursed to qualified borrowers before July 1, 2015, and were for their postsecondary educational expenses. Sets the interest rate on Federal Direct Refinanced Private Loans at the rate applicable for the 12 months beginning on July 1, 2013, to: (1) Direct Stafford and Unsubsidized Stafford Loans issued to undergraduates if the private education loan was issued for undergraduate expenses, (2) Direct Unsubsidized Stafford Loans issued to graduate or professional students if the private education loan was issued for graduate or professional studies, or (3) Direct PLUS Loans if the private education loan was issued for undergraduate and graduate or professional studies. Fixes the interest rate on such loans for the period of such loans. Directs the Secretary to establish eligibility requirements that: (1) are based on a borrower's income or debt-to-income ratio and take into consideration providing access to refinancing for borrowers who have the greatest financial need, (2) ensure eligibility only for borrowers in good standing, (3) minimize inequities between Federal Direct Refinanced Private Loans and other federal student loans, and (4) preclude windfall profits for private educational lenders. Requires qualified borrowers of such loans to undergo loan counseling before their private education loan is refinanced. Requires private educational lenders to report specified loan information to the Secretary, Congress, the Secretary of the Treasury, and the Director of the Consumer Financial Protection Bureau in order to allow for an assessment of the private education loan market. Directs the Secretary to undertake a campaign to alert borrowers that they may be eligible for refinancing under this Act. Amends the Internal Revenue Code to require an individual taxpayer whose adjusted gross income exceeds $1 million to pay a minimum tax rate of 30% of the excess of the taxpayer's adjusted gross income over the taxpayer's modified charitable contribution deduction for the taxable year (tentative fair share tax). Establishes the amount of such tax as the excess (if any) of the tentative fair share tax over the excess of: (1) the sum of the taxpayer's regular tax liability, the alternative minimum tax (AMT) amount, and the payroll tax for the taxable year; over (2) certain tax credits. Provides for a phase-in of such tax. Requires an inflation adjustment to the $1 million income threshold for taxable years beginning after 2016. Requires the Secretary to terminate this Act's refinancing programs on the earlier of the date: (1) when the net cost of carrying out the programs is equal to the Secretary's estimate of the amount of additional revenue generated during the 10-year period beginning on the date of this Act's enactment due to the fair share tax, or (2) that is two years after this Act's enactment.

Manufacturing Universities Act of 2015

United States · United States Congress · 18 March 2015

Manufacturing Universities Act of 2015 Authorizes the National Institute of Standards and Technology (NIST) to establish a program to designate up to 25 institutions of higher education as U.S. manufacturing universities that are to be awarded funds over a four-year period. Requires an institution applying for such program to submit a plan describing its engineering programs, its relationship to manufacturing industries, and its ability to positively impact local and regional economic development. Requires NIST to recommend adaptations to certain Small Business Act programs to assist small businesses that collaborate with such universities.

Microlab Technology Commercialization Act of 2015

United States · United States Congress · 18 March 2015

Microlab Technology Commercialization Act of 2015 Authorizes the Secretary of Energy (DOE), in collaboration with the directors of national laboratories, to establish a program meeting specified criteria under which DOE sets up microlabs located in close proximity to national laboratories and accessible to the public in order to: (1) enhance collaboration with regional research groups, such as institutions of higher education and industry groups; (2) accelerate technology transfer from national laboratories to the marketplace; and (3) promote regional workforce development through science, technology, engineering, and mathematics (STEM) instruction and training.

Perkins Modernization Act of 2015

United States · United States Congress · 18 March 2015

Perkins Modernization Act of 2015 This bill amends the Carl D. Perkins Career and Technical Education Act of 2006 to revise its purposes, which are to develop more fully the academic and career and technical skills of secondary education students and postsecondary students who elect to enroll in career and technical education programs (as under current law), by: preparing those students for employment in current or emerging in-demand industry sectors or occupations; aligning the skills, certifications, and credentials of the students with those needed by employers in the labor markets served by educational institutions; and ensuring that the selection of skills, certifications, and credentials acquired by such students is guided by timely labor market information. An "in-demand industry sector or occupation" is: an industry sector that has a substantial current or potential impact on the state, regional, or local economy, and that contributes to the growth or stability of other supporting businesses, or the growth of other industry sectors; or an occupation that currently has or is projected to have a number of positions in an industry sector so as to have a significant impact on the state, regional, or local economy.

Supportive School Climate Act of 2015

United States · United States Congress · 18 March 2015

Supportive School Climate Act of 2015 Amends the school improvement program under part A of title I of the Elementary and Secondary Education Act of 1965 (ESEA) to require each state that wants to use a part A grant to provide students with positive behavioral interventions and support to submit a plan to the Secretary of Education that describes specified steps it will take to: (1) create a positive school climate for all students, (2) improve engagement for disconnected youths, (3) create disciplinary policies that are fair and work to keep students in school, and (4) enable those who are removed from school to resume their education upon returning to school. Requires each school receiving school improvement funds to provide parents with the number of incidents, disaggregated by specified student subgroups, of school violence, bullying, drug abuse, alcohol abuse, and certain disciplinary actions involving its students. Requires the school improvement plan of each local educational agency (LEA) to describe how the LEA will support positive behavior interventions and supports by: (1) establishing parental notification requirements for specified disciplinary actions that remove students from instruction, (2) establishing systems to engage families and community members with the school in meaningful and sustained ways, and (3) establishing best practices for a school conduct and discipline code that: protects students and staff from harm; provides students with constructive opportunities to learn from their mistakes without being excluded from school; fosters a positive learning community by providing a continuum of interventions, supports, and strategies within a tiered prevention framework; keeps students in school; and shows mindful consideration of the negative impacts that may result from a student's involvement with the criminal justice system. Amends part D (Prevention and Intervention Programs for Children and Youth Who are Neglected, Delinquent, or At-Risk) of title I of the ESEA to require states applying for part D grants to establish: procedures to ensure that students who have been placed in the juvenile justice system are promptly re-enrolled in secondary school or placed in the re-entry programs that best meet their educational and social needs, procedures to facilitate the transfer of the credits that such students earn during placement, and opportunities for such students to participate in postsecondary and career pathways. Requires LEAs receiving part D subgrants to describe the activities they will undertake to facilitate the transition of youths from the juvenile justice system into their schools or, as appropriate, into postsecondary and career and technical education programs. Requires correctional facilities receiving part D funds to: (1) develop an initial educational services transition plan for entering youths, and (2) consult with LEAs upon a youth's discharge to coordinate educational services so as to minimize disruption to the youth's achievement. Requires the Secretary, under part A (Safe and Drug-Free Schools and Communities) of title IV of the ESEA, to provide to states, LEAs, and other recipients of part A funding technical assistance for activities that may include developing comprehensive, evidence-based professional development and training programs for relevant school staff and contractors to improve school safety and climate for students and staff.

