Collapse to view only § 6671. Funding allotment
- § 6671. Funding allotment
- § 6672. Supporting effective educator development
- § 6673. School leader recruitment and support
- § 6674. Technical assistance and national evaluation
- § 6675. STEM master teacher corps
§ 6671. Funding allotment
From the funds reserved under section 6621(4) of this title, the Secretary—
(1) shall use not less than 74 percent to carry out activities under section 6672 of this title;
(2) shall use not less than 22 percent to carry out activities under section 6673 of this title;
(3) shall use not less than 2 percent to carry out activities under section 6674 of this title; and
(4) may reserve not more than 2 percent to carry out activities under section 6675 of this title.
(Pub. L. 89–10, title II, § 2241, as added Pub. L. 114–95, title II, § 2002, Dec. 10, 2015, 129 Stat. 1948.)
§ 6672. Supporting effective educator development
(a) In generalFrom the funds reserved by the Secretary under section 6671(1) of this title for a fiscal year, the Secretary shall award grants, on a competitive basis, to eligible entities for the purposes of—
(1) providing teachers, principals, or other school leaders from nontraditional preparation and certification routes or pathways to serve in traditionally underserved local educational agencies;
(2) providing evidence-based professional development activities that address literacy, numeracy, remedial, or other needs of local educational agencies and the students the agencies serve;
(3) providing teachers, principals, or other school leaders with professional development activities that enhance or enable the provision of postsecondary coursework through dual or concurrent enrollment programs and early college high school settings across a local educational agency;
(4) making freely available services and learning opportunities to local educational agencies, through partnerships and cooperative agreements or by making the services or opportunities publicly accessible through electronic means; or
(5) providing teachers, principals, or other school leaders with evidence-based professional enhancement activities, which may include activities that lead to an advanced credential.
(b) Program periods and diversity of projects
(1) In general
(2) Renewal
(3) Diversity of projects
(4) Limitation
(c) Cost-sharing
(1) In general
(2) Acceptable contributions
(3) Waivers
(d) Applications
(e) Priority
(f) Definition of eligible entityIn this section, the term “eligible entity” means—
(1) an institution of higher education that provides course materials or resources that are evidence-based in increasing academic achievement, graduation rates, or rates of postsecondary education matriculation;
(2) a national nonprofit entity with a demonstrated record of raising student academic achievement, graduation rates, and rates of higher education attendance, matriculation, or completion, or of effectiveness in providing preparation and professional development activities and programs for teachers, principals, or other school leaders;
(3) the Bureau of Indian Education; or
(4) a partnership consisting of—
(A) 1 or more entities described in paragraph (1) or (2); and
(B) a for-profit entity.
(Pub. L. 89–10, title II, § 2242, as added Pub. L. 114–95, title II, § 2002, Dec. 10, 2015, 129 Stat. 1948.)
§ 6673. School leader recruitment and support
(a) In generalFrom the funds reserved under section 6671(2) of this title for a fiscal year, the Secretary shall award grants, on a competitive basis, to eligible entities to enable such entities to improve the recruitment, preparation, placement, support, and retention of effective principals or other school leaders in high-need schools, which may include—
(1) developing or implementing leadership training programs designed to prepare and support principals or other school leaders in high-need schools, including through new or alternative pathways or school leader residency programs;
(2) developing or implementing programs or activities for recruiting, selecting, and developing aspiring or current principals or other school leaders to serve in high-need schools;
(3) developing or implementing programs for recruiting, developing, and placing school leaders to improve schools implementing comprehensive support and improvement activities and targeted support and improvement activities under section 6311(d) of this title, including through cohort-based activities that build effective instructional and school leadership teams and develop a school culture, design, instructional program, and professional development program focused on improving student learning;
(4) providing continuous professional development for principals or other school leaders in high-need schools;
(5) developing and disseminating information on best practices and strategies for effective school leadership in high-need schools, such as training and supporting principals to identify, develop, and maintain school leadership teams using various leadership models; and
(6) other evidence-based programs or activities described in section 6611(c)(4) of this title or section 6613(b)(3) of this title focused on principals or other school leaders in high-need schools.
(b) Program periods and diversity of projects
(1) In general
(2) Renewal
(3) Diversity of projects
(4) Limitation
(c) Cost-sharing
(1) In general
(2) Acceptable contributions
(3) Waivers
(d) Applications
(e) PriorityIn awarding grants under this section, the Secretary shall give priority to an eligible entity—
(1) with a record of preparing or developing principals who—
(A) have improved school-level student outcomes;
(B) have become principals in high-need schools; and
(C) remain principals in high-need schools for multiple years; and
(2) who will implement evidence-based activities, defined for the purpose of this paragraph as activities meeting the requirements of section 7801(21)(A)(i) of this title.
