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Bill· HRH.R. 829 (114th)referred
United States · United States Congress · 10 February 2015
Supporting Athletes, Families and Educators to Protect the Lives of Athletic Youth Act or the SAFE PLAY Act Amends the Public Health Service Act to require the Centers for Disease Control and Prevention (CDC) to develop public education and awareness materials and resources concerning cardiac health, including: information to increase education and awareness of high risk cardiac conditions and genetic heart rhythm abnormalities that may cause sudden cardiac arrest in children, adolescents, and young adults; sudden cardiac arrest and cardiomyopathy risk assessment worksheets to increase awareness of warning signs of, and increase the likelihood of early detection and treatment of, life-threatening cardiac conditions; training materials for emergency interventions and use of life-saving emergency equipment; and recommendations for how schools, childcare centers, and local youth athletic organizations can develop and implement cardiac emergency response plans. Requires the CDC to: (1) provide for dissemination of such information to school personnel, coaches, and families; and (2) develop data collection methods to determine the degree to which such persons have an understanding of cardiac issues. Directs the Department of Health and Human Services to award grants to enable eligible local educational agencies (LEAs) and schools served by such LEAs to purchase AEDs and implement nationally recognized CPR and AED training courses. Amends the Elementary and Secondary Education Act of 1965 to require a state, as a condition of receiving funds under such Act, to certify that it requires: (1) LEAs to implement a standard plan for concussion safety and management for public schools; (2) public schools to post information on the symptoms of, the risks posed by, and the actions a student should take in response to, a concussion; (3) public school personnel who suspect a student has sustained a concussion in a school-sponsored activity to notify the parents and prohibit the student from participating in such activity until they receive a written release from a health care professional; and (4) a public school's concussion management team to ensure that a student who has sustained a concussion is receiving appropriate academic supports. Directs the National Oceanic and Atmospheric Administration to develop public education and awareness materials and resources to be disseminated to schools regarding risks from exposure to excessive heat and humidity and recommendations for how to avoid heat-related illness. Requires public schools to develop excessive heat action plans for school-sponsored athletic activities. Requires the CDC to develop guidelines for the development of emergency action plans for youth athletics. Authorizes the Food and Drug Administration to develop information about the ingredients used in energy drinks and their potential side effects, and recommend guidelines for the safe use of such drinks by youth, for dissemination to public schools. Requires the CDC to: (1) expand, intensify, and coordinate its activities regarding cardiac conditions, concussions, and heat-related illnesses among youth athletes; and (2) report on fatalities and catastrophic injuries among youths participating in athletic activities.
Bill· HRH.R. 848 (114th)referred
United States · United States Congress · 10 February 2015
Great Teaching and Leading for Great Schools Act of 2015 Amends part A (Teacher and Principal Training and Recruiting Fund) of title II of the Elementary and Secondary Education Act of 1965 to require states to use at least 50% of their part A grant funds that are reserved for state activities for programs and activities to improve principal effectiveness. Adds to the state activities those grants may fund, the development and implementation of: teacher and principal licensure systems that provide a single license for entry into the profession for candidates who complete a state-approved teacher or principal preparation program; a teacher evaluation system that has at least three different performance ratings and is based on student academic outcomes and observations of teacher performance; and a school principal evaluation system that has at least three different performance ratings and is based on student academic outcomes, principal leadership practices, and the recruitment, development, evaluation, and retention of effective teachers. Requires local educational agencies (LEAs) that receive a subgrant under part A to use at least 10% of the subgrant for programs and activities to improve principal effectiveness. Adds to the educator training, retention, and recruiting efforts those subgrants may fund: the development of strategies that provide differentiated pay and recognition for teachers and principals based on effectiveness and increased responsibilities; efforts to increase the knowledge and skills of principal managers, principals, assistant principals, coaches and teacher leaders; the implementation of the teacher and principal evaluation systems developed by their state; and the implementation of a formal evaluation system to determine the effectiveness of the programs carried out under such systems. Redefines "professional development" as a comprehensive system of professional learning to increase educator effectiveness in improving student learning and achievement that: fosters collective responsibility for improved student performance; is aligned with rigorous state student academic achievement standards and related LEA and school improvement goals; is conducted among educators at the school and facilitated by well-prepared school principals and school-based professional development coaches, mentors, master teachers, or other teacher leaders who have demonstrated success with the given student population; primarily occurs several times per week, or the equivalent of several hours per week, among established teams of teachers, principals, and other instructional staff members that engage in a continuous cycle of improvement; and may be supported by activities such as courses, workshops, institutes, networks, and conferences that are provided by entities outside the school.
Bill· HRH.R. 840 (114th)referred
United States · United States Congress · 10 February 2015
STEM Gateways Act This bill directs the Department of Education to award competitive grants for science, technology, engineering, and mathematics (STEM) elementary and secondary school programs that: encourage interest in the STEM fields; motivate engagement in the STEM fields by providing relevant hands-on learning opportunities; support classroom success in the STEM disciplines; support STEM workforce training and career preparation for secondary school students; or improve the access of secondary school students to STEM career and continuing education opportunities.
Bill· HRH.R. 831 (114th)referred
United States · United States Congress · 10 February 2015
Supporting Afterschool STEM Act Requires the Director of the National Science Foundation (NSF) to establish an afterschool STEM (Science, Technology, Engineering, and Mathematics) grant program awarding competitive grants to afterschool or STEM networks to: develop quality standards for STEM programming in afterschool programs and provide those programs with technical assistance in implementing such standards, work with state education stakeholders to define and promote appropriate measurable outcomes for afterschool programs that include STEM content, provide technical assistance to afterschool programs to start or grow their afterschool STEM efforts and define appropriate learning outcomes for such efforts, coordinate professional development for afterschool program educators, help afterschool program providers form strategic partnerships to advance STEM learning in afterschool programs, create and disseminate tool kits to afterschool programs wanting to form partnerships and incorporate STEM professionals as mentors and role models, and provide technical assistance to federally funded STEM researchers and professionals who wish to engage with afterschool programs. Requires the Director to reserve 20% of the funds appropriated for such grant program to develop and support new afterschool or STEM networks in states or areas where they do not exist. Defines: (1) an "afterschool program" as a structured program offered for elementary, middle, or secondary school students when school is not in session, such as before or after school, during recess, on the weekend, or during the summer; and (2) an "afterschool or STEM network" as a coalition that fosters partnerships and provides support to afterschool program providers and STEM education providers. Includes as goals of the grant program: (1) to support the development and delivery of high-quality STEM education to populations underrepresented in STEM fields, and (2) to provide hands-on learning and exposure to STEM research facilities and businesses through in-person or virtual distance-learning experiences. Requires the Director to provide each recipient of a STEM research grant who is under the Director's authority with information on opportunities to engage with students in out-of-school-time programs, such as through mentorships.
Bill· SS. 410 (114th)open
United States · United States Congress · 9 February 2015
Building upon Unique Indian Learning and Development Act Directs the Department of the Interior to establish a contest to encourage institutions of higher education (IHEs) to consider how to improve Indian school facilities. Requires the Department of Education (ED) and Interior to establish a Joint Oversight Board to coordinate Indian education policies and assistance. Amends the Elementary and Secondary Education Act of 1965 (ESEA) to award grants to create or expand pipelines for teachers and administrators of Native American students. Requires states receiving grants under part A of title I of the ESEA (Education for the Disadvantaged) to develop standards-based assessments and classroom lessons that accommodate diverse learning styles. Expands programs for Native American school children to support learning in the children's Native language and culture and provide English language instruction. Exempts Native language teachers from qualification requirement. Requires states to develop an alternative licensure or certification process for those teachers. Amends the Native American Programs Act of 1974 to extend through FY2019 the grant program to ensure the survival and continuing vitality of Native American languages. Requires ED to: (1) improve school environments and student skill development for Native American students, (2) establish a program for school dropout prevention for Native American students, and (3) collaborate with the Department of Agriculture to establish tribal-school specific gardens and nutrition programs. Extends through FY2018 and appropriates funds for the Impact Aid program. Extends through FY2016: (1) the tribally controlled postsecondary career and technical institutions program, (2) the Institute of American Indian and Alaska Native Culture and Arts Development, (3) grants for the Haskell Indian Nations University and Southwestern Indian Polytechnic Institute, and (4) scholarships under the Snyder Act.
