Sec. 4110. Programs of national significance
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The Act ( 20 U.S.C. 6301 et seq. ) is amended— by redesignating subpart 1 of part D of title V as part J of title IV, and transferring such part J so as to follow part I of title IV, as redesignated by section 2101(a) of this Act; in part J of title IV, as redesignated under paragraph (1), by striking the heading and inserting the following: ; programs of national significance by striking section 5414; by redesignating sections 5411, 5412, and 5413, as sections 4905, 4906, and 4907, respectively; in section 4905, as redesignated under paragraph (4)— in subsection (a)— by striking challenging State academic content and student academic achievement standards and inserting college and career ready academic content and student academic achievement standards under section 1111(a)(1) ; and by inserting nonprofit before private ; and by striking subsection (b), and inserting the following:
A nonprofit entity receiving a grant under subsection
(a)shall use the grant funds to carry out 1 of the following activities: Providing funding for economically disadvantaged students, including students from military families and recent immigrants, and their teachers, to participate in programs based in Washington, DC, that increase civic responsibility and understanding of the Federal Government among young people. Developing, implementing, evaluating, and disseminating innovative, research-based approaches to civic learning, which may include hands-on civic engagement activities, for low-income elementary school and secondary school students that demonstrate innovation, scalability, accountability, and a focus on underserved populations. Supporting a national principal and teacher certification process that provides a framework for measuring and improving teaching and instructional leadership with a focus on educators working in schools that are eligible for funding under part A of title I, including comprehensive rigorous teaching standards, leadership standards, and high-quality metrics designed to reward educator effectiveness and inform and deliver high-quality professional development for all educators. Creating a national teacher corps of outstanding college graduates to teach in underserved communities in order to— increase the supply of effective teachers in low-income communities; and provide and support the retention of teachers for high-need fields. Supporting a national network of providers of high-quality, evidence-based professional development in writing instruction for teachers across all academic subjects and grades. Encouraging parents and caregivers to read aloud to their children by supporting programs through which, during pediatric exams, doctors and nurses train parents and caregivers who may not be skilled readers. Supporting the research and implementation of highly effective, evidence-based strategies, instructional and other wise, and the expansion of programs designed to engage and support students who are recent immigrant and students with interrupted formal education, and families of such students, in order to improve the language acquisition and academic achievement of such students. Researching and promoting the use of instructional technology and strategies across all content areas that will drastically accelerate the language acquisition in English learners and will support English learners as they access rigorous academic content. Preparing young children from low-income families for reading success by the third grade by— distributing inexpensive books; training volunteers to serve at-risk children; developing motivational literacy activities for at-risk children; and providing information on literacy resources, such as those provided by local libraries and other community-based organizations. Supporting model projects and programs that encourage involvement in the performing and visual arts, for— persons with disabilities, by— increasing access to all forms of the arts for all persons, including those living with intellectual, physical, and sensory disabilities; and fostering a greater awareness of the need for arts programs for individuals with disabilities; and children, youth, and educators. Implementing a coordinated program of scientifically based research, demonstration projects, innovative strategies, and professional development for teachers and other instructional leaders working in high-poverty schools to— enhance the ability of educators to meet the special educational needs of gifted and talented students, including high-ability students who have not been formally identified as gifted; and prioritize students who have been underrepresented in gifted education programs, including students who are economically disadvantaged, of minority backgrounds, English learners, students with disabilities, and students in rural communities. Supporting the research and implementation of highly effective, evidence-based strategies and the expansion of programs designed to engage and support students who experience homelessness, or are at risk of homelessness, and families of such students, in order to improve social and emotional well-being, health outcomes, and academic achievement of such students. Providing social, emotional, and academic support to students from military families, and families of such students, by— developing, implementing, evaluating, and disseminating innovative, research-based approaches to providing early intervening services that mitigate the effect of deployment of family members; providing training to teachers and volunteers on the unique needs of such students; and supporting model projects and programs for tutoring and counseling. Developing, implementing, evaluating, and disseminating innovative, research-based approaches to teaching financial literacy, which may include curriculum and hands-on activities, for low-income elementary school and secondary school students that demonstrate innovation, scalability, accountability, and a focus on underserved populations. Promoting gender equity in education by supporting educational agencies and institutions in meeting the requirements of title IX of the Education Amendments of 1972 (20 U.S.C. 1681 et seq.). Other high-quality, nationally significant programs that meet the purposes of this Act. ; in section 4906(c), as redesignated under paragraph (4), by striking and in recognizing States, local educational agencies, and schools under section 5411(b)(3), only if funds are used for such recognition programs ; in section 4907, as redesignated under paragraph (4)— in subsection (a)(1), by striking 5412 and inserting 4906 ; and by striking subsection (d); and in each of sections 4905, 4906, and 4907, as redesignated under paragraph (4), by striking subpart each place the term appears and inserting part .
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