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U . S . D E P A R T M E N T O F E D U C A T I O N

A Blueprint for Reform

Acceleratea

chievement

Te Reauthorization of the Elementary and Secondary Education Act

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A Blueprint or Reorm

Te Reauthorization of theElementary and Secondary Education Act

United States Department o EducationMarch 2010

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U.S. D E

Arne Duncan

Secretary of Education

O Pg, Ev Py Dv

Carmel Martin

Assistant Secretary

March

Tis publication is in the public domain Authorization to reproduce it in whole or in

part is granted While permission to reprint this publication is not necessary, the citationshould be: US Department o Education, Oce o Planning, Evaluation and Policy

Development, ESEA Blueprint for Reform, Washington, DC,

T h :

W to ED Pubs, Education Publications Center, US Department o Education, PO Box

, Alexandria, VA

Or xyour request to --

Or - your request to edpubs@inetedgov

Or in your request toll ree to --- (---ED-PUBS) Tose who

use a telecommunications device or the dea (DD) or a teletypewriter (Y) should

call --- I service is not available in your area, call ---

(--USA-LEARN)

Or at http://edpubsgov

Tis publication is also available at the Departments Web site at

http://wwwedgov/policy/elsec/leg/blueprint/

On request, this publication is available in alternate ormats, such as Braille, large print

or computer diskette For more inormation, contact the Departments Alternate Format

Center at -- or --

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Every child in America deserves a world-class education

oday, more than ever, a world-class education is a prerequisite or success America

was once the best educated nation in the world A generation ago, we led all nations in

college completion, but today, countries have passed us It is not that their students are

smarter than ours It is that these countries are being smarter about how to educate their

students And the countries that out-educate us today will out-compete us tomorrow

We must do better ogether, we must achieve a new goal, that by , the United States

will once again lead the world in college completion We must raise the expectations or

our students, or our schools, and or ourselves this must be a national priority We

must ensure that every student graduates rom high school well prepared or college and a

career

A world-class education is also a moral imperative the key to securing a more equal,

air, and just society We will not remain true to our highest ideals unless we do a ar

better job o educating each one o our sons and daughters We will not be able to keep

the American promise o equal opportunity i we ail to provide a world-class education

to every child

Tis eort will require the skills and talents o many, but especially our nations teachers,

principals, and other school leaders Our goal must be to have a great teacher in every

classroom and a great principal in every school We know that rom the moment students

enter a school, the most important actor in their success is not the color o their skin or

the income o their parents it is the teacher standing at the ront o the classroom o

ensure the success o our children, we must do better to recruit, develop, support, retain,

and reward outstanding teachers in Americas classrooms

Reorming our schools to deliver a world-class education is a shared responsibility thetask cannot be shouldered by our nations teachers and principals alone We must oster

school environments where teachers have the time to collaborate, the opportunities to

lead, and the respect that all proessionals deserve We must recognize the importance

o communities and amilies in supporting their childrens education, because a parent

is a childs rst teacher We must support amilies, communities, and schools working in

partnership to deliver services and supports that address the ull range o student needs

President Barack Obama

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Tis eort will also require our best thinking and resources to support innovative

approaches to teaching and learning; to bring lasting change to our lowest-perorming

schools; and to investigate and evaluate what works and what can work better in

Americas schools Instead o labeling ailures, we will reward success Instead o a single

snapshot, we will recognize progress and growth And instead o investing in the status

quo, we must reorm our schools to accelerate student achievement, close achievement

gaps, inspire our children to excel, and turn around those schools that or too many young

Americans arent providing them with the education they need to succeed in college and a

career

My Administrations blueprint or reauthorization o the Elementary and Secondary

Education Act is not only a plan to renovate a awed law, but also an outline or a re-

envisioned ederal role in education Tis is a ramework to guide our deliberations and

shared work with parents, students, educators, business and community leaders, elected

ocials, and other partners to strengthen Americas public education system

I look orward to working with the Congress to reauthorize the Elementary and

Secondary Education Act so that it will help to provide Americas students with the world-

class education they need and deserve

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This blueprint builds on the signicant reorms already made in response to

the American Recovery and Reinvestment Act o around our areas: ()

Improving teacher and principal eectiveness to ensure that every classroom has a great

teacher and every school has a great leader; () Providing inormation to amilies to

help them evaluate and improve their childrens schools, and to educators to help them

improve their students learning; () Implementing college- and career-ready standards

and developing improved assessments aligned with those standards; and () Improving

student learning and achievement in Americas lowest-perorming schools by providing

intensive support and eective interventions

Incorporating and extending this ramework, this blueprint or a re-envisioned ederal

role builds on these key priorities:

(1) College- and Career-Ready Students

Rg . We will set a clear goal: Every student should

graduate rom high school ready or college and a career, regardless o their income,

race, ethnic or language background, or disability status Following the lead o the

nations governors, were calling on all states to develop and adopt standards in English

language arts and mathematics that build toward college- and career-readiness by the

time students graduate rom high school States may choose to upgrade their existing

standards or work together with other states to develop and adopt common, state-

developed standards

B . We will support the development and use o a new generation o

assessments that are aligned with college- and career-ready standards, to better determine

PrioritiesinaBlueprintforReform

Blueprintfo

rReform

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whether students have acquired the skills they need or success New assessment systems

will better capture higher-order skills, provide more accurate measures o student growth,

and better inorm classroom instruction to respond to academic needs

A . Students need a well-rounded education to contribute as citizens

in our democracy and to thrive in a global economy rom literacy to mathematics,science, and technology to history, civics, oreign languages, the arts, nancial literacy,

and other subjects We will support states, districts, school leaders, and teachers in

implementing a more complete education through improved proessional development

and evidence-based instructional models and supports

(2) Great Teachers and Leaders in Every School

Efv h . We will elevate the teaching proession to ocus on

recognizing, encouraging, and rewarding excellence We are calling on states and districtsto develop and implement systems o teacher and principal evaluation and support, and

to identiy eective and highly eective teachers and principals on the basis o student

growth and other actors Tese systems will inorm proessional development and

help teachers and principals improve student learning In addition, a new program will

support ambitious eorts to recruit, place, reward, retain, and promote eective teachers

and principals and enhance the proession o teaching

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O h wh hy . Our proposal will

provide unds to states and districts to develop and support eective teachers and leaders,

with a ocus on improving the eectiveness o teachers and leaders in high-need schools

