Education

A bill to provide professional development for elementary school principals in early childhood education and development.

United States · United States Congress · 7 June 2013

Amends the Elementary and Secondary Education Act of 1965 to authorize the Secretary of Education to award competitive grants to partnerships to: (1) provide high quality professional development to elementary school principals in early childhood education and development; (2) gain a knowledge base and capacity to provide high quality early childhood education; and (3) collaborate with early childhood education providers, services providers, and families in creating a continuum of high quality development and learning for children in the community and school settings. Requires each partnership to consist of: (1) a public or private entity experienced in training elementary school principals, (2) at least one public agency, and (3) at least one early childhood education organization that trains early childhood education providers. Requires grantees to conduct an ongoing evaluation of the effectiveness of their grant-funded programs and activities. Directs the Secretary to establish a panel of leading experts in elementary and early childhood education to: (1) identify the best practices in professional development for elementary school principals in early childhood education, (2) review the effective coordination of such training among this Act's grantees, and (3) disseminate the latest research and findings regarding such training.

STELLAR Act

United States · United States Congress · 7 June 2013

Securing Teacher Effectiveness, Leadership, Learning, And Results Act of 2013 or STELLAR Act - Amends the Elementary and Secondary Education Act of 1965 to require each state receiving school improvement funds to: (1) define teacher and principal effectiveness and establish performance ratings; (2) demonstrate that it has developed, in collaboration with teachers and principals, a model teacher and principal evaluation program; (3) demonstrate that each of its local educational agencies (LEAs) has adopted a teacher and principal evaluation program; (4) demonstrate that each LEA is collaborating with teachers and principals in developing and making annual improvements to such program; (5) review, report on, and assist LEAs in improving such evaluation programs; and (6) establish procedures to ensure that ineffective teachers and principals facing unemployment are treated fairly. Requires teacher evaluations to: (1) emphasize student academic growth, (2) include observations of the teacher's classroom performance, (3) rate teachers using at least four performance categories, and (4) provide results that are comparable for all teachers in grade levels and subject areas across the state and within the teacher's LEA. Requires principal evaluations to: (1) emphasize student academic growth; (2) factor in their school's graduation rates; (3) assess the principal's success in recruiting, developing, evaluating, and retaining effective teachers; (4) assess the principal's leadership abilities through observations and other relevant data; (5) rate principals using at least four performance categories; and (6) provide results that are comparable across all principals within the LEA. Requires states to take steps to ensure that poor and minority children are not taught at higher rates than other children by teachers rated as less than effective. Requires states and LEAs to report the number and percentage of teachers and principals in each performance rating at: (1) the state, LEA, and school level; and (2) their LEAs and schools that have the highest and lowest poverty rates or the highest and lowest percentages of minority students. Requires states to report student attendance rates, disaggregated by each school and each teacher and principal at each school within specified jurisdictions. Directs the Secretary of Education to: (1) recognize each LEA that has innovative, high-quality, and effective teacher or principal evaluation programs that lead to professional development and improved student performance; and (2) establish a clearinghouse to share the best practices of such programs with educators.

DEPARTMENTS OF LABOR, HEALTH AND HUMAN SERVICES, AND EDUCATION, AND RELATED AGENCIES APPROPRIATIONS FOR FISCAL YEAR 2014

United States · United States Senate · 6 June 2013

Educational Accountability and State Flexibility Act of 2013

United States · United States Congress · 6 June 2013

Educational Accountability and State Flexibility Act of 2013 - Revises and reauthorizes programs under title I (Improving the Academic Achievement of the Disadvantaged) of the Elementary and Secondary Education Act of 1965 (ESEA). Amends the school improvement program under part A of title I of the ESEA to eliminate the requirement that local educational agencies (LEAs) and schools make adequate yearly progress toward state academic content and achievement standards. Requires states to adopt challenging academic content and achievement standards for mathematics, reading or language arts, and science that ensure that their high school graduates who are deemed proficient are fully prepared to succeed in higher education, job training, or work. Requires states to implement a set of high-quality assessments of student progress toward those standards that: (1) involve multiple measures of student achievement; (2) measure the overall performance of students in each public school and the performance of their poor, minority, disabled, and limited English proficient student subgroups; and (3) are used as the primary means of determining the yearly performance of each of their schools. Allows states to adopt alternative assessments for students with significant cognitive disabilities. Requires each state to establish a multi-tiered accountability system that places each public school in a tier that reflects, at a minimum, the state's annual assessment of the extent to which each student at the school is: (1) proficient on state standards or is making satisfactory progress in attaining such proficiency, and (2) on track to graduate from high school on time. (Replaces the current system of assessing schools as needing improvement, corrective action, or restructuring due to their failure to make adequate yearly progress for a specified number of years.) Requires, at a minimum, distinct tiers for schools that: (1) have met the state standards, (2) have not met those standards for up to two student subgroups but that are making satisfactory progress in doing so, (3) have not met those standards for a significant number of student subgroups and are not showing satisfactory progress in meeting the standards or improving the subgroups' graduation rates within the time frame required by the state plan, and (4) have not met the state standards for a significant number of subgroups and are showing little or no improvement. Lists the minimum consequences for schools placed into each of these tiers, ranging from requiring states to recognize successful schools to requiring LEAs to implement alternative school governance models or school improvement strategies based on a specified system of support model. Requires students in the lowest tiered schools who did not meet or exceed the proficient level on the most recent state assessment in mathematics or in reading or language arts to be provided with supplemental educational services. Allows the LEAs serving such schools to provide those students with the option to transfer to a higher-performing school served by the LEA, if that option is not prohibited by state law. Denies the Secretary of Education any authority to approve or disapprove a state's multi-tiered accountability system. Allows states that received a waiver of statutory or regulatory requirements under the ESEA before this Act's enactment to implement the school improvement program set forth in the waiver or implement a school improvement program that meets this Act's requirements. Requires states and LEAs to consult with representatives of Indian tribes and Native organizations within their jurisdiction in implementing their school improvement programs. Includes American Indian, Alaska Native, and Native Hawaiian children as children eligible for services under targeted assistance programs that direct school improvement funds toward the children in a school who are failing or most at risk of failing. Requires each school and LEA receiving school improvement funds to establish mechanisms to overcome barriers to effective Indian, Alaska Native, and Native Hawaiian parental involvement in their children's education. Eliminates the requirement that teachers be highly qualified, requiring instead that they be deemed highly effective in accordance with state standards. Requires teachers and paraprofessionals to meet state standards for certification or licensure, knowledge of the subject matter being taught, and competency in assisting students to meet or make satisfactory progress toward meeting state academic achievement standards. Repeals the definition of "highly qualified" teachers. Repeals the programs under subparts 1 (Reading First), 2 (Early Reading First), and 3 (William F. Goodling Even Start Family Literacy Programs) of part B (Student Reading Skills Improvement Grants) of the ESEA.

Early Intervention for Graduation Success Act of 2013

United States · United States Congress · 6 June 2013

Early Intervention for Graduation Success Act of 2013 - Amends the Elementary and Secondary Education Act of 1965 to revise provisions concerning programs to reduce school dropout rates and increase school reentry and secondary school graduation rates. Replaces the existing grant program with an early intervention for graduation success program awarding competitive, renewable, five-year early intervention grants to states and, through them, subgrants to partnerships between local educational agencies and early childhood education providers that serve a high percentage of students who bear the risk factors for dropping out of school. Requires state grantees to: (1) create and periodically update a research-based plan that addresses the factors associated with the risk of not graduating from high school; (2) provide technical assistance to subgrantees; and (3) assist subgrantees in accessing data from appropriate state agencies to identify and direct effective services to children, from birth through elementary school, who are at risk of not graduating from high school. Permits states to use grant funds to: (1) provide tuition assistance to students who agree to teach in an early childhood education program, (2) increase and monitor the quality of early childhood education, (3) design and implement a progression of aligned performance standards across all domains of learning from prekindergarten through postsecondary education, and (4) expand access to high-quality early childhood education for children most at risk of low proficiency in school. Requires subgrantees to: (1) use the data relevant to risk factors for non-graduation a made available by state agencies and other sources to implement research-based, individualized interventions for at-risk students; (2) develop and implement individual learning plans for each at-risk early childhood, elementary, and secondary school student; (3) provide teacher training; (4) integrate community and family support services; and (5) foster students' high expectations and improve their chances for academic success. Authorizes appropriations for FY2014-FY2019.

Local Taxpayer Relief Act

United States · United States Congress · 6 June 2013

Local Taxpayer Relief Act - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to make permanent amendments made to the Impact Aid program (which compensates local educational agencies [LEAs] for the financial burden of federal activities affecting their school districts) by the Impact Aid Improvement Act of 2012 that: require the valuation of the federal property located within the boundaries of an LEA by calculating the valuation, for property tax purposes, of all property within the LEA's boundaries and then multiplying that value by the proportion of that property that is federal property; alter the formula for determining the foundation payments due LEAs for federal ownership of property when appropriations for a fiscal year are insufficient to provide them with full compensation; alter the formula for determining the payments due LEAs for eligible federally-connected children who are displaced from federal property or Indian lands due to housing renovation or rebuilding; and direct the Secretary of Education to complete Impact Aid payments to eligible LEAs within three fiscal years of their appropriation. (Such amendments are currently set to expire on January 2, 2015.) Alters the formula for determining the payments due LEAs for eligible federally-connected children. Includes not only children in average daily attendance, but also those enrolled pursuant to a state open enrollment policy. Continues an LEA's eligibility for such payments while activities associated with military base closures and realignments or force structure changes or relocations are ongoing. Allows the calculation of such payments using current student counts instead of prior fiscal year data when LEAs experience a specified influx of new federally-connected students due to federal activities or the closure of an LEA that was receiving Impact Aid due to federally-connected children. Requires the Secretary to allow LEAs to count their federally-connected children using the date they register their students for the fiscal year for which their application is filed. Alters the formula for determining the construction payments due LEAs that are eligible for other Impact Aid payments. Divides 80% of the construction funds evenly between LEAs impacted by military dependent children and LEAs impacted by children residing on Indian lands, with the remainder reserved for emergency repair and modernization grants to LEAs serving Indian lands or experiencing a specified influx of new students due to federal activities. Alters the formula for determining whether a state's plan for equalizing assistance to its LEAs will except it from the prohibition on state aid to LEAs being affected by Impact Aid payments. Requires new LEAs applying for Impact Aid to have boundaries established by state law and the authority to tax or receive an imputed local tax. Reauthorizes appropriations for the Impact Aid program through FY2017.

Native Hawaiian Education Act

United States · United States Congress · 6 June 2013

Native Hawaiian Education Act - Amends the Native Hawaiian Education Act to revise the duties and composition of the Native Hawaiian Education Council. (The Native Hawaiian Education Council coordinates the educational and related services and programs available to Native Hawaiians.) Requires the Council to be composed of 15 members who: (1) are from certain educational, governmental, Trust, and grant-making entities; and (2) demonstrate at least five years of experience as consumers or providers of Native Hawaiian education or cultural activities. Directs the Council, in addition to its existing duties, to: (1) serve as a clearinghouse for the educational and related services and programs available to Native Hawaiians, and (2) provide technical assistance to Native Hawaiian organizations that apply for or receive Native Hawaiian Education program grants. Requires the Council to hold at least one community consultation each year on each of the islands of Hawaii, Maui, Molokai, Lanai, Oahu, and Kauai regarding Native Hawaiian education program grants and other education issues. Eliminates the requirement that the council meet at least four times each year with an island council composed of parents, students, and other Native Hawaiian education stakeholders. Includes charter schools as eligible recipients of Native Hawaiian Education program grants, in addition to Native Hawaiian education organizations, Native Hawaiian community-based organizations, and public and private nonprofit entities. Gives grant priority to programs that: (1) meet the educational priorities established by the Council; (2) repair and renovate public schools that serve high concentrations of Native Hawaiian students; (3) meet the unique cultural and language needs of Native Hawaiian students in order to help them meet challenging state academic achievement standards; and (4) involve states, local educational agencies, or institutions of higher education in partnerships or consortia. Requires the Secretary of Education to use funds made available for Native Hawaiian Education program grants before this Act's enactment to support: (1) the development of a body of Native Hawaiian law; (2) the repair and renovation of public schools that serve high concentrations of Native Hawaiian students; (3) access to Hawaiian culture and history through digital archives; (4) informal education programs that connect traditional Hawaiian knowledge, science, astronomy, and the environment through state museums or learning centers; and (5) public charter schools serving high concentrations of Native Hawaiian students. Authorizes appropriations for such grants through FY2019.

