Sec. 9101. Definitions

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Section 9101 ( 20 U.S.C. 7801 ) is amended to read as follows: Except as otherwise provided, in this Act: Subject to clauses

(ii)and

(iii)of subparagraph

(D)and subparagraphs

(E)through (G), the term adjusted cohort means the difference of— the sum of— the entering cohort; plus any students that transferred into the cohort in any of grades 9 through 12; minus any students that are removed from the cohort as described in subparagraph (E). The term entering cohort , when used with respect to a secondary school, means the number of first-time students in grade 9 enrolled in the secondary school 1 month after the start of the secondary school’s academic year. The term transferred into , when used with respect to a secondary school student, means a student who— was a first-time student in grade 9 during the same school year as the entering cohort; and enrolls after the entering cohort is calculated as described in subparagraph (B). The term transferred out when used with respect to a secondary school student, means a student who the secondary school or local educational agency has confirmed has transferred— to another school from which the student is expected to receive a regular secondary school diploma; or to another educational program from which the student is expected to receive a regular secondary school diploma. The confirmation of a student’s transfer to another school or educational program described in clause

(i)requires documentation from the receiving school or program that the student enrolled in the receiving school or program. A student who was enrolled, but for whom there is no confirmation of the student having transferred out, shall remain in the cohort as a nongraduate for reporting and accountability purposes under this Act. A student enrolled in a GED or other alternative educational program that does not issue or provide credit toward the issuance of a regular secondary school diploma shall not be considered transferred out and shall remain in the adjusted cohort. To remove a student from a cohort, a school or local educational agency shall require documentation to confirm that the student has transferred out, emigrated to another country, or is deceased. A student who was retained in a grade, enrolled in a GED program or other program that provides a recognized equivalent of a secondary school diploma, aged out of a secondary school or secondary school program, or left secondary school for any other reason, including expulsion, shall not be considered transferred out, and shall remain in the adjusted cohort. For secondary schools that start after grade 9, the entering cohort shall be calculated 1 month after the start of the secondary school’s academic year in the earliest secondary school grade at the secondary school. The term Advanced Placement or International Baccalaureate course means— a course of postsecondary-level instruction provided to middle school or secondary school students, terminating in an Advanced Placement or International Baccalaureate examination; or another highly rigorous, evidence-based, postsecondary preparatory program terminating in— an examination or courses that are widely accepted for credit at institutions of higher education; or another examination or courses approved by the Secretary. The term Advanced Placement or International Baccalaureate examination means an Advanced Placement examination administered by the College Board, an International Baccalaureate examination administered by the International Baccalaureate Organization, or another such examination approved by the Secretary. The term authorizing committees means the Committee on Education and the Workforce of the House of Representatives and the Committee on Health, Education, Labor, and Pensions of the Senate. Except as provided otherwise by State law or this paragraph, the term average daily attendance means— the aggregate number of days of attendance of all students during a school year; divided by the number of days school is in session during that year. The Secretary shall permit the conversion of average daily membership (or other similar data) to average daily attendance for local educational agencies in States that provide State aid to local educational agencies on the basis of average daily membership (or other similar data). If the local educational agency in which a child resides makes a tuition or other payment for the free public education of the child in a school served by another local educational agency, the Secretary shall, for the purpose of this Act— consider the child to be in attendance at a school of the agency making the payment; and not consider the child to be in attendance at a school of the agency receiving the payment. The term average per-pupil expenditure means, in the case of a State or of the United States— without regard to the source of funds— the aggregate current expenditures, during the most recent fiscal year for which satisfactory data are available, of all local educational agencies in the State or, in the case of the United States, for all States (which, for the purpose of this paragraph, means the 50 States and the District of Columbia); plus any direct current expenditures by the State for the operation of those agencies; divided by the aggregate number of children in average daily attendance to whom those agencies provided free public education during that year. The term charter management organization means a nonprofit organization that operates, manages, or oversees multiple charter schools by centralizing or sharing certain functions and resources among such schools. The term child means any person within the age limits for which the State provides free public education. The term child with a disability has the same meaning given that term in section 602 of the Individuals with Disabilities Education Act. The term conditions for learning means conditions that advance student achievement and positive child and youth development by supporting schools that— promote physical, mental, and emotional health; ensure the safety of students and staff; promote social, emotional, and character development; and have the following attributes: Provide opportunities for physical activity and good nutrition. Are free of violence, harassment, and weapons. Prevent use and abuse of drugs and controlled substances. Help staff and students to model positive social and emotional skills. Employ adults who have high expectations for student conduct, character, and academic achievement. Engage parents and family members in meaningful and sustained ways to promote positive student academic achievement and developmental outcomes. The term consolidated local application means an application submitted by a local educational agency pursuant to section 9305. The term consolidated local plan means a plan submitted by a local educational agency pursuant to section 9305. The term consolidated State application means an application submitted by a State educational agency pursuant to section 9302. The term consolidated State plan means a plan submitted by a State educational agency pursuant to section 9302. The term core academic subjects means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. The term covered program means each of the programs authorized by— part A of title I; part C of title I; part D of title I; part A of title II; part A of title III; part B of title IV; and subpart 2 of part B of title VI. The term current expenditures means expenditures for free public education— including expenditures for administration, instruction, attendance and health services, pupil transportation services, operation and maintenance of plant, fixed charges, and net expenditures to cover deficits for food services and student body activities; but not including expenditures for community services, capital outlay, and debt service, or any expenditures made from funds received