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Academic Research Protection Act This bill directs certain federal agencies to take specified steps to protect federally funded academic research from foreign threats, establishes the National Commission on Academic Research Protection, and requires information sharing with institutions of higher education related to foreign threats.

Improving Science in Chemical Assessments Act This bill modifies procedures related to specified chemical assessments performed by the Environmental Protection Agency (EPA). Specifically, chemical hazard identification and dose response assessments, currently performed by the Integrated Risk Information System program, must be performed by the appropriate EPA program office. Additionally, the bill requires the EPA to establish a steering committee to ensure there is no duplication of effort by relevant program offices in conducting covered assessments.

Academic Partnerships Lead Us to Success Act or the A PLUS Act  This bill creates a framework under which states may receive federal elementary and secondary education funds on a consolidated basis and use such funds for any educational purpose permitted by state law.

Ending Common Core and Expanding School Choice Act This bill  modifies requirements related to federal education funding for disadvantaged children. Specifically, the bill  (1) eliminates the standards, assessments, and academic accountability requirements for state and local educational agencies that receive federal funds for the education of disadvantaged children, (2) requires such funds to be allocated based on the number of children residing in each state who are living in poverty, and (3) allows educational agencies to distribute per-pupil amounts from such funds to parents for qualified elementary and secondary education expenses. The bill prohibits federal officers or employees from mandating academic standards, assessments, curricula, or accountability systems.

Academic Institution Research Integrity Act This bill requires a nonprofit foundation or other entity affiliated with an institution of higher education (e.g., a research, endowment, or alumni foundation) to disclose to the Department of Education any gift from or contract with a foreign entity or individual valued at $250,000 or more.

VA Hospitals Establishing Leadership Performance Act This bill requires the Department of Veterans Affairs to establish qualifications and related performance metrics for each human resources position within the Veterans Health Administration. Additionally, the bill requires the Government Accountability Office to report on the implementation and quality of such metrics and qualifications.

Competency-Based Education Act of 2019 or the CBE Act of 2019 This bill creates a framework under which students participating in competency-based education programs may receive federal student aid.Competency-based educationrefers to education that measures academic progress and attainment (1) by direct assessment of the student's mastery of competencies, (2) by expressing the student's mastery of competencies in terms of equivalent credit or clock hours, or (3) through a combination of both methods in addition to credit or clock hours. The bill also prohibits the Department of Education from enforcing regulations related to credit hours.

Educator Preparation Reform Act This bill modifies federal grants and requirements for educator preparation programs. Specifically, the bill revises the Teacher Quality Partnership Grant program to require a partnership (e.g., a high-need local educational agency or school and an institution of higher education) to use grant funds to carry out a program for the pre-baccalaureate or post-baccalaureate preparation of teachers, a teaching or principal residency program, or a combination of such programs. Currently, such grants must be used for programs specific to teachers. A partnership may also use funds to carry out other educator development programs, including programs for school librarians and counselors. The bill further revises requirements for teacher residency programs and prescribes requirements for the establishment of principal residency programs. A partnership carrying out a principal residency program must perform activities for high-need schools. The bill revises requirements for state reporting on the quality of teacher preparation programs and specifies that a state must conduct an assessment to identify at-risk and low-performing teacher preparation programs as a condition of receiving certain federal funds. It also modifies student eligibility for the Teacher Education Assistance for College and Higher Education (TEACH) Grant program.

Educator Preparation Reform Act This bill modifies federal grants and requirements for educator preparation programs. Specifically, the bill revises the Teacher Quality Partnership Grant program to require a partnership (e.g., a high-need local educational agency or school and an institution of higher education) to use grant funds to carry out a program for the pre-baccalaureate or post-baccalaureate preparation of teachers, a teaching or principal residency program, or a combination of such programs. Currently, such grants must be used for programs specific to teachers. A partnership may also use funds to carry out other educator development programs, including programs for school librarians, counselors, and paraprofessionals. The bill further revises requirements for teacher residency programs and prescribes requirements for the establishment of principal residency programs. A partnership carrying out a principal residency program must perform activities for high-need schools. The bill revises requirements for state reporting on the quality of teacher preparation programs and specifies that a state must conduct an assessment to identify at-risk and low-performing teacher preparation programs as a condition of receiving certain federal funds. It also modifies student eligibility for the Teacher Education Assistance for College and Higher Education (TEACH) Grant program.

