Sec. 2005. Improving science, technology, engineering, and mathematics instruction and student achievement
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Title II ( 20 U.S.C. 6601 et seq. ), as amended by sections 2001 through 2004, is further amended by adding at the end the following: The purpose of this part is to improve student academic achievement in science, technology, engineering, and mathematics, including computer science, by— improving instruction in such subjects through grade 12; improving student engagement in, and increasing student access to, such subjects; improving the quality and effectiveness of classroom instruction by recruiting, training, and supporting highly rated teachers and providing robust tools and supports for students and teachers in such subjects; and closing student achievement gaps, and preparing more students to be college and career ready, in such subjects.
In this part: The term eligible subgrantee means— a high-need local educational agency; an educational service agency serving more than 1 high-need local educational agency; a consortium of high-need local educational agencies; or an entity described in subparagraph
(A)or
(C)of paragraph
(2)that has signed a memorandum of agreement with an entity described in subparagraph (A), (B), or
(C)of this paragraph to implement the requirements of this part in partnership with such entity. The term outside partner means an entity that has expertise and a demonstrated record of success in improving student learning and engagement in the identified subjects described in section 2504(b)(2), including any of the following: A nonprofit or community-based organization, which may include a cultural organization, such as a museum or learning center. A business. An institution of higher education. An educational service agency. The term STEM master teacher corps means a State-led effort to elevate the status of the science, technology, engineering, and mathematics teaching profession by recognizing, rewarding, attracting, and retaining outstanding science, technology, engineering, and mathematic teachers, particularly in high-need and rural schools, by offering such teachers additional compensation, instructional resources, and instructional leadership roles. From amounts made available to carry out this part for a fiscal year, the Secretary shall award grants to State educational agencies, through allotments described in subsection (b), to enable State educational agencies to carry out the activities described in section 2505. Subject to paragraph (2), for each fiscal year, the Secretary shall allot to each State— an amount that bears the same relationship to 35 percent of the amount available to carry out this part for such year, as the number of individuals ages 5 through 17 in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; and an amount that bears the same relationship to 65 percent of the amount available to carry out this part for such year as the number of individuals ages 5 through 17 from families with incomes below the poverty line in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined. No State receiving an allotment under this subsection may receive less than one-half of 1 percent of the total amount allotted under paragraph
(1)for a fiscal year. If a State does not successfully apply for an allotment under this part, the Secretary shall reallot the amount of the State's allotment to the remaining States in accordance with this section. Each State desiring an allotment under section 2503(b) shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require. At a minimum, an application submitted under subsection
(a)shall include the following: A description of the needs, including assets, identified by the State educational agency based on a State analysis, which shall include— an analysis of science, technology, engineering, and mathematics education quality and outcomes in the State, which may include results from a pre-existing analysis; labor market information regarding the industry and business workforce needs within the State; and an analysis of the quality of pre-service preparation at all public institutions of higher education (including alternative pathways to teacher licensure or certification) for individuals preparing to teach science, technology, engineering, and mathematics subjects in the State. An identification of the specific subjects that the State educational agency will address through the activities described in section 2505, consistent with the needs identified under paragraph
(1)(referred to in this part as identified subjects ). A description, in a manner that addresses any needs identified under paragraph (1), of— how grant funds will be used by the State educational agency to improve instruction in the identified subjects; the process that the State educational agency will use for awarding subgrants, including how relevant stakeholders will be involved; how the State's proposed project will ensure an increase in access for students who are members of groups underrepresented in science, technology, engineering, and mathematics subject fields to high-quality courses in 1 or more of the identified subjects; and how the State educational agency will continue to involve stakeholders in education reform efforts related to science, technology, engineering, and mathematics instruction. Each State educational agency that receives an allotment under this part shall use the grant funds reserved under subsection (d)(2) to carry out each of the following activities: Increasing access for students through grade 12 who are members of groups underrepresented in science, technology, engineering, and mathematics subject fields to high-quality courses in the identified subjects. Implementing evidence-based programs of instruction based on high-quality standards and assessments in the identified subjects. Providing professional development and other comprehensive systems of support for teachers and school leaders to promote high-quality instruction and instructional leadership in the identified subjects. Each State educational agency that receives an allotment under this part may use the grant funds reserved under subsection (d)(2) to carry out 1 or more of the following activities: Recruiting qualified teachers and instructional leaders who are trained in identified subjects, including teachers who have transitioned into the teaching profession from a careers in the science, technology, engineering, and mathematics fields. Providing induction and mentoring services to new teachers in identified subjects. Developing instructional supports for identified subjects, such as curricula and assessments, which shall be evidence-based and aligned with challenging State academic standards under section 1111(b)(1). Supporting the development of a State-wide STEM master teacher corps. Each State educational agency that receives a grant under this part shall use the amounts not reserved under subsection