under title I. The term Department means the Department of Education. The term developmental delay has the meaning given the term in section 632 of the Individuals with Disabilities Education Act ( 20 U.S.C. 1432 ). The term distance learning means the transmission of educational or instructional programming to geographically dispersed individuals and groups via telecommunications. The term early childhood education program has the meaning given the term in section 103 of the Higher Education Act of 1965 ( 20 U.S.C. 1003 ). The term educational service agency means a regional public multiservice agency authorized by State statute to develop, manage, and provide services or programs to local educational agencies. The term elementary school means a nonprofit institutional day or residential school, including a public elementary charter school, that provides elementary education, as determined under State law. The term English learner means an individual— who is aged 3 through 21; who is enrolled or preparing to enroll in an elementary school or secondary school; who was not born in the United States or whose native language is a language other than English; who is a Native American or Alaska Native, or a native resident of the outlying areas; and who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual— the ability to meet or exceed the State student academic achievement standards under section 1111(a)(1) in a subject for the individual's grade level, as determined based on the State academic assessments described in section 1111(a)(2); the ability to successfully achieve in classrooms where the language of instruction is English; or the opportunity to participate fully in society. The term evidence-based , when used with respect to a program, practice, or policy, means— based on a comprehensive, unbiased review and weighing of 1 or more evaluation studies that— have been carried out consistent with the principles of scientific research; have strong internal and external validity; and support the direct attribution of 1 or more outcomes to the program, practice, or policy; or in the absence of any study described in subparagraph (A), based on a comprehensive, unbiased review and weighing of data analysis, research, or 1 or more evaluation studies of relevant programs, practices, or policies, that— were carried out consistent with the principles of scientifically based research; and are accompanied by strategies to generate more robust evidence over time through research, evaluation, and data analysis, including— the measurement of performance with reliable process and outcome indicators; and the implementation of evaluations with strong internal and external validity where feasible and appropriate. The term expanded learning time means using a longer school day, week, or year schedule to significantly increase the total number of school hours, in order to include additional time for— instruction in core academic subjects; instruction in other subjects and enrichment and other activities that contribute to a well-rounded education, including music and the arts, physical education, and experiential and work-based learning; and instructional and support staff to collaborate, plan, and engage in professional development, including on family and community engagement, within and across grades and subjects. The term family literacy activities means activities that— are of sufficient intensity in terms of hours, and of sufficient duration, to make sustainable improvements in the literacy rates of a family; better enable parents to support their children’s learning needs; and integrate all of the following activities: Parent adult education and literacy activities that lead to readiness for postsecondary education or training, career advancement, and economic self-sufficiency. Interactive literacy activities between parents and their children. Training for parents regarding how to be the primary teacher for their children and full partners in the education of their children. Age-appropriate education to prepare children for success in school and life experiences. The term family member means a parent, relative, or other adult who is responsible for the care and well-being of a child. The term former English learner means a student who is proficient in English, as determined by the State assessment of English language proficiency under section 1111(a)(2)(D), but previously was an English learner, as defined in this section. The term free public education means education that is provided— at public expense, under public supervision and direction, and without tuition charge; and as elementary or secondary education, as determined under State law, except that, notwithstanding State law, such term— includes preschool education; and does not include any education provided beyond grade 12. The term gifted and talented , when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities. The term graduation rates shall, at a minimum, include both of the following: A 4-year adjusted cohort graduation rate for a school year, defined as the percent obtained by calculating the product of— the result of— the number of students who— formed the adjusted cohort 4 years earlier; and graduate in 4 years or less with a regular secondary school diploma; divided by the number of students who formed the adjusted cohort for that year’s graduating class 4 years earlier; multiplied by 100. A cumulative graduation rate for a school year, defined as the percent obtained by calculating the product of— the result of— the sum of— the number of students who— form the adjusted cohort for that year's graduating class; and graduate in 4 years or less with a regular secondary school diploma; plus the number of additional students from previous cohorts who graduate with a regular secondary school diploma by the end of the school year in— more than 4 years but not more than 6 years; or before exceeding the age for eligibility for a free appropriate public education (as defined in section 602 of the Individuals with Disabilities Education Act) under State law; divided by the sum of— the number of students who form the adjusted cohort for that year’s graduating class; plus the number of additional student graduates described in subclause (I)(bb); multiplied by 100. The term high school means a secondary school that— grants a diploma, as defined by the State; and includes, at least, grade 12. The term highly qualified teacher means— with respect to any public elementary school, middle school, or high school teacher teaching in a State, a teacher who— has obtained State certification as a teacher (including certification obtained through alternative routes to certification) or passed the State teacher licensing examination, and holds a license to teach in the State, except that when used with respect to any teacher teaching in a charter school, the term means that the teacher meets the requirements set forth in the State’s charter school law; or has passed a rigorous State test for subject matter knowledge and is making satisfactory progress towards obtaining full certification or licensure within 3 years through participation in a high-quality, State-approved alternative certification program; and has not had certification or licensure requirements waived on an emergency, temporary, or provisional basis; with respect to— an elementary school teacher who is new to the profession, that the teacher holds at least a bachelor’s degree and— if teaching more than a single subject, has demonstrated, by receiving a passing score on a rigorous State test, subject knowledge and teaching skills in reading, writing, mathematics, and other areas of the basic elementary school curriculum (which may consist of passing a State-required certification or licensing test or tests in reading, writing, mathematics, and other areas of the basic elementary school curriculum); or if teaching a single subject, meets either the requirement in item