Currency Optimization, Innovation, and National Savings Act

United States · United States Congress · 6 June 2013

Currency Optimization, Innovation, and National Savings Act - Requires the Board of Governors of the Federal Reserve System (Federal Reserve Board) to sequester all $1 coins bearing the design common to those $1 coins minted and issued from 1979-1981 and again in 1999. Allows the release of such sequestered coins to collectible coin dealers and countries that have adopted the U.S. dollar as their base unit of exchange. Directs the Federal Reserve Board to: (1) undertake efforts to improve, and remove barriers to, the circulation of all other $1 coins; and (2) work with the U.S. Mint, consumer groups, media outlets, and schools to publicize the Presidential $1 Coin Program. Declares it is U.S. policy that after consumers and retailers are comfortable using and able to obtain adequate supplies of $1 coins, such $1 coins should replace $1 Federal Reserve notes as the only $1 monetary unit issued and circulated by the Federal Reserve System.

Every Child Ready for College or Career Act of 2013

United States · United States Congress · 6 June 2013

Every Child Ready for College or Career Act of 2013 - Revises and reauthorizes programs under the Elementary and Secondary Education Act of 1965 (ESEA). Title I: Improving Basic Programs Operated by State and Local Educational Agencies - Amends the school improvement program under part A of title I of the ESEA to eliminate the requirement that local educational agencies (LEAs) and schools make adequate yearly progress toward state academic content and achievement standards. Requires states to adopt challenging academic content and achievement standards for mathematics, reading or language arts, and science that ensure that all of 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 in mathematics and reading or language arts that: (1) involve multiple measures of student achievement; (2) measure the overall performance of students in each public school and the performance of their poor, minority, disabled, and English learner subgroups; and (3) are used as the primary means of determining the yearly performance of each of their schools. Allows states to adopt alternate academic achievement standards and assessments for students with the most significant cognitive disabilities. Requires states to annually: (1) identify their public schools that need improvement based on the overall performance of their students, achievement gaps between student subgroups, or graduation rates; and (2) assist their LEAs in developing and implementing appropriate improvement strategies for such schools. Includes among the assistance strategies that LEAs must develop for schools their state has identified as needing improvement: replacing the school's principal; replacing ineffective teachers; giving the school the operational flexibility needed to fully implement a comprehensive strategy to improve student achievement; providing ongoing, high-quality professional development to instructional staff; implementing strategies to recruit, place, and retain effective staff; using data to identify and implement an instructional program that is aligned with state academic standards or to inform and differentiate instruction that meets the needs of individual students; converting a school or closing and reopening the school; closing a school and enrolling it students in higher performing schools; and adopting a new governance structure for the school. Allows LEAs to give students in those schools the option to transfer to another public school in their jurisdiction, provided the option is not prohibited by state law. Eliminates the requirement that all teachers be highly qualified, requiring instead that they meet applicable state certification and licensure requirements. Authorizes states to allocate their part A grants among LEAs on the basis of the number of impoverished children enrolled in each LEA's public schools. Replaces the program under part B (Student Reading Skills Improvement Grants) with a program awarding grants to states to assist them in developing academic assessments and academic content and achievement standards. Repeals: (1) the demonstrations of innovative practices, assessment evaluation, and Close Up Fellowship programs under part E; (2) part F (Comprehensive School Reform); (3) part G (Advanced Placement Programs); and (4) part H (School Dropout Prevention) of title I of the ESEA. Eliminates fiscal maintenance of effort requirements imposed on LEAs receiving funds under part A. Title II: High-Quality Teachers and Principals - Creates a new title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) of the ESEA consisting of a part A (Fund for the Improvement of Teaching and Learning) and part B (Teacher Incentive Fund). Moves teacher liability and internet safety provisions to title IX of the ESEA. Allocates part A grants to states and, through them, subgrants to LEAs pursuant to a formula that apportions: (1) 20% of the funding to states and LEAs on the basis of their share of students aged 5-17 on the national and state level, respectively; and (2) 80% of such funding on the basis of their share of impoverished students in that age group. Requires states to use 95% of those funds for subgrants to LEAs, with the remainder being used for specified state activities. Lists the projects which the subgrants may fund, including: (1) teacher and principal recruitment, training, and retention efforts; (2) teacher and principal evaluation systems that are based in significant part on student achievement; (3) model instructional programs in the core academic subjects; (4) measures that improve students' access to school library materials, postsecondary level coursework, and extended learning opportunities; and (5) the provision of general liability insurance coverage to teachers. Requires those projects to meet certain principles of effectiveness and undergo a periodic evaluation to assess their progress in providing students with a high-quality education in the core academic subjects that improves student academic achievement. Directs the Secretary of Education to: (1) provide technical assistance to part A grantees and subgrantees; (2) evaluate part A activities; and (3) award competitive matching grants to institutions of higher education or national educational organizations to provide LEAs with teachers and school leaders from nontraditional routes, professional development activities, and other services and learning opportunities. Directs the Secretary to reserve at least 10% of the funding under title II for the part B program, after reserving funds for certain national activities under part A. Authorizes the Secretary to award competitive matching grants under part B to states, LEAs, or partnerships between those entities and profit or nonprofit organizations to develop, implement, improve, or expand performance-based compensation systems for teachers and principals. Requires priority to be given to grant applicants that focus on teachers and principals serving in high-need schools. Directs the Secretary to arrange for an independent evaluation of the effectiveness of part B programs. Title III: Safe and Healthy Students - Replaces title IV (21st Century Schools) of the ESEA with a new title IV (Safe and Healthy Students) program. Moves the gun-free schools requirement and part C (Environmental Tobacco Smoke) of title IV to title IX (General Provisions) of the ESEA. Allots grants to states and, through them, subgrants to LEAs in amounts that reflect their share of impoverished children aged 5-17 on the national and state level, respectively. Requires states to use 98% of those funds for subgrants to LEAs. Requires the subgrants to be used to develop, implement, and evaluate comprehensive programs and activities that: (1) improve students' physical and mental health, diet, and physical fitness; (2) prevent and reduce substance abuse, school violence, and bullying; and (3) strengthen parent and community involvement in these efforts. Requires those programs and activities to meet certain principles of effectiveness and undergo a periodic evaluation to assess their progress in improving students' safety, health, and fitness. Title IV: Empowering Parents through Quality Charter Schools - Repeals part A (Innovative Programs), subpart 3 (Voluntary Public School Choice Programs) of part B (Public Charter Schools), and part D (Fund for the Improvement of Education) of title V (Promoting Informed Parental Choice and Innovative Programs) of the ESEA. Revises the program currently under subpart 1 (Charter School Programs) of part B and subsumes the program currently under subpart 2 (Credit Enhancement Initiatives to Assist Charter School Facility Acquisition, Construction, and Renovation) under that revised program. Replaces the current charter school grant program with a program awarding renewable competitive grants to states, authorized public chartering agencies, and LEAs and, through them, renewable subgrants to charter school developers to open new charter schools and expand and replicate high-quality charter schools. Requires such grantees to use 10% of the grant funds to provide technical assistance to subgrantees and authorized public chartering agencies and to work with those agencies to improve the charter school authorization process. Makes authorized public chartering agencies, LEAs, and charter management organizations eligible to receive renewable competitive grants to open new charter schools and expand and replicate high-quality charter schools. Revises the per-pupil facilities aid program (under which the Secretary makes competitive matching grants to states to provide per-pupil financing to charter schools) to allow states to: (1) partner with organizations to provide up to 50% of the state share of funding for the program; and (2) receive more than one program grant, so long as the amount of the grant funds provided to charter schools increases with each successive grant. Directs the Secretary to conduct certain national activities that include awarding competitive grants directly to charter school developers to open, replicate, and expand charter schools in states that have not received, or are nearing the end of, a grant for that purpose. Allows charter schools to serve prekindergarten or postsecondary school students. Title V: State Innovation and Flexibility - Amends title VI (Flexibility and Accountability) of the ESEA to allow LEAs to transfer up to 100% of their allocations under titles II and IV between the two programs or into the school improvement program under part A of title I. Allows states to do the same with the amounts allotted to them under such programs for state level activities. Amends title IX (General Provisions) of the ESEA to revise the process by which states, LEAs, and Indian tribes obtain waivers of the Act's statutory and regulatory requirements. Prohibits the Secretary from imposing requirements on states, LEAs, or Indian tribes in exchange for the approval of a waiver request. Repeals the requirement that LEAs maintain their education funding at certain levels in order to receive funds under covered ESEA programs. Establishes an approval and disapproval process for state plans and LEA applications under titles II and IV of the ESEA. Title VI: Extensions of Authorizations - Reauthorizes appropriations under the ESEA and the McKinney-Vento Homeless Assistance Act through FY2018.

