Bill Summary
The Success in the Middle Act of 2019 aims to improve the education and support of middle grade students through grants provided to states. It addresses challenges faced by middle grade teachers and includes definitions of key terms and a statement of purpose. This legislation outlines the process for distributing grants to State Educational Agencies (SEAs), including a peer-review process and a reserve for evaluation and technical assistance. It also details the requirements for state and local educational agencies to receive and use these grants, including the development of comprehensive improvement plans and the use of evidence-based strategies and supports. Additionally, the legislation authorizes funds for studies, a clearinghouse, and other activities to improve middle grades education.
Possible Impacts
1. Middle grade students in low-income areas will benefit from the grants provided to State Educational Agencies for improvement programs, which will help them receive a more rigorous curriculum and effective support.
2. Middle grade teachers will be affected by the legislation as it addresses various challenges they face and provides resources for professional development and support.
3. Students with disabilities will be impacted by the legislation as it aims to develop and implement models for struggling students and provide resources for targeted interventions.
[Congressional Bills 116th Congress]
[From the U.S. Government Publishing Office]
[S. 1704 Introduced in Senate (IS)]
<DOC>
116th CONGRESS
1st Session
S. 1704
To provide grants to States to ensure that all students in the middle
grades are taught an academically rigorous curriculum with effective
supports so that students complete the middle grades prepared for
success in secondary school and postsecondary endeavors, to improve
State and local educational agency policies and programs relating to
the academic achievement of students in the middle grades, to develop
and implement effective middle grades models for struggling students,
and for other purposes.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
June 4, 2019
Mr. Whitehouse introduced the following bill; which was read twice and
referred to the Committee on Health, Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To provide grants to States to ensure that all students in the middle
grades are taught an academically rigorous curriculum with effective
supports so that students complete the middle grades prepared for
success in secondary school and postsecondary endeavors, to improve
State and local educational agency policies and programs relating to
the academic achievement of students in the middle grades, to develop
and implement effective middle grades models for struggling students,
and for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Success in the Middle Act of 2019''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) Research shows that Federal funding for students in
middle school and high school, particularly grades 6 through
12, is significantly lower than funding for elementary and
postsecondary students.
(2) International comparisons indicate that students in the
United States do not start out behind students of other nations
in mathematics and science, but that they fall behind by the
end of the middle grades.
(3) Approximately 65 percent of students in grade 8 read
below the proficient level on the 2017 National Assessment of
Educational Progress. A little over one-third of students in
grade 8 in the United States, and approximately 5 percent of
such students who are English learners, can read with
proficiency, according to the 2017 National Assessment of
Educational Progress.
(4) In mathematics, 37 percent of students in grade 8 show
skills at or above the proficient level on the 2017 National
Assessment of Educational Progress. However, the percentage of
students in grade 4 at or above the proficient level on such
Assessment was 40 percent. In grade 8, the gaps between the
average mathematics scores of White and Black students and
between White and Hispanic students were approximately as wide
in 2017 as in 2015.
(5) By grade 6, a student who attends school less than 80
percent of the time, receives unsatisfactory marks for mild but
sustained misbehavior, or who fails English or mathematics, has
only a 10 to 20 percent chance of graduating on time. Without
effective interventions and proper supports, these students are
at risk of subsequent failure in secondary school, or of
dropping out.
(6) Approximately 55 percent of students in grades 5
through 12 are engaged in the learning process, while 28
percent are unengaged or mentally checked out and 17 percent
are actively disengaged and feel negatively about school,
according to a 2013 Gallup Student Poll. Additionally, 54
percent of students are hopeful, while 32 percent feel stuck
and 14 percent feel discouraged, about their future success at
school and beyond.
(7) Student transitions from elementary school to the
middle grades and to secondary school are often complicated by
poor curriculum alignment, inadequate counseling services, and
unsatisfactory sharing of student performance and academic
achievement data between grades.
(8) Middle grades improvement strategies should be tailored
based on a variety of performance indicators and data, so
that--
(A) educators can create and implement successful
school improvement strategies to address the needs of
the middle grades; and
(B) teachers can provide effective instruction and
adequate assistance to meet the needs of at-risk
students.
(9) Middle grade teachers face unique challenges due to the
increased individual subject matter focus of the curriculum
combined with the physical, intellectual, and emotional changes
faced by early adolescents transitioning from elementary school
to high school.
(10) Combining measures of academic achievement and
motivation, social engagement, and self-regulation--the
behavioral domains essential for success across the school and
work continuum--provides a more holistic picture of students,
including their likelihood of enrolling in an institution of
higher education following high school graduation. This
information, available in middle school, allows for early
identification of and intervention with students who may be
less likely to complete secondary school and attend an
institution of higher education.
(11) Appropriate academic accommodations, age-appropriate
discipline, access to assistive technology, and evidence-based
interventions must be used with students with disabilities,
particularly in the middle grades, as--
(A) the dropout rate for learning disabled students
is nearly 3 times the dropout rate of all students;
(B) more than half of young adults with learning
disabilities have been involved in the justice system;
and
(C) students with disabilities have a graduation
rate nearly 20 percentage points lower than the
graduation rate for general education students.