Tyler Clementi Higher Education Anti-Harassment Act of 2015

United States · United States Congress · 18 March 2015

Tyler Clementi Higher Education Anti-Harassment Act of 2015 Amends title IV (Student Assistance) of the Higher Education Act of 1965 to require each institution of higher education (IHE) participating in a title IV program (except a foreign school) to include in its annual security report a statement of policy regarding harassment that includes: (1) a prohibition of harassment of students by other students, faculty, and staff; (2) a description of its programs to prevent harassment; (3) a description of the procedures that students should follow if harassment occurs; and (4) a description of the procedures it will follow once an incident of harassment has been reported. Defines "harassment" to include certain conduct undertaken through technological means that limits a student's ability to benefit from the IHE's programs, or creates a hostile or abusive educational environment at the school. Authorizes the Secretary of Education to award competitive grants to IHEs to initiate, expand, or improve programs to: (1) prevent the harassment of students; (2) provide counseling or redress services to students who have been harassed or accused of subjecting other students to harassment; and (3) train students, faculty, or staff to prevent harassment or address harassment if it occurs. Directs the Secretary to publish a report of best practices for combating harassment at IHEs.

Manufacturing Universities Act of 2015

United States · United States Congress · 18 March 2015

Manufacturing Universities Act of 2015 Authorizes the National Institute of Standards and Technology (NIST) to establish a program to designate up to 25 institutions of higher education as U.S. manufacturing universities that are to be awarded funds over a four-year period. Requires an institution applying for such program to submit a plan describing its engineering programs, its relationship to manufacturing industries, and its ability to positively impact local and regional economic development. Requires NIST to recommend adaptations to certain Small Business Act programs to assist small businesses that collaborate with such universities.

Economic Freedom Zones Act of 2015

United States · United States Congress · 18 March 2015

Economic Freedom Zones Act of 2015 Prohibits federal assistance (e.g., loans, loan guarantees, or purchases) from being provided to: (1) a municipality or a zip code (eligible entity), other than an entity that is designated an Economic Free Zone by this Act; (2) a municipality that is a debtor in a bankruptcy proceeding; or (3) a municipality that is insolvent. Sets forth requirements for the designation of an eligible entity that is a municipality as an Economic Freedom Zone for a 10-year period, including bankruptcy eligibility, insolvency, or pervasive poverty, unemployment, and general distress. Amends the Internal Revenue Code to provide tax incentives for investment in an Economic Freedom Zone, including; (1) a 5% flat tax rate on the taxable income of individuals and corporations, (2) a 0% capital gains tax rate for gain from the sale or exchange of Economic Freedom Zone assets or real property, (3) reduced employment tax rates, and (4) an increase in the expensing allowance for business property in an Economic Freedom Zone. Exempts an area designated as an Economic Freedom Zone from: (1) compliance with specified environmental regulations, (2) requirements applicable to a National Heritage Area, and (3) wage rate requirements under the Davis-Bacon Act. Amends the Internal Revenue Code to allow: (1) a tax credit, up to $5,000 in a taxable year for the elementary and secondary education expenses of a student attending a public, private, or religious school whose principal residence is located in an Economic Freedom Zone; (2) a tax-exempt Economic Freedom Zone educational savings account for individuals whose principal residence is located in an Economic Freedom Zone; and (3) a tax credit, in lieu of a tax deduction, for contributions to a charitable organization serving individuals in an Economic Freedom Zone. Amends the Elementary and Secondary Education Act of 1965 to allow a special allocation of grant funds under such Act for the benefit of children from families residing in an Economic Freedom Zone whose incomes are below the federal poverty level. Authorizes the Secretary of Homeland Security (DHS), in collaboration with the Secretary of Labor, to issue Special Economic Freedom Zone Visas to aliens meeting certain educational and skill requirements who intend to enter the United States to invest in an Economic Freedom Zone. Expresses the sense of the Senate that state and local governments should review and adopt specified policy recommendations relating to pension reform, tax reduction, adoption of school choice options, adoption of right-to-work laws, streamlining the regulatory burden, and reducing or fixing abandoned structures.