Strength in Diversity Act of 2020 This bill directs the Department of Education (ED) to award grants to specified educational agencies (e.g., local educational agencies) to develop or implement plans to improve diversity and reduce or eliminate racial or socioeconomic isolation in publicly funded early childhood education programs, public elementary schools, or public secondary schools. Specifically, ED may award planning and implementation grants to specified educational agencies. A recipient of a planning grant must use the grant to support students through certain activities, such as developing options to improve diversity in schools (e.g., weighted lotteries or school boundary redesign). Further, a recipient of an implementation grant must implement a high-quality plan to support students. This plan must, among other things, include a comprehensive set of strategies that are designed to improve academic outcomes for all students, particularly students of color and low-income students. A grant recipient may also use the grant for certain activities, such as recruiting additional teachers and staff, investing in specialized academic programs, and developing innovative and equitable school assignment plans. Additionally, ED may carry out national activities under the grant program, such as developing best practices for grant recipients and other experts in school diversity. The bill also requires ED to establish performance measures for the program and its related activities.

Quality Higher Education Act of 2019 This bill revises the accreditation standards under which an accrediting agency or association must assess an institution of higher education (IHE), and it requires the Department of Education to establish procedures for an agency or association to follow when an IHE fails to meet these standards. An accrediting agency or association must measure an IHE's success in student achievement against at least one standard for completion, workforce participation, and progress toward meeting such completion and workforce participation standards. An agency or association must also make certain information such as student achievement standards and IHE performance benchmarks available on a publicly accessible website. Additionally, the National Advisory Committee on Institutional Quality and Integrity must evaluate the effectiveness of the revised standards and compare similar accrediting agencies or associations based on their assessments of IHEs.

Protecting Academic Integrity Act of 2019 This bill revises certain disclosure requirements for institutions of higher education (IHEs). Specifically, the bill requires an IHE to disclose to the Department of Education any gift from or contract with a foreign entity or individual valued at $50,000 or more. Currently, an IHE must make such a disclosure if the gift or contract is valued at $250,000 or more. An IHE must report, if available, the purpose of the gift or contract. The bill also requires the Government Accountability Office to study and report on IHEs' compliance with these disclosure requirements.

Assessment of the Indian Health Service Act of2019 This bill requires the Department of Health and Human Services to contract with private entities to assess the health care delivery systems and financial management of the Indian Health Service. The assessment must cover a variety of areas, including * the demographics and health care needs of the patient population, * health care capabilities and resources, * staffing levels at medical facilities and the productivity of each health care provider, * information technology strategies related to providing health care, * business processes, * the competency of leadership regarding specified issues, * tracking patients eligible for other federal health care programs, and * the number of procurement contracts and awards under the Buy Indian Act.

Success in the Middle Act of2019 This bill creates a grant program to support middle schools' efforts to identify and implement best practices for improving student outcomes and increasing high school graduation rates. Specifically, the bill directs the Department of Education (ED) to (1) allot grants to states, based on their proportion of poor children aged 5 to 17, to implement state middle grades needs analyses and, on the basis of such analyses, improvement plans that describe what students must master to complete successfully the middle grades and succeed in academically rigorous secondary school coursework; and (2) award competitive subgrants to local educational agencies and institutions of higher education, educational service agencies, or educational nonprofit organizations to implement a comprehensive middle school improvement plan for each eligible school. Eligible schoolsare those where (1) a high proportion of middle grade students matriculate to secondary schools with graduation rates below 67%; (2) more than 25% of the students who finish grade six, or the school's earliest middle grade level, exhibit key risk factors for failure; and (3) a majority of middle grade students are not rated proficient on required state assessments in mathematics, reading, or language arts. Funding is provided to ED to, among other things (1) contract for studies that identify promising practices for, and review existing research to identify factors that might lead to, the improvement of middle grades education; and (2) create a national clearinghouse in best middle grade educational practices.