(12) Local educational agencies and State educational
agencies often do not have the capacity to provide support for
school improvement strategies. Successful models do exist for
turning around low-performing middle grades, and Federal
support should be provided to increase the capacity to apply
promising practices based on evidence from successful schools.
SEC. 3. DEFINITIONS.
In this Act:
(1) ESEA definitions.--The terms ``educational service
agency'', ``elementary school'', ``English learner'',
``evidence-based'', ``local educational agency'', ``outlying
area'', ``high school'', ``secondary school'', and ``State
educational agency'' have the meanings given the terms in
section 8101 of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 7801).
(2) Chronic absenteeism.--The term ``chronic absenteeism''
means the percentage of individual students missing 10 percent,
or more, of the days of school in a school year.
(3) Eligible entity.--The term ``eligible entity'' means a
partnership that includes--
(A) not less than 1 eligible local educational
agency; and
(B)(i) an institution of higher education;
(ii) an educational service agency; or
(iii) a nonprofit organization with demonstrated
expertise in high-quality middle grades intervention.
(4) Eligible local educational agency.--The term ``eligible
local educational agency'' means a local educational agency
that serves not less than 1 eligible school.
(5) Eligible school.--The term ``eligible school'' means an
elementary school or secondary school that contains not less
than 2 successive grades of grades 5 through 8 and for which--
(A) a high proportion of the middle grades students
attending such school will attend a secondary school
with a graduation rate of 67 percent or less;
(B) more than 25 percent of the students who finish
grade 6 at such school, or the earliest middle grade
level at the school, exhibit 1 or more of the key risk
factors and early risk identification signs,
including--
(i) student attendance below 90 percent;
(ii) a failing grade in a mathematics or
reading or language arts course;
(iii) 2 failing grades in any courses; and
(iv) out-of-school suspension or other
evidence of at-risk behavior; or
(C) more than 50 percent of the middle grades
students attending such school do not perform at a
proficient level on State student academic assessments
required under section 1111(b)(2) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311(b)(2))
in mathematics or reading or language arts.
(6) Institution of higher education.--The term
``institution of higher education'' has the meaning given the
term in section 101 of the Higher Education Act of 1965 (20
U.S.C. 1001).
(7) Middle grades.--The term ``middle grades'' means any of
grades 5 through 8.
(8) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(9) State.--The term ``State'' means each of the 50 States,
the District of Columbia, and the Commonwealth of Puerto Rico.
(10) Student with a disability.--The term ``student with a
disability'' means a student who is a child with a disability,
as defined in section 602 of the Individuals with Disabilities
Education Act (20 U.S.C. 1401).
TITLE I--MIDDLE GRADES IMPROVEMENT
SEC. 101. PURPOSES.
The purposes of this title are to--
(1) develop middle grade students' social, emotional, and
academic competencies and deep content knowledge to ensure they
are equipped to think critically, solve problems, communicate
effectively, collaborate with others, and be self-directed so
that they can enter high school on-track and graduate from high
school on time and ready for postsecondary and career pathways;
(2) provide student and teacher supports for middle grades
education, including funding and curricula, that align with the
student and teacher supports provided for elementary school and
secondary school grades within and across local educational
agencies;
(3) provide resources to State educational agencies and
local educational agencies to collaboratively develop and
implement middle grade improvement plans in order to deliver
evidence-based support and technical assistance to schools
serving middle grade students;
(4) provide resources for schools serving middle grade
students to develop positive learning communities where
educators and students feel engaged, and share high
expectations of student success, as exhibited by mutual
respect, fair discipline approaches, and rigorous academic
curriculum; and
(5) increase the capacity of States and local educational
agencies to develop effective, sustainable, and replicable
school improvement programs and models and evidence-based or,
when available, scientifically valid student interventions for
implementation by schools serving students in the middle
grades.
SEC. 102. FORMULA GRANTS TO STATE EDUCATIONAL AGENCIES FOR MIDDLE
GRADES IMPROVEMENT.
(a) In General.--From amounts appropriated under section 107, the
Secretary shall make grants under this title for a fiscal year to each
State educational agency for which the Secretary has approved an
application in an amount equal to the allotment determined for such
agency under subsection (c) for such fiscal year.
(b) Reservations.--From the total amount made available to carry
out this title for a fiscal year, the Secretary--
(1) shall reserve not more than 1 percent for the Secretary
of the Interior (on behalf of the Bureau of Indian Education)
and the outlying areas for activities carried out in accordance
with this section;
(2) shall reserve 1 percent to evaluate the effectiveness
of this title in achieving the purposes of this title and
ensuring that results are peer-reviewed and widely
disseminated, which may include hiring an outside evaluator;
and
(3) shall reserve 2 percent for technical assistance and
dissemination of best practices in middle grades education to
States and local educational agencies.
(c) Amount of State Allotments.--
(1) In general.--Except as provided in paragraph (2), of
the total amount made available to carry out this title for a
fiscal year and not reserved under subsection (b), the
Secretary shall allot such amount among the States in
proportion to the number of children, aged 5 to 17, who reside
within the State and are from families with incomes below the
poverty level for the most recent fiscal year for which
satisfactory data are available, compared to the number of such
individuals who reside in all such States for that fiscal year,
determined in accordance with section 1124(c)(1)(A) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
6333(c)(1)(A)).