Bill· HRH.R. 810 (114th)referred
United States · United States Congress · 9 February 2015
National Aeronautics and Space Administration Authorization Act of 2015 Authorizes appropriations for FY2015 for the National Aeronautics and Space Administration (NASA). Authorizes programs, activities, and reports respecting NASA, including those with regard to human exploration of space, the Space Launch System, the Orion multipurpose crew vehicle, space radiation, the International Space Station (ISS), the commercial crew program, radioisotope power systems, extrasolar planet exploration, the James Webb Space Telescope, the Wide-Field Infrared Survey Telescope, near-Earth objects, astrobiology, space weather, the Stratospheric Observatory for Infrared Astronomy, Venture class missions, aeronautics research (including transformative aeronautics research), science, technology, engineering, and mathematics (STEM) education, project and program reserves, orbital debris mitigation, remote satellite robotic servicing demonstrations, and astronaut occupational health care. Directs NASA to report to Congress on the proposed Asteroid Retrieval Mission. Directs NASA to utilize the International Space Station and commercial services for space technology demonstration missions in low-Earth orbit whenever it is practical and cost effective to do so. Establishes a space technology program. Directs NASA to: (1) enter into an arrangement with the National Academy of Public Administration to assess the effectiveness of the NASA Advisory Council, (2) enter into an arrangement with the National Academies for a review of the National Space Grant College and Fellowship Program, and (3) revise the NASA Supplement to the Federal Acquisition Regulation to address the detection and avoidance of counterfeit electronic parts. Directs NASA to develop a policy on the use of operational commercial reusable suborbital flight vehicles for carrying out scientific and engineering investigations and educational activities.
Bill· SS. 416 (114th)referred
United States · United States Congress · 9 February 2015
Pregnant and Parenting Students Access to Education Act of 2015 Authorizes the Secretary of Education to make formula grants to states and, through them, competitive subgrants to local educational agencies (LEAs) to establish or enhance educational programs and related services that enable expectant and parenting students to enroll in, attend, and succeed in school. Requires state grantees to: (1) designate a Coordinator for Education of Expectant and Parenting Students who is to develop and implement a state plan for educating expectant and parenting students, and (2) develop and implement high-quality professional development programs for LEAs and school personnel. Requires subgrantees to: provide academic support services to expectant and parenting students; assist such students in accessing quality, affordable child care, and early childhood education services; provide transportation services or assistance to such students and their children; educate students, parents, and community members regarding the educational rights of such students; train school personnel regarding the challenges facing expectant and parenting students and their educational rights; revise school policies and practices that hinder or discourage such students from continuing their education; provide student parents with training and support in parenting, healthy relationship skills, unplanned pregnancy prevention strategies, and other life skills; and provide educational and career mentoring services and peer groups to expectant and parenting students. Gives subgrant priority to LEAs in geographic areas with teen birth rates that: (1) exceed the state average, or (2) are below the state average but higher than the state average for one or more racial or ethnic groups. Directs the Secretary to conduct national activities that include: (1) providing technical assistance to states and reviewing their plans for educating expectant and parenting students, (2) evaluating subgrantees' programs and education program service delivery models for such students, and (3) gathering and disseminating information regarding the education of such students and best practices in facilitating it. Amends the school improvement program under part A of title I of the Elementary and Secondary Education Act of 1965 to require states to include in their annual state report cards data regarding their expectant and parenting students, in the aggregate and disaggregated and cross-tabulated by specified student subgroups.
Bill· SS. 412 (114th)referred
United States · United States Congress · 9 February 2015
Schools Utilizing Comprehensive and Community Engagement for Success Act or the Success Act Amends part A of title I (Improving the Academic Achievement of the Disadvantaged) of the Elementary and Secondary Education Act of 1965 (ESEA) to require local educational agencies (LEAs) to work with public and private state and local entities to provide children and families with services that are integrated with services from specialized instructional support personnel and LEA homeless liaisons to address the academic and nonacademic factors that affect student achievement. Amends title V (Promoting Informed Parental Choice and Innovation Programs) of the ESEA to establish a Parent and Community Outreach and Engagement program. Directs the Secretary of Education to award formula grants to states and, through them, competitive subgrants to: (1) LEAs to assist their public elementary and secondary schools to hire and maintain Parent and Community Outreach Coordinators; and (2) community-based organizations or institutions of higher education that work in partnership with public schools to connect integrated services and comprehensive supports to students and families to enhance students' social, emotional, intellectual, and physical development. Requires Parent and Community Outreach Coordinators to: (1) build relationships, bridge gaps, and create partnerships among school staff, families, and community members; and (2) provide support and resources to increase family and community engagement in schools. Requires Coordinators to be supervised and evaluated by the principal or headmaster of the school and evaluated annually by a committee composed of school personnel, parents, and at least one community partner. Authorizes the Secretary to contract with a nonprofit organization that has effective and extensive experience in providing integrated student supports to: (1) provide technical assistance and training to this Act's grantees and subgrantees; and (2) establish a national clearinghouse for the collection and dissemination of information on effective parent, family, and community engagement practices and programs.
Bill· SS. 419 (114th)referred
United States · United States Congress · 9 February 2015
STEM Support for Teachers in Education and Mentoring (STEM) Act or the STEM 2 Act Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to award competitive planning grants to states, Indian tribes or tribal organizations, nonprofit organizations, or institutions of higher education (IHEs) to develop effective state or tribal science, technology, engineering, and mathematics (STEM) networks that coordinate STEM education efforts by: (1) facilitating communication and collaboration among public and private STEM stakeholders, and (2) identifying STEM occupational skills needed in the future. Directs the Secretary to award competitive grants to states, Indian tribes or tribal organizations, local educational agencies (LEAs), IHEs, or nonprofit organizations to develop, implement, and evaluate STEM education training programs for teachers and administrators in elementary, middle, and secondary schools and for preservice teachers in postsecondary schools. Requires the Secretary to award competitive grants to states, Indian tribes or tribal organizations, LEAs, public charter schools, IHEs, or nonprofit organizations to support curriculum development, assessments, or related activities that enable states to adopt new mathematics and science academic standards. Requires the Secretary to establish a national panel to identify and recommend the most effective STEM curricula models for kindergarten through grade 12.
Bill· SS. 415 (114th)referred
United States · United States Congress · 9 February 2015
IDEA MOE Adjustment Act Amends the Individuals with Disabilities Education Act to alter the formula for reallocating the federal special education funding that is denied to states that reduce their level of special education funding from one fiscal year to the next. Reallocates: 85% of those funds on the basis of each nonpenalized state's share of children aged 3 through 21 who are of the same age as children with disabilities for whom the state provides a free appropriate public education, and 15% of those funds on the basis of each nonpenalized state's share of those children who are impoverished. Prohibits the Secretary of Education from considering those penalties or redistributions when calculating the amount of special education funds a state received in a preceding fiscal year for purposes of determining the state's current share of federal special education funds. Limits the application of the penalty imposed on a state that reduces its special education funding from one fiscal year to the next to a reduction of federal special education funds (equal to the amount of the state shortfall) that is imposed: (1) the following fiscal year, or (2) over a multi-year period that is no more than five consecutive fiscal years. (Currently, that penalty may be imposed on a state for any fiscal year after the fiscal year the state reduces its special education funding.)
Bill· SS. 418 (114th)referred
United States · United States Congress · 9 February 2015
Promoting Health as Youth Skills in Classrooms and Life Act Amends the Elementary and Secondary Education Act of 1965 to include health education and physical education in the definition of "core academic subjects." Requires each state to determine the most feasible measure for assessing students in health education and physical education, including through adaptive assessments, to measure student knowledge and performance against state standards. Authorizes appropriations for FY2016-FY2020 for the Carol M. White Physical Education Program, which provides matching grants to local educational agencies and community-based organizations to initiate, expand, and improve physical education programs (including after-school programs) for students in kindergarten through grade 12.