SAFE Act

United States · United States Congress · 6 June 2013

Strengthen and Fortify Enforcement Act or SAFE Act - Authorizes: (1) states or their political subdivisions to enact and enforce immigration criminal penalties as long as they do not exceed relevant federal criminal penalties; and (2) state or local law enforcement personnel to investigate, apprehend, arrest, or transfer to federal custody aliens for immigration enforcement purposes to the same extent as federal law enforcement personnel. Directs the Secretary of Homeland Security (DHS) to provide the National Crime Information Center (NCIC) of the Department of Justice (DOJ) with all information that the Secretary has regarding any alien: (1) against whom a final order of removal has been issued, (2) who has entered into a voluntary departure agreement, (3) who has overstayed his or her authorized period of stay, or (4) whose visa has been revoked. Requires NCIC to enter such information into its Immigration Violators File. Requires: (1) states to have access to federal programs or technology directed at identifying inadmissible or deportable aliens, and (2) states and their political subdivisions to provide DHS with specified identifying information about each apprehended alien who is believed to be inadmissible or deportable. Directs the Secretary to make grants to states and their political subdivisions for procurement of equipment, technology, and facilities related to investigating, apprehending, arresting, or transporting inadmissible or deportable aliens. Requires the Secretary to construct or acquire additional domestic detention facilities for aliens detained pending removal. Amends the Immigration and Nationality Act (INA) regarding illegal aliens apprehended by state or local authorities to provide for: (1) federal custody upon state or local request, and (2) state or local compensation for related incarceration and transportation costs. Directs the Attorney General or the Secretary to ensure that an alien subject to removal is detained in an adequate state or local prison, detention center, or other comparable facility. Directs the Secretary to establish immigration-related training for state and local personnel. Provides personal liability immunity to the same extent as corresponding federal immunity for state or local personnel enforcing immigration laws within the scope of their duties. Directs the Secretary to continue to operate a program that: (1) identifies removable criminal aliens in federal and state correctional facilities, (2) ensures that such aliens are not released into the community, and (3) removes them from the United States after the completion of their sentences. Extends such program to all states. Requires states that receive state criminal alien assistance program (SCAAP) funds to comply with program requirements. Authorizes state or local detention of certain aliens, in specified circumstances, after completion of their state or local prison sentence. Authorizes appropriations for SCAAP. Transfers SCAAP jurisdiction from DOJ to DHS. Requires states and localities to: (1) notify the federal government of inadmissible or removable aliens who are encountered by law enforcement personnel, (2) comply with federal law enforcement information requests and with DHS detainers. Denies specified federal law enforcement assistance to a state or a political subdivision that prohibits law enforcement officers from cooperating with federal immigration law enforcement. Revises certain terrorism-related provisions with respect to naturalization, asylum, good moral character, voluntary departure, and cancellation of removal. Authorizes: (1) the denaturalization of a person who participates in terrorist activities or violent or unlawful activities aimed at the overthrow of the United States; and (2) the use or publication by DHS of certain legalization or special agricultural worker status information for any purpose relating to terrorism, national intelligence, or national security. Requires security and background checks and investigations of suspected immigration irregularities to be completed before specified immigration-related statuses and benefits may be granted or adjudicated. Revises and expands the definition of "aggravated felony" under INA. Makes such changes retroactive. Adds new grounds of inadmissibility for: (1) identity fraud or Social Security number misuse; (2) unlawful procurement of citizenship or naturalization; (3) specified firearm offenses; (4) conviction of an aggravated felony; and (5) crimes of domestic violence, stalking, or child abuse. Makes such additions retroactive. Adds new grounds of deportability for: (1) identity fraud or Social Security number misuse, and (2) unlawful procurement of citizenship or naturalization. Makes such additions retroactive. Makes inadmissible an alien who plans to or has engaged in espionage, prohibited export, or other unlawful activities, including activities aimed at the violent overthrow of the U.S. government. Prohibits the sale of or possession of firearms by any alien who is not lawfully admitted for permanent residence. Amends the federal criminal code to place a 10-year statute of limitations on most criminal violations of INA. Makes: (1) aggravated felons ineligible for refugee or asylee adjustment of status, and (2) a second DUI conviction an aggravated felony under INA. Revises requirements regarding: (1) detention and removal of aliens ordered removed, (2) alien smuggling and related offenses, and (3) reentry of removed aliens. Authorizes the Secretary to designate groups as criminal gangs. Requires detention for anyone found inadmissible or deportable for criminal street gang membership. Bars individuals found inadmissible or deportable for criminal gang membership from asylum, withholding of removal, and temporary protected status. Subjects to specified criminal penalties for illegal entry an alien who knowingly: (1) enters or crosses the border at a place other than a designated port of entry; (2) evades inspection by an immigration, customs, or agricultural officer; (3) makes a false or misleading statement or conceals a material fact during examination or inspection while crossing the border; or (4) violates the conditions of U.S. admission or parole for 90 days or more. Increases penalties under the federal criminal code for certain immigration document and passport fraud activities, and authorizes forfeiture of property used in connection with them. Reduces the period during which an alien may seek judicial review of an expedited removal order based on criminal or security grounds. Subjects to such expedited removal procedures an individual inadmissible because of a criminal offense if the individual has not been admitted or paroled, does not have a credible fear of persecution, and is not eligible for relief from removal. Expands the grounds of inadmissibility and deportability to include violation of federal requirements regarding sex offender registration. Prohibits U.S. citizens and lawful permanent residents convicted of certain sex offenses from sponsoring an alien for admission unless the Secretary determines that such person poses no risk to the alien. Authorizes the Attorney General to consider evidence extrinsic to an alien's conviction record to determine whether the conviction was based on conduct constituting a crime of moral turpitude or a domestic violence offense (which would make the alien deportable). States that a conviction for which a pardon has been issued shall not be grounds for deportability by reason of such conviction. Revises visa information sharing requirements. Prohibits waiver of a visa interview for an alien the Secretary determines to be a person of concern or in a class of aliens that are security threats. States that the Secretary: (1) shall have exclusive authority to issue regulations, establish policy, and administer all immigration or nationality laws relating to consular functions in connection with visa issuance or denial; and (2) may refuse or revoke any visa to an alien or class of aliens for U.S. security interests. Prohibits judicial review of the Secretary's decision to refuse or revoke a visa. Authorizes a consular surcharge (in addition to immigrant visa fees) to fund the visa security program. Provides for expedited clearance and placement of DHS personnel at overseas embassies and consular posts. Increases criminal penalties for student visa fraud or misuse committed by an owner, official, or employee of a student and exchange visitor program (SEVP)-certified school. Revises accreditation requirements. Limits those individuals who may serve as a designated school official or be granted access to the student and exchange visitor information system (SEVIS). Requires a background check of any person serving in such capacity. Authorizes the Secretary to suspend an institution's SEVP certification for reasonable suspicion of fraud. Makes a person convicted of such fraud permanently ineligible to hold a position of authority or ownership at any such institution. Makes flight schools that are not certified by the Federal Aviation Administration (FAA) ineligible to access SEVIS. Requires SEVIS suspension for a school that loses or is denied accreditation. Directs the Secretary to authorize all DHS immigration enforcement agents and deportation officers who have successfully completed basic immigration law enforcement training to: (1) make arrests for offenses against the United States, for certain felonies, and for bringing in, transporting, or harboring certain aliens; (2) execute warrants of arrest for administrative immigration violations; and (3) carry firearms. Authorizes the Secretary to hire additional Immigration and Customs Enforcement (ICE) detention enforcement officers. Establishes: (1) an ICE Advisory Council; and (2) a pilot program in at least five of the busiest ICE offices to process electronically and serve charging documents, and process and place detainers while in the field. Directs the Secretary to increase the number of ICE deportation officers, support staff, and prosecutors. Revises provisions regarding: (1) voluntary departure, (2) reentry bars for aliens who remain in the United States after ordered removed, and (3) reinstatement of removal orders. Prohibits the Secretary of the Interior or the Secretary of Agriculture (USDA) from prohibiting or restricting U.S. Customs and Border Protection (CBP) efforts, on land under their respective jurisdictions located within 100 miles of an international land border, to: (1) execute search and rescue operations, and (2) prevent unlawful entries into the United States through the international land borders. Grants CBP access to such lands to conduct: (1) road and barrier construction and maintenance, (2) vehicular patrols, (3) surveillance equipment activities, and (4) deployment of temporary tactical infrastructure.

Rural Energy Investment Act of 2013

United States · United States Congress · 6 June 2013

Rural Energy Investment Act of 2013 - Amends the Farm Security and Rural Investment Act of 2002 regarding the biobased markets program to: (1) extend program funding through FY2018, (2) increase the number of categories of biobased products designated and individual biobased products eligible for preferred purchasing, and (3) provide for a program of biobased product education and promotion activities. Amends the Rural Energy for America Program to: (1) extend Program funding through FY2018; (2) make nonprofit organizations eligible for assistance; (3) provide loan guarantees and grants to agricultural producers and rural small businesses for renewable energy system purchases, with a tiered loan and grant application process that reflects project cost; and (4) permit the combined amount of a grant and a loan guarantee to cover all eligible activity costs. Extends funding through FY2018 for: (1) biorefinery assistance, (2) the biodiesel fuel education program, (3) biomass research and development, (4) the Rural Energy Self-Sufficiency Initiative, (5) the biomass crop assistance program, (6) the forest biomass for energy program, (7) the community wood energy program, and (8) the feedstock flexibility program for bioenergy producers.

Empowering Patients First Act of 2013

United States · United States Congress · 6 June 2013

Empowering Patients First Act of 2013 - Repeals the Patient Protection and Affordable Care Act and the health care provisions of the Health Care and Education and Reconciliation Act of 2010, effective as of their enactment. Restores or revives provisions amended or repealed by such Act or such health care provisions. Amends the Internal Revenue Code to allow a refundable tax credit for the cost of qualified health insurance costs for low-income taxpayers and a tax deduction for such costs for other taxpayers. Amends the Public Health Service Act to provide for the establishment and governance of individual and small employer membership associations (IMAs) to make health benefits coverage available to IMA members and their dependents. Small Business Health Fairness Act of 2013 - Amends the Employee Retirement Income Security Act of 1974 (ERISA) to provide for establishment and governance of association health plans, which are group health plans whose sponsors are trade, industry, professional, chamber of commerce, or similar business associations and which meet certain ERISA certification requirements. Directs that the laws of the state designated by a health insurance issuer (primary state) shall apply to individual health insurance coverage offered by that issuer in the primary state and in any other state (secondary state), but only if the coverage and issuer comply with conditions of this Act. Amends title XXI (Children's Health Insurance) (CHIP) of the Social Security Act (SSA) to: (1) require a state CHIP plan to specify how it will achieve coverage for 90% of targeted low-income children; and (2) prohibit CHIP payments for children with family income above 300% of the applicable poverty line. Directs the Secretary of Health and Human Services (HHS) to issue best practice guidelines for the treatment of medical conditions. Sets forth how such guidelines may be used in a health care lawsuit. Permits a group health plan to vary premiums and cost-sharing by up to 50% of the benefits based on participation (or lack of participation) in a wellness program. Requires a health insurance issuer to provide claims information, on request, to a plan, plan sponsor, or plan administrator. Prohibits the Secretary from using comparative effectiveness research or patient-centered outcomes research to deny coverage of an item or service under a federal health care program. Authorizes a state to establish a Health Plan and Provider Portal website to standardize information on health insurance plans available in the state. Amends title XVIII (Medicare) of SSA to permit Medicare beneficiaries to contract with a physician or practitioner for health care items or services. Prohibits states from imposing limits on the amount of charges for health care services furnished by an eligible professional. Sets forth provisions regarding students loans and loan repayment for health care professionals. Exempts health care professionals from federal and state antitrust laws in connection with negotiations with a health plan regarding contract terms under which the professionals provide health care items or services for which plan benefits are provided. Establishes discretionary spending limits for FY2022-FY2023 for new budget authority in the nondefense category and revises sequestration discretionary spending limits for FY2014-FY2021.

Native Hawaiian Education Act

United States · United States Congress · 6 June 2013

Native Hawaiian Education Act - Amends the Native Hawaiian Education Act to revise the duties and composition of the Native Hawaiian Education Council. (The Native Hawaiian Education Council coordinates the educational and related services and programs available to Native Hawaiians.) Requires the Council to be composed of 15 members who: (1) are from certain educational, governmental, Trust, and grant-making entities; and (2) demonstrate at least five years of experience as consumers or providers of Native Hawaiian education or cultural activities. Directs the Council, in addition to its existing duties, to: (1) serve as a clearinghouse for the educational and related services and programs available to Native Hawaiians, and (2) provide technical assistance to Native Hawaiian organizations that apply for or receive Native Hawaiian Education program grants. Requires the Council to hold at least one community consultation each year on each of the islands of Hawaii, Maui, Molokai, Lanai, Oahu, and Kauai regarding Native Hawaiian education program grants and other education issues. Eliminates the requirement that the council meet at least four times each year with an island council composed of parents, students, and other Native Hawaiian education stakeholders. Includes charter schools as eligible recipients of Native Hawaiian Education program grants, in addition to Native Hawaiian education organizations, Native Hawaiian community-based organizations, and public and private nonprofit entities. Gives grant priority to programs that: (1) meet the educational priorities established by the Council; (2) repair and renovate public schools that serve high concentrations of Native Hawaiian students; (3) meet the unique cultural and language needs of Native Hawaiian students in order to help them meet challenging state academic achievement standards; and (4) involve states, local educational agencies, or institutions of higher education in partnerships or consortia. Requires the Secretary of Education to use funds made available for Native Hawaiian Education program grants before this Act's enactment to support: (1) the development of a body of Native Hawaiian law; (2) the repair and renovation of public schools that serve high concentrations of Native Hawaiian students; (3) access to Hawaiian culture and history through digital archives; (4) informal education programs that connect traditional Hawaiian knowledge, science, astronomy, and the environment through state museums or learning centers; and (5) public charter schools serving high concentrations of Native Hawaiian students. Authorizes appropriations for such grants through FY2019.