(aa)or

(bb)of subclause (II); and a middle school or high school teacher who is new to the profession, that the teacher holds at least a bachelor’s degree and has demonstrated a high level of competency in each of the academic subjects in which the teacher teaches by— receiving a passing score on a rigorous State academic subject test in each of the academic subjects in which the teacher teaches (which may consist of a passing level of performance on a State-required certification or licensing test or tests in each of the academic subjects the teacher teaches); or successful completion, in each of the academic subjects in which the teacher teaches, of an academic major, a graduate degree, coursework equivalent to an undergraduate academic major, or advanced certification or credentialing; and with respect to an elementary school, middle school, or high school teacher who is not new to the profession, that the teacher holds at least a bachelor’s degree and— has met the applicable standard in subclause

(I)or

(II)of clause (ii), which includes an option for a test; or demonstrates competence in all the academic subjects in which the teacher teaches based on a high objective uniform State standard of evaluation, which may include multiple subjects, that— is set by the State for both grade-appropriate academic subject-matter knowledge and teaching skills; is aligned with State academic content and student academic achievement standards under section 1111(a)(1) and developed in consultation with core content specialists, teachers, principals, and school administrators; provides objective, coherent information about the teacher’s attainment of core content knowledge in the academic subjects in which a teacher teaches; is applied uniformly to all teachers in the same academic subject and the same grade level throughout the State; takes into consideration, but is not based primarily on, the time the teacher has been teaching in the academic subject; is made available to the public on request; and may involve multiple, objective measures of teacher competency. Notwithstanding the requirements of subparagraph (A), a State may deem a teacher to be a highly qualified teacher for purposes of this Act, if the teacher is— a teacher with a bachelor’s degree who has received and maintained, for the State in which the teacher teaches, a rating in the highest categories of a professional growth and improvement system; a teacher in a rural local educational agency, as described in section 6211(d), who teaches multiple subjects, if the teacher is a highly qualified teacher in 1 of the core academic subjects that the teacher teaches and becomes highly qualified in the additional subjects in not more than 3 years by meeting the requirements of clause