Bill· HRH.R. 759 (114th)open
United States · United States Congress · 5 February 2015
Recidivism Risk Reduction Act Directs the Attorney General to: (1) develop a Post-Sentencing Risk and Needs Assessment System; (2) make recommendations regarding recidivism reduction programs and productive activities (programs); (3) conduct ongoing research and data analysis on the best practices relating to the use of offender risk and needs assessment tools, the best available tools, the most effective and efficient uses of such tools, and the most effective programs for prisoners classified at different recidivism risk levels and for addressing the specific needs of prisoners; (4) develop risk and needs assessment tools for such System based on such research and analysis; and (5) review the System, recommendations, and research biennially to determine whether any revisions or updates should be made. Requires the System to provide: (1) tools to classify the recidivism risk level of prisoners and assign appropriate programs, reassess such risk level periodically and make appropriate reassignments, and determine when a prisoner is ready to transfer into pre-release custody; (2) guidance on the programs that should be assigned for each classification of prisoner; (3) incentives and rewards for prisoners to participate in and complete programs, including family phone and visitation privileges, time credits, and transfers into pre-release custody; and (4) guidelines for the Bureau of Prisons to reduce rewards earned by prisoners who violate prison or program rules. Bars prisoners convicted of specified offenses from receiving time credits. Directs the Attorney General to: (1) develop training programs for Bureau officials and employees responsible for administering the System; (2) monitor and assess the use of the System; (3) review the effectiveness of existing programs in prisons operated by the Bureau and in state-operated prisons; and (4) make recommendations to the Bureau regarding the expansion of programming and activity capacity, the replication of effective programs, and the addition of any new programs that would help to reduce recidivism. Directs the Bureau to: (1) implement the System and complete a risk and needs assessment for each prisoner; (2) expand the effective programs it offers and add any new ones necessary to effectively implement the System; (3) phase in such programs according to a specified schedule; and (4) develop policies for the warden of each prison to enter into partnerships with specified nonprofit organizations, institutions of higher education, and private entities to expand such programs. Sets forth procedures for the transfer into pre-release custody of a prisoner classified as having a low risk of recidivating.
Bill· HRH.R. 756 (114th)open
United States · United States Congress · 5 February 2015
Streamlining Energy Efficiency for Schools Act of 2015 This bill amends the Energy Policy and Conservation Act by directing the Department of Energy's Office of Energy and Renewable Energy to establish a clearinghouse for disseminating information regarding available programs and financing mechanisms that may be used to help initiate, develop, and finance energy efficiency, distributed generation, and energy retrofitting projects for schools. The office must: (1) consult with appropriate agencies to develop a list of programs and financing mechanisms that are, or may be, used for the projects; and (2) coordinate with appropriate agencies to develop a collaborative education and outreach effort to streamline communications and promote the programs and financing mechanisms.
Bill· HRH.R. 748 (114th)open
United States · United States Congress · 5 February 2015
GI Bill STEM Extension Act of 2015 Authorizes the Secretary of Veterans Affairs to pay up to nine months of additional Post-9/11 Educational Assistance to a veteran who has used all of the Post-9/11 Educational Assistance to which he or she was entitled and who: (1) is enrolled in a postsecondary education program that requires more than the standard 128 semester (or 192 quarter) credit hours for completion in a specified science, technology, engineering, or mathematics (STEM) field; or (2) has earned a postsecondary degree in one of those fields and is enrolled in a teaching certification program.
Bill· HRH.R. 794 (114th)referred
United States · United States Congress · 5 February 2015
STEM Master Teacher Corps Act of 2015 Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to award competitive matching grants to consortia of local educational agencies (LEAs) or states, acting in partnership with institutions of higher education or nonprofit organizations to establish a STEM (science, technology, engineering, and mathematics) Master Teacher Corps program. Requires grantees to: select exemplary elementary and secondary school STEM teachers for membership in the STEM Master Teacher Corps; provide those teachers with compensation that supplements their base salaries, with higher compensation going to those teaching at high-need public schools; provide, and track the effectiveness of, research-based training for Corps members; provide discretionary resources for Corps members at high-need schools to use; help coordinate instructional leadership and mentoring roles for Corps members; and facilitate efforts by Corps members to inform STEM education policy at the national, state, and local levels. Gives grant priority to applicants that intend to include: (1) large numbers of teachers in the STEM Master Teacher Corps; and (2) rural schools, particularly high-need rural schools, in the area they serve. Requires grantees to ensure that at least 75% of their STEM Master Teacher Corps are teachers at high-need schools. Directs the Secretary, acting through the Director of the Institute of Education Sciences, to: (1) evaluate the STEM Master Teacher Corps program; (2) identify optimal strategies for designing and advancing such program; and (3) identify best practices for developing, supporting, and retaining STEM teachers based on lessons learned from the program.
Bill· HRH.R. 770 (114th)referred
United States · United States Congress · 5 February 2015
Impact Aid Fairness and Equity Act of 2015 Amends the National Defense Authorization Act for Fiscal Year 2013 to make permanent amendments that Act made to the Impact Aid program (which compensates local educational agencies [LEAs] for the financial burden of federal activities affecting their school districts) that: require the valuation of the federal property located within the boundaries of an LEA by calculating the valuation, for property tax purposes, of all property within the LEA's boundaries and then multiplying that value by the proportion of that property that is federal property; and alter the formula for determining the foundation payments due LEAs for federal ownership of property when appropriations for a fiscal year are insufficient to provide them with full compensation. Amends the Impact Aid program of the Elementary and Secondary Education Act of 1965 to alter the formulae for determining the payments due LEAs for eligible federally-connected children. Includes not only children in average daily attendance but also those enrolled pursuant to a state open enrollment policy. Continues a heavily impacted LEA's eligibility for such payments while activities associated with military base closures and realignments or force structure changes or relocations are ongoing. Alters the formulae for determining the construction payments due LEAs that are eligible for other Impact Aid payments. Requires the Secretary of Education to use all Impact Aid construction appropriations to award: (1) emergency construction grants to LEAs that have no practical capacity, or minimal capacity, to issue bonds or that are otherwise eligible for Impact Aid and have a school facility emergency; and (2) modernization grants to LEAs that are eligible for other Impact Aid payments.
Bill· HRH.R. 773 (114th)referred
United States · United States Congress · 5 February 2015
Transform Education in America through Choice Act of 2015 Amends the Elementary and Secondary Education Act of 1965 to allow states to allocate school improvement grant funds among their local educational agencies (LEAs) on the basis of the number of children whose family income lies below the federal poverty level and who are enrolled in the public and state-accredited private schools within each LEA's geographic jurisdiction. Amends the Individuals with Disabilities Education Act to allow states that have established a program allowing the parents of disabled children to use public or private funds to send their children to a private school to use their allocation of special education funds to supplement those funds. Authorizes grants for the improvement of special education services to be used for the planning, design, and initial implementation (during a period of up to three years) of state programs that allow the parents of a disabled child to make a genuine independent choice of the appropriate public or private school. Sets forth requirements for those programs, including that they: (1) permit parents to receive state funds to pay some or all of the costs of their disabled child's attendance at the selected school, or (2) permit persons to receive a state tax credit for donations to an entity that provides funds to enable parents to pay some or all of the costs of their disabled child's attendance at that school. Repeals: (1) within one year or two years after this Act's enactment, specified provisions of the Elementary and Secondary Education Act of 1965, the Higher Education Act of 1965, the Rehabilitation Act of 1973, the Workforce Innovation and Opportunity Act, the America COMPETES Act, the American History and Civics Education Act of 2004, the American Recovery and Reinvestment Act of 2009, the Carl D. Perkins Career and Technical Education Improvement Act of 2006, and the Small Business Act; (2) within one year after this Act's enactment, the Erma Byrd Scholarship program; and (3) within three years after this Act's enactment, each competitive grant program administered by the Department of Education (ED), with specified exceptions. Requires ED, within one year after a program under this Act is repealed, to reduce the ED workforce by the number of full-time ED employee positions associated with such program.
Bill· HRH.R. 754 (114th)referred
United States · United States Congress · 5 February 2015
All Children are Equal Act or the ACE Act Amends part A of title I (Improving the Academic Achievement of the Disadvantaged) of the Elementary and Secondary Education Act of 1965 to alter the formula for determining the share of targeted grant funds and education finance incentive grant funds a local educational agency (LEA) receives. Alters the formula so that LEAs that have a high percentage of impoverished students, but a comparatively low number of such students, receive a higher allocation of such funding.
Bill· HRH.R. 755 (114th)referred
United States · United States Congress · 5 February 2015
Defending State Authority Over Education Act of 2015 Amends the Elementary and Secondary Education Act of 1965 (ESEA) to prohibit the Secretary of Education from attempting to influence, incentivize, or coerce a state to participate in a voluntary partnership with another state to develop and implement academic content and achievement standards and assessments. Prohibits the Secretary from conditioning the approval of a state's, local educational agency's (LEA's), or Indian tribe's request for a waiver of ESEA statutory or regulatory requirements on such an entity: (1) including in, or deleting from, such request, specific academic standards; (2) using specific academic assessment instruments or items; or (3) including in, or deleting from, such waiver request any criteria used to establish, implement, or improve state academic standards, academic assessments, state accountability systems, or teacher and school leader evaluation systems. Prohibits any federal officer or employee from directly or indirectly mandating, directing, or controlling a state's, LEA's, or school's specific instructional content, academic standards and assessments, curricula, or program of instruction, including through the placement of conditions on financial support.