Local Taxpayer Relief Act

United States · United States Congress · 6 June 2013

Local Taxpayer Relief Act - Amends the Impact Aid Improvement Act of 2012 to make permanent amendments that Act made to the Impact Aid program (which compensates local educational agencies [LEAs] for the financial burden of federal activities affecting their school districts) that: require the valuation of the federal property located within the boundaries of an LEA by calculating the valuation, for property tax purposes, of all property within the LEA's boundaries and then multiplying that value by the proportion of that property that is federal property; alter the formula for determining the foundation payments due LEAs for federal ownership of property when appropriations for a fiscal year are insufficient to provide them with full compensation; alter the formula for determining the payments due LEAs for eligible federally-connected children who are displaced from federal property or Indian lands due to housing renovation or rebuilding; and direct the Secretary of Education to complete Impact Aid payments to eligible LEAs within three fiscal years of their appropriation. Amends the Impact Aid program of the Elementary and Secondary Education Act of 1965 to alter the formula for determining the payments due LEAs for eligible federally-connected children. Includes not only children in average daily attendance but also those enrolled pursuant to a state open enrollment policy. Continues an LEA's eligibility for such payments while activities associated with military base closures and realignments or force structure changes or relocations are ongoing. Allows the calculation of such payments using current student counts instead of prior fiscal year data when LEAs experience a specified influx of new federally-connected students due to federal activities or the closure of an LEA that was receiving Impact Aid due to federally-connected children. Requires the Secretary to allow LEAs to count their federally-connected children using the date they register their students for the fiscal year for which their application is filed. Alters the formula for determining the construction payments due LEAs that are eligible for other Impact Aid payments. Divides 80% of the construction funds evenly between LEAs impacted by military dependent children and LEAs impacted by children residing on Indian lands, with the remainder reserved for emergency repair and modernization grants to LEAs serving Indian lands or experiencing a specified influx of new students due to federal activities. Alters the formula for determining whether a state's plan for equalizing assistance to its LEAs will except it from the prohibition on state aid to LEAs being affected by Impact Aid payments. Requires new LEAs applying for Impact Aid to have boundaries established by state law and the authority to tax or receive an imputed local tax. Reauthorizes appropriations for the Impact Aid program.

MOMS for the 21st Century Act

United States · United States Congress · 6 June 2013

Maximizing Optimal Maternity Services for the 21st Century or the MOMS for the 21st Century Act - Amends the Public Health Service Act to require the Office on Women's Health to: (1) establish the Interagency Coordinating Committee on the Promotion of Optimal Maternity Outcomes, and (2) develop and implement a consumer education campaign to promote understanding and acceptance of evidence-based maternity practices and models of care for optimal maternity outcomes among women of childbearing ages and their families. Requires the Agency for Healthcare Research and Quality to make publicly available and update an online bibliographic database identifying systematic reviews, including an explanation of the level and quality of evidence, for the care of childbearing women and newborns. Requires the Administrator of the Health Resources and Services Administration to: (1) designate maternity care health professional shortage areas under the National Health Service Corps program, and (2) award planning and implementation grants to address workforce disparities for such professionals. Directs the Secretary of Health and Human Services (HHS) to support the establishment of two additional Centers for Excellence on Optimal Maternity Outcomes to conduct research to improve maternity outcomes. Requires the Secretary to convene an Interprofessional Maternity Provider Education Commission to discuss and make recommendations for: (1) a consensus standard physiologic maternity care curriculum that takes into account the core competencies for basic midwifery practice and the educational objectives for physicians practicing in obstetrics and gynecology, (2) suggestions for multidisciplinary use of the consensus physiologic curriculum, (3) strategies to integrate and coordinate education across maternity care disciplines, and (4) pilot demonstrations of interprofessional educational models. Amends title XVIII (Medicare) of the Social Security Act to cover services provided by a supervised student midwife or an intern or resident-in-training under a teaching program under certain circumstances.

Student Success Act

United States · United States Congress · 6 June 2013

Student Success Act - Authorizes FY2014-FY2019 appropriations for the programs under titles I, II, III, and IV of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by this Act. 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 local educational agencies (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. Amends schoolwide 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. 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. 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. Amends part A (Indian Education) of title VII and transfers it to a new subpart 6 (Indian Education) under part A. Omits subpart 3 (National Activities) of part A of title VII from subpart 6. 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 of Education, under part A (Supporting Effective Instruction) of title II, to make formula grants to states and, through them, subgrants to LEAs to develop and implement a teacher evaluation system that: (1) uses student achievement data as a significant factor in determining a teacher's evaluation, (2) uses multiple measures of evaluation, (3) uses more than two categories for rating teachers, (4) is used by the LEA to make personnel decisions, and (5) is based on input from parents and school staff. 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: (1) initiatives to assist in recruiting, hiring, and retaining highly effective teachers and school leaders; (2) the recruitment of qualified individuals from other fields; (3) model instructional programs in the core academic subjects; (4) professional development for teachers and school leaders; and (5) programs that are based on the current science of learning. 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: General Provisions for the Act - Replaces title V (Promoting Informed Parental Choice and Innovative Programs) of the ESEA with a new title V (General Provisions). Amends title IX (General Provisions) and transfers it to the new title V. 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, or controlling a state's, LEA's, or school's specific instructional content, academic standards and assessments, curricula, or program of instruction. 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. 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 V. Title VI: Repeal - Repeals title VI (Flexibility and Accountability) of the ESEA. 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 FY2014-FY2019.

Expressing support for prayer at school board meetings.

United States · United States Congress · 6 June 2013

Recognizes school boards as deliberative public bodies that should be free to engage in prayer at the beginning of meetings consistent with the prayer practice upheld in Marsh v. Chambers . Expresses support for the voluntary practice of prayer at the beginning of meetings of legislative bodies and other deliberative public bodies, including school board meetings.

Multi-Hazard School Disaster Planning and Response Act of 2013

United States · United States Congress · 5 June 2013

Multi-Hazard School Disaster Planning and Response Act of 2013 - Amends the Omnibus Crime Control and Safe Streets Act of 1968 to allow funds provided under the Matching Grant Program for School Security to be used for the following law enforcement and school information sharing activities: (1) establishing or improving an electronic data management system for the purpose of sharing specified emergency response plan data with first responders; (2) assisting local law enforcement and local schools with costs associated with collecting information on, evaluating, updating, and digitizing such plan data and making plans electronically available to local dispatch centers and first responders through mobile data terminals and mobile data computers; and (3) enabling law enforcement to consult with schools to develop emergency plans, including such plan data, to ensure that plans are comprehensive, complete, and current. Requires the Director of the Office of Community Oriented Policing Services to give preferential consideration to an application for a grant for such an activity from a jurisdiction that demonstrates that: (1) the activity will cover a significant number of schools, (2) such jurisdiction uses (or will use such grant to develop) an electronic record management system that is compatible across multiple jurisdictions, or (3) there is community interest with respect to such activity. Reauthorizes such Program for FY2014-FY2017.

Engaging Students Through Service Learning Act

United States · United States Congress · 5 June 2013

Engaging Students Through Service Learning Act - Amends title II of the Elementary and Secondary Education Act of 1965 to establish an Enhancing the Effectiveness of K-12 Education through Service Learning grant program. Directs the Secretary of Education to reserve a portion of program funds to: (1) establish a National Center for K-12 Service Learning; and (2) conduct research and evaluation activities, including a study on the effects of academic service-learning on instructional quality and the success of students in low-performing schools; and (3) assist states in developing exemplary service-learning programs. Requires the Secretary to award grants to states to: (1) support a service-learning specialist who acts as a conduit of information between the state and local level, (2) implement a statewide cascade professional development model and support local service-learning efforts, and (3) award competitive subgrants to local educational agencies. Requires subgrantees to use: (1) the service-learning model to strengthen the content area disciplines and implement key educational innovations in schools with a high percentage of underperforming youth, and (2) a cascade professional development model to bring practice to scale. Describes the cascade professional development model as one that trains high-quality professional development specialists who then train educators who are then responsible for training, mentoring, and supporting their peers.

National Mitigation Fisheries Coordination Act

United States · United States Congress · 5 June 2013

National Mitigation Fisheries Coordination Act - Directs the U.S. Fish and Wildlife Service (USFWS) to impose a charge for conducting mitigation fishery activities in connection with federal water resources development projects carried out by water development agencies (Army Corps of Engineers, the Bureau of Reclamation, or the Tennessee Valley Authority [TVA]). Requires such agencies to pay the charge in accordance with a fishery mitigation plan developed and approved by the USFWS Director and the agency head. Defines "mitigation fishery activities" as rearing and stocking of native and nonnative fish to replace or maintain fishery resources or harvest levels lost as a result of such a project, including project planning, population assessment and evaluation, genetic monitoring, broodstock development, and fish health sampling. Requires USFWS's charges to be reasonably related to expenditures necessary to: (1) operate, maintain, and rehabilitate certain USFWS-owned and -operated mitigation fishery facilities, hatcheries, and health centers; and (2) conduct mitigation fishery activities, including expenditures for personnel, transportation, utilities, contractual services, fish feed, supplies, equipment, routine maintenance, deferred maintenance, fish eggs, technical support, fish health, management and administration, planning, outreach and education, and hatchery product evaluations. Sets forth a listing of applicable mitigation fishery facilities in Arkansas, Georgia, Kentucky, Missouri, Montana, North Dakota, Pennsylvania, South Dakota, Tennessee, Utah, West Virginia, Wisconsin, and Wyoming.