We will call on states and districts to track equitable access to eective teachers and

principals, and where needed, take steps to improve access to eective educators or

students in high-poverty, high-minority schools

Sghg h . We need more

eective pathways and practices or preparing, placing, and supporting beginning teachers

and principals in high-need schools States will monitor the eectiveness o their traditional

and alternative preparation programs, and we will invest in programs whose graduates are

succeeding in the classroom, based on student growth and other actors

(3) Equity and Opportunity for All Students

Rg y v. All students will be included in

an accountability system that builds on college- and career-ready standards, rewards

progress and success, and requires rigorous interventions in the lowest-perorming

schools We will celebrate the Reward states, districts, and schools that do the most to

improve outcomes or their students and to close achievement gaps, as well as those who

are on the path to have all students graduating or on track to graduate ready or college

and a career by All schools will be aiming to do their part to help us reach that

ambitious goal, and or most schools, leaders at the state, district, and school level will

enjoy broad exibility to determine how to get there

But in the lowest-perorming schools that have not made progress over time, we will ask

or dramatic change o ensure that responsibility or improving student outcomes no

longer alls solely at the door o schools, we will also promote accountability or states and

districts that are not providing their schools, principals, and teachers with the support

they need to succeed

Mg h v . Schools must support all students, including

by providing appropriate instruction and access to a challenging curriculum along with

additional supports and attention where needed From English Learners and students

with disabilities to Native American students, homeless students, migrant students, ruralstudents, and neglected or delinquent students, our proposal will continue to support and

strengthen programs or these students and ensure that schools are helping them meet

college- and career-ready standards

G qy. o give every student a air chance to succeed, and give principals and

teachers the resources to support student success, we will call on school districts and

states to take steps to ensure equity, by such means as moving toward comparability in

resources between high- and low-poverty schools

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(4) Raise the Bar and Reward Excellence

Fg R h T. Race to the op has provided incentives or excellence by

encouraging state and local leaders to work together on ambitious reorms, make tough

choices, and develop comprehensive plans that change policies and practices to improve

outcomes or students We will continue Race to the ops incentives or systemic reorms

at the state level and expand the program to school districts that are willing to take on

bold, comprehensive reorms

Sg fv h h. We will support the expansion o high-

perorming public charter schools and other autonomous public schools, and support

local communities as they expand public school choice options or students within and

across school districts

Pg g . Access to a challenging highschool curriculum has a greater impact on whether a student will earn a -year college

degree than his or her high school test scores, class rank, or grades We will increase

access to college-level, dual credit, and other accelerated courses in high-need schools and

support college-going strategies and models that will help students succeed

(5) Promote Innovation and Continuous Improvement

Fg v g . Te Investing in Innovation Fund

will support local and nonprot leaders as they develop and scale up programs that have

demonstrated success, and discover the next generation o innovative solutions

Sg, gzg, wg v. Our proposal will

encourage and support local innovation by creating ewer, larger, more exible unding

streams around areas integral to student success, giving states and districts exibility to

ocus on local needs New competitive unding streams will provide greater exibility,

reward results, and ensure that ederal unds are used wisely At the same time, districts

will have ewer restrictions on blending unds rom dierent categories with less red tape

Sg . ackling persistent achievement gaps requires public

agencies, community organizations, and amilies to share responsibility or improving

outcomes or students We will prioritize programs that include a comprehensive redesign

o the school day, week, or year, that promote schools as the center o their communities,

or that partner with community organizations Our proposal will invest in new models

that keep students sae, supported, and healthy both in and out o school, and that support

strategies to better engage amilies and community members in their childrens education

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ANewApproach

Supportingcollege- andcareer-readystandards,preparingcollege-andcareer-readystudents.

Rewardingprogressandsuccess.

Turningaroundthelowest-perormingschools.

College-andCareer-ReadyStudents

The goal or Americas educational system is clear: Every student should graduaterom high school ready or college and a career Every student should havemeaningul opportunities to choose rom upon graduation rom high school But whileall states have developed and implemented standards as required under the Elementary

and Secondary Education Act (ESEA), in many cases these standards do not reect the

knowledge and skills needed or success afer high school, either in urther education

or in a job Four o every new college students, including hal o those at -year

institutions, take remedial courses, and many employers comment on the inadequate

preparation o high school graduates And while states have developed assessments

aligned with their standards, in many cases these assessments do not adequately measurestudent growth or the knowledge and skills that students need, nor do they provide

timely, useul inormation to teachers We must ollow the lead o the nations governors

and challenge students with state-developed, college- and career-ready standards, and

more accurately measure what they are learning with better assessments We must reward

the success o schools that are making signicant progress, ask or dramatic change in the

lowest-perorming schools, and address persistent gaps in student academic achievement

and graduation rates

ReadyS

tudents

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COLLEGE- AND CAREER-READY STUDENTSOur proposal will maintain ormula grants to high-poverty school districts, while making

signicant changes to better support states, districts, and schools, including middle and

high schools, in improving achievement or all groups o students, including low-income

and minority students, English Learners, and students with disabilities

Rg Cg- C-Ry S. Following the lead o the nations

governors and state education leaders, were calling on all states to adopt state-developed

standards in English language arts and mathematics that build toward college- and

career-readiness by the time students graduate rom high school, and high-quality

statewide assessments aligned with these standards States may either choose to upgrade

their existing standards, working with their -year public university system to certiy that

mastery o the standards ensures that a student will not need to take remedial coursework

upon admission to a postsecondary institution in the system; or work with other states

to create state-developed common standards that build toward college- and career-

readiness o ensure that all students are learning what they need to succeed, standards

must be based on evidence regarding what students must know and be able to do at each

grade level to be on track to graduate rom high school college- and career-ready Such

standards will also give amilies and communities the inormation they need to determine

whether their students are on track to college- and career-readiness and to evaluate their

schools eectiveness States will continue to implement statewide science standards and

aligned assessments in specic gradespans, and may include such assessments as well as

statewide assessments in other subjects, such as history in their accountability system

Finally, states will develop and adopt statewide English language prociency standards orEnglish Learners, aligned so that they reect the academic language necessary to master

the states content standards

Rg F Ay S Evy Lv. Building on these

statewide standards and aligned assessments, every state will ensure that its statewide

system o accountability rewards schools and districts or progress and success, requires

rigorous interventions in the lowest-perorming schools and districts, and allows local

exibility to determine the appropriate improvement and support strategies or most

schools

o oster public accountability or results and help ocus improvement and support

eorts, states must have data systems in place to gather inormation that is critical to

determining how schools and districts are progressing in preparing students to graduate

rom high school college- and career-ready States and districts will collect and make

public data relating to student academic achievement and growth in English language arts

and mathematics, student academic achievement in science, and i states choose, student

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academic achievement and growth in other subjects, such as history At the high school

level, this data will also include graduation rates, college enrollment rates, and rates o

college enrollment without need or remediation All o these data must be disaggregated

by race, gender, ethnicity, disability status, English Learner status, and amily income

States and districts also will collect other key inormation about teaching and learning

conditions, including inormation on school climate such as student, teacher and school

leader attendance; disciplinary incidents; or student, parent, or school sta surveys about

their school experience

Mg Sg Sh, D, S. State accountability

systems will be asked to recognize progress and growth and reward success, rather than

only identiy ailure o ensure that accountability no longer alls solely at the doors

o schools, districts and states will be held accountable or providing their schools,

principals and teachers with the support they need to succeed We will ask States to

recognize and reward schools and districts making the most progress, provide exibility

or local improvement eorts, and ocus the most rigorous support and interventions on

the very lowest-perorming schools and districts

We will call on states, districts and schools to aim or the ambitious goal o all students

graduating or on track to graduate rom high school ready or college and a career

by Perormance targets, based on whole-school and subgroup achievement and

growth, and graduation rates, will guide improvement toward that ambitious goal, and

those that are meeting all o their perormance targets will be recognized and rewarded