Nuclear Weapon Free Iran Act of 2015

United States · United States Congress · 18 March 2015

Nuclear Weapon Free Iran Act of 2015 Expresses the sense of Congress that: it is U.S. policy that Iran not be allowed to develop or acquire nuclear weapon capabilities; Iran does not have an inherent right to enrichment and reprocessing capabilities under the Treaty on the Non-Proliferation of Nuclear Weapons; the goal of international negotiations with Iran should be to conclude a long-term comprehensive solution that will reverse the development of Iran's illicit nuclear infrastructure; and the United States should continue to impose sanctions on Iran and its terrorist proxies, and on Iran and other governments and persons for the procurement, sale, or transfer of technology, services, or goods that support the development of weapons of mass destruction. Expresses the sense of Congress that the United States supports Israel's rights to: exist as a democratic, Jewish state, defend itself against threats to its existence, and protect the lives and safety of the people of Israel. Directs the President, within five days after entering into a long-term comprehensive solution or any agreement to extend the Joint Plan of Action (signed in 2013 by Iran and the P5-plus-1 countries), to transmit to Congress: (1) the text of the agreement, (2) a verification assessment report, and (3) an economic sanctions relief assessment report. Prohibits the President, except in certain circumstances, from exercising any waiver of sanctions on Iran or taking any other action to alter or limit the application of sanctions until the date that is 30 days of continuous session of Congress after the President transmits these comprehensive solution and assessment reports. Expresses the sense of Congress that the President should transmit to Congress any such agreement and the agreement should be voted on by Congress prior to becoming effective. Reinstates as of July 6, 2015, any sanctions imposed pursuant to statute or executive action that are deferred, waived, or otherwise suspended by the President if the President has not transmitted the comprehensive solution and reports to Congress by that date. Revises exceptions to certain sanctions with respect to financial transactions for purchases of Iranian-origin petroleum (currently, only crude oil). Declares that it is U.S. policy to seek to ensure that all countries reduce their purchases of crude oil, lease condensates, fuel oils, and other unfinished oils from Iran or of Iranian origin to a de minimis level by the end of the 240-day period beginning on September 7, 2015. Amends the National Defense Authorization Act for Fiscal Year 2012 to authorize a country that purchased petroleum from Iran or of Iranian origin during the one-year period preceding September 7, 2015, to continue to receive a sanction exception on or after the date that is 240 days after September 7, 2015, only if the country reduces its purchases of Iranian or Iranian origin petroleum: to a de minimis level by the end of that 240-day period; or during the one-year period beginning 240 days after September 7, 2015, reduces such purchases by at least 30% during that 240-day period, and is expected to reduce them to a de minimis level within 2 years after September 7, 2015. Amends the Iran Threat Reduction and Syria Human Rights Act of 2012 to exclude from U.S. entry: any individual who engages in sanction evasion activities for or on behalf of the government of Iran, any individual acting on behalf of the government of Iran who is involved in corrupt activities of that government or the diversion of humanitarian goods, or any senior official who was involved in the activities of an entity designated for sanctions in connection with Iran's proliferation of weapons of mass destruction or Iran's support for international terrorism. Expands the list of designated senior officials of the government of Iran. Directs the President to block the U.S. or U.S.-controlled property and property transfers of specified senior officials and family members who received such property from a listed official. Directs the President to prohibit the opening, and prohibit or impose strict conditions on the maintaining in the United States, of any correspondent account or any payable-through account by a foreign financial institution that knowingly conducted or facilitated a significant currency transaction (including through another person) with or on behalf of the Central Bank of Iran or another Iranian sanctioned financial institution. Authorizes the President to impose sanctions pursuant to the International Emergency Economic Powers Act against any other person that knowingly conducts or facilitates such a currency transaction. Excludes from such sanctions any transactions for: (1) the sale of agricultural commodities, food, medicine or medical devices to Iran; or (2) humanitarian assistance to the people of Iran. Authorizes the President to waive such sanctions for 180 days, with additional 180-day waivers, if important to the U.S. national interest, and if notice is provided to Congress. Amends the Iran Freedom and Counter-Proliferation Act of 2012 to include the construction, engineering, automotive, and mining sectors of Iran within the scope of sanctions. Designates as entities of proliferation concern, in lieu of certain current entities, any that operate special economic zones, free economic zones, and entities in strategic sectors. Directs the President to block the property of: (1) entities in strategic sectors, and (2) entities that operate special economic zones or free economic zones. Defines "strategic sector" as: (1) the energy, shipping, shipbuilding, and mining sectors of Iran; (2) the construction and engineering sectors of Iran (except for projects to construct or engineer schools or hospitals); and (3) any other sector the President determines to be of strategic importance to Iran. Authorizes the President to suspend the application of sanctions under this Act for 30 days, with additional 30-day waiver renewals, if the President reports to Congress: that the waiver or waiver renewal is in the U.S. national security interest and is necessary to achieving a long-term solution with Iran; that Iran is not making further progress on its nuclear weapons program and is in compliance with all interim agreements; and on the status of the negotiations toward a long-term comprehensive solution. Authorizes the President to make an exception from the imposition of sanctions for reconstruction assistance or economic development for Afghanistan if in the U.S. national interest and if notice is given to Congress. Expresses the sense of Congress concerning budgetary resources for the enforcement of sanctions against Iran.

Bank on Students Emergency Loan Refinancing Act

United States · United States Congress · 18 March 2015

Bank on Students Emergency Loan Refinancing Act Amends title IV (Student Assistance) of the Higher Education Act of 1965 to direct the Secretary of Education to establish a program to refinance the unpaid principal, accrued unpaid interest, and late charges on: (1) the William D. Ford Federal Direct Loans (DLs) of qualified borrowers if the DLs were first disbursed or, in the case of Direct Consolidation Loans, applied for, before July 1, 2015; and (2) the Federal Family Education Loans (FFELs) of qualified borrowers as DLs. (FFELs were not disbursed after June 30, 2010.) Refinances the FFELs as Federal Direct Stafford, Unsubsidized Stafford, PLUS, or Consolidated Loans depending on the categorization of the FFEL as a Stafford, Unsubsidized Stafford, PLUS, or Consolidated Loan. Sets the interest rate on the refinanced loans, other than the Federal Direct Consolidation Loans, at the rate for the 12 months beginning on July 1, 2013, based on: (1) the DL's categorization; and (2) in the case of Stafford Loans, whether the loan was issued to an undergraduate or graduate student. Determines a refinanced Consolidation Loan's interest rate by: (1) weighing the proportion of the unpaid balance of the Consolidation Loan that each component loan represents, (2) setting the interest rate on each component loan at the lesser of the rate on the component loan for the 12 months beginning on July 1, 2013, or its original rate, and (3) applying the weighted average of the interest rates on those loans as the interest rate on the Consolidation Loan. Fixes the interest rate on the refinanced loans for the period of such loans. Directs the Secretary to establish eligibility requirements that are based on a borrower's income or debt-to-income ratio and that take into consideration providing access to refinancing for borrowers who have the greatest financial need. Requires the Secretary to establish a program to refinance the unpaid principal, accrued unpaid interest, and late charges on private education loans as Federal Direct Refinanced Private Loans if the private education loans were first disbursed to qualified borrowers before July 1, 2015, and were for their postsecondary educational expenses. Sets the interest rate on Federal Direct Refinanced Private Loans at the rate applicable for the 12 months beginning on July 1, 2013, to: (1) Direct Stafford and Unsubsidized Stafford Loans issued to undergraduates if the private education loan was issued for undergraduate expenses, (2) Direct Unsubsidized Stafford Loans issued to graduate or professional students if the private education loan was issued for graduate or professional studies, or (3) Direct PLUS Loans if the private education loan was issued for undergraduate and graduate or professional studies. Fixes the interest rate on such loans for the period of such loans. Directs the Secretary to establish eligibility requirements that: (1) are based on a borrower's income or debt-to-income ratio and take into consideration providing access to refinancing for borrowers who have the greatest financial need, (2) ensure eligibility only for borrowers in good standing, (3) minimize inequities between Federal Direct Refinanced Private Loans and other federal student loans, and (4) preclude windfall profits for private educational lenders. Requires qualified borrowers of such loans to undergo loan counseling before their private education loan is refinanced. Requires private educational lenders to report specified loan information to the Secretary, Congress, the Secretary of the Treasury, and the Director of the Consumer Financial Protection Bureau in order to allow for an assessment of the private education loan market. Directs the Secretary to undertake a campaign to alert borrowers that they may be eligible for refinancing under this Act. Amends the Internal Revenue Code to require an individual taxpayer whose adjusted gross income exceeds $1 million to pay a minimum tax rate of 30% of the excess of the taxpayer's adjusted gross income over the taxpayer's modified charitable contribution deduction for the taxable year (tentative fair share tax). Establishes the amount of such tax as the excess (if any) of the tentative fair share tax over the excess of: (1) the sum of the taxpayer's regular tax liability, the alternative minimum tax (AMT) amount, and the payroll tax for the taxable year; over (2) certain tax credits. Provides for a phase-in of such tax. Requires an inflation adjustment to the $1 million income threshold for taxable years beginning after 2016. Requires the Secretary to terminate this Act's refinancing programs on the earlier of the date: (1) when the net cost of carrying out the programs is equal to the Secretary's estimate of the amount of additional revenue generated during the 10-year period beginning on the date of this Act's enactment due to the fair share tax, or (2) that is two years after this Act's enactment.