(2) Minimum allotments.--No State educational agency shall
receive an allotment under this subsection for a fiscal year
that is less than \1/2\ of 1 percent of the amount made
available to carry out this title for such fiscal year.
(d) Special Rule.--For any fiscal year for which the funds
appropriated to carry out this title are less than $500,000,000, the
Secretary is authorized to award grants to State educational agencies,
on a competitive basis, rather than as allotments described in this
section, to enable such agencies to award subgrants under section 104
on a competitive basis.
(e) Reallotment.--
(1) Failure to apply; application not approved.--If any
State educational agency does not apply for an allotment under
this title for a fiscal year, or if the application from the
State educational agency is not approved, the Secretary shall
reallot the amount of the State's allotment to the remaining
States in accordance with this section.
(2) Unused funds.--The Secretary may reallot any amount of
an allotment to a State if the Secretary determines that the
State will be unable to use such amount within 2 years of such
allotment. Such reallotments shall be made on the same basis as
allotments are made under subsection (c).
(f) Application.--In order to receive an allotment under this
title, a State educational agency shall submit an application to the
Secretary at such time, in such manner, and accompanied by such
information as the Secretary may reasonably require, including a State
middle grades improvement plan described in section 103(a)(4).
(g) Peer Review and Selection.--The Secretary--
(1) shall establish a peer-review process to assist in the
review and approval of proposed State applications;
(2) shall appoint individuals to participate in the peer-
review process who are educators and experts in identifying,
evaluating, and implementing effective education programs and
practices (including in the areas of teaching and learning,
educational standards and assessments, school improvement,
school climate, rates of suspension and expulsion, and academic
and behavioral supports for middle grades students, and in
addressing the needs of students with disabilities and English
learners in the middle grades), which individuals may include
recognized exemplary middle grades teachers and middle grades
principals who have been recognized at the State or national
level for exemplary work or contributions to the field;
(3) shall ensure that State educational agencies are given
the opportunity to receive timely feedback, and to interact
with peer-review panels, in person or via electronic
communication, on issues that need clarification during the
peer-review process;
(4) shall approve an application submitted under this title
not later than 120 days after the date of submission of the
application unless the Secretary determines that the
application does not meet the requirements of this title;
(5) may not decline to approve an application from a State
educational agency before--
(A) offering the State educational agency an
opportunity to revise the application;
(B) providing the State educational agency with
technical assistance in order to submit a successful
application; and
(C) providing an opportunity for a hearing to the
State educational agency; and
(6) shall direct the Inspector General of the Department of
Education to--
(A) review final determinations reached by the
Secretary to approve or deny State applications;
(B) analyze the consistency of the process used by
peer-review panels in reviewing and recommending to the
Secretary approval or denial of such State
applications; and
(C) report the findings of this review and analysis
to Congress.
SEC. 103. STATE PLAN; AUTHORIZED ACTIVITIES.
(a) Mandatory Activities.--
(1) In general.--A State educational agency that receives a
grant under this title shall use the grant funds--
(A) to prepare and implement the needs analysis and
middle grades improvement plan, as described in
paragraphs (3) and (4), of such agency;
(B) to make subgrants to eligible local educational
agencies or eligible entities under section 104; and
(C) to assist eligible local educational agencies
and eligible entities, when determined necessary by the
State educational agency or at the request of an
eligible local educational agency or eligible entity,
in designing a comprehensive schoolwide improvement
plan and carrying out the activities under section 104.
(2) Funds for subgrants.--A State educational agency that
receives a grant under this title shall use not less than 90
percent of the grant funds to make subgrants to eligible local
educational agencies or eligible entities under section 104.
(3) Middle grades need assessment.--
(A) Comprehensive assessment.--
(i) In general.--A State educational agency
that receives a grant under this title shall
conduct a comprehensive needs assessment that
analyzes how to strengthen the programs,
practices, and policies of the State to target
support for students in the middle grades to
improve positive student outcomes that prepare
students for high school, postsecondary, and
career success.
(ii) Contracting ability.--A State
educational agency receiving a grant under this
title may enter into a contract, or similar
formal agreement, to work with entities such as
national and regional comprehensive centers (as
described in section 203 of the Educational
Technical Assistance Act of 2002 (20 U.S.C.
9602)), institutions of higher education, or
nonprofit organizations with demonstrated
expertise in high-quality middle grades reform
to conduct a comprehensive needs assessment.
(B) Preparation of assessment.--In preparing the
assessment under subparagraph (A), the State
educational agency shall examine policies and practices
of the State, and of local educational agencies within
the State, affecting, with respect to middle grades--
(i) curriculum alignment, assessment, and
instruction;
(ii) the State system of annual meaningful
differentiation, as described under section
1111(c)(4)(C) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C.