Bill· HRH.R. 747 (114th)referred
United States · United States Congress · 5 February 2015
Proprietary Education Oversight Coordination Improvement Act Establishes the Proprietary Education Oversight Coordination Committee to: coordinate federal oversight of proprietary institutions of higher education (IHEs); coordinate federal activities to protect students from unfair, deceptive, abusive, unethical, fraudulent, or predatory practices, policies, or procedures of proprietary IHEs; encourage information sharing among federal agencies regarding federal investigations, audits, or inquiries of such IHEs; increase coordination and cooperation between federal and state agencies to improve oversight and accountability of proprietary IHEs; and develop best practices and consistency among federal and state agencies in the dissemination of consumer information regarding such IHEs. Requires the Committee to: (1) meet at least once each quarter of each fiscal year; and (2) meet at least once each fiscal year, and otherwise interact regularly, with state attorneys general, state approval agencies, veterans service organizations, and consumer advocates. Directs the Committee to submit, and make publicly available, an annual report to Congress that includes: (1) recommendations for legislative and administrative actions the Committees deems necessary to improve the enforcement of applicable federal laws, increase the accountability of proprietary IHEs to students and taxpayers, and ensure the promotion of quality education programs; and (2) specified financial and consumer information regarding such IHEs. Requires the Committee, each academic year, to publish the For-Profit College Warning List for Parents and Students, which is to be comprised of proprietary IHEs: that have engaged in illegal activity during the previous academic year as determined by a federal or state court; that have entered into a settlement resulting in a monetary payment; that have had any higher education program withdrawn or suspended; or for which the Committee has sufficient evidence of widespread or systemic unfair, deceptive, abusive, unethical, fraudulent, or predatory practices, policies, or procedures that threaten the academic success, financial security, or general best interest of students.
Bill· HRH.R. 768 (114th)referred
United States · United States Congress · 5 February 2015
Stop AIDS in Prison Act of 2015 Directs the Bureau of Prisons to develop a comprehensive policy to provide HIV testing, treatment, and prevention for inmates in federal prisons and upon reentry into the community. Requires such policy to include provisions for: (1) testing of inmates upon intake and counseling; (2) HIV/AIDS prevention education; (3) HIV testing of prisoners annually upon request or upon exposure to HIV; (4) HIV testing of pregnant inmates; (5) comprehensive medical treatment of inmates who test positive for HIV and confidential counseling on managing their medical condition and preventing its transmission to other persons; (6) protection of confidentiality; (7) testing, counseling, and referral prior to reentry into the community; (8) allowing inmates the right to refuse routine HIV testing; (9) excluding as "routine" the testing of an inmate who may have transmitted HIV to any U.S. officer or employee or to any person lawfully present but not incarcerated in a correctional facility; and (10) timely notification of test results. Amends the federal criminal code to: (1) require HIV testing for all federal prison inmates upon intake regardless of length of sentence or risk factors, (2) allow inmates to decline testing prior to release from incarceration, and (3) make HIV testing part of the routine health screening conducted at intake. Requires the Bureau to report on: (1) testing, treatment, and prevention education programs for hepatitis and other diseases transmitted through sexual activity and intravenous drug use; and (2) the incidence among prison inmates of diseases transmitted through sexual activity and intravenous drug use.
Bill· SS. 396 (114th)referred
United States · United States Congress · 5 February 2015
Proprietary Education Oversight Coordination Improvement Act Establishes the Proprietary Education Oversight Coordination Committee to: coordinate federal oversight of proprietary institutions of higher education (IHEs); coordinate federal activities to protect students from unfair, deceptive, abusive, unethical, fraudulent, or predatory practices, policies, or procedures of proprietary IHEs; encourage information sharing among federal agencies regarding federal investigations, audits, or inquiries of such IHEs; increase coordination and cooperation between federal and state agencies to improve oversight and accountability of proprietary IHEs; and develop best practices and consistency among federal and state agencies in the dissemination of consumer information regarding such IHEs. Requires the Committee to: (1) meet at least once each quarter of each fiscal year; and (2) meet at least once each fiscal year, and otherwise interact regularly, with state attorneys general, state approval agencies, veterans service organizations, and consumer advocates. Directs the Committee to submit, and make publicly available, an annual report to Congress that includes: (1) recommendations for legislative and administrative actions the Committees deems necessary to improve the enforcement of applicable federal laws, increase the accountability of proprietary IHEs to students and taxpayers, and ensure the promotion of quality education programs; and (2) specified financial and consumer information regarding such IHEs. Requires the Committee, each academic year, to publish the For-Profit College Warning List for Parents and Students, which is to be comprised of proprietary IHEs: that have engaged in illegal activity during the previous academic year as determined by a federal or state court; that have entered into a settlement resulting in a monetary payment; that have had any higher education program withdrawn or suspended; or for which the Committee has sufficient evidence of widespread or systemic unfair, deceptive, abusive, unethical, fraudulent, or predatory practices, policies, or procedures that threaten the academic success, financial security, or general best interest of students.
Bill· SS. 402 (114th)referred
United States · United States Congress · 5 February 2015
STEM Master Teacher Corps Act of 2015 Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to award competitive matching grants to consortia of local educational agencies (LEAs) or states, acting in partnership with institutions of higher education or nonprofit organizations to establish a STEM (science, technology, engineering, and mathematics) Master Teacher Corps program. Requires grantees to: select exemplary elementary and secondary school STEM teachers for membership in the STEM Master Teacher Corps; provide those teachers with compensation that supplements their base salaries, with higher compensation going to those teaching at high-need public schools; provide, and track the effectiveness of, research-based training for Corps members; provide discretionary resources for Corps members at high-need schools to use; help coordinate instructional leadership and mentoring roles for Corps members; and facilitate efforts by Corps members to inform STEM education policy at the national, state, and local levels. Gives grant priority to applicants that intend to include: (1) large numbers of teachers in the STEM Master Teacher Corps; and (2) rural schools, particularly high-need rural schools, in the area they serve. Requires grantees to ensure that at least 75% of their STEM Master Teacher Corps are teachers at high-need schools. Directs the Secretary, acting through the Director of the Institute of Education Sciences, to: (1) evaluate the STEM Master Teacher Corps program; (2) identify optimal strategies for designing and advancing such program; and (3) identify best practices for developing, supporting, and retaining STEM teachers based on lessons learned from the program.
Bill· SS. 389 (114th)referred
United States · United States Congress · 5 February 2015
All Students Count Act of 2015 Amends the Elementary and Secondary Education Act of 1965 to require information on the annual state report cards on student achievement at each proficiency level to be disaggregated by the same major racial groups as the decennial census of the population. (Currently, that information is to be disaggregated by race, but the racial groups are not specified.) Requires the proficiency information which is disaggregated by such racial groups and by ethnicity, gender, disability status, migrant status, and status as economically disadvantaged to be cross-tabulated across all of those subgroups by gender and by disability. Provides that such disaggregation and cross-tabulation shall not be required when the number of students in a subgroup is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student.
Bill· HRH.R. 769 (114th)referred
United States · United States Congress · 5 February 2015
Safeguarding Classrooms Hurt by ObamaCare's Obligatory Levies Amends the Internal Revenue Code to exclude any elementary or secondary school, state or local educational agency, and institution of higher education from the definition of "applicable large employer" for purposes of the employer mandate to provide health care coverage for employees. Directs the Secretary of Education to study and report on the impact of the employer health insurance mandate on educational agencies and institutions before and after the enactment of this Act.
Resolution· HRESH.Res. 92 (114th)referred
United States · United States Congress · 5 February 2015
Recognizes and honors the 50th anniversary of Project Head Start. Applauds President Lyndon Baines Johnson, all persons whose support and efforts led to the creation of Project Head Start in 1965, and the Head Start record of success over the ensuing half century.