Dorothy I. Height and Whitney M. Young, Jr., Social Work Reinvestment Act

United States · United States Congress · 18 March 2015

Dorothy I. Height and Whitney M. Young Jr., Social Work Reinvestment Act This bill directs the Secretary of Health and Human Services to establish the Social Work Reinvestment Commission to provide independent counsel to Congress and the Secretary on policy issues related to recruitment, retention, research, and reinvestment in the profession of social work. The Commission shall study issues facing the social work profession, including: (1) fair market compensation, high educational debt, social work workforce trends, translating social work research to practice, and social work safety; and (2) state-level social work licensure policies and reciprocity agreements for providing services across state lines. The Secretary is directed to award grants to four eligible entities, including at least two agencies of state or local governments, to assist them in carrying out a workplace improvement program to address concerns for the social work profession. The Secretary shall also award grants to: (1) 25 social workers who hold a doctoral degree in social work for postdoctoral research in social work, (2) 20 eligible institutions of higher education to support the recruitment and education of social work students in advanced degree programs and the professional development of social work faculty, and (3) six eligible covered entities to test and replicate effective social work interventions. The Secretary shall contract with a national social work entity that serves as a coordinating center to: (1) engage in activities to build on the efforts of the National Association of Social Workers National Center for Workforce Studies; (2) collect, coordinate, monitor, and distribute data and information on best practices and findings regarding grant-funded activities; (3) report to the Secretary recommendations on the need to recruit new social workers, retain current social worker, conduct social worker research, and reinvest in the profession of social work; and (4) select research topics to further the goals of this Act. The Secretary must develop and issue public service announcements that advertise and promote the social work profession.

Empowering Student Borrowers Act

United States · United States Congress · 18 March 2015

Empowering Student Borrowers Act Amends the Higher Education Act of 1965 to direct the Secretary of Education to establish, maintain, and periodically update best practices for institutions of higher education in: (1) teaching financial literacy skills, and (2) providing students with useful and necessary information to assist them in making financial decisions related to student borrowing. Requires those practices to include: methods to ensure that students have a clear sense of their total borrowing obligations; the most effective ways to engage students in financial literacy education; information on how to target different student populations, including part-time students, first-time students, and other nontraditional students; and ways to clearly communicate the importance of graduating on a student's ability to repay student loans.

Tyler Clementi Higher Education Anti-Harassment Act of 2015

United States · United States Congress · 18 March 2015

Tyler Clementi Higher Education Anti-Harassment Act of 2015 Amends title IV (Student Assistance) of the Higher Education Act of 1965 to require each institution of higher education (IHE) participating in a title IV program (except a foreign school) to include in its annual security report a statement of policy regarding harassment that includes: (1) a prohibition of harassment of students by other students, faculty, and staff; (2) a description of its programs to prevent harassment; (3) a description of the procedures that students should follow if harassment occurs; and (4) a description of the procedures it will follow once an incident of harassment has been reported. Defines "harassment" to include certain conduct undertaken through technological means that limits a student's ability to benefit from the IHE's programs, or creates a hostile or abusive educational environment at the school. Authorizes the Secretary of Education to award competitive grants to IHEs to initiate, expand, or improve programs to: (1) prevent the harassment of students; (2) provide counseling or redress services to students who have been harassed or accused of subjecting other students to harassment; and (3) train students, faculty, or staff to prevent harassment or address harassment if it occurs. Directs the Secretary to publish a report of best practices for combating harassment at IHEs.

STRENGHTENING AMERICA'S HIGHER EDUCATION SYSTEM

United States · United States House of Representatives · 17 March 2015

A REVIEW OF HIGHER EDUCATION OPPORTUNITIES FOR THE NEWEST GENERATION OF VETERANS

United States · United States House of Representatives · 17 March 2015

Veterans Access to Care Act

United States · United States Congress · 17 March 2015

Veterans Access to Care Act This bill amends the Public Health Service Act to automatically designate medical facilities of the Department of Veterans Affairs (VA) as health professional shortage areas. Individuals may not participate in both the VA's Health Professionals Education Assistance Program and the National Health Service Corps scholarship or loan repayment programs. The Department of Health and Human Services, in carrying out the National Health Service Corps Program, must consult with the VA regarding health professional shortage areas that are VA medical facilities.