States, districts and schools will look not just at absolute perormance and prociency,

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but at individual student growth and school progress over time, and the additional data

described above, to guide local improvement and support strategies or schools

Te schools, districts, and states that are successul in reaching perormance targets,

signicantly increasing student perormance or all students, closing achievement gaps,

or turning around the lowest-perorming schools (at the district and state level) will berecognized as Reward schools, districts and states States will receive unds to design

innovative programs to reward high-poverty Reward schools and Reward districts

Rewards may include nancial rewards or the sta and students and development o and

participation in communities o practice to share best practices and replicate successul

strategies to assist lower-perorming schools and districts Rewards may also include

exibility in the use o ESEA unds and, as appropriate, competitive preerence or Reward

states, high-need Reward districts, and high-need Reward schools in some ederal grant

competitions Reward districts will also be given exibility in implementing interventions

in their lowest-perorming schools, described urther below

At the other end o the spectrum will be Challenge states, districts, and schools States

will identiy Challenge schools that are in need o specic assistance Te rst category

o Challenge schools will be the lowest-perorming ve percent o schools in each state,

based on student academic achievement, student growth, and graduation rates, that are

not making progress to improve In these schools, states and districts will be required

to implement one o our school turnaround models, to support better outcomes or

students Reward districts will receive exibility to implement a dierent research-based

intervention model, beyond the scope o the our school turnaround models Te next

ve percent o low-perorming schools will be identied in a warning category, and States

and districts will implement research-based, locally-determined strategies to help them

improve

Schools that are not closing signicant, persistent achievement gaps will constitute

another category o Challenge schools In these schools, districts will be required to

implement data-driven interventions to support those students who are arthest behind

and close the achievement gap For all Challenge schools, districts may implement

strategies such as expanded learning time, supplemental educational services, public

school choice, or other strategies to help students succeed

Challenge districts whose schools, principals and teachers are not receiving the supportthey need to succeed may also ace signicant governance or stang changes, including

replacement o the superintendent Both Challenge districts and states will ace additional

restrictions on the use o ESEA unds and may be required to work with an outside

organization to improve student academic achievement

Bg Cy S Evy Lv. As we ask more o each level o the

system, we will also build state and district capacity to support schools, school leaders,

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teachers, and students Our proposal will allow states and districts to reserve unds to

carry out such activities as (i) supporting and complementing the adoption o rigorous

standards and high-quality assessments, and supporting teachers in teaching to those

standards; (ii) supporting the more eective use o data to identiy local needs and

improve student outcomes; (iii) improving capacity at the state and district levels to

support the eective use o technology to improve instruction; (iv) coordinating with

early learning programs to improve school readiness; or (v) carrying out eective amily

engagement strategies

Districts will be required to set aside a portion o unds under this program to

improve student perormance in high-need schools, by implementing eective school

improvement strategies and carrying out strategies to ensure the equitable distribution o

eective teachers and school leaders Reward districts will be allowed exibility around

this reservation

Fg Cy Eqy. o give every student a air chance to succeedand give principals and teachers the resources to support student success, we will

encourage increased resource equity at every level o the system Over time, districts will

be required to ensure that their high-poverty schools receive state and local unding levels

(or personnel and relevant nonpersonnel expenditures) comparable to those received by

their low-poverty schools In addition, districts that use their resources to provide strong

support to disadvantaged students will be given additional exibility to provide such

support States will be asked to measure and report on resource disparities and develop a

plan to tackle them

ASSESSING ACHIEVEMENTOur proposal will maintain support or state eorts to improve the quality o their

assessment systems, and to develop and implement the upgraded standards and

assessments required by the College- and Career-Ready Students program Improved

assessments can be used to accurately measure student growth; to better measure how

states, districts, schools, principals, and teachers are educating students; to help teachers

adjust and ocus their teaching; and to provide better inormation to students and their

amilies

States will receive ormula grants to develop and implement high-quality assessments

aligned with college- and career-ready standards in English language arts and mathemat-

ics that accurately measure student academic achievement and growth, provide eedback

to support and improve teaching, and measure school success and progress States may

also use unds to develop or implement high-quality, rigorous statewide assessments in

other academic or career and technical subjects, high school course assessments, English

language prociency assessments, and interim or ormative assessments Beginning in

, ormula unds will be available only to states that are implementing assessments

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based on college- and career-ready standards that are common to a signicant number

o states Te program also will support competitive grants to consortia o states, and to

other entities working in partnership with states, or research on, or development and

improvement o, additional high-quality assessments to be used by multiple states in such

areas as science, history, or oreign languages; high school course assessments in academ-

ic and career and technical subjects; universally designed assessments; and assessments

or English Learners and students with disabilities

SCHOOL TURNAROUND GRANTSOur proposal will make available signicant grants to help states, districts, and schools

implement the rigorous interventions required in each states lowest-perorming

Challenge schools under the College- and Career-Ready Students program

States will receive unds by ormula and may reserve unds to build their capacity to

improve low-perorming schools, including developing and implementing eective school

quality review teams to assist schools in identiying school needs and supporting school

improvement States will award the remainder o unds competitively to districts or

partnerships o districts and nonprot organizations to implement one o the ollowing

intervention models, to be selected locally, to ensure signicant changes in the operation,

governance, stang, or instructional program o a school:

ransformation model: Replace the principal, strengthen stang, implement a re-

search-based instructional program, provide extended learning time, and imple-

ment new governance and exibility

urnaround model: Replace the principal and rehire no more than percent o

the school sta, implement a research-based instructional program, provide ex-

tended learning time, and implement new governance structure

Restart model: Convert or close and reopen the school under the management

o an eective charter operator, charter management organization, or education

management organization

School closure model: Close the school and enroll students who attended it in other,

higher-perorming schools in the district

Districts and their partners will receive -year awards to ully and eectively implement

one o these intervention models, and will be eligible or two additional years o unding

to support a schools ongoing improvement i the school is showing progress

In addition, the Secretary will reserve a portion o School urnaround Grants or

additional activities designed to enhance state, district, and nonprot capacity to improve

schools, such as investing in model school quality review teams to identiy school needs

and support school improvement

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O all the work that occurs at every level o our education system, the interactionbetween teacher and student is the primary determinant o student successA great teacher can make the dierence between a student who achieves at high levelsand a student who slips through the cracks, and a great principal can help teachers

succeed as part o a strong, well-supported instructional team Research shows that

top-perorming teachers can make a dramatic dierence in the achievement o their

students, and suggests that the impact o being assigned to top-perorming teachers year

afer year is enough to signicantly narrow achievement gaps We have to do more to

ensure that every student has an eective teacher, every school has eective leaders, and

every teacher and leader has access to the preparation, on-going support, recognition,and collaboration opportunities he or she need to succeed Our proposals will ask states

and districts to put in place the conditions that allow or teachers, principals, and leaders

at all levels o the school system to get meaningul inormation about their practice, and

support them in using this inormation to ensure that all students are getting the eective

teaching they deserve

GreatTeachersandGreatLeaders

ANewApproach

Elevatingtheproessionand ocusingonrecruiting,preparing,developing, andrewardingeectiveteachersandleaders.