(f) DefinitionsIn this section:
(1) Eligible entityThe term “eligible entity” means—
(A) a local educational agency, including an educational service agency, that serves a high-need school or a consortium of such agencies;
(B) a State educational agency or a consortium of such agencies;
(C) a State educational agency in partnership with 1 or more local educational agencies, or educational service agencies, that serve a high-need school;
(D) the Bureau of Indian Education; or
(E) an entity described in subparagraph (A), (B), (C), or (D) in partnership with 1 or more nonprofit organizations or institutions of higher education.
(2) High-need schoolThe term “high-need school” means—
(A) an elementary school in which not less than 50 percent of the enrolled students are from families with incomes below the poverty line; or
(B) a secondary school in which not less than 40 percent of the enrolled students are from families with incomes below the poverty line.
(Pub. L. 89–10, title II, § 2243, as added Pub. L. 114–95, title II, § 2002, Dec. 10, 2015, 129 Stat. 1949.)
§ 6674. Technical assistance and national evaluation
(a) In generalFrom the funds reserved under section 6671(3) of this title for a fiscal year, the Secretary—
(1) shall establish, in a manner consistent with section 9602 of this title, a comprehensive center on students at risk of not attaining full literacy skills due to a disability that meets the purposes of subsection (b); and
(2) may—
(A) provide technical assistance, which may be carried out directly or through grants or contracts, to States and local educational agencies carrying out activities under this part; and
(B) carry out evaluations of activities by States and local educational agencies under this part, which shall be conducted by a third party or by the Institute of Education Sciences.
(b) PurposesThe comprehensive center established by the Secretary under subsection (a)(1) shall—
(1) identify or develop free or low-cost evidence-based assessment tools for identifying students at risk of not attaining full literacy skills due to a disability, including dyslexia impacting reading or writing, or developmental delay impacting reading, writing, language processing, comprehension, or executive functioning;
(2) identify evidence-based literacy instruction, strategies, and accommodations, including assistive technology, designed to meet the specific needs of such students;
(3) provide families of such students with information to assist such students;
(4) identify or develop evidence-based professional development for teachers, paraprofessionals, principals, other school leaders, and specialized instructional support personnel to—
(A) understand early indicators of students at risk of not attaining full literacy skills due to a disability, including dyslexia impacting reading or writing, or developmental delay impacting reading, writing, language processing, comprehension, or executive functioning;
(B) use evidence-based screening assessments for early identification of such students beginning not later than kindergarten; and
(C) implement evidence-based instruction designed to meet the specific needs of such students; and
(5) disseminate the products of the comprehensive center to regionally diverse State educational agencies, local educational agencies, regional educational agencies, and schools, including, as appropriate, through partnerships with other comprehensive centers established under section 9602 of this title, and regional educational laboratories established under section 9564 of this title.
(Pub. L. 89–10, title II, § 2244, as added Pub. L. 114–95, title II, § 2002, Dec. 10, 2015, 129 Stat. 1951.)
§ 6675. STEM master teacher corps
(a) In generalFrom the funds reserved under section 6671(4) of this title for a fiscal year, the Secretary may award grants to—
(1) State educational agencies to enable such agencies to support the development of a State-wide STEM master teacher corps; or
(2) State educational agencies, or nonprofit organizations in partnership with State educational agencies, to support the implementation, replication, or expansion of effective science, technology, engineering, and mathematics professional development programs in schools across the State through collaboration with school administrators, principals, and STEM educators.
(b) STEM master teacher corpsIn this section, the term “STEM master teacher corps” means a State-led effort to elevate the status of the science, technology, engineering, and mathematics teaching profession by recognizing, rewarding, attracting, and retaining outstanding science, technology, engineering, and mathematics teachers, particularly in high-need and rural schools, by—
(1) selecting candidates to be master teachers in the corps on the basis of—
(A) span knowledge based on a screening examination; and
(B) pedagogical knowledge of and success in teaching;
(2) offering such teachers opportunities to—
(A) work with one another in scholarly communities; and
(B) participate in and lead high-quality professional development; and
(3) providing such teachers with additional appropriate and substantial compensation for the work described in paragraph (2) and in the master teacher community.
(Pub. L. 89–10, title II, § 2245, as added Pub. L. 114–95, title II, § 2002, Dec. 10, 2015, 129 Stat. 1952.)