Veteran Education Empowerment Act

United States · United States Congress · 17 March 2015

Veteran Education Empowerment Act Amends the Higher Education Act of 1965 to require the Secretary of Education to award up to 30 four-year grants to institutions of higher education (IHEs) or consortia of IHEs to establish, maintain, and improve Veteran Student Centers. Permits a grantee to use a portion of the grant to provide veteran students with supportive instruction services. Requires a grantee to be an IHE or consortium that: (1) enrolls in undergraduate or graduate courses a significant number or percentage of veterans or members of the Armed Forces, and (2) presents a sustainability plan demonstrating that its Veteran Student Center will be maintained and will continue to operate after the grant ends. Defines a "Veteran Student Center" as a dedicated space on a campus that provides students who are veterans or members of the Armed Forces with: (1) a lounge or meeting space for themselves, their spouses or partners, and veterans in the community; (2) a centralized office for veteran services that is staffed by trained employees and volunteers and serves as a single point of contact to coordinate veterans support services; and (3) comprehensive academic and tutoring services to veterans. Requires that office to provide such students with assistance in: transitioning from the military to student life, transitioning from the military to the civilian workforce, networking with other veteran students and veterans in the community, understanding and obtaining benefits provided by the IHE and federal and state government for which they may be eligible, understanding how to succeed in the IHE, and understanding their disability-related rights and protections under specified federal laws. Requires the Secretary to develop and implement a website for veteran student services at IHEs, which details best practices for serving veteran students at IHEs.

Arizona Borderlands Protection and Preservation Act

United States · United States Congress · 17 March 2015

Arizona Borderlands Protection and Preservation Act This bill directs the Department of Homeland Security, the Department of Agriculture (USDA), and the Department of the Interior to provide U.S. Customs and Border Protection (CBP) personnel with access to federal lands for security activities, including: (1) routine motorized patrols; and (2) deployment of communications, surveillance, and detection equipment. Interior and USDA may provide education and training to CBP personnel on the natural and cultural resources present on individual federal land units. Access authority shall not apply to private or state-owned land within federal land boundaries.

Arizona Borderlands Protection and Preservation Act

United States · United States Congress · 17 March 2015

Arizona Borderlands Protection and Preservation Act This bill directs the Department of Homeland Security, the Department of Agriculture (USDA), and the Department of the Interior to provide U.S. Customs and Border Protection (CBP) personnel with access to federal lands for security activities, including: (1) routine motorized patrols; and (2) deployment of communications, surveillance, and detection equipment. Interior and USDA may provide education and training to CBP personnel on the natural and cultural resources present on individual federal land units. Access authority shall not apply to private or state-owned land within federal land boundaries.

ENRICH Act

United States · United States Congress · 17 March 2015

Expanding Nutrition's Role in Curricula and Healthcare Act or the ENRICH Act This bill requires the Health Resources and Services Administration to establish a program of three-year competitive grants to accredited medical schools for the development or expansion of an integrated nutrition and physical activity curriculum. The curriculum must: (1) be designed to improve communication and provider preparedness in the prevention, management, and reversal of obesity, cardiovascular disease, diabetes, and cancer; and (2) address additional topics regarding individuals in at-risk populations, as practicable, including physical activity and training programs, food insecurity, and malnutrition.

Supporting the goals and ideals of National Middle Level Education Month.

United States · United States Congress · 17 March 2015

Expresses support for the goals and ideals of National Middle Level Education Month. Recognizes the importance of middle level education and the contributions of the those who educate this unique age group. Encourages people to observe National Middle Level Education Month by visiting and celebrating schools that are responsible for educating the nation's young adolescents.

Dorothy I. Height and Whitney M. Young, Jr., Social Work Reinvestment Act

United States · United States Congress · 16 March 2015

Dorothy I. Height and Whitney M. Young Jr., Social Work Reinvestment Act This bill directs the Secretary of Health and Human Services to establish the Social Work Reinvestment Commission to provide independent counsel to Congress and the Secretary on policy issues related to recruitment, retention, research, and reinvestment in the profession of social work. The Commission shall study issues facing the social work profession, including: (1) fair market compensation, high educational debt, social work workforce trends, translating social work research to practice, and social work safety; and (2) state-level social work licensure policies and reciprocity agreements for providing services across state lines. The Secretary is directed to award grants to four eligible entities, including at least two agencies of state or local governments, to assist them in carrying out a workplace improvement program to address concerns for the social work profession. The Secretary shall also award grants to: (1) 25 social workers who hold a doctoral degree in social work for postdoctoral research in social work, (2) 20 eligible institutions of higher education to support the recruitment and education of social work students in advanced degree programs and the professional development of social work faculty, and (3) six eligible covered entities to test and replicate effective social work interventions. The Secretary shall contract with a national social work entity that serves as a coordinating center to: (1) engage in activities to build on the efforts of the National Association of Social Workers National Center for Workforce Studies; (2) collect, coordinate, monitor, and distribute data and information on best practices and findings regarding grant-funded activities; (3) report to the Secretary recommendations on the need to recruit new social workers, retain current social worker, conduct social worker research, and reinvest in the profession of social work; and (4) select research topics to further the goals of this Act. The Secretary must develop and issue public service announcements that advertise and promote the social work profession.

Expressing support for designation of the week of March 15, 2015, through March 21, 2015, as National Young Audiences Arts for Learning Week.

United States · United States Congress · 16 March 2015

Supports the designation of National Young Audiences Arts for Learning Week. (Young Audiences Arts for Learning is a nonprofit organization that presents arts-in-education programs to students and teachers.) Honors the contributions which Young Audiences Arts for Learning programs have made in enriching the lives of students, teachers, volunteers, families, and communities.