(ii)or

(iii)of subparagraph (A); a science teacher who holds a broad field science or individual science certification or licensure and whom the State determines is highly qualified for purposes of this paragraph; a teacher who has been determined to be highly qualified by the State as of the day before the date of enactment of the Strengthening America's Schools Act of 2013; or a teacher who is a participant in an exchange visitor program and whom the State determines is highly qualified for the purposes of this paragraph. The definition of the term highly qualified teacher shall also include a special education teacher who is highly qualified as determined under section 602(10) of the Individuals with Disabilities Education Act. The term high-need local educational agency means a local educational agency— that serves not fewer than 10,000 children from families with incomes below the poverty line; for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; or that is in the highest quartile of local educational agencies in the State, based on student poverty. The term high-need school means— an elementary school or middle school in which not less than 50 percent of the enrolled students are children from low-income families; or a high school in which not less than 40 percent of the enrolled students are children from low-income families, which may be calculated using comparable data from feeder schools. For purposes of subparagraph (A), the term low-income family means a family— in which the children are eligible for a free or reduced price lunch under the Richard B. Russell National School Lunch Act ( 42 U.S.C. 1751 et seq. ); receiving assistance under a State program funded under part A of title IV of the Social Security Act ( 42 U.S.C. 601 et seq. ); or in which the children are eligible to receive medical assistance under the Medicaid program. The term institution of higher education has the meaning given that term in section 101(a) of the Higher Education Act of 1965 . The term leading indicators means areas in which a priority school is expected to demonstrate improvement, such as— average student attendance rates; teacher attendance rates; on-time grade promotion; credit accumulation rates; expulsion, suspension, violence, and harassment rates; teacher retention and turnover rates; percentage of students failing a core, credit-bearing course; and entrance and placement examinations, and preparation courses, for postsecondary education. The term local educational agency means a public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State, or of or for a combination of school districts or counties that is recognized in a State as an administrative agency for its public elementary schools or secondary schools. The term includes any other public institution or agency having administrative control and direction of a public elementary school or secondary school. The term includes an elementary school or secondary school funded by the Bureau of Indian Education but only to the extent that including the school makes the school eligible for programs for which specific eligibility is not provided to the school in another provision of law and the school does not have a student population that is smaller than the student population of the local educational agency receiving assistance under this Act with the smallest student population, except that the school shall not be subject to the jurisdiction of any State educational agency other than the Bureau of Indian Affairs. The term includes educational service agencies and consortia of those agencies. The term includes the State educational agency in a State in which the State educational agency is the sole educational agency for all public schools. The term magnet school means a public elementary school, public secondary school, public elementary education center, or public secondary education center, that offers a special curriculum capable of attracting substantial numbers of students of different racial backgrounds. The term multi-tier system of supports means a comprehensive system of differentiated supports that includes evidence-based instruction, universal screening, progress monitoring, formative assessments, research-based interventions matched to students' needs, and educational decision-making using student outcome data. The term mutual consent means a process through which— the principal or hiring team and the teacher agree to the placement at a school; the principal or hiring team selects teachers for the school from an unrestricted pool of internal and external candidates based on an assessment of the qualifications of the individual candidates; and the local educational agency ensures that other schools served by the local educational agency are not being forced to accept teachers displaced from persistently low-achieving schools. The terms Native American and Native American language have the same meaning given those terms in section 103 of the Native American Languages Act of 1990 ( 25 U.S.C. 2902 ). The term outlying area — means American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, and the United States Virgin Islands; means the Republic of Palau, to the extent permitted under section 105(f)(1)(B)(ix) of the Compact of Free Association Amendments Act of 2003 ( Public Law 108–188 ; 117 Stat. 2751) and until an agreement for the extension of United States education assistance under the Compact of Free Association becomes effective for the Republic of Palau; and for the purpose of any discretionary grant program under this Act, includes the Republic of the Marshall Islands and the Federated States of Micronesia, to