Success in the Middle Act of 2007 - Directs the Secretary of Education to make matching grants to states, based on their proportion of poor children aged 5 to 17, to: (1) implement state middle school improvement plans that describe what students must master to successfully complete the middle grades and matriculate to an academically rigorous high school; and (2) award competitive matching subgrants to local educational agencies (LEAs) to develop and implement a comprehensive local middle school improvement plan for each eligible school. Favors LEAs with high proportions of poor children and eligible schools.
Defines "eligible schools" as those where: (1) a majority of middle grade students matriculate to high schools with graduation rates below 60%; (2) more than 25% of the students who finish grade five exhibit key risk factors or warning signs for failure; and (3) a majority of middle grade students are not rated proficient on required state assessments in mathematics, reading, or language arts.
Permits states to make subgrants to LEAs that did not receive a competitive subgrant to assist them in applying for competitive subgrants and developing comprehensive local middle school improvement plans.
Provides the Secretary with funding to: (1) create a national clearinghouse in best middle level educational practices and a national database identifying factors that facilitate or impede middle grade student achievement; (2) require certain educational field research designed to enhance the performance of middle grade schools and students; (3) create a research and development center that addresses topics pertinent to middle grade schools; and (4) provide grants to entities that partner with states and LEAs to develop, adapt, or replicate effective models for turning around low-performing middle grade schools.
[Congressional Bills 110th Congress]
[From the U.S. Government Publishing Office]
[H.R. 3406 Introduced in House (IH)]
110th CONGRESS
1st Session
H. R. 3406
To provide grants to States to ensure that all students exit the middle
grades prepared for success in a high school with an academically
rigorous curriculum that prepares students for postsecondary education
and the workplace.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
August 3, 2007
Mr. Grijalva (for himself, Mrs. Napolitano, Mr. Hare, Mr. Hinojosa, Mr.
Gene Green of Texas, Mr. Yarmuth, Mr. Scott of Virginia, Mr. Thompson
of Mississippi, Mr. Filner, Ms. Solis, Mr. Holt, and Mrs. McCarthy of
New York) introduced the following bill; which was referred to the
Committee on Education and Labor
_______________________________________________________________________
A BILL
To provide grants to States to ensure that all students exit the middle
grades prepared for success in a high school with an academically
rigorous curriculum that prepares students for postsecondary education
and the workplace.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Success in the Middle Act of 2007''.
SEC. 2. FINDINGS.
(1) Students in grades 5 through 8 represent 58 percent
(approximately 15 million) of the Nation's annual test-takers
under the amendments made by the No Child Left Behind Act of
2001.
(2) According to the 2005 National Assessment on
Educational Progress (NAEP), fewer than one-third of the
students in 8th grade can read and write with proficiency; in
mathematics, only 30 percent of students in 8th grade perform
at the proficient level, and nearly one-third score below the
basic level.
(3) According to the 2005 NAEP, only 6 percent of students
with disabilities in 8th grade scored at or above proficiency
in reading as compared with 31 percent for non-disabled
students.
(4) Results from ACT's EXPLORE assessment reflect that only
11 percent of 8th grade students are on track to succeed in
first-year college English, algebra, biology and social science
courses.
(5) 96 percent of 8th grade English language learners
scored below the proficient level of the reading portion of the
2005 NAEP.
(6) Sixth-grade students who do not attend school
regularly, who receive poor behavior marks, or who fail
mathematics or English have no more than a 10 percent chance of
graduating high school on time and a 20 percent chance of
graduating one year late.
(7) If funds provided under title I of the Elementary and
Secondary Education Act of 1965 were distributed on the basis
of student populations, middle schools (representing 23 percent
of the Nation's student population) would receive approximately
$2.92 billion of the current title I allocation. Yet, of the
$12.7 billion appropriated in FY 2005 for title I, only $1.27
billion (10 percent) is allocated to middle schools by the
States.
(8) Middle school students are optimistic about their
future with 93 percent believing that there is no chance that
they will drop out of high school and 92 percent say that it is
likely that they will attend college. Yet about one-third of
students who enter high school do not graduate with their
peers, and another third graduate but do not have the knowledge
and skills to succeed in college.
(9) 68 percent of middle school students indicate that they
have little or no information about how to choose high school
classes that will prepare them for college.