America's FOCUS Act of 2015

United States · United States Congress · 13 March 2015

America's Fund for Future Opportunities and Outcomes in the United States Act of 2015 or the America's FOCUS Act of 2015 Establishes a separate account in the U.S. Treasury to be known as the America's FOCUS Fund, into which shall be deposited: (1) revenue generated by civil and criminal fines and penalties for violations or alleged violations of federal law; (2) revenue generated by legal settlements reached between corporations and the federal government for violations or alleged violations of federal law; and (3) gifts, bequests, or donations to the Fund from private entities or individuals. Requires that, of the total revenue in the Fund: (1) up to 33% be used to award grants for youth mentoring and science, technology, engineering, and mathematics (STEM) education; (2) up to 33% be used to award grants for justice reinvestment; (3) up to 33% be used to award grants and prizes for innovations in medical research and development; and (4) the remaining revenue be used to reduce the federal budget deficit or, if there is no deficit, to reduce the federal debt. Directs the Secretary of Education to award the grants for youth mentoring programs, and the Associate Administrator for Education for the National Aeronautics and Space Administration (NASA) to award the grants for STEM education programs, to: (1) national non-profit, community-based organizations with at least two years of experience in administering such programs; and (2) state or local governments. Requires that, of the funds available for justice reinvestment, the Department of Justice (DOJ): (1) award 50% to state and local governments for justice reinvestment projects, (2) use up to 25% of the funds to support federal justice reinvestment projects, and (3) allocate up to 25% of the funds to grant programs established under the Second Chance Act within DOJ. Requires the Director of the National Institutes of Health to use the revenue designated for medical innovation to fund entities that conduct innovative medical research and development. Authorizes the Director to use up to 15% of those funds to award monetary prizes to entities that have used their own funding and research facilities to produce innovative results. Requires that the grant funds be used to supplement, not supplant, other federal, state, and local funds designated to carry out those activities.

No Hungry Kids Act

United States · United States Congress · 13 March 2015

No Hungry Kids Act Nullifies the rule published by the Department of Agriculture (USDA) on January 26, 2012, establishing nutrition standards for the school lunch and breakfast programs. (This rule is summarized as requiring most schools to increase the availability of fruits, vegetables, whole grains, and fat-free and low-fat fluid milk in school meals; reduce the levels of sodium, saturated fat and trans fat in meals; and meet the nutrition needs of school children within their calorie requirements.) Amends the Richard B. Russell National School Lunch Act to prohibit USDA's minimum nutritional requirements for school lunches from being construed as establishing a calorie maximum for individual school lunches or prohibiting a child from eating a lunch provided by the child's parent or legal guardian.

American Dream Accounts Act

United States · United States Congress · 13 March 2015

American Dream Accounts Act Authorizes the Secretary of Education to award competitive grants to eligible entities so each can establish and administer American Dream Accounts for a group of at least 30 low-income public school students who, at the time the entities apply for a grant, are attending a grade no higher than ninth grade. Lists as eligible entities: (1) state educational agencies; (2) local educational agencies (LEAs), including charter schools that operate as their own LEA; (3) charter management organizations or charter school authorizers; (4) institutions of higher education (IHEs) or Tribal Colleges or Universities; (5) nonprofit organizations; (6) entities experienced in educational savings or assisting low-income students attain higher education; (7) consortia of two or more of these entities; and (8) consortia of one or more of these entities and a public, charter, or Indian school. Describes an American Dream Account as a personal online account for low-income students that monitors their progress toward higher education and includes a college savings account. Requires American Dream Accounts to provide students with opportunities, either online or in person, to: (1) attain financial literacy; (2) learn about preparing for enrollment in an IHE; and (3) identify their skills or interests, including career interests. Requires grantees, subject to federal privacy laws and regulations, to allow vested stakeholders to have secure Internet access to an American Dream Account, but not the college savings account portion of that Account. Prohibits grantees from using their grant to provide the initial deposit into the college savings account portion of a student's American Dream Account. Prohibits the funds in those college savings accounts from being considered in making federal student financial aid determinations.

Women Veterans Access to Quality Care Act of 2015

United States · United States Congress · 13 March 2015

Women Veterans Access to Quality Care Act of 2015 Directs the Department of Veterans Affairs (VA) to: (1) establish standards to ensure that all VA medical facilities have the structural characteristics necessary to adequately meet the gender-specific health care needs of veterans at such facilities, including privacy, safety, and dignity; (2) integrate such standards into its prioritization methodology with respect to requests for funding major medical facility projects and major medical facility leases; and (3) report on such standards, including regarding the facilities that fail to meet such standards and the costs of projects and leases required to meet them. Requires the VA to: (1) use health outcomes for women veterans furnished health care by the the VA in evaluating the performance of VA medical center directors, (2) publish on its website information on such performance and on health outcomes for women veterans for each VA medical facility, (3) ensure that every VA medical center has a full-time obstetrician or gynecologist, and (4) carry out a pilot program to increase the number of residency program positions and graduate medical education positions for obstetricians and gynecologists at VA medical facilities in not less than three Veterans Integrated Service Networks. Directs the VA to develop procedures to share information that includes military service and separation data, personal email addresses and telephone numbers, and mailing addresses of veterans with state veterans agencies in electronic format as a means of facilitating the furnishing of assistance and benefits to such veterans. Allows a veteran to elect to prevent their information from being shared. Directs the Government Accountability Office to carry out an examination of whether VA medical centers are able to meet the health care needs of women veterans.

Expressing support for designation of the week of March 15, 2015, through March 21, 2015, as National Young Audiences Arts for Learning Week.

United States · United States Congress · 13 March 2015

Supports the designation of National Young Audiences Arts for Learning Week. (Young Audiences Arts for Learning is a nonprofit organization that presents arts-in-education programs to students and teachers.) Honors the contributions which Young Audiences Arts for Learning programs have made in enriching the lives of students, teachers, volunteers, families, and communities.