Success in the Middle Act of2019 This bill creates a grant program to support middle schools' efforts to identify and implement best practices for improving student outcomes and increasing high school graduation rates. Specifically, the bill directs the Department of Education (ED) to (1) allot grants to states, based on their proportion of poor children aged 5 to 17, to implement state middle grades needs analyses and, on the basis of such analyses, improvement plans that describe what students must master to complete successfully the middle grades and succeed in academically rigorous secondary school coursework; and (2) award competitive subgrants to local educational agencies and institutions of higher education, educational service agencies, or educational nonprofit organizations to implement a comprehensive middle school improvement plan for each eligible school. Eligible schoolsare those where (1) a high proportion of middle grade students matriculate to secondary schools with graduation rates below 67%; (2) more than 25% of the students who finish grade six, or the school's earliest middle grade level, exhibit key risk factors for failure; and (3) a majority of middle grade students are not rated proficient on required state assessments in mathematics, reading, or language arts. Funding is provided to ED to, among other things (1) contract for studies that identify promising practices for, and review existing research to identify factors that might lead to, the improvement of middle grades education; and (2) create a national clearinghouse in best middle grade educational practices.

This bill requires the Under Secretary of Defense for Research and Engineering to complete an assessment of quantum computing and how it may be used to address problems associated with exposure to perfluoroalkyl and polyfluoroalkyl substances, commonly referred to as PFASs. PFASs are man-made and may have adverse human health effects.

Homeland Threat Assessment Act This bill requires the Department of Homeland Security's Office of Intelligence and Analysis to assess the terrorist threat to the homeland for each of the next five fiscal years. Each assessment shall include: * empirical data assessing terrorist activities and incidents over time in the United States; * an evaluation of current and future terrorist tactics; * an assessment of criminal activity suspected of financing terrorist activity; * detailed information on all individuals denied entry to or removed from the United States as a result of material support provided to a foreign terrorist organization; * the efficacy and spread of foreign terrorist organization propaganda, messaging, or recruitment; * an assessment of threats, including cyber threats, to the homeland, including to critical infrastructure and federal civilian networks; * an assessment of terrorism and criminal threats posed by individuals and organized groups seeking to unlawfully enter the United States; and * an assessment of threats to the transportation sector.

Same-Day Accountability for Veterans Enhancement Act This bill requires the Department of Veterans Affairs (VA) to develop quantifiable objectives and performance measures to assess the effects of the provision of same-day services on the access of veterans to medical care and mental health services. The VA must report on the developed objectives and performances measures and provide recommendations for the reduction of veteran suicide rates and the implementation of same-day services throughout the Veterans Health Administration. Finally, the VA must conduct an annual assessment of each VA medical center and community-based outpatient clinic and make such assessments publicly available on a VA website.

Advancing Competency-Based Education Act of 2019 This bill requires the Department of Education to select institutions of higher education (IHE) to voluntarily carry out competency-based education demonstration projects. A competency-based education program is an alternative postsecondary program that measures academic progress and credential attainment by the assessment of student learning and the mastery of competencies instead of, or in addition to, credit hours. A participating IHE must take certain transparency and accountability measures including (1) providing information comparing the success of students in competency-based education programs to similar students in traditional programs; (2) submitting to an annual evaluation of each competency-based education program to determine quality, progress of students toward earning a degree, and students' ability to pay off loans and find employment upon graduation; and (3) aligning their courses with career pathways and the needs of local employers in order to prepare students for the workforce. The bill also establishes the Competency-Based Education Council to study the ongoing innovation and development of competency-based education programs and to develop recommendations for the authorization of such programs.

Advancing Competency-Based Education Act of 2019 This bill requires the Department of Education to select institutions of higher education (IHE) to voluntarily carry out competency-based education demonstration projects. A competency-based education program is an alternative postsecondary program that measures academic progress and credential attainment by the assessment of student learning and the mastery of competencies instead of, or in addition to, credit hours. A participating IHE must take certain transparency and accountability measures including (1) providing information comparing the success of students in competency-based education programs to similar students in traditional programs; (2) submitting to an annual evaluation of each competency-based education program to determine quality, progress of students toward earning a degree, and students' ability to pay off loans and find employment upon graduation; and (3) aligning their courses with career pathways and the needs of local employers in order to prepare students for the workforce. The bill also establishes the Competency-Based Education Council to study the ongoing innovation and development of competency-based education programs and to develop recommendations for the authorization of such programs.