Bill· HRH.R. 742 (114th)referred
United States · United States Congress · 4 February 2015
Access to Contraception for Women Servicemembers and Dependents Act of 2015 Expands the TRICARE health care program managed by the Department of Defense (DOD) to entitle additional female beneficiaries and dependents to care related to the prevention of pregnancy. (Currently, such care is limited to certain female members of the uniformed service or a reserve component performing active duty or certain servicewomen performing inactive-duty training.) Prohibits cost-sharing from being imposed or collected for such pregnancy prevention care, including for any method of contraception provided through a facility of the uniformed services, the TRICARE retail pharmacy program, or the national mail-order pharmacy program. Provides for such pregnancy prevention care to include all methods of contraception approved by the Food and Drug Administration (FDA), sterilization procedures, and patient education and counseling. Directs the DOD Secretary to: (1) ensure that every military treatment facility has a sufficient stock of a broad range of FDA-approved methods of contraception to dispense to any women members of the Armed Forces and female covered beneficiaries who receive care through such facility, (2) disseminate clinical practice guidelines and decision support tools to DOD-employed health care providers, (3) ensure that women members of the Armed Forces have access to comprehensive counseling on contraception during health care visits, and (4) establish uniform curriculum to be used in family planning education programs for all men and women members of the Armed Forces. Requires questions regarding family planning services and counseling to be incorporated into DOD health surveys. Requires every military treatment facility, upon request, to provide emergency contraception, or information about FDA-approved methods of emergency contraception, to any woman who: (1) states to personnel that she is a victim of sexual assault or is accompanied by another individual who states that the woman is a victim of sexual assault, or (2) is reasonably believed to be a survivor of sexual assault.
Bill· HRH.R. 718 (114th)referred
United States · United States Congress · 4 February 2015
Supporting Community Schools Act of 2015 Amends part A of title I of the Elementary and Secondary Education Act of 1965 (ESEA) to authorize local educational agencies (LEAs) to use school improvement funds to transform schools identified as needing improvement, corrective action, or restructuring into community schools. (Schools are identified as needing improvement, corrective action, or restructuring when they fail to make adequate yearly progress [AYP] toward state academic performance standards.) Defines a "community school" as a public elementary or secondary school that partners with community-based entities, both public and private, to address students' academic, health, and developmental needs while also serving as a community center that provides or hosts relevant community services. Requires such schools to be based on research into successful practices in: (1) improving student achievement or growth, (2) closing achievement gaps between groups of students, and (3) increasing student attendance and graduation rates. Authorizes LEAs to use funds under part D (Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk) of title I of the ESEA to fund a community school coordinator who will support their community schools.
Bill· HRH.R. 717 (114th)referred
United States · United States Congress · 4 February 2015
All Students Count Act of 2015 Amends the Elementary and Secondary Education Act of 1965 to require information on the annual state report cards on student achievement at each proficiency level to be disaggregated by the same major racial groups as the decennial census of the population. (Currently, that information is to be disaggregated by race, but the racial groups are not specified.) Requires the proficiency information which is disaggregated by such racial groups and by ethnicity, gender, disability status, migrant status, and status as economically disadvantaged to be cross-tabulated across all of those subgroups by gender and by disability. Provides that such disaggregation and cross-tabulation shall not be required when the number of students in a subgroup is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student.
Bill· HRH.R. 736 (114th)referred
United States · United States Congress · 4 February 2015
Directs the Secretary of Education to allot funds to states for distribution to local educational agencies (LEAs) to recruit, hire, and train 100,000 new classroom paraprofessionals in order to improve educational achievement for children. Requires that 80% of a state's allotment be allocated to LEAs on the basis of each LEA's proportion of low-income schoolchildren in the state, and that the remainder be allocated on the basis of each LEA's proportion of the overall population of schoolchildren in the state.
Bill· HRH.R. 731 (114th)referred
United States · United States Congress · 4 February 2015
Justice and Mental Health Collaboration Act of 2015 Amends the Mentally Ill Offender Treatment and Crime Reduction Act of 2004 to: (1) expand the assistance provided under such Act, and (2) reauthorize appropriations for FY2016-FY2020. Authorizes the Attorney General to award grants to establish or expand: (1) veterans treatment court programs, which involve collaboration among criminal justice, veterans, and mental health and substance abuse agencies to provide qualified veterans (preliminarily qualified offenders who were discharged from the armed forces under conditions other than dishonorable) with intensive judicial supervision and case management, treatment services, alternatives to incarceration, and other appropriate services, including housing, transportation, job training, education, and assistance in obtaining benefits; (2) peer to peer services or programs to assist such veterans in obtaining treatment, recovery, stabilization, or rehabilitation; (3) practices that identify and provide treatment, rehabilitation, legal, transitional, and other appropriate services to such veterans who have been incarcerated; and (4) training programs to teach criminal justice, law enforcement, corrections, mental health, and substance abuse personnel how to identify and respond to incidents involving such veterans. Revises the definition of "preliminarily qualified offender" to include, in the case of a veterans treatment court program, an adult or juvenile accused of an offense who has been diagnosed with, or manifests obvious signs of, mental illness or a substance abuse disorder or co-occurring mental illness and substance abuse disorder. Removes a requirement that the adult or juvenile be accused of a nonviolent offense. Requires preliminarily qualified offenders to be unanimously approved for participation in a collaboration program by, when appropriate, the relevant prosecuting attorney, defense attorney, probation or corrections official, judge, and representative from the relevant mental health agency. Authorizes the Attorney General to award grants to enhance the capabilities of a correctional facility to: (1) identify and screen for mentally ill inmates; (2) plan and provide assessments of the clinical, medical, and social needs of inmates and appropriate treatment and services that address mental health and substance abuse needs; (3) develop, implement, and enhance post-release transition plans that coordinate services and public benefits, the availability of mental health care and substance abuse treatment services, alternatives to solitary confinement and segregated housing, and mental health screening and treatment for inmates placed in solitary confinement or segregated housing; and (4) train employees in identifying and responding to incidents involving inmates with mental health disorders or co-occurring mental health and substance abuse disorders. Authorizes the Attorney General to make grants to provide support for programs that teach law enforcement personnel how to identify and respond to incidents involving persons with such disorders. Directs the Attorney General to give priority in awarding grants for adult or juvenile collaboration programs to applications that: (1) propose interventions that have been shown by empirical evidence to reduce recidivism, and (2) use validated assessment tools to target preliminarily qualified offenders with a moderate or high risk of recidivism and a need for treatment and services.
Bill· HRH.R. 734 (114th)referred
United States · United States Congress · 4 February 2015
Federal Communications Commission Consolidated Reporting Act of 2015 Amends the Communications Act of 1934 to replace various reporting requirements with a communications marketplace report that the Federal Communications Commission (FCC) is required to publish on its website and submit to Congress every two years assessing: (1) competition in the communications marketplace; (2) deployment of communications capabilities, including whether advanced telecommunications capability is being deployed to all Americans in a reasonable and timely fashion; and (3) whether laws, regulations, or regulatory practices pose a barrier to competitive entry or expansion of existing providers of communications services. Requires the report to describe the FCC's actions in the marketplace and its agenda for the next two years. Directs the FCC to: (1) compile a list of geographic areas that are not served by any provider of advanced telecommunications capability; and (2) consider market entry barriers for entrepreneurs and small businesses in accordance with national policy favoring diversity of media voices, competition, technological advancement, and promotion of the public interest, convenience, and necessity. Requires the FCC's competition assessments to include the aggregate average total amount paid by cable systems for retransmission consent. Repeals or consolidates various reports of the FCC and the Corporation for Public Broadcasting, including reports on satellite competition, international broadband, video programming, cable industry prices, small business entry barriers, commercial mobile radio, services to minority and diverse audiences, waivers from requirements prohibiting FCC employees from being financially interested in companies subject to FCC regulation, and several other existing reports under such Act. Amends the Telecommunications Act of 1996 to require the FCC to determine from the communications marketplace report every two years (currently, in an inquiry initiated each year) whether it must act immediately to accelerate deployment of advanced telecommunications capabilities, particularly in elementary and secondary schools, by removing barriers to infrastructure investment and promoting competition.
Bill· SS. 358 (114th)referred
United States · United States Congress · 4 February 2015
Access to Contraception for Women Servicemembers and Dependents Act of 2015 Expands the TRICARE health care program managed by the Department of Defense (DOD) to entitle additional female beneficiaries and dependents to care related to the prevention of pregnancy. (Currently, such care is limited to certain female members of the uniformed service or a reserve component performing active duty or certain servicewomen performing inactive-duty training.) Prohibits cost-sharing from being imposed or collected for such pregnancy prevention care, including for any method of contraception provided through a facility of the uniformed services, the TRICARE retail pharmacy program, or the national mail-order pharmacy program. Provides for such pregnancy prevention care to include all methods of contraception approved by the Food and Drug Administration (FDA), sterilization procedures, and patient education and counseling. Directs the DOD Secretary to: (1) ensure that every military treatment facility has a sufficient stock of a broad range of FDA-approved methods of contraception to dispense to any women members of the Armed Forces and female covered beneficiaries who receive care through such facility, (2) disseminate clinical practice guidelines and decision support tools to DOD-employed health care providers, (3) ensure that women members of the Armed Forces have access to comprehensive counseling on contraception during health care visits, and (4) establish uniform curriculum to be used in family planning education programs for all men and women members of the Armed Forces. Requires questions regarding family planning services and counseling to be incorporated into DOD health surveys. Requires every military treatment facility, upon request, to provide emergency contraception, or information about FDA-approved methods of emergency contraception, to any woman who: (1) states to personnel that she is a victim of sexual assault or is accompanied by another individual who states that the woman is a victim of sexual assault, or (2) is reasonably believed to be a survivor of sexual assault.