6311(c)(4)(C));
(iii) teacher and school leader
preparation, quality, experience, and equitable
distribution;
(iv) interventions both in-school and out-
of-school that support student learning;
(v) student engagement activities;
(vi) disproportionate use of exclusionary
disciplinary practices, including in-school and
out-of-school suspensions;
(vii) family and community engagement in
education;
(viii) equitable distribution of resources;
and
(ix) student and academic support services,
such as effective school library programs and
school counseling on the transition to
secondary school and planning for entry into
postsecondary education and the workforce.
(4) Middle grades improvement plan.--
(A) In general.--A State educational agency that
receives a grant under this title shall develop a
middle grades improvement plan that--
(i) shall be a statewide plan to improve
student academic achievement in the middle
grades, based on the needs assessment described
in paragraph (3); and
(ii) describes what students are required
to know and do to successfully--
(I) complete the middle grades;
(II) develop the competencies of--
(aa) the ability to acquire
and use deep content knowledge
to solve problems;
(bb) critical thinking;
(cc) effective
communication;
(dd) self-direction; and
(ee) the ability to
collaborate; and
(III) make a successful transition
to academically rigorous secondary
school coursework that prepares
students to graduate from secondary
school ready for higher education and a
career.
(B) Plan components.--A middle grades improvement
plan described in subparagraph (A) shall also describe
how the State educational agency will do each of the
following:
(i)(I) Align State standards and
assessments for middle grades education with
State standards and assessments for secondary
schools and prepare students to take
challenging secondary school courses and
successfully engage in postsecondary education.
(II) Coordinate, where applicable, with the
activities carried out through grants under
section 6201(c)(1) of the America COMPETES Act
(20 U.S.C. 9871(c)(1)) for alignment of P-16
education, as defined in section 6201(b) of
such Act.
(III) Support the transition from
elementary school to the middle grades through
programs that promote successful social,
emotional, and cognitive development.
(ii) Provide professional development to
school leaders, teachers, and other school
personnel in--
(I) addressing the needs of diverse
learners, including students with
disabilities and English learners;
(II) using challenging and relevant
research-based best practices and
curricula;
(III) using data to inform
instruction; and
(IV) increasing student engagement
and social and emotional learning
competencies.
(iii) Identify and disseminate information
on effective schools and instructional
strategies for middle grades students based on
high-quality research.
(iv) Identify and provide support for
students most at risk of not graduating from
secondary school, including English learners,
students with disabilities, and low-income
students.
(v) Provide technical assistance to
eligible entities to develop and implement
their early warning indicator and intervention
systems, as described in section 104(d)(2)(D).
(vi) Define a set of school performance
indicators that shall be used, in addition to
the indicators used to identify schools for
comprehensive support and improvement under
section 1111(c)(4)(D)(i) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C.
6311(c)(4)(D)(i)), to evaluate school
performance and guide the school improvement
process, such as--
(I) student attendance and chronic
absenteeism;
(II) earned on-time promotion rates
from grade to grade;
(III) percentage of students
failing a mathematics, reading or
language arts, or science course, or
failing 2 or more of any courses;
(IV) teacher preparation,
experience, effectiveness, and
attendance measures;
(V) in-school and out-of-school
suspension or other measurable evidence
of at-risk behavior, including any
disparities in rates among subgroups of
students, as defined in section
1111(c)(2)) of the Elementary and
Secondary Education Act of 1965 (20
U.S.C. 6311(c)(2));
(VI) data collected by the Civil
Rights Data Collection survey conducted
by the Office of Civil Rights of the
Department of Education; and
(VII) additional indicators
proposed by the State educational
agency and approved by the Secretary,
based upon any peer-review evaluation
of indicators conducted under section
102(b)(2).
(vii) Ensure that such plan is coordinated
with State activities to turn around schools
identified for comprehensive support and
improvement under section 1111(c)(4)(D)(i) of
the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6311(c)(4)(D)(i)), including
State activities to improve secondary schools
and elementary schools.
(viii) Ensure that such plan includes
specific provisions to improve family and
community engagement in education in the middle
grades.
(b) Permissible Activities.--A State educational agency that
receives a grant under this title may use the grant funds to--
(1) develop and encourage collaborations among researchers
at institutions of higher education, State educational
agencies, educational service agencies, local educational
agencies, and nonprofit organizations with demonstrated
expertise in high-quality middle grade interventions, to expand
the use of effective practices in the middle grades and to
improve middle grade education;
(2) develop and facilitate collaboration among institutions
of higher education, nonprofit organizations, and other
stakeholders involved in teacher and school leader preparation
to improve the quality and delivery of preservice and in-
service middle grades teacher and school leader preparation to
ensure new and existing middle grade educators are prepared for
the specific and unique needs of middle grades students;
(3) support local educational agencies in implementing
effective middle grades practices, models, and programs that--
(A) are evidence-based; and
(B) lead to improved student academic achievement;
(4) support collaborative communities of middle grades
teachers, administrators, school librarians, and researchers in
creating and sustaining informational databases to disseminate
results from rigorous research on effective practices and
programs for middle grades education; and
(5) increase middle grades student and academic support
services, such as--
(A) effective school library programs; and
(B) school counseling on the transition to
secondary school, such as summer bridge programs and
student mentors, and planning for entry into
postsecondary education and the workforce.
