Sec. 5. Mathematics and science partnerships
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Part B of title II of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6661 et seq. ) is amended to read as follows: The purpose of this part is to improve the academic achievement of students in the areas of mathematics and science by encouraging State educational agencies, institutions of higher education, local educational agencies, elementary schools, and secondary schools to participate in programs that— improve and upgrade the status and stature of mathematics and science teaching by encouraging institutions of higher education to assume greater responsibility for improving mathematics and science teacher education through the establishment of a comprehensive, integrated system of recruiting, training, and advising mathematics and science teachers; focus on the education of mathematics and science teachers as a career-long process that continuously stimulates teachers intellectual growth and upgrades teachers knowledge and skills in order to better retain good teachers; bring mathematics and science teachers in elementary schools and secondary schools together with scientists, mathematicians, and engineers to increase the subject matter knowledge of mathematics and science teachers to foster relationships and improve such teachers’ teaching skills through the use of sophisticated laboratory equipment and work space, computing facilities, libraries, and other resources that institutions of higher education are better able to provide than the elementary schools and secondary schools; develop more rigorous mathematics and science curricula that are aligned with challenging State and local academic content standards and with the standards expected for postsecondary study and careers in engineering, mathematics, and science; and improve and expand training of mathematics and science teachers, including training such teachers in the effective integration of technology and project-based learning units into curricula and instruction.
In this part: The term eligible partnership means a partnership that— shall include— if grants are awarded under section 2202(a)(1), a State educational agency; an engineering, mathematics, or science department of an institution of higher education; and a high-need local educational agency; and may include— another engineering, mathematics, science, or teacher training department of an institution of higher education; additional local educational agencies, public charter schools, public or private elementary schools or secondary schools, or a consortium of such schools; a business; or a nonprofit or for-profit organization of demonstrated effectiveness in improving the quality of mathematics and science teachers.
The term summer workshop or institute means a workshop or institute, conducted during the summer, that— is conducted for a period of not less than 2 weeks; includes, as a component, a program that provides direct interaction between teachers and faculty from institution of higher education; provides for followup training during the academic year that is conducted in the classroom with direct interaction with partnership participants for a period of not less than 3 consecutive or nonconsecutive days, except that if the followup training is for teachers in rural school districts, the followup training may be conducted entirely through distance learning; and may provide for continuous followup training during the academic year that is conducted via an online forum that may include— a discussion forum for teachers to share best practices; and a question and answer forum for teachers to ask questions of any other member of the partnership.
An eligible partnership shall use funds provided under this part for one or more of the following activities related to elementary schools or secondary schools: Creating opportunities for enhanced and ongoing professional development of mathematics and science teachers that improves the subject matter knowledge of such teachers. Promoting strong teaching skills for mathematics and science teachers and teacher educators, including integrating reliable scientifically based research teaching methods and technology-based teaching methods into the curriculum.
Establishing and operating mathematics and science summer workshops or institutes, including followup training, for elementary school and secondary school mathematics and science teachers that— shall— directly relate to the curriculum and academic areas in which the teacher provides instruction, and focus only secondarily on pedagogy; enhance the ability of the teacher to understand and use the challenging State academic content standards for mathematics and science and to select appropriate curricula; and train teachers to use curricula that— are based on scientific research; align with challenging State academic content standards; incorporate project-based learning techniques; and are object-centered, experiment-oriented, and concept- and content-based; and may include— programs that provide teachers and prospective teachers with opportunities to work under the guidance of experienced teachers and college faculty; instruction in the use of data and assessments to inform and instruct classroom practice; and professional development activities, including supplemental and followup activities, such as curriculum alignment, distance learning, and activities that train teachers to utilize technology in the classroom.
Recruiting and retaining quality mathematics, engineering, and science majors to teaching through the use of— signing and performance incentives that are linked to activities proven effective in retaining teachers, or for recruiting individuals with demonstrated professional experience in mathematics, engineering, or science into teaching; stipends provided to mathematics and science teachers for certification through alternative routes; scholarships for teachers to pursue advanced course work in mathematics, engineering, or science; and other programs that the State educational agency determines to be effective in recruiting and retaining individuals with strong mathematics, engineering, or science backgrounds.
Developing or redesigning more rigorous mathematics and science curricula that are aligned with challenging State and local academic content standards and with the standards expected for postsecondary study in mathematics and science. Establishing distance learning programs for mathematics and science teachers using curricula that are innovative, content-based, and based on scientifically based research that is current as of the date of the program involved. Designing programs to prepare a mathematics or science teacher at a school to provide professional development to other mathematics or science teachers at the school and to assist beginning and other teachers at the school, including (if applicable) a mechanism to integrate the teacher’s experiences from a summer workshop or institute into the provision of professional development and assistance.
Establishing and operating programs to bring mathematics and science teachers into contact with working scientists, mathematicians, and engineers, to expand such teachers’ subject matter knowledge of and research in science and mathematics. Designing programs to identify and develop exemplary mathematics and science teachers in the kindergarten through grade 8 classrooms. Training mathematics and science teachers and developing programs to encourage young women and other underrepresented individuals in mathematics and science careers (including engineering and technology) to pursue postsecondary degrees in majors leading to such careers.
Each eligible partnership receiving a grant or subgrant under this part shall develop an evaluation and accountability plan for activities assisted under this part that includes rigorous objectives that measure the impact of activities funded under this part. The plan developed pursuant to paragraph (1)— shall include measurable objectives to increase the number of mathematics and science teachers who participate in content-based professional development activities; shall include measurable objectives for improved student academic achievement on State mathematics and science assessments or, where applicable, an International Mathematics and Science Study assessment; and may include objectives and measures for— increased participation by students in advanced courses in mathematics and science; and increased percentages of elementary and secondary school teachers with academic majors or minors, or group majors or minors, in mathematics, engineering, or the sciences.
Each eligible partnership receiving a grant or subgrant under this part shall report annually to the Secretary regarding the eligible partnership’s progress in meeting the objectives described in the accountability plan of the partnership under subsection (b). There are authorized to be appropriated to carry out this part $450,000,000 for fiscal year 2014 and such sums as may be necessary for each of the 5 succeeding fiscal years. .
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Sec. 5
Mathematics and science partnerships
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