Bill· SS. 363 (114th)referred
United States · United States Congress · 4 February 2015
To Aid Gifted and High-Ability Learners by Empowering the Nation's Teachers Act or the TALENT Act Amends the Elementary and Secondary Education Act of 1965 to require state assessments of student proficiency to measure individual academic achievement, including above grade level achievement. Requires states to: (1) recognize local educational agencies (LEAs) that significantly increase the proportion of their students, overall and in specified student subgroups, that score at or above the advanced level of achievement on such assessments; (2) assist their LEAs and schools in providing additional educational assistance to advanced, gifted, and talented students; and (3) report annually a comparison of the performance of students between different LEAs at each level of achievement, disaggregated by specified student subgroups. Requires LEAs receiving school improvement funds to identify gifted and talented students and support their learning needs. Requires LEAs and partnerships that receive funding under the Teacher and Principal Training and Recruiting Fund program to train educators to identify gifted and talented students and implement instructional practices that support their education. Authorizes LEAs to use funding under: (1) the small rural school achievement program to support gifted and talented students, and (2) the rural and low-income school program to train teachers to meet the unique learning needs of gifted and talented students. Directs the Secretary, through the Director of the Institute of Education Sciences, to: (1) continue research and development activities regarding the education of gifted and talented students; (2) support a National Research and Dissemination Center on the Gifted and Talented; (3) administer demonstration grants that enhance the ability of educators to support gifted and talented students; and (4) ensure that statistical data regarding the education of gifted and talented children is collected, reported, analyzed, and disseminated. Amends the America COMPETES Reauthorization Act of 2010 to require the committee established to coordinate federal STEM (Science, Technology, Engineering, and Mathematics) education programs to encourage participating agencies to develop and implement programs for advanced students. Amends the National Defense Authorization Act for Fiscal Year 1991 to require the Secretary of Energy (DOE) to use academic achievement as the basis for student participation in DOE's mathematics and science education programs for elementary and secondary school students and its prefreshman science, mathematics, and technology enrichment program for middle school students. Amends the America COMPETES Act to give Advanced Placement (AP) program and International Baccalaureate (IB) program grant priority to eligible entities that are part of a statewide strategy to increase the availability of AP or IB mathematics, science, and critical foreign language courses by making such courses available earlier than usual to students who are prepared for the work.
Bill· HRH.R. 739 (114th)referred
United States · United States Congress · 4 February 2015
Amends the Legislative Branch Appropriations Act, 1987 to allow the Clerk of the House of Representatives, at the request of a Member of the House, to donate computers and related peripheral tools previously used by the Member to a public elementary or secondary school designated by such Member without regard to whether the donation: (1) is a cost to the government, or (2) has a recoverable value.
Bill· HRH.R. 701 (114th)referred
United States · United States Congress · 4 February 2015
Helping Families Save for Education Act Amends the Internal Revenue Code, with respect to Coverdell education savings accounts, to: (1) increase the age limit for beneficiaries of such accounts after which contributions may not be made from age 18 to age 22, and (2) increase the maximum contribution limit in any taxable year from $2,000 to $10,000.
Bill· HRH.R. 678 (114th)referred
United States · United States Congress · 3 February 2015
21st Century Classroom Innovation Act Amends part A (Teacher and Principal Training and Recruiting Fund) of title II of the Elementary and Secondary Education Act of 1965 to allow states to use up to 5% of their part A grant funds that are reserved for allocating subgrants to local educational agencies (LEAs) to award competitive grants to LEAs, charter schools, or consortia of such entities to carry out blended learning projects. Defines a "blended learning project" as a formal education program that: (1) includes an element of online learning and instructional time in a supervised location away from home; (2) includes an element of student control over time, path, or pace; and (3) connects the elements of the education program to provide an integrated learning experience. Requires the competitive grant funds to be used for: (1) planning activities, the purchase of digital instructional resources, initial professional development activities, and one-time information technology purchases; or (2) ongoing professional development for teachers, school leaders, or other personnel involved in the project. Requires each state making such a grant to contribute non-federal funds equal to at least 10% of the grant.
Bill· HRH.R. 683 (114th)referred
United States · United States Congress · 3 February 2015
Prevent IRS Overreach Act of 2015 Prohibits the Internal Revenue Service from filling any position, by transfer or any other appointment taking effect on or after the enactment of this Act, if the duties and responsibilities of such position include the enforcement of any provision of, or amendment made by, the Patient Protection and Affordable Care Act or the Health Care and Education Reconciliation Act of 2010.
Bill· HRH.R. 691 (114th)referred
United States · United States Congress · 3 February 2015
Telehealth Modernization Act of 2015 Calls for states to authorize health care professionals to deliver health care to individuals through telehealth and consider adopting conditions under which a health care professional delivering care through telehealth should: have access to the individual's medical history and should review it with the individual as if delivering the health care in person; attempt to identify any conditions underlying the symptoms reported by the individual before providing any diagnosis or treatment and, if recommending a treatment, should review with the individual the contraindications; have a conversation with the individual adequate to establish any diagnosis rendered; document any evaluation and treatment delivered to the individual to generate a medical record of the encounter; provide to the individual information regarding the professional's health care education, certification, and credentials; offer no assurance to the individual that any item or service will be issued or provided in exchange for the payment of the consultation fee or solely in response to the individual completing a form or questionnaire; and only issue a prescription if it is issued by a health care professional who has obtained a medical history and conducted an evaluation of the individual adequate to establish a diagnosis, not for certain controlled substances, and filled by a licensed dispensing entity.
Resolution· SRESS.Res. 64 (114th)passed
United States · United States Congress · 3 February 2015
Designates February 2-February 6, 2015, as National School Counseling Week.
Bill· SS. 355 (114th)referred
United States · United States Congress · 3 February 2015
Teach Safe Relationships Act of 2015 This bill amends the Elementary and Secondary Education Act of 1965 (ESEA) to authorize the Department of Education (ED) to award competitive four-year grants to local educational agencies (LEAs) to provide: (1) professional development to school administrators, teachers, and staff in safe relationship behavior education; and (2) educational programming and curricula for students regarding safe relationship behavior. "Safe relationship behavior education" is education that: is medically accurate and appropriate for an individual's age, developmental stage, and culture; promotes safe relationships and teaches students to recognize and prevent coercion, violence, or abuse, including physical and emotional relationship abuse; includes education regarding communication skills, emotional health, accountability, and well-being in relationships; and includes education regarding healthy relationships and consent. ED must provide LEAs with policy guidance regarding safe relationship behavior training and the promotion of safe and healthy relationships. ESEA funds may not be used for sex or HIV-prevention education in schools if that instruction does not include safe relationship behavior education. (Under current law, sex or HIV-prevention education in schools must be age appropriate and include the health benefits of abstinence.)
Bill· SS. 342 (114th)referred
United States · United States Congress · 3 February 2015
21st Century Classroom Innovation Act Amends part A (Teacher and Principal Training and Recruiting Fund) of title II of the Elementary and Secondary Education Act of 1965 to allow states to use up to 5% of their part A grant funds that are reserved for allocating subgrants to local educational agencies (LEAs) to award competitive grants to LEAs, charter schools, or consortia of such entities to carry out blended learning projects. Defines a "blended learning project" as a formal education program that: (1) includes an element of online learning and instructional time in a supervised location away from home; (2) includes an element of student control over time, path, or pace; and (3) connects the elements of the education program to provide an integrated learning experience. Requires the competitive grant funds to be used for: (1) planning activities, the purchase of digital instructional resources, initial professional development activities, and one-time information technology purchases; or (2) ongoing professional development for teachers, school leaders, or other personnel involved in the project. Requires each state making such a grant to contribute non-federal funds equal to at least 10% of the grant.
Resolution· HRESH.Res. 82 (114th)referred
United States · United States Congress · 3 February 2015
Calls on schools and state and local educational agencies to recognize that dyslexia has significant educational implications that must be addressed.