SEC. 104. COMPETITIVE SUBGRANTS TO IMPROVE LOW-PERFORMING MIDDLE
GRADES.
(a) In General.--A State educational agency that receives a grant
under this title shall make competitive subgrants to eligible local
educational agencies and eligible entities to enable the eligible local
educational agencies and eligible entities to improve low-performing
middle grades in schools served by the agencies or entities.
(b) Priorities.--In making subgrants under subsection (a), a State
educational agency shall give priority to eligible local educational
agencies or eligible entities based on--
(1) the respective populations of children described in
section 102(c)(1) served by the eligible local educational
agencies that are participating in the subgrant application
process; and
(2) the respective populations of children served by the
participating eligible local educational agencies who attend
eligible schools.
(c) Application.--An eligible local educational agency or eligible
entity that desires to receive a subgrant under subsection (a) shall
submit an application to the State educational agency at such time, in
such manner, and accompanied by such information as the State
educational agency may reasonably require, including--
(1) a middle grade improvement plan described in subsection
(d); and
(2) a description of how activities described in such plan
will be complementary to, and coordinated with, school
improvement activities for elementary schools and secondary
schools that serve the same students within the participating
local educational agency.
(d) Middle Grades Improvement Plan.--An eligible local educational
agency or eligible entity that desires to receive a subgrant under
subsection (a) shall develop a comprehensive middle grades improvement
plan for the middle grades that shall--
(1) describe how activities described in such plan will be
coordinated with activities specified in schoolwide program
plans under section 1114 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6314);
(2) describe how the eligible local educational agency or
eligible entity will--
(A) identify eligible schools;
(B) ensure that funds go to eligible schools with
the highest percent of low-income students first, based
on the eligible schools' populations of children
described in section 102(c)(1);
(C) use funds to close achievement gaps and improve
the academic achievement of all students, including
English learners and students with disabilities, in
eligible schools;
(D) implement an early warning indicator and
intervention system to alert schools when students
begin to exhibit outcomes or behaviors that indicate
the student is at increased risk for low academic
achievement or is unlikely to progress to secondary
school graduation, and to create a system of evidence-
based interventions to be used by schools to
effectively intervene, by--
(i) identifying and analyzing, such as
through the use of longitudinal data of past
cohorts of students, the academic and
behavioral indicators in the middle grades that
most reliably predict dropping out of secondary
school, such as attendance, chronic
absenteeism, behavior measures (including
suspensions, officer referrals, or conduct
marks), academic performance in core courses,
and earned on-time promotion from grade-to-
grade, and other relevant indicator of student
academic performance as included in schoolwide
program plans under section 1114 of the
Elementary and Secondary Education Act of 1965
(20 U.S.C. 6314);
(ii) analyzing student progress and
performance on the indicators identified under
clause (i) to guide decision making;
(iii) analyzing academic indicators to
determine whether students are on track to
graduate on time, and developing appropriate
evidence-based intervention; and
(iv) identifying or developing a mechanism
for regularly collecting and reporting--
(I) student-level data on the
indicators identified under clause (i);
(II) student-level progress and
performance, as described in clause
(ii);
(III) student-level data on the
indicators described in clause (iii);
and
(IV) information about the impact
of interventions on student outcomes
and progress;
(E) increase academic rigor and foster student
engagement to ensure students are entering secondary
school prepared for success in a rigorous college- and
career-ready curriculum, including a description of how
such readiness will be measured;
(F) implement a systemic transition plan for all
students and encourage collaboration among elementary
grades, middle grades, and secondary school grades to
support the successful transition between grades;
(G) increase community and family engagement in
education in the middle grades to support student
success; and
(H) provide evidence that the strategies, programs,
supports, and instructional practices proposed under
the middle grades improvement plan are new and have not
been implemented before by the eligible local
educational agency or eligible entity; and
(3) provide evidence of an ongoing commitment to sustain
the plan for a period of not less than 4 years.
(e) Review and Selection of Subgrants.--In making subgrants under
subsection (a), the State educational agency shall--
(1) establish a peer-review process to assist in the review
and approval of applications under subsection (c); and
(2) appoint individuals to participate in the peer-review
process who are educators and experts in identifying,
evaluating, and implementing effective education programs and
practices, including--
(A) experts--
(i) in areas of teaching and learning,
educational standards and assessments, and
school improvement;
(ii) in addressing the needs of students
with disabilities and English learners in the
middle grades; and
(iii) in the academic and behavioral
supports for middle grades students; and
(B) recognized exemplary middle grades teachers and
principals who have been recognized at the State or
national level for exemplary work or contributions to
the field.
(f) Revision of Subgrants.--If a State educational agency, using
the peer-review process described in subsection (e), determines that an
application for a grant under subsection (a) does not meet the
requirements of this title, the State educational agency shall notify
the eligible local educational agency or eligible entity of such
determination and the reasons for such determination, and offer--
(1) the eligible local educational agency or eligible
entity an opportunity to revise and resubmit the application;
and
(2) technical assistance to the eligible local educational
agency or eligible entity, by the State educational agency or a
nonprofit organization with demonstrated expertise in high-
quality middle grades interventions, to revise the application.