(10) Research reflects that the middle school period is an
important time for early postsecondary planning.
(11) Research also associates the middle school years with
declines in motivation, self-perception, and academic
achievement.
(12) Transitions from elementary to middle school and
middle school to high school are often complicated by poor
vertical curriculum alignment, inadequate counseling services
to help students make decisions about course work and co-
curricular activities, and unsatisfactory sharing of student
performance data between schools.
(13) To stem a dropout rate twice that of students without
disabilities, students with disabilities in the critical middle
grades must receive appropriate academic accommodations and
access to assistive technology, high risk behaviors such as
absenteeism and course failure must be monitored, and problem-
solving skills with broad application must be taught.
TITLE I--MIDDLE SCHOOL IMPROVEMENT
SEC. 101. FORMULA GRANTS TO STATE EDUCATIONAL AGENCIES FOR MIDDLE
SCHOOL IMPROVEMENT.
(a) In General.--From amounts appropriated under section 106, the
Secretary shall make grants under this title to each State educational
agency for which the Secretary has approved an application under
subsection (f). The amount of grant to each such State educational
agency for each fiscal year shall equal the allotment for such agency
determined under subsection (c) for such year.
(b) Reservations.--From the total amount made available to carry
out this title for a fiscal year, the Secretary--
(1) shall reserve 1 percent to evaluate the effectiveness
of this title in achieving its purposes, including hiring an
outside evaluator and ensuring that results are peer-reviewed
and widely disseminated; and
(2) shall reserve 5 percent for technical assistance and
dissemination of best practice in middle grades education to
States and local educational agencies.
(c) Amount of State Allotments.--
(1) In general.--Of the total amount available for
allotments to carry out this title for a fiscal year, the
Secretary shall allot such amount among the States in
proportion to the number of children, aged 5 to 17, who reside
within each State and are from families with incomes below the
poverty line for the most recent fiscal year for which
satisfactory data are available (determined in accordance with
paragraphs (2) and (3) of section 1124(a) of the Elementary and
Secondary Education Act of 1965).
(2) Minimum allotments.--No State educational agency shall
receive an allotment under this subsection that is less than
$20,000,000.
(d) Matching Requirement.--
(1) In general.--To be eligible to receive a grant under
this section, a State educational agency shall provide non-
Federal matching funds equal to not less than 25 percent of the
amount of the grant.
(2) In-kind contributions.--In-kind contributions may be
used to meet the requirement of paragraph (1) but only to the
extent of 10 percent of the amount of the grant.
(e) Reallotment.--
(1) Failure to apply; application not approved.--If any
State does not apply for an allotment under this title for a
fiscal year or if the State educational agency's application is
not approved, the Secretary shall reallot the amount of the
State's allotment to the remaining States in accordance with
this section.
(2) Unused funds.--The Secretary may reallot any amount of
an allotment to a State if the Secretary determines that the
State will be unable to use such amount within 2 years of such
allotment. Such reallotments shall be made on the same basis as
allotments are made under subsection (c).
(f) Application.--In order to receive a grant under this title, a
State educational agency shall submit an application to the Secretary
(at such time and in such form as the Secretary may require) which
includes--
(1) the State middle school improvement plan described in
section 102(a)(2), and
(2) such other information as the Secretary may reasonably
require.
SEC. 102. STATE PLAN; AUTHORIZED ACTIVITIES.
(a) Mandatory Activities.--
(1) In general.--Grants awarded under this title to a State
educational agency shall be used--
(A) to carry out the middle school improvement plan
described in paragraph (3) of such agency, and
(B) to make subgrants to local educational agencies
under section 103.
(2) Funds for subgrants.--At least 80 percent of the grant
funds awarded under this title to a State educational agency
shall be used to make subgrants to local educational agencies
under section 103.
(3) Middle school improvement plan.--The middle school
improvement plan of a State educational agency shall be a
statewide plan to improve student achievement that describes
what students are required to know and do to successfully
complete the middle grades and make the transition to succeed
in an academically rigorous high school that prepares students
for postsecondary education and the workplace. The plan shall
also describe how the State educational agency will do the
following:
(A) Ensure that the curricula and assessments for
middle grades education are aligned with high school
curricula and assessments and prepare students to take
challenging high school courses and successfully engage
in postsecondary education.