Bill· HRH.R. 5 (114th)open
United States · United States Congress · 3 February 2015
Student Success Act Authorizes FY2016-FY2021 appropriations for the programs under titles I, II, III, IV, and V of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by this Act. Expresses the sense of Congress that states and local educational agencies (LEAs) should maintain the rights and responsibilities of determining educational curriculum, programs of instruction, and assessments. TITLE I--AID TO LOCAL EDUCATIONAL AGENCIES Replaces title I (Improving the Academic Achievement of the Disadvantaged) of the ESEA with a new title I (Aid to Local Educational Agencies). Amends the education accountability requirements under part A of title I of the ESEA and places them in a new subpart 1 (Improving Basic Programs Operated by Local Educational Agencies) under part A (Improving the Academic Achievement of the Disadvantaged) of the ESEA. Eliminates the requirement that LEAs and schools make adequate yearly progress toward state academic performance standards or be subject to specified improvements, corrective action, or restructuring. Requires states to adopt academic content and achievement standards for mathematics, reading or language arts, and science that ensure that all their public school students graduate from high school fully prepared for postsecondary education or the workforce. Requires states to implement a set of high-quality assessments of student progress toward those standards that measure the overall performance of students in each public school and the performance of their poor, minority, disabled, and English learner subgroups. Allows states to adopt alternate academic achievement standards and assessments for students with the most significant cognitive disabilities. Allows states to measure student growth toward those standards and to develop and administer computer adaptive assessments that measure student proficiency against, and growth toward, the standards for the student's grade level. Requires education accountability efforts to include school improvement systems that require LEAs to implement interventions that address weaknesses in low-performing schools. Prohibits the Secretary of Education from attempting to influence or coerce: (1) state adoption of the Common Core State Standards, any other standards common to a significant number of states, or assessments tied to such standards; or (2) state participation in any voluntary partnership with another state to develop and implement academic assessments and standards. Amends school-wide programs that allow LEAs to consolidate educational funds to upgrade the entire educational program of schools in order to eliminate the requirement that such schools serve a high proportion of low-income families. Allows nonprofit and for-profit external providers to deliver school wide reform strategies and elements of Targeted Assistance programs, which direct school improvement funds toward the children in a school that are failing or most at risk of failing. Repeals provisions that established deadlines by which teachers in basic programs operated by LEAs must be highly qualified. Requires states to designate an ombudsman to ensure that private school children receive educational services and benefits that are equitable to those received by public school children under subpart 1. Authorizes states, to the extent permitted by state law, to allocate title I grant funds among their LEAs on the basis of the number of impoverished children enrolled in the public schools served by each LEA. Strikes parts B (Student Reading Skills Improvement Grants), F (Comprehensive School Reform), G (Advanced Placement Programs), and H (School Dropout Prevention) of title I of the ESEA. Amends part C of the current title I and transfers it to a new subpart 2 (Education of Migratory Children) under part A of the ESEA. Amends part D of the current title I and transfers it to a new subpart 3 (Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk) under part A. Amends part A of title III (Language Instruction for Limited English Proficient and Immigrant Students) and transfers it to a new subpart 4 (English Language Acquisition, Language Enhancement, and Academic Achievement) under part A. Changes the current references to "limited English proficient students" to "English learners." Amends requirements for the National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs under part C of title III and transfers them to subpart 4 under part A. Amends part B (Rural Education Initiative) of title VI (Flexibility and Accountability) and transfers it to a new subpart 5 (Rural Education Achievement Program) under part A. Gives states and LEAs flexibility in transferring funds among the programs under part A of title I. Removes maintenance of effort requirements that require states and LEAs to maintain their education funding at certain levels in order to be eligible for federal education funds. Amends part E (National Assessment) of title I and transfers it to a new part B of title I of the ESEA. Repeals the Demonstrations of Innovative Practices grant program and the Close Up Fellowship program. Amends part I (General Provisions) of title I and transfers it to a new part C of title I of the ESEA. TITLE II--TEACHER PREPARATION AND EFFECTIVENESS Replaces title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) of the ESEA with a new title II (Teacher Preparation and Effectiveness). Directs the Secretary, under part A (Supporting Effective Instruction) of title II, to make formula grants to states and, through them, subgrants to LEAs that LEAs may use to: develop and implement a teacher evaluation system; implement a statewide teacher evaluation system their state is implementing; train school leaders or other individuals to evaluate teachers or school leaders; implement a statewide school leader evaluation system their state is implementing; develop and implement a school leader evaluation system if a statewide system is not being implemented; provide training to teachers and school leaders that is evidence-based, job-embedded, and continuous; partner with public or private organizations to develop and implement the teacher evaluation system or administer professional development; carry out activities under part B of title II; or reduce class size. Directs the Secretary, under part B (Teacher and School Leader Flexible Grant) of title II, to make formula grants to states and, through them, competitive matching subgrants to LEAs, institutions of higher education, and business or nonprofit entities to develop, implement, and evaluate comprehensive programs and activities that may include: initiatives to assist in recruiting, hiring, and retaining highly effective teachers and school leaders; support for the establishment or expansion of teacher or school leader preparation academies; the recruitment of qualified individuals from other fields; model instructional programs; evidence-based, job embedded, continuous professional development for teachers and school leaders; programs that are based on the current science of learning; and recruiting and training teachers to teach dual credit, dual enrollment, Advanced Placement, or International Baccalaureate postsecondary-level courses to secondary school students. Preserves the teacher liability protection provisions under part C (Innovation for Teacher Quality) of title II, but eliminates the other programs under part C. Replaces part D (Enhancing Education through Technology) of title II with a new part D (General Provisions). Requires LEAs receiving grants under title II to notify parents of the availability of the results of the evaluations of their children's teachers. Treats charter schools as LEAs under title II. TITLE III--PARENTAL ENGAGEMENT AND LOCAL FLEXIBILITY Replaces title III (Language Instruction for Limited English Proficient and Immigrant Students) of the ESEA with a new title III (Parental Engagement and Local Flexibility). Amends subparts 1 (Charter School Programs) and 2 (Credit Enhancement Initiatives to Assist Charter School Facility Acquisition, Construction, and Renovation) of part B of title V (Promoting Informed Parental Choice and Innovative Programs) and moves them to a new subpart 1 (Charter School Program) under part A (Parental Engagement) of title III. Replaces the current charter school grant program with a program awarding grants to state entities and, through them, subgrants to charter school developers to open new charter schools and expand and replicate high-quality charter schools. Allows charter schools to serve prekindergarten or postsecondary school students. Amends part C of title V of the ESEA and transfers it to a new subpart 2 (Magnet Schools Assistance) of part A of title III. Establishes a subpart 3 (Family Engagement in Education Programs) of part A of title III. Authorizes the Secretary to award grants to statewide organizations to establish Statewide Family Engagement Centers that provide comprehensive training and technical assistance to states, LEA, schools, and organizations that support family engagement in education. Establishes a part B (Local Academic Flexible Grant) of title III under which the Secretary shall allot funds to states for: (1) state activities that include developing state educational assessments and standards; (2) competitive grants to LEAs, community-based organizations, and businesses to improve student academic achievement through student support programs; and (3) competitive matching grants to nongovernmental entities to improve academic achievement. TITLE IV--IMPACT AID Replaces title IV (21st Century Schools) with the Impact Aid program currently under title VIII of the ESEA. (The Impact Aid program compensates LEAs for the financial burden of federal activities affecting their areas.) Amends the Impact Aid program to alter methods used and considerations made in determining whether LEAs are eligible for Impact Aid payments, as well as formulae used in determining the amounts they are owed. Amends the Impact Aid Improvement Act of 2012 to make amendments that Act made to the Impact Aid program permanent, including the requirement that the Secretary complete Impact Aid payments to eligible LEAs within three fiscal years of their appropriation. TITLE V--THE FEDERAL GOVERNMENT'S TRUST RESPONSIBILITY TO AMERICAN INDIAN, ALASKA NATIVE, AND NATIVE HAWAIIAN EDUCATION Revises the programs currently under title VII (Indian, Native Hawaiian, and Alaska Native Education) of the ESEA and places them under parts A (Indian Education), B (Alaska Native Education), and C (Native Hawaiian Education) of a new title V. Establishes a new program under subpart 3 (National Activities) of part A requiring the Secretary to award grants to states, LEAs, and Indian entities for: (1) Native American language programs, and (2) Native American language restoration programs. Omits from that subpart programs: (1) funding in-service training for teachers of Indian children, (2) awarding fellowships to Indian students, (3) establishing two centers for