(g) Mandatory Uses of Funds.--An eligible local educational agency
or eligible entity that receives a subgrant under subsection (a) shall
carry out the following:
(1) Align the curricula for grades kindergarten through 12
for schools within the local educational agency to improve
transitions from elementary grades to middle grades to
secondary school grades.
(2) In each eligible school served by the eligible local
educational agency receiving or participating in the subgrant:
(A) Align the curricula for all grade levels within
eligible schools to improve grade to grade transitions.
(B) Implement evidence-based instructional
strategies, programs, and learning environments that
meet the needs of all students and ensure that school
leaders and teachers receive professional development
on the use of these strategies.
(C) Provide professional development for school
leaders, teachers, specialized instructional support
personnel, school librarians, and other school staff on
the developmental stages of adolescents in the middle
grades and how to deal with those stages appropriately
in an educational setting.
(D) Implement organizational practices and school
schedules that allow for effective leadership,
collaborative staff participation, professional
development, effective teacher instructional teaming,
and parent and community involvement.
(E) Create a more personalized and engaging
learning environment for middle grades students by
developing a personal academic plan for each student
and assigning not less than 1 adult who has received
the appropriate training to monitor, evaluate, and
support the progress of each individual student
attending the eligible school.
(F) Provide all students, and the students'
families, with information about, and assistance with,
the requirements for secondary school graduation,
admission to an institution of higher education, and
career success.
(G) Utilize data from an early warning indicator
and intervention system described in subsection
(d)(2)(D) to identify struggling students and assist
the students as the students transition from elementary
school to middle grades to secondary school.
(H) Implement academic supports, such as effective
school library programs, and effective and coordinated
additional assistance programs to ensure that students
have a strong foundation in reading, writing,
mathematics, and science skills.
(I) Develop and use effective, age- and level-
appropriate, formative assessments to inform
instruction.
(J) Provide integrated student support services,
such as access to student health services, mental
health and trauma-informed care, and individualized
school counseling, to address the comprehensive needs
of students attending eligible schools.
(h) Permissible Uses of Funds.--An eligible local educational
agency or eligible entity that receives a subgrant under subsection (a)
may use the subgrant funds to carry out the following:
(1) Implement extended learning opportunities in core
academic areas, including more instructional time in literacy,
mathematics, science, history, and civics in addition to
opportunities for language instruction and understanding other
cultures and the arts.
(2) Provide evidence-based professional development
activities with specific benchmarks to enable teachers and
other school staff to appropriately monitor academic and
behavioral progress of, and modify curricula and implement
accommodations and assistive technology services for, students
with disabilities, consistent with the students' individualized
education programs under section 614(d) of the Individuals with
Disabilities Education Act (20 U.S.C. 1414(d)).
(3) Employ and use instructional coaches, including
literacy, mathematics, and English learner coaches.
(4) Provide professional development for content-area
teachers and school librarians on working effectively with
English learners and students with disabilities, as well as
professional development for English as a second language
educators, bilingual educators, and special education
personnel.
(5) Provide professional development in areas that support
improving school climate and increasing student engagement such
as culturally responsive pedagogy, restorative justice
programs, social and emotional learning, response to
intervention, and positive behavior intervention support.
(6) Encourage and facilitate the sharing of data among
elementary grades, middle grades, secondary school grades,
institutions of higher education, and other postsecondary
educational institutions.
(7) Create collaborative study groups composed of
principals or middle grades teachers, or both, among eligible
schools within the eligible local educational agency receiving
or participating in the subgrant, or between such eligible
local educational agency and another local educational agency,
with a focus on developing and sharing methods to increase
student learning and academic achievement.
(8) Incorporate as school quality and student success
indicators into the State system of annual meaningful
differentiation, as described under section 1111(c)(4)(C) of
the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(c)(4)(C)), for middle grades schools that feed into
secondary schools, rates of first-year secondary school
attendance, retention, and achievement to the accountability
system of each middle grades school that feeds into the
secondary school.
(i) Non-Recipient Planning Subgrants.--
(1) In general.--In addition to the subgrants described in
subsection (a), a State educational agency may (without regard
to the preceding provisions of this section) make planning
subgrants, and provide technical assistance, to eligible local
educational agencies and eligible entities that have not
received a subgrant under subsection (a) to assist the local
educational agencies and eligible entities in meeting the
requirements of subsections (c) and (d).
(2) Amount and duration.--Each subgrant under this
subsection shall be in an amount of not more than $100,000 and
shall be for a period of not more than 1 year in duration.
SEC. 105. DURATION OF GRANTS; SUPPLEMENT NOT SUPPLANT.
(a) Duration of Grants.--
(1) In general.--Except as provided in paragraph (2),
grants under this title and subgrants under section 104(a) may
not exceed 3 years in duration.
(2) Renewals.--
(A) In general.--Grants under this title and
subgrants under section 104(a) may be renewed in 2-year
increments.