Energy Savings and Industrial Competitiveness Act of 2015

United States · United States Congress · 11 March 2015

Energy Savings and Industrial Competitiveness Act of 2015 This bill revises a variety of programs to encourage energy efficiency in buildings, industry, the federal government, and certain appliances. States and Indian tribes must measure their compliance with certain residential and commercial building energy codes. The Department of Energy (DOE) must: (1) provide technical assistance and incentive funding to implement building energy codes, and (2) establish energy saving targets for updating model building energy codes. DOE must: (1) provide grants to establish building training and assessment centers at institutions of higher education, and (2) establish a process to recognize schools for implementing energy efficient and renewable energy projects and assisting initiation of similar efforts. The General Services Administration must develop model leasing provisions and best practices to encourage building owners and tenants to use greater cost-effective energy efficiency measures in commercial buildings. The Environmental Protection Agency (EPA) must develop a Tenant Star program to recognize tenants of spaces in commercial buildings who voluntarily achieve high levels of energy efficiency. DOE may make awards to utilities, utility regulators, and utility partners to develop and implement programs to provide aggregated whole building energy consumption information to multitenant building owners. The energy-intensive industries program is renamed the future of industry program. DOE must: (1) conduct on-site technical assessments at the request of a manufacturer to identify opportunities for maximizing energy efficiency, prevent pollution and minimize waste, improve efficient use of water in manufacturing processes, and conserve natural resources; and (2) carry out an industry-government partnership program to research, develop, and demonstrate new sustainable manufacturing and industrial technologies and processes. A Supply Star program is established within DOE to identify and promote practices, recognize companies, and recognize products that use highly efficient supply chains that conserve energy, water, and other resources. DOE must establish rebate programs for expenditures for purchasing and installing certain: (1) electric motors with controls that reduce energy use, and (2) energy efficient transformers. This bill revises requirements concerning the energy performance of federal buildings, certification under the Energy Star Program, certification of green buildings, energy efficiency in federal real estate transactions and programs, and verification of compliance with energy conservation standards for certain appliances. The Department of Housing and Urban Development must establish a demonstration program for energy and water conservation improvements at multifamily residential units. Energy conservation standards are established for grid-enabled water heaters for use as part of an electric thermal storage or demand response program (a program that enables customers to reduce or shift their power use during peak demand periods).

Frontline Mental Health Provider Training Act

United States · United States Congress · 11 March 2015

Frontline Mental Health Provider Training Act Requires the Department of Defense (DOD) and the Department of Veterans Affairs (VA) to jointly commence a pilot program to assess the feasibility and advisability of expanding use of physician assistants specializing in psychiatric medicine at DOD and VA medical facilities in order to meet the increasing demand for mental health care providers at such facilities through the completion of two 18-month psychiatry fellowship programs for physician assistants. Directs DOD to carry out the pilot program at not less than one military medical treatment facility under the jurisdiction of the Department of the Army, one under the jurisdiction of the Department of the Navy, and one under the jurisdiction of the Department of the Air Force. Requires the VA to carry out the program at not less than three VA medical centers. Requires each Department to select at least 12 physician assistants to participate in each fellowship program. Sets forth qualifications for eligible physician assistants. Requires each fellowship program to: (1) meet the training model for acuity, mixture, and volume established for psychiatric residency programs; and (2) provide to the selected individuals training equivalent to that received during a psychiatric residency, education leading to a clinical doctorate of science in psychiatry, and education that addresses the particular needs of rural and other under served populations of members of the Armed Forces and veterans.

SOS Campus Act

United States · United States Congress · 11 March 2015

Survivor Outreach and Support Campus Act or the SOS Campus Act Amends the Higher Education Act of 1965 to require each institution of higher education (IHE) that participates in the programs under title IV (Student Assistance) to designate an independent advocate for campus sexual assault prevention and response (Advocate) with experience in providing sexual assault victim services. Directs the Secretary of Education to prescribe regulations for IHEs to follow in appointing Advocates. Requires each Advocate to: (1) report to an individual outside the body responsible for investigating and adjudicating sexual assault complaints at the IHE, (2) submit to such individual an annual report summarizing how the resources supplied to the Advocate were used, and (3) represent the interests of each student victim even when they conflict with the IHE's interests. Directs each Advocate to: ensure that sexual assault victims at the IHE receive, with their consent, specified information and services; guide sexual assault victims who request assistance through the reporting, counseling, administrative, medical and health, academic accommodations, or legal processes of the IHE or local law enforcement; attend, at the request of a sexual assault victim, any administrative or IHE-based adjudication proceeding related to such assault as an advocate for the victim; maintain the privacy and confidentiality of the victim and any witness to such sexual assault, without notifying the IHE or any other authority of the identity of the victim or of any such witness or the alleged circumstances surrounding the reported sexual assault, unless otherwise required to do so by state law; and conduct a public information campaign to inform the students enrolled at the IHE of the existence of, contact information for, and services provided by the Advocate. Prohibits IHEs from retaliating against: (1) Advocates for representing the interests of a student victims, or (2) student victims for reporting sexual assaults to Advocates.

Frank R. Lautenberg Chemical Safety for the 21st Century Act

United States · United States Congress · 10 March 2015

Frank R. Lautenberg Chemical Safety for the 21st Century Act This bill amends the Toxic Substances Control Act (TSCA) to revise the regulation of chemicals. A safety standard is established to ensure that no unreasonable risk of harm to health or the environment will result from exposure to a chemical under the conditions of use. The standard includes the protection of potentially exposed or susceptible populations. The standard does not take cost or other non-risk factors into consideration. The bill repeals the requirement that the Environmental Protection Agency (EPA) apply the least burdensome means of adequately protecting against unreasonable risk from chemicals. The bill revises the EPA's authority to require the development of new information about a chemical by establishing a risk-based screening process. By specified deadlines, the EPA must designate a certain number of existing chemicals as high- or low-priority for safety assessments and determinations and conduct safety assessments and determinations for high-priority chemicals. The EPA must prohibit or restrict the manufacture, processing, use, distribution, or disposal of a new chemical, or a significant new use of an existing chemical, if the chemical will not likely meet the safety standard, or additional information is necessary to make a safety determination. If a chemical does not meet the safety standard, the EPA must impose restrictions to assure that it meets the standard, or ban or phase out the chemical when the safety standard cannot be met with the application of those restrictions. In deciding which restrictions to impose, the EPA must take into consideration the costs and benefits of a proposed restriction as well as at least one alternative restriction. Confidential business information claims to protect information related to chemicals must be substantiated by manufacturers or processors and reviewed by the EPA. The type of information that is protected from disclosure and the duration of the protection are limited. The bill revises preemption provisions. The preemption of state restrictions on high-priority substances begins once the EPA starts a safety assessment. The EPA must require manufacturers and processors to pay fees to defray the cost of this bill. The TSCA Implementation Fund is established to receive such fees. The President must establish an interagency Sustainable Chemistry Program to promote and coordinate federal sustainable chemistry research, development, demonstration, technology transfer, commercialization, education, and training activities.