(d)to award subgrants, on a competitive basis, to eligible subgrantees to enable the eligible subgrantees to carry out the activities described in paragraph (4). A State educational agency shall award subgrants under this subsection that are of sufficient size and scope to support high-quality, evidence-based, effective programs that are consistent with the purpose of this part. Each eligible subgrantee desiring a subgrant under this subsection 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 require. At a minimum, the application described in subparagraph
(A)shall include the following: A description of the activities that the eligible subgrantee will carry out, and how such activities will improve teaching and student academic achievement in the State's identified subjects, in a manner consistent with scientifically valid research. A description of how the eligible subgrantee will use funds provided under this subsection to serve students and teachers in high-need schools. A description of how funds provided under this subsection will be coordinated with other Federal, State, and local programs and activities, including career and technical education programs authorized under the Carl D. Perkins Career and Technical Education Act of 2006. If the eligible subgrantee is working with outside partners, a description of how such outside partners will be involved in improving instruction and increasing access to high-quality learning experiences in the State's identified subjects. Each subgrantee under this subsection shall use the subgrant funds to carry out activities for students through grade 12, as described in the subgrantee's application, which shall include— high-quality teacher and instructional leader recruitment, support, and evaluation in the State's identified subjects; professional development, which may include development and support for instructional coaches, to enable teachers and instructional leaders to increase student achievement in identified subjects; activities to— improve the content knowledge of teachers in the State's identified subjects; facilitate professional collaboration, which may include providing time for such collaborations; and improve the integration of informal and after school programs that target the identified subjects, with classroom instruction; and the development, adoption, and improvement of high-quality curricula and instructional supports that— are aligned with the challenging State academic standards under section 1111(b)(1); and the eligible subgrantee will use to improve student academic achievement in the identified subjects. In addition to the required activities described in subparagraph (A), each eligible subgrantee that receives a subgrant under this subsection may also use the subgrant funds to— support the participation of low-income students in nonprofit competitions related to science, technology, engineering, and mathematics subjects (such as robotics, science research, invention, mathematics, computer science, and technology competitions); broaden secondary school students' access to, and interest in, careers that require academic preparation in 1 or more identified subjects; and broaden secondary school students' access to early college high schools, dual enrollment, or concurrent enrollment courses in science, technology, engineering, and mathematics subjects, including providing professional development to teachers and leaders related to this work. A State may require an eligible subgrantee receiving a subgrant under this subsection to demonstrate that such subgrantee has obtained a commitment from 1 or more outside partners to match, using non-Federal funds, a portion of the amount of subgrant funds, in an amount determined by the State. Each State educational agency that receives an allotment under this part may use not more than 5 percent of grant funds for— administrative costs; monitoring the implementation of subgrants; providing technical assistance to eligible subgrantees; and evaluating subgrants in coordination with the evaluation described in section 2506(c). Each State educational agency that receives an allotment under this part shall reserve not less than 15 and not more than 20 percent of grant funds, inclusive of the amount described in paragraph (1), for additional State activities, consistent with subsections
(a)and (b). The Secretary, acting through the Director of the Institute of Education Sciences, shall establish performance metrics to evaluate the effectiveness of the activities carried out under this part. Each State educational agency that receives an allotment under this part shall prepare and submit an annual report to the Secretary, which shall include information relevant to the performance metrics described in subsection (a). The Secretary shall— acting through the Director of the Institute of Education Sciences, and in consultation with the Director of the National Science Foundation— evaluate the implementation and impact of the activities supported under this part, including progress measured by the metrics established under subsection (a); identify best practices to improve instruction in science, technology, engineering, and mathematics subjects; and ensure that the Department is taking appropriate action to avoid unnecessary duplication of efforts between the activities being supported under this part and other programmatic activities supported by the Department or by other Federal agencies; and disseminate, in consultation with the National Science Foundation, research on best practices to improve instruction in science, technology, engineering, and mathematics subjects. Funds received under this part shall be used to supplement, and not supplant, funds that would otherwise be used for activities authorized under this part. .
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Sec. 2005
Improving science, technology, engineering, and mathematics instruction and student achievement
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