(B) Conditions.--In order to be eligible to have a
grant or subgrant renewed under this paragraph, the
grant or subgrant recipient shall demonstrate, to the
satisfaction of the granting entity, that--
(i) the recipient has complied with the
terms of the grant or subgrant, including by
undertaking all required activities; and
(ii) during the period of the grant or
subgrant, there has been significant progress
in--
(I) student academic achievement;
and
(II) positively impacting other key
risk factors such as attendance,
chronic absenteeism, and on-time
promotion.
(b) Federal Funds To Supplement, Not Supplant, Non-Federal Funds.--
(1) In general.--A State educational agency, eligible local
educational agency, or eligible entity shall use Federal funds
received under this title only to supplement the funds that
would, in the absence of such Federal funds, be made available
from non-Federal sources for the education of students
participating in programs assisted under this title, and not to
supplant such funds.
(2) Special rule.--Nothing in this title shall be construed
to authorize an officer, employee, or contractor of the Federal
Government to mandate, direct, limit, or control a State, local
educational agency, or school's specific instructional content,
academic achievement standards and assessments, curriculum, or
program of instruction.
SEC. 106. EVALUATION AND REPORTING.
(a) Evaluation.--Not later than 180 days after the date of
enactment of this Act, and annually thereafter for the period of the
grant, each State educational agency receiving a grant under this title
shall--
(1) conduct an evaluation of the State's progress regarding
the impact of the changes made to the policies and practices of
the State in accordance with this title, including--
(A) a description of the specific changes made, or
in the process of being made, to policies and practices
as a result of the grant;
(B) a discussion of any barriers hindering the
identified changes in policies and practices, and
implementation strategies to overcome such barriers;
(C) evidence of the impact of changes to policies
and practices on behavior and actions at the local
educational agency and school level; and
(D) evidence of the impact of the changes to State
and local policies and practices on improving
measurable learning gains by middle grades students;
(2) use the results of the evaluation conducted under
paragraph (1) to adjust the policies and practices of the State
as necessary to achieve the purposes of this title; and
(3) submit the results of the evaluation to the Secretary.
(b) Availability.--The Secretary shall make the results of each
State educational agency's evaluation under subsection (a) available to
other States and local educational agencies.
(c) Local Educational Agency Reporting.--On an annual basis, each
eligible local educational agency and eligible entity receiving a
subgrant under section 104(a) shall report to the State educational
agency and to the public on--
(1) the performance on the school performance indicators
(as described in section 103(a)(4)(B)(vi)) for each eligible
school served by the eligible local educational agency or
eligible entity, in the aggregate and disaggregated by each of
the subgroups of students, as defined in section 1111(c)(2) of
the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(c)(2)); and
(2) the use of funds by the eligible local educational
agency or eligible entity and each such school.
(d) State Educational Agency Reporting.--On an annual basis, each
State educational agency receiving grant funds under this title shall
report to the Secretary and to the public on--
(1) the performance of eligible schools in the State, based
on the school performance indicators described in section
103(a)(4)(B)(vi), in the aggregate and disaggregated by each of
the subgroups of students, as defined in section 1111(c)(2) of
the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(c)(2)); and
(2) the use of such funds by each eligible school, eligible
entity, and eligible local educational agency in the State
receiving such funds.
(e) Report to Congress.--Every 2 years, the Secretary shall report
to the public and to Congress--
(1) a summary of the State educational agency reports under
subsection (d); and
(2) the use of funds by each State educational agency under
this title.
SEC. 107. AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated to carry out this title--
(1) $500,000,000 for fiscal year 2020;
(2) $525,000,000 for fiscal year 2021;
(3) $550,000,000 for fiscal year 2022;
(4) $600,000,000 for fiscal year 2023; and
(5) $650,000,000 for fiscal year 2024.
TITLE II--RESEARCH RECOMMENDATIONS
SEC. 201. PURPOSE.
The purpose of this title is to facilitate the generation,
dissemination, and application of research needed to identify and
implement effective practices that lead to continual student learning
and high academic achievement in the middle grades.
SEC. 202. STUDY ON PROMISING PRACTICES.
(a) Study on Promising Practices.--
(1) In general.--Not later than 60 days after the date of
enactment of this Act, the Secretary shall study and identify
promising practices for the improvement of middle grades
education. The Secretary may contract with an independent third
party, such as a nonprofit organization, nongovernmental
organization, or institution of higher education to satisfy
this requirement.
(2) Content of study.--The study described in paragraph (1)
shall identify promising practices currently being implemented
for the improvement of middle grades education. The study shall
be conducted in an open and transparent way that provides
interim information to the public about criteria being used to
identify--
(A) such promising practices;
(B) the practices that are being considered; and
(C) the kind of evidence needed to document
effectiveness.
(3) Report.--The contract entered into pursuant to this
subsection shall require that the independent third party
submit to the Secretary, the Committee on Health, Education,
Labor, and Pensions of the Senate, and the Committee on
Education and Labor of the House of Representatives a final
report regarding the study conducted under this section not
later than 1 year after the date of the commencement of the
contract.
(4) Publication.--The Secretary shall make public and post
on the website of the Department of Education the findings of
the study conducted under this subsection.