the extent permitted under section 105(f)(1)(B)(viii) of the Compact of Free Association Amendments Act of 2003 ( Public Law 108–188 ; 117 Stat. 2751). The term parent includes a legal guardian or other person standing in loco parentis (such as a grandparent or stepparent with whom the child lives, or a person who is legally responsible for the child's welfare). The term positive behavioral interventions and supports means a management system and set of activities establishing the social culture of a school and the use of evidence-based behavioral practices needed for schools to prevent problem behaviors and provide effective learning environments for all students. The term poverty line means the poverty line (as defined by the Office of Management and Budget and revised annually in accordance with section 673(2) of the Community Services Block Grant Act (42 U.S.C. 9902(2)) applicable to a family of the size involved. The term professional development means activities based on scientifically valid research that are coordinated and aligned to increase the effectiveness of educators (including teachers, principals, other school leaders, specialized instructional support personnel, paraprofessionals, and, as applicable, early childhood educators) and are regularly assessed to determine the activities’ effectiveness, and that— are designed and implemented to improve student achievement and classroom practice; are aligned with— State academic content standards and student academic achievement standards developed under section 1111(a)(1); related academic and school improvement goals of the school, local educational agency, and, as appropriate, statewide and local curricula; and rigorous teaching standards; increase educators’— knowledge and understanding about how students learn; academic content knowledge; ability to analyze student work and achievement data from multiple sources, including how to adjust instructional strategies, assessments, and materials based on such analysis; and ability to instruct students with disabilities and English learners so that they are able to meet the State academic content standards and student academic achievement standards; are informed by, and aligned with, such educators’ evaluations under the applicable professional growth and improvement system; are job-embedded, ongoing, collaborative, data-driven, and classroom-focused; and are, as appropriate— designed to provide educators with the knowledge and skills to work more effectively with parents and families; and provided jointly for school staff and other early childhood education program providers, where applicable, to address the transition to elementary school, including issues related to school readiness across all major domains of early learning. The term professional growth and improvement system means a rigorous, transparent, and fair system of evaluation and support based on research and best practices for teachers and principals that— provides meaningful feedback to teachers and principals on the results of their evaluation; establishes multiple categories of teacher and principal performance to ensure that the evaluation provides meaningful differentiation and is aligned with student academic achievement results; evaluates teachers and principals regularly consistent with research and best practices, including by using multiple measures; is directly aligned with professional development activities; is developed and implemented with teacher and principal involvement; provides training for the evaluators who are responsible for conducting classroom and school level observations; for principals— is based in significant part on evidence of improved student academic achievement and growth and student outcomes, including the English language proficiency of English learner students, and evidence of providing strong instructional leadership and support to teachers and other staff; and may include other measures of principal performance such as parent and family engagement; and for teachers, is based in significant part on each of the following: Evidence of improved student academic achievement and growth that is limited to evidence-based or externally validated measures. Observations of classroom teaching. Other measures that inform teacher performance, which may include student perception surveys. Nothing in this paragraph shall be construed to— require a State or local educational agency to change the components of a teacher and principal evaluation system that has been approved by the Secretary pursuant to the Secretary's waiver authority under section 9401 on the day before the date of enactment of the Strengthening America's Schools Act of 2013; and alter or otherwise affect the rights, remedies, and procedures afforded school or school district employees under Federal, State, or local laws (including applicable regulations or court orders) or under the terms of collective bargaining agreements, memoranda of understanding, or other agreements between such employees and their employers. The term regular secondary school diploma means the standard secondary school diploma awarded to the preponderance of students in the State that is fully aligned with State standards, or a higher diploma. Such term shall not include a GED or other recognized equivalent of a diploma, a certificate of attendance, or any lesser diploma award. For a student who has a significant cognitive disability and is assessed using an alternate assessment aligned to alternate academic achievement standards under section 1111(a)(1)(C), receipt of a regular secondary school diploma or a State-defined alternate diploma aligned