Student Loan Borrowers' Bill of Rights Act of 2015

United States · United States Congress · 10 March 2015

Student Loan Borrowers' Bill of Rights Act of 2015 Removes educational loans from the list of debts that are non-dischargeable in bankruptcy. Amends title IV (Student Assistance) of the Higher Education Act of 1965 (HEA) to reinstate the six-year statute of limitations on the recovery by: institutions of higher education (IHEs) of refund amounts owed by students on grants made, or work assistance awarded, under title IV; guaranty agencies of amounts owed on loans made under the Federal Family Education Loan (FFEL) program; IHEs that have program participation agreements with the Secretary of Education of amounts owed under the William D. Ford Federal Direct Loan program or Federal Perkins Loans program; and the federal government of amounts owed by students on grants made under title IV or amounts owed by borrowers on loans made under title IV that have been assigned to the Secretary. Prohibits the collection of amounts individuals owe the Department of Education under title IV of the HEA through: (1) offsets of social security, railroad retirement, or black lung benefits; (2) offsets of tax refunds; or (3) wage garnishment. Amends the Internal Revenue Code to exclude discharged student loan debt from an individual's gross income. Excludes from gross income distributions from qualified tuition plans that are use to pay the interest or principal on student loans. Amends the HEA to make borrowers of PLUS loans made on behalf of dependent students under: the Direct Loan program eligible for income-contingent repayment plans, including plans based on the President's Pay As You Earn repayment initiative; the Direct Loan or FFEL programs eligible for income-based repayment plans that enable borrowers who have a partial financial hardship to make lower monthly payments; and the Direct Loan or FFEL programs eligible for loan forgiveness for service in areas of national need. Specifies the regulation to be used in determining whether individuals have an adverse credit history that disqualifies them from borrowing a Direct Plus loan (provided to graduate or professional students or the parents of dependent students). Prohibits evidence of an individual's default on a loan made, insured, or guaranteed under title IV of the HEA from being used in a federal or state proceeding involving the individual's professional or vocational license. Prohibits an IHE from blocking students' access to their student records at the IHE due to such students being in default on such loans. Directs the Secretary to cancel 50% of the balance of the interest and principal due on Direct loans that are not in default for borrowers who are employed in a public service job and make 60 monthly payments on such loans after October 1, 2015.

American Dream Accounts Act

United States · United States Congress · 10 March 2015

American Dream Accounts Act Authorizes the Secretary of Education to award competitive grants to eligible entities so each can establish and administer American Dream Accounts for a group of at least 30 low-income public school students who, at the time the entities apply for a grant, are attending a grade no higher than ninth grade. Lists as eligible entities: (1) state educational agencies; (2) local educational agencies (LEAs), including charter schools that operate as their own LEA; (3) charter management organizations or charter school authorizers; (4) institutions of higher education (IHEs) or Tribal Colleges or Universities; (5) nonprofit organizations; (6) entities experienced in educational savings or assisting low-income students attain higher education; (7) consortia of two or more of these entities; and (8) consortia of one or more of these entities and a public, charter, or Indian school. Describes an American Dream Account as a personal online account for low-income students that monitors their progress toward higher education and includes a college savings account. Requires American Dream Accounts to provide students with opportunities, either online or in person, to: (1) attain financial literacy; (2) learn about preparing for enrollment in an IHE; and (3) identify their skills or interests, including career interests. Requires grantees, subject to federal privacy laws and regulations, to allow vested stakeholders to have secure Internet access to an American Dream Account, but not the college savings account portion of that Account. Prohibits grantees from using their grant to provide the initial deposit into the college savings account portion of a student's American Dream Account. Prohibits the funds in those college savings accounts from being considered in making federal student financial aid determinations.

Local School Board Governance and Flexibility Act

United States · United States Congress · 10 March 2015

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.

Next Generation High Schools Act

United States · United States Congress · 10 March 2015

Next Generation High Schools Act Directs the Secretary of Education to award competitive grants to local educational agencies (LEAs) or charter schools that partner with at least one institution of higher education, at least one community-based partner, and a qualified intermediary to provide high school students with challenging, engaging, and relevant academic and career-related learning opportunities that are aligned with rigorous, challenging academic content that prepares them to transition to postsecondary education and careers. Sets the grant term at five years, with up to three one-year renewals that are conditioned on the grantee making satisfactory progress toward performance indicators and targets. Requires grant applicants to make make specified equity assurances, including that their LEAs will allocate school improvement funds to eligible high schools in amounts that are proportionate to those schools' share of low-income students. Defines "eligible high schools" as those that: (1) serve students at least 65% of whom are from low-income families; (2) have a graduation rate at or below 67%, excepting new high schools; (3) do not receive school improvement funds under the Elementary and Secondary Education Act of 1965; and (4) are identified by their state as low-performing. Requires the grants to be used to: develop and implement partnerships to help schools prepare students to apply academic concepts to real world challenges; implement an early warning indicator system in eligible high schools and, where applicable, feeder middle schools to identify struggling students; provide support and credit recovery opportunities for struggling students at the grantee's secondary schools or in other appropriate settings; provide high schools with dropout recovery or reentry programs that enable returning dropouts to graduate college and career ready; provide evidence-based middle school to high school transition programs and supports; and provide high school leaders, staff, students, and families with high-quality, easily accessible, and timely information concerning graduation requirements, postsecondary admission requirements, the availability of financial assistance, labor markets, and other programs and services to improve the prospects of traditionally underserved students. Lists, separately, the required grant activities in eligible high schools and their feeder middle schools. Requires each grantee, immediately after receiving its grant, to contract with an outside evaluator to evaluate the effects of such grant.

Ericka M. Miller, of Virginia, to be Assistant Secretary for Postsecondary Education, Department of Education, vice Eduardo M. Ochoa.

United States · United States Senate · 4 March 2015