(B) Provide professional development to school
leaders, teachers and other school personnel in
addressing the needs of diverse learners, including
students with disabilities and English language
learners, and in using challenging and relevant
research-based best practices and curriculum, and using
data to inform instruction.
(C) Identify and disseminate information on
effective schools and instructional strategies for
middle grade learners based on high-quality research.
(D) Include specific provisions for students most
at-risk of failure, including English language learners
and students with disabilities.
(E) Develop and implement early warning data
systems (as defined in section 103(i)) to alert schools
when students begin to exhibit outcomes which indicate
the student is at increased risk for low achievement or
falling off the path to high school graduation and
develop and implement a system of evidence based
interventions that schools can use to effectively
intervene.
(b) Permissible Activities.--
(1) In general.--Grants awarded under this title to a State
educational agency may be used to make competitive grants to
eligible entities to carry out the following activities:
(A) Develop and encourage collaborations among
researchers at institutions of higher education, State
educational agencies, educational service agencies (as
defined in section 9101(17) of the Elementary and
Secondary Education Act of 1965), local educational
agencies, and nonprofit organizations to expand the use
of effective practices in the middle grades and to
improve middle grade education.
(B) Support local educational agencies in
implementing proven middle grade practices, models and
programs that are evidence-based and demonstrate
improved student achievement.
(C) Create and sustain networks to disseminate
high-quality research that relates to middle grade
education best practices.
(2) Eligible entity.--For purposes of paragraph (1), the
term ``eligible entity'' means any partnership that includes at
least 1 local educational agency. Such a partnership may
include an institution of higher education, an education
service agency, and any non-profit organization with
demonstrated expertise in high quality middle level
interventions.
SEC. 103. COMPETITIVE SUBGRANTS TO LOCAL EDUCATIONAL AGENCIES TO
IMPROVE LOW-PERFORMING MIDDLE GRADES.
(a) In General.--A State educational agency receiving a grant under
this title shall make competitive subgrants to eligible local
educational agencies.
(b) Priorities.--In making subgrants under this section, a State
educational agency shall give priority to eligible local educational
agencies based on--
(1) their respective populations of children described in
section 101(c), and
(2) their respective populations of children attending
eligible schools.
(c) Matching Requirement.--
(1) In general.--To be eligible to receive a subgrant under
this section, an eligible local educational agency shall
provide non-Federal matching funds equal to not less than 15
percent of the amount of the subgrant.
(2) In-kind contributions.--In-kind contributions may be
used to meet the requirement of paragraph (1) but only to the
extent of 10 percent of the amount of the subgrant.
(d) Application.--In order to receive a subgrant under this
section, an eligible local educational agency shall submit an
application to the State educational agency (at such time and in such
form as the State educational agency may require) which includes--
(1) the comprehensive schoolwide improvement plan described
in subsection (e) for each eligible school, and
(2) such other information as such agency may reasonably
require.
(e) Comprehensive Schoolwide Improvement Plan.--The comprehensive
local middle school improvement plan of an eligible local educational
agency shall include the information described in subsection (b) and
describe how the agency will--
(1) identify eligible schools;
(2) ensure that funds go to the highest priority eligible
schools first;
(3) use funds to improve the achievement of all students,
including English language learners and students with
disabilities, in eligible schools and middle grades;
(4) implement an early warning data system and appropriate
interventions;
(5) increase academic rigor and foster student engagement
to ensure students are entering high school prepared for
success in the workplace and in a rigorous college-ready
curriculum, including a description of how such readiness will
be measured; and
(6) implement a systemic transition plan for all students
and encourage collaboration between elementary, middle, and
high schools.
(f) Mandatory Uses of Funds.--Subgrants awarded under this section
shall be used by eligible local educational agencies to develop and
implement comprehensive, schoolwide improvement plan in eligible
schools that include the following:
(1) Align curricula between elementary grades, middle
grades, and high schools and across all grade levels within
those schools.
(2) Implement evidence-based instructional strategies and
learning environments that meet the needs of all students and
ensure that school leaders and teachers receive professional
development on using these strategies.
(3) Develop and use an effective formative assessment to
inform instruction.
(4) Implement organizational practices and school schedules
which allow for collaborative leadership, effective teacher
teaming, and parent and community involvement.