(b) Synthesis Study of Effective Teaching and Learning in Middle
Grades.--
(1) In general.--Not later than 60 days after the date of
enactment of this Act, the Secretary shall enter into a
contract with the National Academies to review existing
research on middle grades education, and on factors that might
lead to increased effectiveness and enhanced innovation in
middle grades education.
(2) Content of study.--The study described in paragraph (1)
shall review research on education programs, practices, and
policies and research on the cognitive, social, and emotional
development of children in the middle grades age range, in
order to provide an enriched understanding of the factors that
might lead to the development of innovative and effective
middle grades programs, practices, and policies. The study
shall focus on--
(A) the areas of curriculum, instruction, and
assessment (including additional supports for students
who are below grade level in reading, writing,
mathematics, and science, and the identification of
students with disabilities) to better prepare all
students for subsequent success in secondary school,
postsecondary education, and cognitively challenging
employment;
(B) the quality of (including experience,
certification, and demonstrated effectiveness), and
supports for, the teacher workforce;
(C) aspects of student behavioral and social
development, and of social interactions within schools
that affect the learning of academic content;
(D) the ways in which schools and local educational
agencies are organized and operated that may be linked
to student outcomes;
(E) how development and use of early warning
indicator and intervention systems can reduce risk
factors for dropping out of school and low academic
achievement; and
(F) identification of areas where further research
and evaluation may be needed on these topics to further
the development of effective middle grades practices.
(3) Report.--The contract entered into pursuant to this
subsection shall require that the National Academies submit to
the Secretary, the Committee on Health, Education, Labor, and
Pensions of the Senate, and the Committee on Education and
Labor of the House of Representatives a final report regarding
the study conducted under this subsection not later than 2
years after the date of commencement of the contract.
(4) Publication.--The Secretary shall make public and post
on the website of the Department of Education the findings of
the study conducted under this subsection.
(c) Other Activities.--The Secretary shall carry out each of the
following:
(1) Create a national clearinghouse, in coordination with
entities such as the What Works Clearinghouse of the Institute
of Education Sciences, for research in best practices in the
middle grades and in the approaches that successfully take
those best practices to scale in schools and local educational
agencies.
(2) Create a national middle grades database accessible to
educational researchers, practitioners, and policymakers that
identifies factors at the school, classroom, and system level
that facilitate or impede student academic achievement in the
middle grades.
(3) Require the Institute of Education Sciences to develop
a strand of field-initiated and scientifically valid research
designed to enhance performance of schools serving middle
grades students, and of middle grades students who are most at
risk of educational failure, which may be coordinated with the
regional educational laboratories established under section 174
of the Education Sciences Reform Act of 2002 (20 U.S.C. 9564),
institutions of higher education, agencies recognized for their
research work that has been published in peer-reviewed
journals, and organizations that have such regional educational
laboratories. Such research shall target specific issues such
as--
(A) effective practices for instruction and
assessment in mathematics, science, technology, and
literacy;
(B) effective practices for developing in students
the competencies of--
(i) the ability to acquire and use deep
content knowledge to solve problems;
(ii) critical thinking;
(iii) effective communication;
(iv) self-direction; and
(v) the ability to collaborate;
(C) academic interventions for adolescent English
learners;
(D) school improvement programs and strategies for
closing the academic achievement gap between the
different groups described in section 1111(b)(2)(B)(xi)
of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6311(b)(2)(B)(xi)), and for decreasing rates
of suspension and expulsion;
(E) evidence-based or, when available,
scientifically valid professional development planning
targeted to improve pedagogy and student academic
achievement and student engagement; and
(F) the effects of decreased class size or
increased instructional and support staff.
(4) Strengthen the work of the existing national research
and development centers under section 133(c) of the Education
Sciences Reform Act of 2002 (20 U.S.C. 9533(c)), as of the date
of enactment of this Act, by adding an educational research and
development center dedicated to addressing--
(A) curricular, instructional, and assessment
issues pertinent to the middle grades (such as
mathematics, science, technological fluency, and the
needs of English learners and students with
disabilities);
(B) comprehensive reforms for low-performing middle
grades; and
(C) other topics pertinent to improving the
academic achievement of middle grades students.
(5) Provide grants to nonprofit organizations, for-profit
organizations, institutions of higher education, and others to
partner with State educational agencies and local educational
agencies to develop, adapt, or replicate effective models for
turning around low-performing schools serving middle grades
students.
SEC. 203. AUTHORIZATION OF APPROPRIATIONS; RESERVATIONS.
(a) Authorization of Appropriations.--There are authorized to be
appropriated to carry out this title $50,000,000 for fiscal year 2020,
which amount shall remain available for obligation through fiscal year
2024.
(b) Reservations.--From the total amount made available to carry
out this title, the Secretary shall reserve--
(1) 2.5 percent for the studies described in subsections
(a) and (b) of section 202;
(2) 5 percent for the clearinghouse described in section
202(c)(1);
(3) 5 percent for the database described in section
202(c)(2);
(4) 42.5 percent for the activities described in section
202(c)(3);
(5) 15 percent for the activities described in section
202(c)(4); and
(6) 30 percent for the activities described in section
202(c)(5).
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