STEM EDUCATION: THE ADMINISTRATION'S PROPOSED REORGANIZATION

United States · United States House of Representatives · 4 June 2013

Strengthening America's Schools Act of 2013

United States · United States Congress · 4 June 2013

Strengthening America's Schools Act of 2013 - Revises and reauthorizes programs under the Elementary and Secondary Education Act of 1965 (ESEA). Title I: College and Career Readiness for All Students - Amends title I of the ESEA to revise the school improvement program under part A. Eliminates the requirement that local educational agencies (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 college and career ready academic content and achievement standards and assessments in reading, mathematics, science, and English language proficiency. Requires states to adopt and implement assessments of student achievement and academic growth toward those standards that: (1) measure the overall performance of students in each public school; and (2) allow for the disaggregation of the results by gender, each major racial and ethnic group, English proficiency status, migrant status, status as a student with a disability, and economically disadvantaged status. Allows states to adopt alternate academic achievement standards and assessments for students with the most significant cognitive disabilities. Allows states to develop and administer computer adaptive assessments that measure student growth above or below grade level. Directs states that use school improvement funds to support early childhood education to establish, or certify the existence of, early learning guidelines for preschool-aged children and early grade standards for children in kindergarten through grade three. Requires states to establish annual performance targets for LEAs and elementary and secondary schools that include targets for student proficiency, academic growth, English language proficiency for English learners, and high school graduation rates. Requires LEAs to ensure that each school that, after two consecutive years, has not met state performance targets for the same student subgroup develops and implements a locally designed intervention to improve student achievement in that subgroup. Subjects schools to improvement strategies if they are identified as: (1) focus schools due to their having among the largest achievement or graduation gaps among student subgroups in the state; or (2) priority schools due to their status as the lowest achieving schools in the state, high schools with graduation rates below 60%, or focus schools for the six preceding consecutive years. Requires each LEA that serves a focus school to develop and implement a measurable and data-driven correction plan to improve the performance of the school's low-achieving subgroups. Requires LEAs to conduct a data-driven needs analysis of each of their priority schools and use it to select and implement, as appropriate for each school: (1) a transformation strategy, (2) a turnaround strategy, (3) a whole school reform strategy, (4) a restart strategy, or (5) a school closure strategy. Requires LEAs to allow students at priority schools to transfer to another of its public schools that has not been identified as a priority school, unless that option is prohibited by state law. Repeals the School Support and Recognition program. Requires teachers teaching a core academic subject in a program supported with school improvement funds to be highly qualified and certified to teach that subject area, but makes this requirement applicable only to new teachers if the state has fully implemented a professional growth and improvement system. Requires LEAs to show that: (1) combined state and local per-pupil expenditures in each of their schools served under part A are not less than the average combined state and local per-pupil expenditures for their schools not served under part A; or (2) the average combined state and local per-pupil expenditures at its high-poverty schools are no less than those expenditures at its low-poverty schools, if LEAs serve all of their schools under part A. Establishes the Blue Ribbon Schools program that allows states to award their highest performing schools with increased autonomy, flexibility in using ESEA funds, and monetary rewards. Directs the Secretary of Education, acting jointly with the Secretary of Health and Human Services (HHS), to designate exemplary early childhood education programs as centers of excellence in early childhood and award each of them a bonus grant to improve the quality of their program and others in their region. Authorizes the Secretary to identify and recognize exemplary schools, programs, and individuals. Directs the Secretary to award grants to states to develop, improve, or administer their college and career ready academic standards and assessments. Replaces part B (Student Reading Skills Improvement Grants) of title I with new Pathways to College grant programs that: (1) assist schools in implementing innovative and effective secondary school reform strategies, and (2) cover part or all of the Advanced Placement (AP) or International Baccalaureate (IB) examination fee low-income students incur. Amends the program, under part C (Education of Migratory Children), providing grants to states for the education of migratory children. Requires migratory children to be given the opportunity to meet the same college and career readiness standards as other children. Amends part D (Prevention and Intervention Programs for Children and Youth Who are Neglected, Delinquent, or At-Risk). Requires states to ensure that students who have been placed in the juvenile justice system are promptly re-enrolled in secondary school or placed in re-entry programs that best meet their educational and social needs. Includes at-risk Indian children and youth in the program. Replaces part E (National Assessment of Subchapter I) with a new part E (Educational Stability of Children in Foster Care) program to facilitate the educational transition of children that move to a new school attendance area as the result of being placed in foster care, changing their foster care placement, or leaving foster care. Eliminates parts F (Comprehensive School Reform), G (Advanced Placement Programs), and H (School Dropout Prevention). Title II: Supporting Teacher and Principal Excellence - Replaces title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) with a new title II (Supporting Teacher and Principal Excellence). Strikes parts A (Teacher and Principal Training and Recruiting Fund), B (Mathematics and Science Partnerships), C (Innovation for Teacher Quality) and D (Enhancing Education Through Technology) of title II. Establishes a new: (1) part A (Continuous Improvement and Support for Teachers and Principals) program to train and increase the number and equitable distribution of high-quality teachers and principals; (2) part B (Teacher Pathways to the Classroom) program to support the recruitment, selection, preparation, placement, retention, and support of teachers in high-need subjects or fields at high-needs schools; (3) part C (Teacher Incentive Fund) program for the development, implementation, improvement, or expansion of strategies to ensure that the most effective teachers and principals are serving in the lowest-performing schools; and (4) part D program (under provisions entitled the "Achievement Through Technology and Innovation Act of 2013" or the "ATTAIN Act") to enhance the use of educational technology. Title III: Language and Academic Content Instruction for English Learners and Immigrant Students - Revises and renames title III (Language and Academic content Instruction for English Learners and Immigrant Students). Changes the current references to "limited English proficient students" to "English learners." Amends part A (English Language Acquisition, Language Enhancement, and Academic Achievement Act), which provides funding to states to improve the education of English learners. Requires each state to establish a performance target for the percentage of English learners they serve who are making progress in achieving English proficiency not more that five years after being identified as English learners. Requires states that fail to meet their performance target for two consecutive years to develop an improvement plan to meet the target. Authorizes Indian tribes or educational entities that receive grants under the part A program to use them for Native American immersion and restoration programs. Revises the professional development grant program for English language instructors. Directs the Secretary to establish an independent commission on the assessment and advancement of English learners to provide the Secretary with advice regarding the education of English learners and their inclusion in state assessment and accountability systems. Requires the Secretary to distribute English language acquisition technology innovation grants for the pursuit of breakthrough research and development in educational technology that benefits English learners. Strikes part B (Improving Language Instruction Educational Programs). Title IV: Supporting Successful, Well-Rounded Students - Replaces title IV (21st Century Schools) with a new title IV (Supporting Successful, Well-Rounded Students). Replaces part A (Safe and Drug-Free Schools and Communities) with a new part A (under provisions entitled the "Improving Literacy Instruction and Student Achievement Act"), which creates programs that provide funding to: (1) states to improve the literacy of children from birth through grade 12, and (2) LEAs to develop and enhance effective school library programs. Creates a new part B (Improving Science, Technology, Engineering, and Mathematics Instruction and Student Achievement), which creates programs that provide funding to: (1) states to improve preschool and elementary and secondary school science, technology, engineering, and mathematics (STEM) education; and (2) LEAs or states, acting in partnership with institutions of higher education (IHEs) or nonprofit organizations, to establish STEM Master Teacher Corps programs. Establishes a new part C (Increasing Access to a Well-Rounded Education and Financial Literacy), which creates programs that provide funding to states to: (1) increase the access of low-income students to high-quality courses in the arts, civics and government, economics, environmental education, financial literacy, foreign languages, geography, health education, history, music, physical education, or social studies; and (2) integrate financial literacy education into their elementary and secondary schools and train their secondary school financial literacy or entrepreneurship teachers to teach financial literacy in core academic subjects (under provisions entitled the "Financial Literacy for Students Act"). Establishes a new part D (Successful, Safe, and Healthy Students), which provides funding to states to foster comprehensive improvements to school-level conditions for learning. Establishes a new part E (under provisions entitled the "Student Non-Discrimination Act of 2013"), which prohibits public school students from being excluded from participating in, or subject to discrimination under, any federally-assisted educational program on the basis of their actual or perceived sexual orientation or gender identity or that of their associates. Revises the program under part B (21st Century Community Learning Centers) and places it in a new part F. Includes summer learning and expanded learning time activities in the program. Requires the program to serve students who primarily attend: (1) high-need schools; (2) schools that, after two consecutive years, have not met state performance targets for the same student subgroup; and (3) focus schools. Establishes a new part G (under provisions entitled the "Promise Neighborhoods Act of 2013") awarding: (1) Promise Neighborhood Partnership grants to nonprofit organizations that work in coordination with certain educational and governmental entities to provide education and support services to children who live in distressed neighborhoods, and (2) Promise School grants to high-need LEAs and Indian schools that partner with nonprofit organizations or IHEs to provide education and student support services to children who attend high-poverty schools. Establishes a new part H (Parent and Family Information and Resource Centers), which provides funds to nonprofit organizations to operate state parent and family information and resource centers. Requires part J funds to support nationally significant programs that help all children meet the college and career ready academic content and achievement standards required by this Act. Establishes a new part K (Competency-Based Assessment and Accountability Demonstration Authority), which authorizes the Secretary to provide states with the authority to incorporate competency-based targets for student learning in their title I accountability systems. Title V: Promoting Innovation - Replaces title V (Promoting Informed Parental Choice and Innovative Programs) with a new title V (Promoting Innovation). Creates a new part A (Race to the Top) program that awards grants to states and high-need LEAs to carry out one or more educational goals selected by the Secretary. Lists those goals. Creates a new part B (Investing in Innovation) program to support the school innovation efforts of public schools and LEAs. Revises the Magnet Schools Assistance program under part C, which provides grants to LEAs to establish and operate magnet schools under a court-ordered desegregation plan or voluntary desegregation plan approved by the Secretary. Replaces the existing Public Charter Schools program under part B with a new Public Charter Schools program under part D. Establishes under part D: (1) a subpart 1 (Successful Charter Schools Program), to support the creation, expansion, or replication of high-performing charter schools; and (2) a subpart 2 (Charter School Facility Acquisition, Construction, and Renovation), to improve access to facilities and facilities financing for high-performing charter schools. Revises Voluntary Public School Choice Programs to support the establishment or expansion of inter- or intra-district public school choice programs that enable students attending focus or priority schools to attend high-quality public schools, including charter schools. Title VI: Promoting Flexibility; Rural Education - Redesignates title VI (Flexibility and Accountability) as title VI (Promoting Flexibility; Rural Education). Replaces part A (Improving Academic Achievement) with a new part A (Transferability) program that allows states and LEAs to transfer funds they are allotted for state-level and local-level activities, respectively, by an ESEA formula grant to other state or LEA formula grant programs under the ESEA. Prohibits states from transferring any funds that originate in titles I or III, and prohibits LEAs from transferring any funds that originate in title I, III, VII (part A), or VIII, out of each respective title. Amends part B (Rural Education Initiatives) of title VI to give LEAs that qualify for funding under both the Small, Rural School Achievement (SRSA) and Rural and Low-Income School (RLIS) programs the option to choose the program for which they would prefer to receive funding. Title VII: Indian, Native Hawaiian, and Alaska Native Education - Amends title VII (Indian, Native Hawaiian, and Alaska Native Education). Amends part A (Indian Education) to revise the programs under subparts 1 (Formula Grants to Local Educational Agencies), 2 (Special Programs and Projects to Improve Educational Opportunities for Indian Children and Youth), 3 (National Activities), and 4 (Federal Administration). Provides support for Native American language immersion and restoration programs. Preserves the national research activities under subpart 3, but strikes: (1) the in-service training for teachers of Indian children program, (2) the fellowships for Indian students program, (3) the gifted and talented Indian students program, (4) the grants to tribes for education administrative planning and development program, and (5) the improvement of educational opportunities for adult Indians program. Revises the Native Hawaiian Education program. Includes among the approved uses of grant funds, workforce preparation and training for Native Hawaiian youth. Revises the Alaska Native Education program under provisions entitled the "Alaska Native Educational Equity, Support, and Assistance Act." Title VIII: Impact Aid - Amends title VIII (Impact Aid). Alters calculations made in determining the payments due LEAs for federal ownership of property, or for federally-connected children, within their areas. Amends the National Defense Authorization Act for Fiscal Year 2013 to make the changes 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 IX: General Provisions - Amends title IX (General Provisions) to establish additional definitions for terms that are applicable throughout the ESEA. Allows students who are threatened by, or the victim of, a criminal offense at their public school to attend a safe public school within the LEA's jurisdiction. (Currently, this unsafe school choice option is available only to students attending schools identified as persistently dangerous or to students who become victims of a criminal offense at their public school.) Title X: Commission on Effective Regulation and Assessment Systems for Public Schools - Commission on Effective Regulation and Assessment Systems for Public Schools Act - Establishes a Commission on Effective Regulation and Assessment Systems for Public Schools. Title XI: Amendments to Other Laws; Miscellaneous Provisions - McKinney-Vento Homeless Education Reauthorization Act of 2013- Amends the McKinney-Vento Homeless Assistance Act to revise, and reauthorize appropriations for, the Education for Homeless Children and Youth program, which provides funds to states for the education of homeless youth. Amends the Department of Education Organization Act to establish in the Department of Education an Advanced Research Projects Agency-Education (ARPA-ED) to pursue breakthrough research and development in educational technology and provide for its effective use.

Office of Rural Education Policy Act

United States · United States Congress · 4 June 2013

Office of Rural Education Policy Act - Amends the Department of Education Organization Act to establish an Office of Rural Education Policy (Office) in the Department of Education's Office of Elementary and Secondary Education. Requires the Office to be headed by a Director who advises the Secretary of Education on the characteristics and needs of rural schools, and the effects current policies and proposed statutory, regulatory, administrative, and budgetary changes have on states and local educational agencies (LEAs) that serve such schools. Requires the Director to: establish and maintain a clearinghouse for collecting and disseminating certain information on rural education; identify innovative research and demonstration projects on topics of importance to rural schools; coordinate rural education activities within the Department; inform the Department of other federal agency activities related to rural education; coordinate its activities with Indian schools and the Department of the Interior's responsibilities regarding such schools; provide technical assistance and other support for rural education improvement efforts; and produce an annual report, for Congress and the public, on the condition of rural education. Requires the Director to prepare regulatory impact analyses of the Secretary's proposed and final rules that may have a significant impact on states or LEAs that serve rural schools.