Focusingonteacherand leadereectivenessinimprovingstudentoutcomes. Supportingstates anddistricts that arewillingtotake boldaction toincreasethenumberoeectiveteachers andleaders wheretheyareneededmost. Strengtheningpathways intoteachingand school leadership positionsinhigh-needschools.

GreatLeaders

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EFFECTIVE TEACHERS AND LEADERSOur proposal will continue and improve ormula grants to states and school districts to

improve the eectiveness o teachers and leaders, and ensure that students in high-need

schools are being taught by eective teachers in schools led by eective principals o

help meet these goals, states and districts may choose how to spend unds to meet local

needs, as long as they are improving teacher and principal eectiveness and ensuring

the equitable distribution o eective teachers and principals o measure, develop, and

improve the eectiveness o their teachers, leaders, and preparation programs, states and

districts will be required to put in place a ew specic policies and systems, including:

Statewide denitions o eective teacher, eective principal, highly eec-

tive teacher, and highly eective principal, developed in collaboration with

teachers, principals, and other stakeholders, that are based in signicant part on

student growth and also include other measures, such as classroom observations

o practice As states transition to using these measures o eectiveness, we will

maintain the provisions o current law relating to Highly Qualied eachers,

but with additional exibility

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State-level data systems that link inormation on teacher and principal prepara-

tion programs to the job placement, student growth, and retention outcomes o

their graduates

District-level evaluation systems that (i) meaningully dierentiate teachers and

principals by eectiveness across at least three perormance levels; (ii) are consis-tent with their states denitions o eective and highly eective teacher and

principal; (iii) provide meaningul eedback to teachers and principals to improve

their practice and inorm proessional development; and (iv) are developed in

collaboration with teachers, principals, and other education stakeholders

Dvg Efv Th L. Both states and school districts wil l

carry out strategies to develop eective teachers and leaders that meet their local needs

States may use unds to recruit and develop eective teachers and principals, support

the creation o eective educator career ladders, and improve teacher and principal

certication and retention policies to better reect a candidates ability to improveoutcomes or students Recognizing the importance o principal leadership in supporting

teachers, states will work to improve the eectiveness o principals, through activities

such as strengthening principal preparation programs and providing training and

support to principals o high-need schools States will also be required to develop

meaningul plans to ensure the equitable distribution o teachers and principals that

receive at least an eective rating I states are unsuccessul in improving the equitable

distribution o these teachers and principals, they will be required to develop and

implement more rigorous plans and additional strategies more likely to improve equity

School districts may use unds to develop and implement air and meaningul teacherand principal evaluation systems, working in collaboration with teachers, principals, and

other stakeholders; to oster and provide collaboration and development opportunities

in schools and build instructional teams o teachers, leaders, and other school sta,

including paraproessionals; to support educators in improving their instructional

practice through eective, ongoing, job-embedded, proessional development that is

targeted to student and school needs; and to carry out other activities to improve the

eectiveness o teachers, principals, and other school sta, and ensure the equitable

distribution o eective teachers and principals Funds spent on strategies such as

proessional development and class size reduction must be aligned with evidence o

improvements in student learning

Districts that have put in place the required evaluation systems may generally spend

unds exibly, except that a district that is not improving equity in the distribution

o eective teachers and principals will be required to submit a new plan to the state

under which unds will be spent solely on ensuring its evaluation system meets the

requirements described above and on specic activities aimed at improving the equitable

distribution o eective teachers and principals

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Mg S. We will require transparency around the key indicators o whether

students and schools have eective teachers and principals and whether teachers have

the proessional supports they need Both states and districts must publish report cards

at least every two years that provide inormation on key indicators, such as teacher

qualications and teacher and principal designations o eectiveness; teachers and

principals hired rom high-perorming pathways; teacher survey data on levels o supportand working conditions in schools; the novice status o teachers and principals; teacher

and principal attendance; and retention rates o teachers by perormance level States

will also be required to report on the perormance o teacher and principal preparation

programs by their graduates impact on student growth and other measures, job

placement, and retention

TEACHER AND LEADER INNOVATION FUNDOur proposal will continue competitive grants or states and school districts that are

willing to implement ambitious reorms to better identiy, recruit, prepare, develop,

retain, reward, and advance eective teachers, principals, and school leadership teams in

high-need schools Grantees must be able to dierentiate among teachers and principals

on the basis o their students growth and other measures, and must use this inormation

to dierentiate, as applicable, credentialing, proessional development, and retention and

advancement decisions, and to reward highly eective teachers and principals in high-

need schools School districts must also put in place policies to help ensure that principals

are able to select and build a strong team o teachers with a shared vision and that teachers

are choosing to be part o a school team

Grantees may use unds to reorm compensation systems to provide dierentiated

compensation and career advancement opportunities to educators who are eective

in increasing student academic achievement, who take on additional roles and

responsibilities in their schools, and who teach in high-need schools, subjects, areas,

and elds Grantees may also use unds to sta high-need schools more eectively, such

as through the implementation or use o earlier hiring timelines States and districts

will be encouraged to use these unds to take on additional innovative reorms, such as

improving teacher salary schedules so as to eliminate incentives or teachers to obtain

credentials that have been shown not to be linked with student perormance Additionally,

states must describe the extent to which high-perorming pathways are in place In allcases, applicants will be required to provide evidence o stakeholder involvement in the

development o their proposal

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TEACHER AND LEADER PATHWAYSOur proposal will continue competitive grants to improve and strengthen the

recruitment and preparation o eective teachers, principals, and other school leaders by

nonprot organizations, colleges and universities, and school districts, through high-

quality preparation programs that prepare educators or high-need districts, schools,

subjects, areas, and elds

Th Phwy. o strengthen traditional and alternative pathways into teaching,

our proposal includes competitive grants or the recruitment, preparation, placement,

and induction o promising teacher candidates or high-need schools, subjects, areas,

and elds Programs must be designed to meet the specic teacher needs o a district

or districts, and must either have a record o preparing eective teachers or commit to

tracking and measuring the eectiveness o their graduates in the classroom

In making grants, the Secretary will take into account whether programs will prepareteachers to teach to college- and career-ready standards; the extent to which programs

are designed to meet the needs o high-need areas, including rural areas, or high-need

elds, such as teaching English Learners, students with disabilities, or other students

with diverse learning needs; and the extent to which programs provide streamlined