with completion of the student's right to a free appropriate public education under the Individuals with Disabilities Education Act shall be counted as graduating with a regular secondary school diploma for the purposes of this Act, except that not more than 1 percent of students served by a State or a local educational agency, as appropriate, shall be counted as graduates with a regular secondary school diploma under this subparagraph. The term scientifically based research — means research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs; and includes research that— employs systematic, empirical methods that draw on observation or experiment; involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn; relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators; is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random-assignment experiments, or other designs to the extent that those designs contain within-condition or across-condition controls; ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings; and has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review. The term scientifically valid research includes applied research, basic research, and field-initiated research in which the rationale, design, and interpretation are soundly developed in accordance with principles of scientific research. The term secondary school means a nonprofit institutional day or residential school, including a public secondary charter school, that provides secondary education, as determined under State law, except that the term does not include any education beyond grade 12. The term Secretary means the Secretary of Education. The term specialized instructional support personnel means school counselors, school social workers, school psychologists, school nurses, and other qualified professional personnel involved in providing assessment, diagnosis, counseling, educational, therapeutic, and other necessary services (including related services as that term is defined in section 602 of the Individuals with Disabilities Education Act) as part of a comprehensive program to meet student needs. The term specialized instructional support services means the services provided by specialized instructional support personnel. The term State means each of the 50 States, the District of Columbia, the Commonwealth of Puerto Rico, and each of the outlying areas. The term State Advisory Council on Early Childhood Education and Care means the State Advisory Council on Early Childhood Education and Care designated or established under section 642B(b)(1)(A) of the Head Start Act (42 U.S.C. 9837b(b)(1)(A)). The term State educational agency means the agency primarily responsible for the State supervision of public elementary schools and secondary schools. The term student with interrupted formal education means a student identified as an English learner who— enrolled in a United States school after grade 2; has completed successfully 2 or more years less of schooling than students of the same age; performs 2 years or more below grade level, as measured by State college and career ready student academic achievement standards; and is preliterate in such student’s first language. The term teacher mentoring means supporting teachers or principals to increase the effectiveness and retention of such teachers or principals through a program that— includes clear criteria for the selection of mentors that takes into account the mentor’s— effectiveness; and ability to facilitate adult learning; provides high-quality training for mentors in how to support teachers or principals effectively; provides regularly scheduled time for collaboration, examination of student work and achievement data, and ongoing opportunities for mentors and mentees to observe each other’s teaching or leading, and identify and address areas for improvement; and matches mentees with mentors in the same field, grade, grade span, or subject area. The term teacher of English learners means a teacher who— teaches students who are identified as English learners; has as a primary role to support English learners with English language acquisition; and is responsible for tracking the progress toward English proficiency of English learners. The term turnaround partner means a public or private nonprofit organization, institution of higher education, or charter management organization, with a demonstrated record of successful school improvement. The term universal design for learning has the meaning given the term in section 103 of the Higher Education Act of 1965. The term young child means an individual who has not reached the age at which the State in which the child resides requires mandatory school attendance. . The Act ( 20 U.S.C. 6301 et seq. ) is amended— in section 1604(b) ( 20 U.S.C. 6574(b) ), as redesignated by section 1601(a)(3) of this Act, by striking the Committee on Education and the Workforce of the House of Representatives and the Committee on Health, Education, Labor and Pensions of the Senate and inserting the authorizing committees ; in section 3122(b) ( 20 U.S.C. 6843(b) ), as redesignated by section 3001(3) of this Act, by striking the Committee on Education and the Workforce of the House of Representatives and the Committee on Health, Education, Labor, and Pensions of the Senate and inserting the authorizing committees ; and in section 9401(e)(4) ( 20 U.S.C. 7861(e)(4) ), by striking the Committee on Education and the Workforce of the House of Representatives and the Committee on Health, Education, Labor, and Pensions of the Senate and inserting the authorizing committees .

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