IDEA MOE Adjustment Act

United States · United States Congress · 4 June 2013

IDEA MOE Adjustment Act - Amends the Individuals with Disabilities Education Act to limit the penalty imposed on a state that reduces its level of funding for special education from one fiscal year to the next to a reduction of federal special education funds for one fiscal year. (Currently, that penalty may be imposed on a state for any fiscal year after the fiscal year the state reduces its special education funding.) Redistributes the federal special education funding that is denied to a penalized state to states that have not reduced their level of special education funding. Prohibits the Secretary of Education from considering those penalties or redistributions when calculating a state's share of federal special education funds for subsequent fiscal years.

Higher Education and Skills Obtainment Act

United States · United States Congress · 4 June 2013

Higher Education and Skills Obtainment Act - Amends the Internal Revenue Code to replace the Hope Scholarship and Lifetime Learning tax credits with a tax credit for full and part-time post-secondary students equal to 100% of qualified tuition and related expenses up to $2,000, plus 25% of such expenses as exceeds $2,000 but not more than $4,000. Reduces the allowable amount of such credit to the extent that household income exceeds 400% of the federal poverty line. Repeals the tax deduction for qualified tuition and related expenses. Expresses the sense of Congress that any revenue saved by the enactment of this Act shall be applied to the currently projected Pell Grant funding shortfall in 2015 and to deficit reduction.

Student Non-Discrimination Act of 2013

United States · United States Congress · 4 June 2013

Student Non-Discrimination Act of 2013 - Prohibits public school students from being excluded from participating in, or subject to discrimination under, any federally-assisted educational program on the basis of their actual or perceived sexual orientation or gender identity or that of their associates. Considers harassment to be a form of discrimination. Prohibits retaliation against anyone for opposing conduct made unlawful under this Act. Authorizes federal departments and agencies to enforce these prohibitions by cutting off the educational assistance of recipients found to be violating them. Allows an aggrieved individual to assert a violation of this Act in a judicial proceeding and recover reasonable attorney's fees should they prevail. Authorizes the Attorney General to institute a civil action in any appropriate U.S. district court for a violation of this Act. Deems a state's receipt of federal educational assistance for a program to constitute a waiver of sovereign immunity for conduct prohibited under this Act regarding such program.

Enhancing Education Through Technology Act of 2013

United States · United States Congress · 4 June 2013

Enhancing Education Through Technology Act of 2013 - Replaces part D (Enhancing Education Through Technology) of title II of the Elementary and Secondary Education Act of 1965 (ESEA) with a new part D (Achievement Through Technology and Innovation). Directs the Secretary of Education (under new subpart 1 [Technology Readiness and Access] of part D) to award matching grants to states and, through them, subgrants to local educational agencies (LEAs) to strengthen state and local technological infrastructure and professional development that supports digital learning. Allocates grant funds among states in proportion to each state's share of school improvement funds under part A of title I of the ESEA. Requires states to use at least 90% of their grant to award subgrants to LEAs. Requires LEAs to use: (1) at least 40% of those funds to support the acquisition of technology that addresses their technology infrastructure and access needs, and (2) at least 35% of those funds for professional development for digital learning. Allows states to form purchasing consortia with other states, and allows LEAs to form purchasing consortia with other LEAs, to carry out grant and subgrant activities, including the purchase of technology. Directs the Secretary (under new subpart 2 [Technology for Tomorrow Fund] of part D) to award renewable, competitive grants to eligible partnerships to improve student achievement, academic growth, and college-and-career readiness through the use of technology and digital learning. Defines an "eligible partnership" as a partnership that includes at least one high-need LEA and at least one state, LEA or educational service agency, institution of higher education, nonprofit or community-based organization, or business or for-profit organization. Requires partnerships to use their grants to carry out activities that utilize technology and digital learning to: (1) promote personalized, individualized instruction; (2) improve teacher and school leader preparation, professional development, knowledge, skills, practice, and professional capacity; (3) ensure all students equitable access to high-quality curriculum, instruction, assessments, technology, and digital learning; and (4) improve educational efficiency and productivity. Directs the Secretary to: (1) establish partnership performance measures, (2) contract with an outside entity to evaluate the grant program and identify effective practices for improving student outcomes, (3) disseminate and provide technical assistance to LEAs and states on best practices in utilizing technology and digital learning for student advancement, and (4) ensure that the Department of Education applies those best practices to other innovation fund programs.

To authorize the Secretary of the Air Force to make competitive grants to support research and development, education, and training to produce a bio-based aviation fuel for use by the Air Force.

United States · United States Congress · 4 June 2013

Authorizes the Secretary of the Air Force to make a competitive grant to an existing biofuels research center in the United States to conduct pilot-scale research, development, and testing of bio-based fuels for use by the Air Force as aviation fuel for jet aircraft. Permits a recipient to use grant funds to train military and civilian personnel in the new technologies and to conduct a study regarding the economic feasibility of a full-scale bio-based aviation fuel production facility. Directs the Secretary to give preference to a center that: (1) has the capacity and expertise necessary to quickly and efficiently conduct such research, development, and testing; and (2) is located in close proximity to specified raw materials, a military installation with responsibility for military air transportation, and a private or commercial airport with capacity to host a research and pilot production facility.

Officer Sean Collier Campus Police Recognition Act of 2013

United States · United States Congress · 4 June 2013

Officer Sean Collier Campus Police Recognition Act of 2013 - Amends the Omnibus Crime Control and Safe Streets Act of 1968 to extend public safety officers' death benefits to campus police officers. Defines a "campus police officer" as a police officer who is authorized to enforce the criminal laws and is employed by an institution of higher education.

Diploma and Accreditation Integrity Protection Act

United States · United States Congress · 4 June 2013

Diploma and Accreditation Integrity Protection Act - Prohibits any accreditor from being considered a reliable authority as to the quality of education or training offered by degree-granting institutions for any purpose related to immigration, federal employment, or any other federal activity, unless the accreditor is recognized by the Secretary of Education. Considers only a degree from a degree-granting institution that is accredited by such an accreditor to be acceptable in situations when a degree from an institution of higher education (IHE) is required or taken into consideration for the purpose of appointing, promoting, or improving the pay of a federal employee. Directs the Federal Trade Commission (FTC) to define as an unfair and deceptive act or practice: (1) certain offerings of academic, professional, or occupational degrees by entities that are not IHEs or are not accredited by an accreditor recognized by the Secretary, any other appropriate federal agency, or the Council for Higher Education Accreditation; or (2) the issuing of any accreditation to a degree-granting institution by an accreditor that lacks such recognition.

All-STAR Act of 2013

United States · United States Congress · 4 June 2013

All Students Achieving through Reform Act of 2013 or the All-STAR Act of 2013 - Revises subpart 1 (Charter School Programs) of part B (Public Charter Schools) of title V (Promoting Informed Parental Choice and Innovative Programs) of the Elementary and Secondary Education Act of 1965, including by subsuming subpart 2 (Credit Enhancement Initiatives to Assist Charter School Facility Acquisition, Construction, and Renovation) under subpart 1. Replaces the current charter school grant program with a program awarding grants to states, authorized public chartering agencies, or local educational agencies and, through them, subgrants to charter school developers to open new charter schools and expand and replicate high-quality charter schools. Requires grantees to: (1) use 10% of the grant funds to provide technical assistance to subgrantees and authorized public chartering agencies, and (2) work with those agencies to improve the charter school authorization process. Requires the Secretary of Education to award credit enhancement grants to applicants that have the highest-quality applications, after considering the diversity of such applications. (Currently, the Secretary is required to award at least three grants, including at least one to a public entity, one to a private nonprofit entity, and one to a consortium of such entities, provided an application from each merits approval.) Revises the per-pupil facilities aid program (under which the Secretary makes competitive matching grants to states to provide per-pupil financing to charter schools) to allow states to: (1) partner with organizations to provide up to 50% of the state share of funding for the program; and (2) receive more than one program grant, so long as the amount of the grant funds provided to charter schools increases with each successive grant. Directs the Secretary to conduct national activities that include: (1) disseminating best practices and technical assistance to this Act's grantees; (2) developing, in partnership with the Institute for Education Sciences, performance metrics to evaluate charter school startup, replication, and expansion efforts; and (3) awarding competitive grants directly to charter school developers or charter management organizations to open new charter schools and expand and replicate high-quality charter schools. Allows charter schools to: (1) admit students through a lottery that gives added weight to impoverished students, if authorized by state law and the school's charter; and (2) serve prekindergarten or postsecondary school students. Reauthorizes appropriations through FY2019.

IDEA MOE Adjustment Act

United States · United States Congress · 4 June 2013

IDEA MOE Adjustment Act - Amends the Individuals with Disabilities Education Act to limit the penalty imposed on a state that reduces its level of funding for special education from one fiscal year to the next to a reduction of federal special education funds for one fiscal year. (Currently, that penalty may be imposed on a state for any fiscal year after the fiscal year the state reduces its special education funding.) Redistributes the federal special education funding that is denied to a penalized state to states that have not reduced their level of special education funding. Prohibits the Secretary of Education from considering those penalties or redistributions when calculating a state's share of federal special education funds for subsequent fiscal years.

DIPLOMA Act

United States · United States Congress · 4 June 2013

Developing Innovative Partnerships and Learning Opportunities that Motivate Achievement Act or the DIPLOMA Act - Authorizes the Secretary of Education to award renewable five-year grants to states and, through them, subgrants to local consortia that include a local educational agency and other community partners to: (1) ensure the academic, physical, social, emotional, and civic development of disadvantaged youth; and (2) strengthen their families and communities. Requires each state grantee to develop and implement a state child and youth strategy that assesses children's needs and the assets within the state that can be mobilized, coordinated, and integrated to achieve quantifiable progress toward goals that include ensuring that: (1) children are ready for school; (2) students are engaged and achieving in school; (3) students are physically, mentally, socially, and emotionally healthy; (4) schools and neighborhoods are safe and provide a positive climate for learning; (5) families and communities are supportive and engaged in their children's education as equal partners; (6) students are ready for postsecondary education and 21st Century careers; (7) students are contributing to their communities; and (8) students are not chronically absent. Directs the consortia to develop and implement a local child and youth strategy that integrates multiple private and public services into a comprehensive, coordinated continuum of services directed toward achieving quantifiable progress toward such goals. Requires the Secretary to award competitive grants directly to local consortia if appropriated funds fall below a specified amount.

Higher Education and Skills Obtainment Act

United States · United States Congress · 4 June 2013

Higher Education and Skills Obtainment Act - Amends the Internal Revenue Code to replace the Hope Scholarship and Lifetime Learning tax credits with a tax credit for full and part-time post-secondary students equal to 100% of qualified tuition and related expenses up to $2,000, plus 25% of such expenses as exceeds $2,000 but not more than $4,000. Reduces the allowable amount of such credit to the extent that household income exceeds 400% of the federal poverty line. Repeals the tax deduction for qualified tuition and related expenses. Expresses the sense of Congress that any revenue saved by the enactment of this Act shall be applied to the currently projected Pell Grant funding shortfall in 2015 and to deficit reduction

Child Care and Development Block Grant Act of 2014

United States · United States Congress · 3 June 2013

Child Care and Development Block Grant Act of 2013 - Reauthorizes the Child Care and Development Block Grant Act of 1990 through FY2019. Revises the Act to allow a joint interagency office, designated by the governor, to serve as the lead agency for a state desiring to receive a community services programs child care and development block grant. Increases from two to three years the period that must be covered by a state child care and development plan. Revises and expands plan requirements to include, among others, compliance with state and local health and safety requirements, compliance with child abuse reporting requirements, protection for working parents, and coordination with other programs. Prescribes early learning and developmental guidelines. Authorizes a state to use funds to establish or support a system of local or regional child care resource and referral organizations. Requires a state receiving funds under such Act to carry out at least two of specified activities affecting the quality of child care. Requires states receiving grant funds under such Act to carry out criminal background checks for child care staff members of child care providers. Makes ineligible for employment by a licensed, regulated, or registered child care provider any individual who: (1) refuses to consent to a criminal background check, (2) knowingly makes a materially false statement in connection with such a background check, (3) is registered or is required to be registered on a state sex offender registry or the National Sex Offender Registry, or (4) has been convicted of one or more specified felonies. Directs the Secretary of Health and Human Services (HHS) to operate a national toll-free hotline and website. Defines "child with a disability" as one under age 13 who is eligible for early intervention services under the Individuals with Disabilities Education Act.     