opportunities or applicants who can demonstrate competency in specic knowledge

or skills Priority may be given to programs that work to recruit and prepare high-

perorming college graduates or non-traditional candidates, such as military veterans

or midcareer proessionals Te Secretary also will carry out a teacher recruitment

campaign, working with states, districts, and outside organizations to recruit talented

candidates into the teaching proession

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T L. o strengthen traditional and alternative pathways

into school leadership, our proposal includes competitive grants or the recruitment,

preparation, and support o eective principals and leadership teams to turn around

persistently low-perorming schools

Grantees must either have a record o preparing eective leaders or commit to tracking

and measuring the eectiveness o their graduates, as well as provide a substantial

residency or eld-based component and induction support or new principals and

other leaders to succeed Priority will be given to programs that commit to put in place

conditions that increase the likelihood that their graduates and other principals will

succeed in improving low-perorming schools, such as providing autonomy over stang,

budget, instructional program, and schedule; and those with a record o preparing

principals who improve student academic achievement and other outcomes at low-

perorming schools Finally, the Secretary will make grants to recruit, prepare, place, and

support the retention o eective state and district leaders, such as superintendents, chie

academic ocers, and human resource directors, who are able to lead transormationalchange in their states and districts

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Americas schools are responsible or meeting the educational needs o an

increasingly diverse student population, and ESEA programs must provide a

wide range o resources and support to ensure that all students have the opportunity to

succeed in college and in a career ESEA includes programs that help schools meet the

special educational needs o children working to learn the English language, students

with disabilities, Native American students, homeless students, the children o migrant

workers, and neglected or delinquent students In addition, the ederal government has

a responsibility to provide assistance to certain high-need regions and areas, including

rural districts and districts that are aected by ederal property and activities

In each o these areas, the Administrations ESEA reauthorization proposal will continue

and strengthen the ederal commitment to serving all students, and improve each

program to ensure that unds are used more eectively to meet the needs o the students

they serve

MeetingtheNeedsofEnglishLearners

andOtherDiverseLearners

AContinuedCommitment

Improvingprograms orEnglish Learners andencouraginginnovativeprogramsandpracticestosupportEnglish Learners successand buildtheknowledgebaseabout what works.

Maintainingandstrengtheningormulagrant programsorNativeAmericanstudents,homeless students, migrantstudents, andneglected ordelinquent stu-dents; aswell asordistricts that arein ruralareasorthat areaectedbyederalpropertyandactivities.

Meetingtheneedsostudentswith disabilitiesthroughoutESEAand through theIndividualswith DisabilitiesEducation Act.

ofDiverseLearners

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STUDENTS WITH DISABILITIESWhile the primary unding or programs specically ocused on supporting students

with disabilities is through the Individuals with Disabilities Education Act, our ESEA

reauthorization proposal will increase support or the inclusion and improved outcomes

o students with disabilities Our proposal will help ensure that teachers and leaders are

better prepared to meet the needs o diverse learners, that assessments more accurately

and appropriately measure the perormance o students with disabilities, and that more

districts and schools implement high-quality, state- and locally-determined curricula and

instructional supports that incorporate the principles o universal design or learning to

meet all students needs

ENGLISH LEARNER EDUCATION

Our proposal will continue to provide signicant ormula grants to help states and school

districts implement high-quality language instruction educational programs to improve

the education o English Learners Grantees may provide dual-language programs,

transitional bilingual education, sheltered English immersion, newcomer programs

or late-entrant English Learners, or other language instruction educational programs

Grantees may also provide eective proessional development or all teachers o English

Learners, including teachers o academic content areas, that is responsive to demonstrated

needs identied by evaluations o ensure that ormula grant assistance in these areas

supports the conditions needed to oster English Learners success, we will require states

to:

Establish new criteria to ensure consistent statewide identication o students

as English Learners, and to determine eligibility, placement, and duration o

programs and services, based on the states valid and reliable English language

prociency assessment

Implement a system to evaluate the eectiveness o language instruction educa-

tional programs, and to provide inormation on the achievement o subgroups o

English Learners, to drive better decisions by school districts or program im-

provement, and to support districts in selecting eective programs

Districts that are not improving the perormance o English Learners will lose exibility

around the use o unds under this program, and must work with the state to implement

more eective strategies

Our proposal will also provide new competitive grants to states, districts, and nonprot

partners to support the development o innovative programs, build the knowledge base

about promising practices, and scale up eective practices to improve instruction or

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English Learners, including unding or graduate ellowships to support research and

leadership in developing eective practices to improve English Learner outcomes, as well

as state or district partnerships with colleges and universities or developing eective

teachers

In addition, under the College- and Career-Ready Students program, states will berequired to adopt and implement statewide grade-by-grade English language prociency

standards that are linked to the states college- and career-ready academic content

standards

MIGRANT EDUCATIONOur proposal will continue and strengthen ormula grants to states, districts, and other

providers to meet the educational needs o migrant students o ensure that unds are

most eectively targeted to the areas in which migrant students live, we will update thecurrent unding ormula to incorporate more accurate and timely data We will also

strengthen and acilitate interstate eorts to support the educational transition o migrant

students into local schools and communities

HOMELESS CHILDREN AND YOUTHS EDUCATIONOur proposal will continue and strengthen ormula grants to help states and districts

put in place systems and services to meet the educational needs o homeless students

First, we will better target unds to serve homeless students by allocating unds on the

basis o counts o homeless students rather than by shares o itle I allocations Second,

we will remove barriers to eective services or homeless children And third, we will

clariy provisions o the current statute where ambiguity resulted in delays in services or

homeless children and youths Our proposal will also increase transparency by requiring

grantees to report on the academic outcomes or students served by the program

NEGLECTED AND DELINQUENT CHILDREN ANDYOUTHS EDUCATIONOur proposal will continue and strengthen ormula grants to states to improve

educational services or students in state-operated institutions and community day

programs or neglected or delinquent children and youths o better direct unds to

support students in locally-operated institutions, our proposal will ask districts to reserve

unds received under the College- and Career-Ready Students program to support

programs conducted by locally-operated institutions

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INDIAN, NATIVE HAWAIIAN, AND ALASKA NATIVEEDUCATIONOur proposal will continue strong support through ormula and competitive grants

to states; districts; Indian tribes; Indian institutions o higher education; Indian, Native

Hawaiian, and Alaska Native educational and community-based organizations; and

nonprot organizations, agencies, and institutions to help meet the unique needs o

Indian students, Native Hawaiian students, and Alaska Native students

Grantees under the Indian education program will have greater exibility to use unds

to carry out programs that meet the needs o Indian students, including Native language

immersion and Native language restoration programs, and develop tribal specic

standards and assessments Our proposal will improve access to unds or Indian tribes

under other ESEA programs, and recognize and strengthen the role o tribal education

departments in coordinating and implementing services and programs or Indian

students within their jurisdiction o ensure that programs reect the academic, language,

and cultural needs o Indian students, we will continue to require the participation o

the parents o Indian children in the design o programs o support eective programs,

we will expand eligibility to school districts and public charter schools under the Native