(5) Create a more personalized and engaging learning
environment for middle grade students by developing a personal
academic plan for each student and assigning at least one adult
to help monitor student progress.
(6) Provide all students with information and assistance
about the requirements for high school graduation, college
admission, and career success.
(7) Utilize data from an early warning data system and
guidance resources to identify struggling students and assist
them as they transition from elementary grade to middle grades
and from middle grades to high school.
(8) Implement academic supports and effective and
coordinated extra help programs to ensure that students have a
strong foundation in reading, writing, mathematics, and science
skills.
(9) Implement evidence-based school-wide programs and
targeted supports to promote positive academic outcomes, such
as increased attendance rates and the promotion of physical,
personal, and social development.
(g) Permissible Uses of Funds.--Subgrants awarded under this
section may be used by eligible local educational agencies for the
following:
(1) Implement extended learning opportunities in core
academic areas including more instructional time in literacy,
mathematics, science, history, and civics in addition to
opportunities for language instruction and understanding other
cultures and the arts.
(2) Provide professional development activities to enable
teachers and other school staff to appropriately monitor
academic and behavioral progress, modify curricula, and
implement accommodations and assistive technology services for
students with disabilities, consistent with individualized
education programs under section 614(d) of the Individuals with
Disabilities Education Act.
(3) Employ and use instructional coaches, including
literacy, mathematics, and English language learner coaches.
(4) Ensure that school leaders, teachers, pupil service
personnel, and other school staff understand the developmental
stages of adolescents in the middle grades and how to deal with
those stages appropriately in an educational setting.
(5) Provide professional development for content-area
teachers on working effectively with English language learners
and students with disabilities, as well as professional
development for English as a second language educators,
bilingual educators, and special education personnel.
(6) Encourage and facilitate the sharing of data among
elementary, middle, and high schools as well as postsecondary
institutions.
(7) Create professional learning communities focused on
enabling student success in high challenge middle grade schools
across middle grade schools in the school district and between
school districts, where possible.
(h) Planning Subgrants.--
(1) In general.--In addition to the subgrants to which the
preceding provisions of this section apply, a State educational
agency may (without regard to such preceding provisions) make
subgrants to eligible local educational agencies that have not
received a grant under subsection (a) to assist them is meeting
the requirements of subsections (d) and (e).
(2) Amount and duration.--Subgrants under this subsection
may not exceed $50,000 nor 1 year in duration.
(i) Definitions.--For purposes of this section--
(1) Early warning data system.--The term ``early warning
data system'' means any electronic system--
(A) which is maintained by the State educational
agency for use by local educational agencies and
schools containing at least 1 middle grade,
(B) which stores individual middle grade student
level data (including data necessary to make the
determinations under paragraph (3)(B)) tied to a unique
student identifier on school outcomes that has been
shown to be highly predictive of whether or not a
student is on track to graduate from high school with a
regular diploma,
(C) the data in which is easily accessible to
teachers and administrators and
(D) which updated on a regular basis to measure
student progress over time.
(2) Eligible local educational agency.--The term ``eligible
local educational agency'' means any local educational agency
serving at least 1 eligible school.
(3) Eligible school.--The term ``eligible school'' means
any school containing at least 1 middle grade if--
(A) more than 50 percent of middle grade students
go on to attend a high school with a graduation rate of
less than 60 percent;
(B) more than 25 percent of the students who finish
grade 5 in the school exhibit key risk factors and
early warning signs, including--
(i) student attendance below 90 percent,
(ii) a failing grade in English or
mathematics,
(iii) 2 failing grades in any courses,
(iv) suspension or other evidence of poor
behavior; or
(C) more than 50 percent of the middle grade
students do not perform at a proficient level on State
assessments required under section 1111(b)(3) of the
Elementary and Secondary Education Act of 1965 in
mathematics or reading or language arts.
(4) Middle grades.--The term ``middle grades'' means grades
5, 6, 7, and 8.
SEC. 104. DURATION OF GRANTS; SUPPLEMENT NOT SUPPLANT.
(a) Duration of Grants.--
(1) In general.--Except as provided in paragraph (2),
grants and subgrants under this title may not exceed 3 years in
duration.
(2) Renewals.--
(A) In general.--Grants and subgrants under this
title may be renewed in 2-year increments.