Streamlining Energy Efficiency for Schools Act of 2013

United States · United States Congress · 3 June 2013

Streamlining Energy Efficiency for Schools Act of 2013 - Amends the Energy Policy and Conservation Act to direct the Secretary of Energy (DOE), acting through the Office of Energy Efficiency and Renewable Energy, to act as the lead federal agency for coordinating and disseminating information on existing federal programs and assistance that may be used to help initiate, develop, and finance energy efficiency, renewable energy, and energy retrofitting projects for schools. Requires the Secretary to: (1) carry out a review of existing programs and financing mechanisms available in or from appropriate federal agencies with jurisdiction over energy financing and facilitation that are currently used or may be used for such purposes; (2) establish a federal cross-departmental collaborative coordination, education, and outreach effort to streamline communication and promote available federal opportunities and assistance for such projects that enables states, local educational agencies, and schools to use existing federal opportunities more effectively and to form partnerships with governors, state energy programs, local educational, financial, and energy officials, state and local officials, nonprofit organizations, and other appropriate entities to support project initiation; (3) provide technical assistance for states, local educational agencies, and schools to help develop and finance projects that meet specified requirements; (4) develop and maintain a single online resource website with contact information for relevant technical assistance and support staff in the Office for states, local educational agencies, and schools to effectively access and use federal opportunities and assistance to develop such projects; and (5) establish a process for recognition of schools that have successfully implemented such projects and are willing to serve as resources for other local educational agencies and schools to assist initiation of similar efforts.

Assessment Accuracy and Improvement Act

United States · United States Congress · 3 June 2013

Assessment Accuracy and Improvement Act - Amends the Elementary and Secondary Education Act of 1965 to allow states to require the use of adaptive assessments of student progress toward state academic performance standards that accurately assess student achievement above and below grade level while also measuring grade-level performance. Defines an "adaptive assessment" as one that changes in difficulty in accordance with a student's performance but reports its outcome on a scale common to all students.

Long Island Sound Restoration and Stewardship Act

United States · United States Congress · 23 May 2013

Long Island Sound Restoration and Stewardship Act - Amends the Federal Water Pollution Control Act (commonly known as the Clean Water Act) to direct the Environmental Protection Agency's (EPA's) Office of the Management Conference of the Long Island Sound Study to conduct or commission studies to strengthen the implementation of the Comprehensive Conservation and Management Plan for Long Island Sound. Requires the studies to include: (1) environmental impacts on the Sound watershed; and (2) planning initiatives that identify areas most suitable for various activities in order to reduce conflicts among uses, reduce environmental impacts, facilitate compatible uses, or preserve critical ecosystem services. Requires the Office to: (1) develop and implement strategies to increase education and awareness about the ecological health and water quality of the Sound; and (2) monitor progress toward meeting the goals, actions, and schedules of the Plan. Revises the limit on the federal share for certain grants for projects and studies to help implement the Plan. Increases the limit for grants other than citizen involvement and education grants. Requires the Office's Director to submit a report that includes: (1) an assessment of the progress in implementing the Plan, (2) an assessment of the key ecological attributes that reflect the health of the ecosystem of the Sound watershed, (3) a description of substantive modifications to the Plan, (4) recommendations to improve progress in restoring and protecting the Sound watershed, (5) priority actions for implementing the Plan, and (6) a description of the means for coordinating federal funding and actions with the Long Island Sound states and other entities. Requires the President to submit, with the annual budget, information regarding each federal agency involved in the protection and restoration of the Sound watershed. Requires the EPA Administrator to coordinate the actions of federal agencies to improve the water quality and living resources of the watershed. Requires a federal agency that owns or occupies real property, or carries out activities, within the Sound watershed to: (1) participate in regional and subwatershed planning, protection, and restoration activities; and (2) ensure that the property and activities are consistent with the Plan. Amends the Long Island Sound Stewardship Act of 2006 to reauthorize the Long Island Sound Stewardship Advisory Committee through 2018 and exempts the Advisory Committee or any board, committee, or other group established under this Act from the Federal Advisory Committee Act. Extends through FY2018 the authorizations to the EPA for the implementation of the Management Conference of the Long Island Sound Study, the Long Island Sound Stewardship Act of 2006, the Long Island Sound Grants, and Long Island Sound Stewardship Grants.

National Oceanic and Atmospheric Administration Commissioned Officer Corps Amendments Act of 2013

United States · United States Congress · 23 May 2013

National Oceanic and Atmospheric Administration Commissioned Officer Corps Amendments Act of 2013 - Reauthorizes and amends authorities relating to the National Oceanic and Atmospheric Administration's Commissioned Officer Corps (NOAA Corps). Amends the National Oceanic and Atmospheric Administration Commissioned Officer Corps Act of 2002 to prohibit officers serving in positions of importance and responsibility and officers recalled from retired status from being counted in or against the computation of authorized strengths or the total number of authorized commissioned officers on the lineal list. Directs the Secretary of Commerce to prescribe obligated service requirements for appointments, training, promotions, separations, continuations, and retirement of officers not otherwise covered by law. Revises original appointment and reappointment requirements. Authorizes the reappointment of individuals who previously served in the NOAA Corps to the grade the individual held prior to separation. Permits reappointments to certain designated positions of importance and responsibility to be made only by the President. Directs the Secretary to coordinate with the Secretary of Defense (DOD) and the Secretary of the Department in which the Coast Guard is operating to promote and streamline inter-service transfers, give preference to such inter-service transfers for recruitment purposes, and reappoint such inter-service transfers to the equivalent grade in the NOAA Corps. Establishes: (1) training, physical fitness, and academic standards; (2) membership criteria for personnel boards; and (3) guidelines for officer candidate appointments and a basic officer training program. Modifies temporary appointment requirements. Permits temporary appointments in the grade of ensign, lieutenant junior grade, or lieutenant to be made by the President. Applies specified rights and benefits of the Armed Forces to the NOAA Corps, including benefits and services for members being separated or recently separated, military family programs, advanced education assistance, active duty agreements, and reimbursement requirements. Establishes: (1) an education loan repayment program in exchange for active duty service obligations of certain students enrolled at accredited educational institutions and other eligible persons, (2) a student loan interest payment program for specified loans under the Higher Education Act of 1965 to eligible active duty officers who have not completed more than three years of active duty service, and (3) a pre-commissioning education assistance program for certain students enrolled at accredited educational institutions who agree to accept appointment as active duty officers. Expands to make applicable to the NOAA Corps: (1) pay and allowances requirements of the Armed Forces, (2) competitive service position consideration requirements for honorably separated applicants, (3) uniformed service civilian employment and reemployment rights, and (4) laws protecting communications of members of the Armed Forces with Members of Congress and the Inspector General and prohibiting retaliatory personnel actions for specified communications.

Older Americans Act Amendments of 2013

United States · United States Congress · 23 May 2013

Older Americans Act Amendments of 2013 - Reauthorizes the Older Americans Act of 1965 (OAA) and funding for its programs for FY2014-FY2018. Revises OAA to include lesbian, gay, bisexual, and transgendered (LGBT) individuals, HIV-positive individuals, individuals with Alzheimer's disease, veterans, and Holocaust survivors, among others, within the status of greatest social need caused by noneconomic factors. Requires the Director of the Office of Long-Term Care Ombudsman Programs (in the Administration on Aging [AOA] of the Department of Health and Human Services [HHS]) to collect, analyze, and report on best practices related to screening for elder abuse. Requires the Assistant Secretary for Aging of the AOA to assist states with the development of the Home Care Consumer Bill of Rights and Plan for Enforcement (required by this Act). Requires the AOA to work with the Health Resources and Services Administration (HRSA) and the Secretary of Labor to identify and address personnel shortages in the field of aging. Establishes an Advisory Committee to Assess, Coordinate, and Improve Legal Assistance Activities to study the legal services activities assistance system for older individuals. Requires the Secretary of Labor, through the Bureau of Labor Statistics (BLS), to revise, improve, and report to Congress on the Experimental Price Index for the Elderly (CPI-E). Amends OAA to express the sense of the Senate that the amount appropriated under OAA for FY2014 and each subsequent year should be at least $2.675 billion (reflecting a 12% increase over FY2010 levels). Authorizes states to enter into cooperative arrangements with Federally Qualified Health Centers for services for the elderly. Reauthorizes appropriations for FY2014-FY2018 for supportive services, congregate nutrition services, home-delivered nutrition services, disease prevention and health promotion services, and family caregiver support. Requires area agencies on aging (AAAs) to develop area plans that provide for modernization of multipurpose senior centers, including a plan to use the skills and services of older adults in paid and unpaid work at such centers. Requires AAA area plans also to: (1) include evidence-based behavioral health services, chronic self-care management programs, and falls prevention programs; (2) describe efforts to increase public awareness of elder abuse, neglect, and exploitation; and (3) describe outreach efforts to veterans and coordination of services under OAA with those provided by the Department of Veterans Affairs (VA). Requires a state plan, among other things, to: (1) assure an adequately funded State Long-Term Care Ombudsman programprovided with adequate funding; and (2) provide legal assistance through an integrated legal assistance delivery system; and (3) describe efforts for outreach to veterans eligible for OAA services under the Act. Increases from 185% to 200% of the poverty line the self-declared income level of individuals who may be solicited for voluntary contributions for certain services they receive. Includes among supportive services covered by grants to states evidence-based chronic condition self-care management, evidence-based falls prevention programs, screening for elder abuse and neglect, and falls prevention screening. Requires the meals provided under a state nutrition project to be adjusted and appropriately funded, to the maximum extent practicable, to meet any special health-related or other dietary needs of program participants, including needs based on religious, cultural, or ethnic requirements. Declares that older adults should receive the clinical preventive services covered under title XVIII (Medicare) of the Social Security Act. Revises caregiver and care recipient requirements for the National Family Caregiver Support Program. Authorizes the Assistant Secretary to make grants to states to assess the needs of family caregivers for targeted support services. Requires the services of AAAs or AAA contractors to include Ombudsman efforts to support family and caregiver councils in long-term care facilities, as well as facilitate and support the State Long-Term Care Ombudsman program. Directs the Assistant Secretary to award grants to carry out or establish: (1) projects to support and promote modern multipurpose senior center models which yield multiservice, multigenerational centers for older individuals, their families, and others to gain needed skills, resources, and connections for continuum of care and quality of life; and (2) a demonstration program on care coordination and service delivery redesign for older individuals with chronic illness or at risk of institutional placement. Directs the HHS Secretary to award competitive grants to or contract with eligible entities to fund the employment costs of professionals who will: (1) coordinate with the provision of medically recommended dental care to eligible individuals by volunteer dentists; and (2) verify the medical, dental, and financial needs of individuals who may be eligible for free medically recommended dental care. Directs the Secretary to award a grant to or enter into a cooperative agreement with a public or private nonprofit entity to establish a National Resource Center on Family Caregiving. Revises the purposes of the Older American Community Service Employment Program to further the goal of economic security, grow local economies, and improve the quality of life of local communities. Directs the Assistant Secretary and the Secretary of Labor to study the feasibility of transferring the Senior Community Service Employment Program to the AOA from the Department of Labor. Reauthorizes funding for grants for Native Americans for FY2014-FY2018. Requires the Assistant Secretary to ensure that education and public awareness activities under OAA title XI (Allotments for Vulnerable Elder Rights Protection Activities) are fully integrated with OAA programs. Authorizes appropriations for the State Home Care Ombudsman Program, and authorizes the Assistant Secretary to award competitive grants to states for such programs. Requires a state to have a Home Care Consumer Bill of Rights and a Plan for Enforcement. Requires the state Home Care Consumer Bill of Rights to address a home care consumer's right to: (1) basic safety; (2) information access; (3) choice, participation, and self-determination; and (4) redress of grievances. Revises requirements for: (1) state long-term care ombudsman programs; (2) prevention of elder abuse, neglect, and exploitation; and (3) state legal assistance development. Amends OAA to require state agencies to carry out a Home Care Ombudsman Program within the Office of the State Long-Term Care Ombudsman. Amends the Public Health Service Act to include geriatrics and gerontology as primary health services.