gifted and talented Indian students and demonstration projects addressing the needs of such students, and (4) supporting the improvement of educational opportunities for adult Indians. Amends the Alaska Native Educational Equity, Support, and Assistance Act under part B to limit Alaska Native education grant activities to those provided specifically in the context of elementary and secondary education. Amends the Native Hawaiian Education Act under part C to revise the duties and composition of the Native Hawaiian Education Council. Includes charter schools as eligible recipients of Native Hawaiian Education program grants. Removes the provision of scholarships for undergraduate or graduate studies from the list of authorized grant activities. TITLE VI--GENERAL PROVISIONS FOR THE ACT Replaces title VI (Flexibility and Accountability) of the ESEA with a new title VI (General Provisions). Amends title IX (General Provisions) and transfers it to the new title VI. Requires the Secretary to establish a multi-disciplinary peer review team to review requests for waivers of statutory or regulatory requirements under the ESEA. Prohibits the Secretary from imposing new or additional requirements that are not specified in the ESEA on states, LEAs, or Indian tribes in exchange for the receipt of a waiver. Prohibits states from considering payments under the ESEA, other than under title IV, in determining an LEA's eligibility for state aid or the amount of that aid. Prohibits the federal government from mandating, directing, incentivizing, or controlling a state's, LEA's, or school's specific instructional content, academic standards and assessments, curricula, or program of instruction. Prohibits any state that opts out of receiving funds, or that has not been awarded funds, under one or more of the ESEA's programs from being required to carry out program requirements. Prohibits the Secretary from: (1) imposing any requirements or exercising any authority over school administration not explicitly authorized under the ESEA, (2) issuing any regulations or non-regulatory guidance without first consulting with local stakeholders and fairly addressing their concerns, or (3) denying any LEA the right to object to any administrative requirement. Establishes requirements regarding the peer review panels used under the ESEA to review program applications. Prohibits federal employees from participating in, or working to influence, the peer review process. Makes a state or LEA ineligible for ESEA funds if it: (1) employs an individual who refuses to consent to, or makes a false statement in, a criminal background check, who is required to register as a sex offender, or who has been convicted of one of specified felonies; or (2) knowingly facilitates the transfer of an employee it knows or has probable cause to believe has engaged in sexual misconduct with a student. Prohibits the Secretary from: (1) forcing a state to satisfy any requirement imposed as a condition of receiving assistance under an ESEA grant program, or (2) releasing assistance to a state under an ESEA grant program unless the state's legislature has expressly approved the program. Prohibits ESEA funds that are not allocated to a state due to the state's failure to affirmatively agree to their receipt from being reallocated among the other states. Expresses the intent of the Congress regarding the authority of states to control public education and the authority of parents to control their children's education. Places the gun-free school requirements in part A (Safe and Drug-Free Schools and Communities) of title IV of the ESEA in the new title VI. TITLE VII--HOMELESS EDUCATION Amends the McKinney-Vento Homeless Assistance Act's program of grants to states and, through them, subgrants to LEAs for the education of homeless youth. Includes amendments that: (1) require student-centered factors to be considered before an LEA places a homeless youth in a school, (2) require schools to enroll homeless youth immediately despite missed application or enrollment deadlines, (3) protect the privacy of information about a homeless youth's living situation, and (4) focus on the identification of homeless youth. Authorizes appropriations for that program for FY2016-FY2021. TITLE VIII--MISCELLANEOUS PROVISIONS Expresses the sense of Congress that: (1) confidentiality agreements between LEAs or schools and suspected child sex abusers should be prohibited, (2) the practice of transferring employees after suspected or proven sexual misconduct should stop, (3) states should require LEAs and schools to report sexual conduct between an employee and a minor to law enforcement, and (4) Congress should work to protect children and stop these unacceptable practices in our schools.
Bill· HRH.R. 649 (114th)referred
United States · United States Congress · 2 February 2015
Student Loan Refinancing Act Amends title IV (Student Assistance) of the Higher Education Act of 1965 to allow a borrower of a loan under the William D. Ford Federal Direct Loan program to modify the interest rate on such a loan so that its interest rate is equal to the interest rate it would bear if first disbursed at the time of modification. Fixes that interest rate for the life of the loan, unless the borrower elects to modify it again.
Bill· HRH.R. 645 (114th)referred
United States · United States Congress · 2 February 2015
American Manufacturing Jobs for Students Act Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education, when awarding grants to local educational agencies (LEAs) for school counseling programs, to give special consideration to coordinated efforts to significantly engage students in manufacturing careers. Requires such programs to provide students in grades 7-12 with: (1) information on career and educational pathways leading to jobs and career opportunities in the LEA's geographic area, particularly in the manufacturing field; and (2) opportunities to interact with employers in the LEA's geographic area, with preference given to employers in the manufacturing field.
Bill· HRH.R. 643 (114th)open
United States · United States Congress · 2 February 2015
Veterans Education Survey Act of 2015 Directs the Secretary of Veterans Affairs (VA) to enter into a contract with a non-government entity to conduct a survey of a statistically valid sample of individuals who have used or are using their entitlement to veterans educational assistance to pursue a program of education or training. Requires: (1) the survey to be submitted to the Senate and House Veterans' Affairs Committees not later than one month before the collection of data begins, and (2) the entity to conduct the survey electronically or by other appropriate means and to complete the survey and submit the results to the Secretary not later than 180 days after entering into the contract. Requires the survey to be designed to collect specified types of information about each individual surveyed, including: (1) demographic information, including the highest level of education completed, military occupational specialties while serving in the Armed Forces, National Guard, or Reserves, and whether the individual has a service-connected disability; (2) the individual's opinion regarding participation in the transition assistance program and the effectiveness of the program; (3) the nature of the individual's experience with the VA's education benefits processing system; and (4) the individual's employment status and whether such status differs from the individual's status prior to enrolling in the program of education or training. Directs the Secretary to report to the Committees on the results of the survey, including an unedited version of the results submitted, and any recommendations.
Bill· SS. 339 (114th)open
United States · United States Congress · 2 February 2015
ObamaCare Repeal Act This bill repeals the Patient Protection and Affordable Care Act and the Health Care and Education Reconciliation Act of 2010 and restores provisions of law amended by those Acts, effective 180 days after this bill is enacted.
Resolution· HRESH.Res. 70 (114th)passed
United States · United States Congress · 2 February 2015
Sets forth the rule for consideration of the bill (H.R. 596) to repeal the Patient Protection and Affordable Care Act and health care-related provisions in the Health Care and Education Reconciliation Act of 2010.
Bill· SS. 331 (114th)referred
United States · United States Congress · 2 February 2015
Radiation Exposure Compensation Act Amendments of 2015 Amends the Radiation Exposure Compensation Act to extend the Radiation Exposure Compensation Trust Fund until 19 years after enactment of this Act. Prescribes additional periods of required presence in an affected area during atmospheric nuclear testing for individuals filing leukemia or specified disease claims. Increases the amount of compensation an individual filing a claim may receive to $150,000. Expands "affected area" to include Colorado, Idaho, Montana, and New Mexico, as well as any county in Arizona, Nevada, or Utah. Extends to December 31, 1990, the period during which an individual employed at any time in a uranium mine or uranium mill is made eligible to receive compensation for a disease claim due to radiation exposure. Makes a core driller eligible to receive compensation upon filing of a disease claim. Makes miners, core drillers, and ore transporters who suffer renal cancer or any other chronic renal disease, including nephritis and kidney tubal tissue injury, eligible for compensation due to exposure to radiation while on the job. Requires the Attorney General to accept written affidavits meeting specified requirements regarding employment history, physical presence in an affected area, or participation at a nuclear testing site in determining the eligibility of claimants. Extends until 19 years after enactment of this Act the statute of limitations for the filing of such claims. Increases from 2% to 10% of the payment received by a claimant the maximum amount of attorneys fees that can be charged for the filing of an initial claim. Directs the Secretary of Health and Human Services, through the National Institute of Environmental Health Sciences, to establish a program of grants to institutions of higher education to study the epidemiological impacts of uranium mining and milling among non-occupationally exposed individuals, including family members of uranium miners and millers. Amends the Energy Employees Occupational Illness Compensation Program Act of 2000 to include as a member of the Special Exposure Cohort entitled to compensation with respect to chronic beryllium disease under the Energy Employees Occupational Illness Compensation Program any Department of Energy employee or contractor who contracted cancer after beginning employment between January 1, 1942, and December 31, 1990, in a uranium mine or mill located in Colorado, New Mexico, Arizona, Wyoming, South Dakota, Washington, Utah, Idaho, North Dakota, Oregon, Texas, or any other state the Attorney General includes.
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