Hawaiian and Alaska Native programs

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RURAL EDUCATIONOur proposal will continue ormula grants to rural districts to address the specic needs

o students in rural areas, through the Small, Rural School Achievement (SRSA) and the

Rural and Low-Income School (RLIS) programs In order to improve targeting o unds,

we will update the method used to identiy districts as rural o allow additional districts

needed exibility, our proposal will also expand the current REAP Flex authority,

which allows eligible small districts to use other ederal education unds exibly, to

districts that are eligible to receive unds under RLIS In addition, we will better align

the accountability requirements o the College- and Career-Ready Students program

with the rural education program, so that the rural education program supports school

improvement eorts in persistently low-perorming districts

o help rural districts apply or competitive grants and determine eective strategies or

improving student academic achievement, the Secretary may reserve unds or national

activities such as technical assistance and research on innovative programs that are

designed to help rural districts overcome common capacity constraints

IMPACT AIDOur reauthorization proposal will continue signicant ormula grant support designed

to compensate districts or the expense o educating ederally-connected children and or

the presence in their districts o tax-exempt ederal property or other property removed

rom the tax rolls by the ederal government Because these unds are compensatory,

districts enjoy broad exibility in the use o these unds

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As we ask states to raise their standards to prepare their students or college and

the workplace, we will also be asking more rom students, amilies, teachers,

principals, and every level o the educational system o make higher standards

meaningul, we must ensure that states, districts, schools, and teachers have the resources

and assistance they need to help students reach these standards, such as instructional

supports, high-quality proessional development, and teaching and learning materials

aligned with those standards Tis means a new investment in improving teaching

and learning in all content areas rom literacy to science, technology, engineering,

and mathematics to history, civics, oreign languages, the arts, nancial literacy,

environmental education, and other subjects and in providing accelerated learningopportunities to more students to make postsecondary success more attainable

ACompleteEducation

ANewApproach

Strengtheninginstructionin literacyand inscience, technology,engineering,andmathematics, aligned withimprovedstandards thatbuildtoward college-andcareer-readiness.

Supportingteachersand studentsinteachingand learningto morerigorousstandardsthatprepare studentsorcollegeand a career.

Improvingaccess toawell-roundededucationorstudentsinhigh-needschools. Expandingaccess tocollege courseworkand otheracceleratedlearningopportunitiesorstudentsinhigh-needschools.

Am

pt

cat

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LITERACYOur proposal will provide competitive grants to support the transition to higher

standards by assisting states in strengthening their literacy programs and by providing

substantial support to high-need districts in implementing high-quality literacy

instruction States will be required to develop comprehensive, evidence-based, preKliteracy plans and to align ederal, state, and local unds to provide high-quality literacy

instruction States may carry out strategies to improve literacy instruction statewide, such

as supporting districts in identiying eective instructional materials and improving

teachers knowledge and skills in eective literacy instruction or all students, including

English Learners and students with disabilities

Priority will be given to states that have adopted common, state-developed, college- and

career-ready standards Priority may also be given to states that use technology to address

student learning challenges, which may include the principles o universal design or learning

States will provide competitive subgrants to high-need districts to support comprehensive

literacy programs in the grades and schools with the greatest local need Programs

must provide eective proessional development or teachers and school leaders; high-

quality state- or locally-determined curricula, instructional materials, and assessments;

interventions that ensure that all students are served appropriately; and language- and

text-rich classroom environments that engage and motivate students Literacy programs

may also include activities related to amily literacy, improving library services, and other

eorts to improve literacy

Priority will be given to districts that propose to align other local, state, and ederal

resources with their plan to improve literacy instruction; propose to implement programs

that have the strongest available evidence; propose to implement activities in the schools

with the greatest need; or have a plan or sustaining the strategy

SCIENCE, TECHNOLOGY, ENGINEERING, ANDMATHEMATICS (STEM)Our proposal will provide competitive grants to support the transition to higher

standards by assisting states in strengthening their SEM programs and by providing

substantial support to high-need districts in implementing high-quality instruction in atleast mathematics or science and may also include technology or engineering States will

be required to develop comprehensive, evidence-based plans and to align ederal, state,

and local unds to provide high-quality SEM instruction States may carry out strategies

to improve SEM instruction statewide, such as partnering with statewide Race to the

op partnerships, supporting districts in identiying eective instructional materials, and

improving teachers knowledge and skills in eective SEM instruction or all students,

including English Learners and students with disabilities

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Priority will be given to states that have adopted common, state-developed, college- and

career-ready standards Priority may also be given to states that use technology to address

student learning challenges, which may include the principles o universal design or

learning; cooperate with outside partners with SEM expertise; or propose to prepare

more students, including students rom underrepresented groups, or advanced study and

careers in SEM

States will award competitive subgrants to high-need districts to support comprehensive

SEM instruction in the grades and schools with the greatest local need Programs must

provide eective proessional development or teachers and school leaders; high-quality

state- or locally-determined curricula, instructional materials, and assessments; and

interventions that ensure that all students are served appropriately Subgrantees may use

program unds to integrate evidence-based, eective mathematics or science programs

into the teaching o other core academic subjects and or technology-based strategies to

improve SEM education

Priority will be given to districts that propose to align other local, state, and ederal

resources with their plan to improve instruction in SEM subjects; propose to implement

programs that have the strongest available evidence; propose to implement activities in

the schools with the greatest need; or have a plan or sustaining the strategy

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ENSURING A WELL-ROUNDED EDUCATIONo help more students in high-need schools receive a well-rounded education, our

proposal will provide competitive grants to states, high-need districts, and nonprot

partners to strengthen the teaching and learning o arts, oreign languages, history and

civics, nancial literacy, environmental education, and other subjects

Grants may support either the development o new, promising instructional practices or

the expansion o instructional practices or which there is evidence o improving student

perormance in one or more o these subjects Such practices, which should be aimed

at improving instruction or all students, including English Learners and students with

disabilities, may include high-quality proessional development, better assessments, high-

quality state- or locally-determined curricula aligned with state standards, or innovative

uses o technology

Priority will be given to applicants proposing to integrate teaching and learning across

academic subjects; to use technology to address student learning challenges; and at the

high school level, to work with colleges or universities to ensure that coursework is truly

aligned with those institutions expectations

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Supporting student success requires deploying every tool at our disposal Te

students most at risk or academic ailure too ofen attend schools and live in

communities with insucient capacity to address the ull range o their needs Te result

is that students cannot always ocus on learning and teachers cannot always ocus on

teaching

Preparing students or success requires taking innovative, comprehensive approaches

to meeting students needs, such as rethinking the length and structure o the school

day and year, so that students have the time they need to succeed and teachers have the

time they need to collaborate and improve their practice It means supporting innovative

models that provide the services that students need; time or teachers to collaborate

to meet academic challenges; environments that help all students be sae, healthy, and

supported in their classrooms, schools, and communities; and greater opportunities to

engage amilies in their childrens education and strengthen the role o schools as centers

o communities

Successful,Safe,andHealthyStudents

ANewApproach

Providingacradle throughcollegeandcareercontinuum inhigh-poverty

communitiesthatprovides eectiveschools,comprehensive services, andamilysupports.

