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Monday, July 22, 2013 - 5:00pm in H-313 The Capitol View Announcement »
Monday, July 15, 2013 - 4:00pm View Announcement »
Monday, July 22, 2013 - 5:00pm in H-313 The Capitol View Announcement »
REPORTED BY RECORD VOTE of 8-4 on Wednesday, July 17, 2013.
FLOOR ACTION ON H. RES. 303:
AGREED to by record bote of 230-190, after agreeing to the previous question by record vote of 232-192, on Thursday, July 18, 2013.
1. Structured rule.
2. Provides one hour of general debate equally divided and controlled by the chair and ranking minority member of the Committee on Education and the Workforce.
3. Waives all points of order against consideration of the bill.
4. Makes in order as original text for the purpose of amendment an amendment in the nature of a substitute consisting of the text of Rules Committee print 113-18 and provides that it shall be considered as read.
5. Waives all points of order against the amendment in the nature of a substitute.
6. Makes in order only those further amendments printed in the Rules Committee report. Each such amendment maybe offered only in the order printed in the report, may be offered only by a Member designated in the report, shall be considered as read, shall be debatable for the time specified in the report equally divided and controlled by the proponent and an opponent, may be withdrawn by its proponent t any time before action thereon, shall not be subject to amendment, and shall not be subject to a demand for division of the question.
7. Waives all points of order against the amendments printed in the report.
8. Provides one motion to recommit with or without instructions.
|3||Version 3||Benishek (MI)||Republican||Revised Encourages states to include the number of students attaining career and technical education proficiencies enrolled in public secondary schools, in its annual State report card. This information is already required to be collected by the Perkins Act, and would simply streamline access to information to the public.||Made In Order|
|58||Version 1||Bentivolio, (MI)||Republican||Requires State educational agencies to consult with private sector employers and entrepreneurs as part of its education plan. It also requires the Secretary to have representatives from private sector employers appointed to the peer-review process by reducing practitioners from 75 percent to 65 percent.||Made In Order|
|59||Version 1||Bishop, Rob (UT)||Republican||Strikes all requirements to carry out teacher evaluations as a required use of funds.||Submitted|
|60||Version 1||Bishop, Rob (UT)||Republican||Makes Title 1 funds portable to public (including charter) schools and private schools.||Submitted|
|76||Version 1||Bishop, Rob (UT)||Republican||Late Eliminates Subsection C of Section 2111, which allows grant money to bypass states and go directly from the Department of Education to local districts.||Made In Order|
|17||Version 1||Braley (IA)||Democrat||Adds radon testing and mitigation in schools as an eligible use of funds in the Local Academic Flexible Grant. Also adds student health as one of the purposes of the overall grant program.||Submitted|
|5||Version 1||Brooks, Susan (IN), Polis (CO)||Bi-Partisan||Clarifies that federal funds may be used for computer science education.||Made In Order|
|20||Version 1||Broun (GA)||Republican||Strikes language from H.R. 5 that would require school documents to be printed in languages other than English for parents of students enrolled in a public school.||Submitted|
|21||Version 3||Broun (GA)||Republican||Revised Requires the Secretary of Education to include in their report to Congress the average salary of employees who were determined to be associated with eliminated or consolidated programs or projects by the underlying legislation and a report on the average salaries of the employees of the Department according to their job function.||Made In Order|
|22||Version 3||Broun (GA)||Republican||Revised Requires the Secretary of Education to produce a plan to reduce the Department of Education workforce by 5 percent after the initial reduction in the underlying bill.||Submitted|
|31||Version 1||Brownley (CA)||Democrat||Establishes a grant program at the Department of Education for States to expand or create Seal of Biliteracy programs, which recognize high levels of proficiency in English and a second language amongst graduating high school seniors.||Submitted|
|30||Version 1||Cantor (VA), Bishop, Rob (UT)||Republican||Allows Title I funds to follow students to other public schools or charter schools, upon the state opting to allow it.||Made In Order|
|48||Version 2||Crdenas (CA)||Democrat||Revised Authorizes innovation grants to invest in research and development in educational technology to improve English proficiency and academic achievement for English Learners.||Submitted|