Veterans Legal Support Act of 2013

United States · United States Congress · 23 May 2013

Veterans Legal Support Act of 2013 - Authorizes the Secretary of Veterans Affairs (VA) to provide support to at least one university law school program that is designed to provide legal assistance to veterans. Allows programs of university law schools which may receive support under this Act to include those that assist veterans with: (1) filing and appealing claims for benefits under laws administered by the Secretary; and (2) such other civil, criminal, and family legal matters as considered appropriate. Permits the support provided to a program to include financial support. Limits the total amount of financial support provided in any fiscal year to $1 million.

Spouses of Heroes Education Act

United States · United States Congress · 23 May 2013

Spouses of Heroes Education Act - Entitles to post-9/11 veterans' educational assistance the spouse (under current law, only the child) of a person who, on or after September 11, 2001, dies in the line of duty while serving on active duty as a member of the Armed Forces. Terminates such spouse's entitlement on the earlier of: (1) the date that is 15 years after the date on which the member died, and (2) the date of the spouse's remarriage. Requires an individual entitled to such assistance and also to veterans' educational assistance under the Montgomery GI Bill to elect a single coverage.

All-STAR Act of 2013

United States · United States Congress · 23 May 2013

All Students Achieving through Reform Act of 2013 or the All-STAR Act of 2013 - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to direct the Secretary of Education to award renewable competitive grants to certain eligible entities and, through them, subgrants to successful public charter schools to allow such schools to expand or replicate to serve additional students. Lists, as eligible grantees, state and local educational agencies, authorized public chartering agencies, and tax-exempt organizations that have successfully supported the replication and expansion of such schools. Sets forth the attributes that are to give such entities grant priority, including their serving or planning to serve a large percentage of low-income students from: (1) public schools with low-graduation rates; (2) schools identified as needing improvement, corrective action, or restructuring under the ESEA; or (3) schools identified by alternative accountability standards as priority schools, focus schools, or schools otherwise in need of significant assistance. Authorizes grantees to use up to 25% of a grant to establish a reserve account to assist them in acquiring and developing new facilities for successful public charter schools through: (1) credit enhancement initiatives, (2) the establishment of revolving loan funds, (3) direct spending or financing, or (4) partnerships with community development or other mission-based financial institutions. Directs the Secretary to conduct an independent, comprehensive, and scientifically sound evaluation of the effect this Act's initiatives have on student achievement and other areas, as determined by the Secretary.

Accelerated Learning Act of 2013

United States · United States Congress · 23 May 2013

Accelerated Learning Act of 2013 - Directs the Secretary of Education to allot grants to states, based on their share of low-income elementary and secondary school students, to cover part or all of the Advanced Placement (AP) or International Baccalaureate (IB) examination fee low-income students incur. Directs the Secretary to award renewable competitive matching grants to states, local educational agencies (LEAs), or partnerships between a nonprofit organization and a state or LEA for activities that increase: (1) the number of qualified teachers at high-need schools who are teaching AP or IB courses, (2) the number of AP or IB courses offered at high-need schools, and (3) the number of students at high-need schools who enroll and succeed in such courses. Gives priority, in awarding the competitive grants, to applicants that: (1) have a state-wide or district-wide strategy for increasing the availability of AP or IB courses, and pre-AP or pre-IB courses, in high-need schools; (2) focus on increasing AP or IB courses in the core academic subjects; and (3) target high-need schools. Defines a "high-need school" as a secondary school that has a demonstrated need for Advanced Placement or International Baccalaureate courses and that: (1) has a high concentration of low-income students; or (2) is designated with a school locale code of 41, 42, or 43. Directs the Secretary, through the Director of the Institute of Education Sciences, to evaluate the implementation and impact of the activities supported by the competitive grant program.

Innovation Inspiration School Grant Program Act

United States · United States Congress · 23 May 2013

Innovation Inspiration School Grant Program Act - Authorizes the Secretary of Education to award competitive matching grants to local educational agencies (LEAs) to: (1) promote science, technology, engineering (including robotics), and mathematics (STEM) in secondary schools and after school programs; (2) support the participation of secondary school students in nontraditional STEM teaching methods; and (3) broaden secondary school students' access to STEM careers. Gives priority to grant applications that target: (1) a rural or urban school, (2) a low-performing school or LEA, or (3) an LEA or school that serves students who are eligible for free or reduced price lunches under the school lunch program. Authorizes the Secretary to waive all or part of the matching requirement for financially-strapped LEAs. Directs the Secretary to evaluate the efficacy of the grant program.

Federal Student Loan Refinancing Act

United States · United States Congress · 23 May 2013

Federal Student Loan Refinancing Act - Amends title IV (Student Assistance) of the Higher Education Act of 1965 to allow borrowers that received loans under the William D. Ford Federal Direct Loan (DL) or Federal Family Education Loan (FFEL) program on or after July 1, 2006, to consolidate those loans as Federal Direct Consolidation Loans. Directs the Secretary of Education to consolidate DLs, and send a completed loan consolidation application to FFEL borrowers, within 90 days of this Act's enactment. Gives FFEL borrowers six months after their receipt of such application to endorse it and submit it to the Secretary if they wish to consolidate their loans. Sets the interest rate on Federal Direct Consolidation Loans at 4% or, if the weighted average of the interest rates of the loans being consolidated is less than 4%, the lesser of: (1) that weighted average, or (2) an interest rate equal to 0.4% of the principal balance of the consolidation loan at the time of consolidation. Adds an origination fee equal to 0.4% of the principal balance of the consolidation loan at the time of consolidation if an FFEL is being consolidated. Reduces the interest rate on a Federal Direct Consolidation Loan by 0.25% if one or more of the loans being consolidated is an FFEL held by an eligible lender. Prohibits any benefit a borrower is receiving or earning when issued a Federal Direct Consolidation Loan from being affected by the consolidation.

Effective Teaching and Leading Act

United States · United States Congress · 23 May 2013

Effective Teaching and Leading Act - Amends title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) of the Elementary and Secondary Education Act of 1965 to create a new Part E: Building School Capacity for Effective Teaching and Leadership. Directs the Secretary of Education to allot grants to states for subgrants to local educational agencies (LEAs) to improve teaching and school leadership through a system of teacher and principal induction, professional development, and evaluation that is developed, implemented, and evaluated in collaboration with local teacher, principal, and school leader organizations and preparation programs. Requires LEAs to include in such system: a comprehensive, coherent, high quality formalized induction program for beginning teachers during their first two years of full-time employment; high-quality effective professional development for teachers, principals, school librarians, and other school leaders at their lowest achieving schools; a rigorous, transparent, and equitable teacher and principal evaluation system for all their schools; ongoing high-quality support, coaching, and professional development for principals and other school leaders at their lowest achieving schools; opportunities for teachers and school librarians to assume new school leadership roles and receive training regarding such roles; and significant and sustainable stipends above a teacher's base salary for teachers that serve as mentors, instructional coaches, teacher leaders, or evaluators under these programs. Directs LEA grantees to conduct a valid and reliable full population survey of teaching and learning, at the school and LEA level, the results of which are to inform and be integrated into such systems. Requires a formal evaluation of each system to be conducted by the state, an institution of higher education, or an external agency and the results disseminated widely.

Educator Preparation Reform Act

United States · United States Congress · 23 May 2013

Educator Preparation Reform Act - Amends title II (Teacher Quality Enhancement) of the Higher Education Act of 1965 (HEA) to revise the Teacher Quality Partnership grant program. (The grant program provides funds to partnerships of high-need local educational agencies [LEAs], high-need schools, institutions of higher education [IHEs], and, as applicable, high-need early childhood education programs which are to use the funds for a pre-baccalaureate teacher preparation program, a teaching residency program, or a combination of such programs. Partnerships may also use grant funds for a leadership development program.) Allows grant funds to be used for pre- or post-baccalaureate teacher preparation programs. Allows grant funds to be used for teaching or principal residency programs. Requires principal residency programs to prepare principals for success in the high-need schools in the partnership by engaging residents in rigorous graduate-level coursework to earn an appropriate advanced credential while they undertake a guided principal apprenticeship alongside a trained and experienced mentor principal. Requires principal residents to have prior prekindergarten through grade 12 teaching experience. Provides them with a living stipend or salary during the one-year residency program in exchange for at least three years of service as a principal in a high-need school immediately following their successful completion of the residency program. Replaces the leadership development program with an educator development program that addresses a partnership's need to train and retain educators other than teachers or principals, such as specialized instructional support personnel and other school staff who provide or support instruction. Authorizes a partnership to receive more than one grant during a five-year period if one of the grants is used to establish a teaching or principal residency program that was not established with the prior grant. Applies certain partnership accountability and evaluation requirements to teachers, principals, and other educators. Revises teacher preparation program accountability requirements. Applies them not only to IHEs, but also to other organizations approved by the state to prepare teachers for classrooms. Requires those programs to train prospective teachers to teach diverse populations and core academic subjects. Requires states to: (1) establish a period of improvement and redesign for teacher preparation programs they identify as at-risk, and (2) provide such programs with technical assistance for up to three years before identifying those that fail to make sufficient improvement as low-performing and closing them down. Reauthorizes appropriations for the Teacher Quality Partnership grant program through FY2019. Amends part A (Teacher and Principal Training and Recruiting Fund) of title II (Preparing, Training, and Recruiting High Quality Teachers and Principals) of the Elementary and Secondary Education Act of 1965 (ESEA) to require states to develop, implement, and publicly disclose their criteria for identifying a teacher preparation program as low-performing or at risk of being identified as such. Requires those criteria to include multiple measures of teacher performance. Replaces the program under subpart 3 (Subgrants to Eligible Partnerships) of part A of title II of the ESEA with a program under which states, directly or through subgrants to certain educational entities, use funds reserved under part A to: (1) provide technical assistance to and close low-performing teacher preparation programs identified under the HEA, and (2) develop a system for assessing the quality and effectiveness of professional development offered throughout the state. Permits states to use such funding, directly or through subgrants: (1) to develop and implement a teacher performance assessment for teacher preparation programs, LEAs, and the state agency responsible for licensing teachers; and (2) for certain professional development activities currently funded under subpart 3. Amends title IV (Student Assistance) of the HEA to prohibit IHEs that offer a teacher preparation program that is projected to close from awarding new TEACH grants. (The TEACH grant program provides tuition assistance to students who commit to teaching a high-need subject in a high-need elementary or secondary school for four years.) Makes students who are completing a postbaccalaureate teacher education program eligible to participate in the TEACH grant program.

Veterans Access to Care Act

United States · United States Congress · 23 May 2013

Veterans Access to Care Act - Amends the Public Health Service Act to designate medical facilities of the Department of Veterans Affairs (VA) automatically as health professional shortage areas. Prohibits an individual from participating in both the VA's Health Professionals Education Assistance Program and the National Health Service Corps scholarship or loan repayment programs. Directs the Secretary of Health and Human Services (HHS), in carrying out the National Health Service Corps Program, to consult with the Secretary of Veterans Affairs regarding health professional shortage areas that are VA medical facilities.

National Program for Arts and Technology Act of 2013

United States · United States Congress · 23 May 2013

National Program for Arts and Technology Act of 2013 - Directs the Secretary of Education to establish and implement a national program for arts and technology that addresses the complex needs of the poor and undereducated by awarding competitive grants to qualified centers (private, nonprofit educational entities) and interested communities to provide: (1) financial support to establish new qualified centers, and (2) management expertise to guide such centers and communities. Prohibits federal funds received under this Act from being used for capital expenditures or endowment gifts. Requires a qualified center or an interested community to match federal contributions.