Supportingprogramsthatredesignandexpand theschoolschedule, providehigh-qualityaerschoolprograms,andprovidecomprehensive supports tostudents. Usingdatato improvestudentssaety,health, andwell-being,and increasingthecapacityostates, districts, andschoolstocreate sae,healthy,and drug-reeenvironments.

HealthyStudents

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PROMISE NEIGHBORHOODSOur proposal will provide new, competitive grants to support the development and

implementation o a continuum o eective community services, strong amily supports,

and comprehensive education reorms to improve the educational and lie outcomes or

children and youths in high-need communities, rom birth through college and into

careers Programs must be designed to improve academic and developmental outcomes

or children and youths through eective public schools, community-based organizations,

and other local agencies Programs will be encouraged to take a comprehensive

approach to meeting student needs, drawing on the contributions o community-based

organizations, local agencies, and amily and community members Grantees will conduct

a needs assessment o all children in the community in order to establish baseline data

against which the grantee will aim to improve outcomes, and will promote and coordinate

community involvement, support, and buy-in, including securing and leveraging

resources rom the public and private sectors

21ST CENTURY COMMUNITY LEARNINGCENTERSOur proposal will provide competitive grants or states, school districts, nonprot

organizations, and partnerships to implement in school and out o school strategies that

provide students and, where appropriate, teachers and amily members, with additional

time and supports to succeed

Competitive grants will be awarded to states, school districts, and community-based

organizations to leverage models that comprehensively redesign and expand the school

day or year, provide ull-service community schools, or provide services beore school,

afer school, or during the summer All programs will ocus on improving student

academic achievement in core academic subjects, ranging rom English language arts,

mathematics, and science, to history, the arts, and nancial literacy, as part o a well-

rounded education, and providing enrichment activities, which may include activities

that improve mental and physical health, opportunities or experiential learning, and

greater opportunities or amilies to actively and meaningully engage in their childrens

education

Priority will be given to applicants that propose to carry out programs to support the

improvement o Challenge schools identied under the College- and Career-Ready

Students program, and those that propose to implement comprehensive and coordinated

programs, including comprehensively redesigning and expanding the school schedule or

all students, providing comprehensive supports to students and amilies through ull-

service community school models, or establishing partnerships between school districts

and nonprot organizations or in school or out o school strategies

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SUCCESSFUL, SAFE, AND HEALTHY STUDENTSOur proposal will provide competitive grants to support states, school districts, and their

partners in providing learning environments that ensure that students are successul,sae, and healthy o better measure school climate and identiy local needs, grantees

will be required to develop and implement a state- or district-wide school climate needs

assessment to evaluate school engagement, school saety (addressing drug, alcohol, and

violence issues), and school environment, and publicly report this inormation Tis

assessment must include surveys o student, school sta, and amily experiences with

respect to individual schools, and additional data such as suspensions and disciplinary

actions States will use this data to identiy local needs and provide competitive subgrants

to school districts and their partners to address the needs o students, schools, and

communities

Grantees will use unds under the Successul, Sae, and Healthy Students program

to carry out strategies designed to improve school saety and to promote students

physical and mental health and well-being, nutrition education, healthy eating, and

physical tness Grantees may support activities to prevent and reduce substance use,

school violence (including teen dating violence), harassment, and bullying, as well as

to strengthen amily and community engagement in order to ensure a healthy and

supportive school environment

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Priority will be given to applicants that propose to support partnerships between districts

and nonprot organizations, including community-based organizations Priority will

also be given to grantees willing to direct unds to schools with the greatest need,

including Challenge schools, as identied under the College- and Career-Ready Students

program, or schools with the greatest needs as identied through the school climate needs

assessment

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For all students to thrive in the classroom, in college, and in a career, our

educational system must continuously develop and embrace the very best

practices, policies, and ideas Innovative practices are constantly emerging to help more

students graduate ready or college and a career We will ask policymakers and educators

at all levels to careully analyze the impact o their policies, practices, and systems on

student outcomes We will provide students and amilies with increased high-quality

public school educational options, and empower them with improved inormation about

the options available to them And across programs, we will ocus less on compliance and

more on enabling eective local strategies to ourish

FosteringInnovationandExcellence

ANewApproach

ProvidingincentivesoraRacetotheTop amongstatesand districts willingtotake on ambitious,comprehensivereorms.

Developing, validating,and scalingup promisingandproven educationalstrate-giesto improvestudentoutcomes.

Expandingeducationaloptions to increasechoice withinthe publicschoolsystemthroughhigh-perormingnewschools andmeaningulpub

lic school choice.

an

dExcellence

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RACE TO THE TOPModeled afer the Race to the op program authorized by the American Recovery and

Reinvestment Act o , our proposal will provide competitive grants to states and

school districts to take on ambitious and comprehensive reorms, and to encourage

the broad identication, dissemination, adoption, and use o eective policies and

practices State and school district grantees will be required to develop and implement

comprehensive plans, in collaboration with other stakeholders, to dramatically improve

student outcomes, including ocusing on rigorous college- and career-ready standards

and high-quality assessments; providing better inormation to amilies to help them

evaluate and improve their childrens schools, and to educators to help them improve

their students learning; supporting eective teachers and school leaders; turning around

persistently low-perorming schools; and supporting innovative models or reorm

States and school districts that receive grants may spend unds exibly in a manner

aligned with their plans, but states must award at least percent o their grant unds to

school districts that participate in the state plan Grantees will be required to meet specic

annual perormance targets related to the implementation o their plan and to improving

measurable outcomes or students and schools, and will receive continuation unding only

i they implement their proposed plans eectively and meet their perormance targets

Grantees must invest in rigorous evaluation o their ongoing perormance and reorm

eorts

INVESTING IN INNOVATION (i3)Tis program builds on the i program launched through the American Recovery and