(B) Conditions.--In order to be eligible to have a
grant or subgrant renewed under this paragraph, the
recipient must demonstrate, to the satisfaction of the
granting entity, that--
(i) the recipient has complied with the
terms of the grant or subgrant, including by
undertaking all required activities; and
(ii) during the period of the grant or
subgrant, there has been significant progress
in student achievement, as measured by the
annual measurable objectives established
pursuant to section 1111(b)(2)(C)(v) of the
Elementary and Secondary Education Act and
other key risk factors such as attendance and
on-time promotion.
(b) Federal Funds To Supplement, Not Supplant, Non-Federal Funds.--
(1) In general.--A State educational agency or local
educational agency shall use Federal funds received under this
title only to supplement the funds that would, in the absence
of such Federal funds, be made available from non-Federal
sources for the education of pupils participating in programs
assisted under this title, and not to supplant such funds.
(2) Special rule.--Nothing in this title shall be construed
to authorize an officer, employee, or contractor of the Federal
Government to mandate, direct, limit, or control a State, local
educational agency, or school's specific instructional content,
academic achievement standards and assessments, curriculum, or
program of instruction.
SEC. 105. DEFINITIONS.
For purposes of this title--
(1) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(2) State.--The term ``State'' means each of the 50 States,
the District of Columbia, and the Commonwealth of Puerto Rico.
SEC. 106. AUTHORIZATION OF APPROPRIATIONS.
For the purpose of carrying out this title, there are authorized to
be appropriated $1,000,000,000 for fiscal year 2008 and each of the 5
succeeding fiscal years.
TITLE J--RESEARCH RECOMMENDATIONS
SEC. 201. PURPOSE.
The purpose of this title is to facilitate the generation,
dissemination, and application of research needed to identify and
implement effective practices that lead to continual student learning
and high academic achievement at the middle level.
SEC. 202. RESEARCH RECOMMENDATIONS.
The Secretary of Education shall use the amounts appropriated under
this title to carry out the following activities:
(1) Create a national clearinghouse for research in: best
practices in the middle level and in the approaches that
successfully take those best practices to scale in schools and
school districts.
(2) Create a national middle level database accessible to
educational researchers, practitioners, and policymakers that
identify school, classroom, and system-level factors that
facilitate or impede student achievement in the middle grades.
(3) Require the Institute of Education Sciences or any
other educational research agency to develop a strand of field-
initiated research designed to enhance performance of middle
grade schools and students who are most at risk of educational
failure. Such research should target specific issues such as--
(A) effective practices in mathematics, science,
literacy;
(B) academic interventions for adolescent English
language learners; and
(C) school improvement programs and strategies for
closing the achievement gap.
(4) Require the Institute of Education Sciences or any
other educational research agency to initiate a series of large
scale randomized field trials designed to establish the most
effective ways to--
(A) use increase learning or school time in the
middle grades,
(B) decrease class size or employ additional
instructional staff, and
(C) recruit, retain, and develop teachers with
strong middle grade teaching skills in order to raise
middle grade achievement.
(5) Strengthen the work of the existing National Research
and Development Centers by adding a research and development
center dedicated to addressing--
(A) curricular/instructional issues pertinent to
the middle grades (such as mathematics, science, the
needs of English language learners, and students with
disabilities);
(B) comprehensive school-wide reforms for low
performing middle grade schools; and
(C) other topics pertinent to middle grades
schools.
(6) Provide grants to nonprofit organizations, for-profit
organizations, institutes of higher learning, and others to
partner with State and local educational agencies to develop,
adapt, and/or replicate effective models for turning around
low-performing middle grade schools.
SEC. 203. AUTHORIZATION OF APPROPRIATIONS; RESERVATIONS.
(1) Authorization.--There are authorized to be appropriated
$100,000,000 to carry out this title.
(2) Reservations.--From the total amount made available to
carry out this title, the Secretary shall reserve--
(A) 5 percent for the database described in section
202(1);
(B) 5 percent for the database described in section
202(2);
(C) 25 percent for the activities described in
section 202(3);
(D) 20 percent for the activities described in
section 202(4);
(E) 15 percent for the activities described in
section 202(5); and
(F) 30 percent for the activities described in
section 202(6).
<all>
Introduced in House
Introduced in House
Referred to the House Committee on Education and Labor.
Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education.
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