Reinvestment Act o , and will provide additional competitive grants to expand

the implementation o, and investment in, innovative and evidence-based practices,

programs, and strategies that signicantly improve student outcomes Te Secretary

will use a rigorous, three-tiered evidence ramework that directs the highest levels o

unding to programs with the strongest evidence, and also provides signicant support

or promising programs that are willing to undergo rigorous evaluation Grantees will

use unds to scale up practices, strategies, or programs or which there is strong evidence

o success in signicantly closing achievement gaps between groups o students and in

signicantly increasing student academic achievement or all groups o students; validate

and expand practices, strategies, or programs or which there is moderate evidence o

success; or develop and test promising practices, strategies, or programs or which there

is potential and some research-based support Each grantee will be required to conduct or

participate in an independent evaluation o its project Grantees will be required to orm

partnerships with the private sector to secure matching unds

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Applicants will be required to propose projects that develop or expand innovations in

critical areas o education reorm Te Secretary may also give preerence to applicants

that propose to develop or expand innovations around specic pressing needs, such

as improving the teaching and learning o SEM subjects, improving early learning

outcomes, addressing the learning needs o English Learners and students with

disabilities, and serving schools in rural areas Te Secretary will also reserve unds or

inducement prizes to drive breakthrough inventions in education or or dramatic and

innovative approaches to improving educational outcomes

EXPANDING EDUCATIONAL OPTIONSIn addition to broad-based comprehensive state and local reorms and the expansion o

evidence-based practices and innovations, the Administrations ESEA reauthorization

proposal will encourage educational entrepreneurship by expanding competitive grants

aimed at increasing the supply o high-quality public educational options available to

students

Sg Efv Ch Sh. Our proposal will provide competitive grants

to states, charter school authorizers, charter management organizations, districts, and

nonprot organizations, to start or expand high-perorming public charter schools

and other high-perorming autonomous public schools, with a priority or applicants

proposing to start or expand high-perorming public charter schools Autonomous

schools are public schools that, as much or even more than charter schools, have ongoing

autonomy over key operational elements, including stang, budget, schedule, and

program Both charter schools and other autonomous schools unded under this program

must be subject to the same accountability systems as traditional public schools, as well as

increased accountability or improving student academic achievement

o ensure that unds are used to start or expand high-perorming schools that improve

outcomes or all subgroups o students, applicants will be evaluated based on their record

o past success in unding, supporting, authorizing, managing, or operating (as relevant)

high-perorming public charter schools or other high-perorming public autonomous

schools; their record o cutting o unding to or closing low-perorming charter schools

or other low-perorming autonomous schools; and their commitment to improving

the quality o their schools in the uture Grantees will be required to develop plans

to appropriately serve all students in charter or other autonomous schools, including

English Learners and students with disabilities, and to provide inormation to ensure

students and amilies are aware o and able to apply to these schools Te Secretary may

reserve a portion o unds to improve charter schools access to acilities or to acilities

nancing

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o build greater capacity to support and hold schools accountable under this program,

grantees at all levels will be allowed to set aside unds to improve their capacity to oversee

and support schools unded under this program Additionally, charter management

organizations that commit to work with districts to support the districts in implementing

eective strategies in district schools may be eligible or larger grants

Pg P Sh Ch. Our proposal will continue to provide competitivegrants to districts, consortia o districts, and states in partnership with districts to expand

high-quality public school educational options or students, especially students in low-

perorming schools, and ensure that students and amilies are aware o these options

Grantees will use unds to implement programs that increase high-quality public school

options or students, especially students in low-perorming schools, through creating

or expanding inter- and intradistrict choice programs, theme-based schools, high-

quality online learning programs, or academic pathways Grantees must also carry out

activities to provide students, amilies, and the community with inormation about how

to identiy, evaluate, and access high-quality educational options Priority will be given to

interdistrict choice programs and programs that provide comprehensive choices to every

student in a district Priority will also be given to programs that increase diversity in the

schools served by the program

Mg Sh A Pg. Our proposal will continue to provide

competitive grants to districts to support magnet schools under a desegregation plan

ordered by a ederal court, state court, or other authorized state agency or ocial, or

approved by the Secretary Te reauthorized program will expand and improve options

or students and increase diversity by placing a greater emphasis on unding whole-

school magnet school programs or models that have a record o success in raising student

academic achievement and reducing minority group isolation

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Throughout this proposal, we have sought to redene the ederal role in education:

shifing rom a ocus merely on compliance to allowing state and local innovation

to ourish, rewarding success, and ostering supportive and collaborative relationships

with states, districts, and nonprot partners Tere are several cross-cutting changes

we are proposing in order to allow local innovations to lead the way and to support the

development, identication, and scaling-up o strategies that are working

AdditionalCross-CuttingPriorities

ANewApproach Increasingfexibilityinreturnorimproved outcomes.

Expandingprograms,projects, andstrategiesthatshowresults. Focusingonkeyprioritiesacross programs.

CuttingPriorities

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FLEXIBILITY FOR SUCCESSA re-envisioned ederal role means giving states and districts additional exibility in

how they spend ederal dollars as long as they are continuing to ocus on what matters

most improving outcomes or students States and districts will be allowed to use most

ederal administrative unds and reservations exibly to build their own capacity to

support reorm and improvement Most districts will also be allowed to spend more ESEA

program unds exibly, as long as they continue to comply with the conditions associated

with those unds and are improving student outcomes

GROWING SUCCESSWhere grantees are successully improving outcomes or students, we should not only

reward them, but replicate their successul practices For each competitive program in

this proposal, grantees that are signicantly improving outcomes will be eligible or both

continuation unds and additional unds to expand their strategies to additional students,

schools, districts, or states Tis will ensure that ederal unds ow to projects that are

successully serving students

EVALUATION AND BUILDING THEKNOWLEDGE BASEo oster ongoing improvement o ESEA programs and to advance knowledge in the

eld, investments are needed in data analysis and evaluation at the ederal, state, and

local levels Consequently, this proposal encourages ederal, state, and local levels to work

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together to use data or continuous improvement, test innovative ideas, evaluate and

replicate promising approaches, and scale up what strong research evidence suggests

works across all ESEA programs In addition, a new evaluation authority will authorize

rigorous, objective evaluations o ESEA programs, policies, and practices and support

perormance measurement o those programs Te Secretary will submit to Congress a

biennial plan on ESEA evaluation and perormance measurement and will establish an

independent panel that advises on the plan

CROSS-CUTTING PRIORITIESTere are some priorities that are relevant in numerous areas o education reorm We

may apply specic priorities across programs, as appropriate, including priorities or:

(1) Thgy. echnology, eectively and thoughtully deployed, can improve

how schools work, how teachers teach, and how students learn Priority may begiven to programs, projects, or strategies that leverage digital inormation or

communications technology to accomplish the stated goals o the grant

(2) Ev. As evidence develops in new areas, unding should be devoted to theareas with the most evidence o eectiveness in improving outcomes or students

Priority may be given to programs, projects, or strategies on the strength o their

evidentiary base

(3) Ey. Particularly in the current economic situation, it is important todo more with ewer resources Priority may be given to programs, projects,

or strategies that are designed to signicantly increase eciency in the use o

resources to improve student outcomes

(4) Sg Egh L S Wh D. Schools, districts,and states must be held responsible or educating all students, including English

Learners and students with disabilities, to high standards, but more work could

be done to develop and scale up eective strategies or these students Priority

may be given to programs, projects, or strategies that are designed to specically

improve the perormance o English Learners or students with disabilities

(5) Sg R Oh Hgh-N A. In new competitive programs,we will be putting in place appropriate strategies to ensure that rural districts

and other high-need districts are not disadvantaged and are able to receive the

unding they need to help students succeed Priority may be given to programs or

projects designed to serve rural and other high-need areas