|49||Version 2||Crdenas (CA)||Democrat||Revised Establishes the Task Force on Computer Programming and Coding to identify and prioritize challenges of educating and training a workforce equipped to fill jobs in emerging STEM fields, such as computer programming and engineering, through a consortium or other appropriate entity with participants from government, institutions of higher education, and industry.||Submitted|
|50||Version 1||Crdenas (CA)||Democrat||Withdrawn Categorizes “coding” as a “critical foreign language” in the ESEA.||Withdrawn|
|51||Version 2||Crdenas (CA)||Democrat||Revised Increases the authorized funding level to $775,000,000 until FY 2019.||Made In Order|
|33||Version 1||Carson (IN)||Democrat||Withdrawn Ensures that law enforcement and communities have a shared understanding of the goals and appropriate uses of school safety programs to protect against criminal misconduct, not minor disciplinary infractions.||Withdrawn|
|34||Version 2||Carson (IN)||Democrat||Withdrawn Advances assessments of student achievement and instructional practices, effective teacher preparation and continuing professional development, education administration, and international comparisons.||Withdrawn|
|46||Version 2||Castro (TX)||Democrat||Revised Authorizes a competitive grant program for non-profit entities at the Department of Education that would fund the placement of college access advisers in high-need secondary schools.||Submitted|
|39||Version 2||Culberson (TX)||Republican||Revised Empowers States by giving them the opportunity to accept or reject federal grant money. Grant money rejected by State legislatures would be dedicated to paying off our outstanding national debt.||Made In Order|
|41||Version 1||Davis, Danny K. (IL), Clarke (NY), Jackson Lee (TX)||Democrat||Ensures rigorous assessments of students with disabilities by delaying elimination of 1% cap on alternative assessments for students with significant cognitive delays until the Secretary of Education determines that removing the cap will not result in overreliance on the use of less rigorous assessments for students with disabilities.||Submitted|
|42||Version 1||Davis, Danny K. (IL), Clarke (NY)||Democrat||Ensures continued State investment in educating students in poverty by delaying elimination of maintenance of effort requirements until the Secretary of Education determines that doing so does not decrease spending on or reduce quality of teaching for students in poverty.||Submitted|
|52||Version 2||DelBene (WA)||Democrat||Revised Reinstates the maintenance of effort (MOE) requirement to ensure that school districts maintain at least 90 percent of expenditures from one year to the next.||Submitted|
|66||Version 2||Duncan (SC)||Republican||SUBSTITUTE Late Revised Substitutes the text of the bill with the Academic Partnerships Lead Us to Success Act (A-PLUS, which allows states to completely opt out of the programs that fall under NCLB and empower state and local leaders to direct funding to their most pressing education needs. Specifically, A-PLUS sends funding under NCLB back to states in the form of block grants, and states would then be able to direct that funding to any education purpose under state law.||Submitted|
|40||Version 1||Esty (CT), DeLauro (CT), Larson, John (CT), Courtney (CT), Himes (CT)||Democrat||Authorizes schools to apply for federal funding for site construction in the wake of mass tragedies such as school shootings.||Submitted|
|8||Version 2||Fitzpatrick (PA), Meehan (PA)||Republican||Revised Provides a funding condition for state or local educational agency to be eligible for funds, agency personnel cannot facilitate the transfer of an employee if they know, or have probable cause to believe, that the employee has engaged in sexual misconduct with a minor. Agencies must also require employees be subjected to background checks in compliance with the Adam Walsh Child Protection and Safety Act.||Made In Order|
|56||Version 1||Foster (IL)||Democrat||Withdrawn Requires federal agencies that expend more than $10 million per year in scientific education and outreach to spend at least 2% of such funds on creating open source educational materials.||Withdrawn|
|57||Version 1||Foster (IL), Courtney (CT)||Democrat||Withdrawn Creates a competitive grant program to develop STEM education programs that align with employer needs in the STEM fields and provides students with high school and college credit.||Withdrawn|
|47||Version 1||Fudge (OH)||Democrat||States that the law cannot take effect before the Secretary of Education determines – (1) that the new Fiscal Requirements eliminating the Maintenance of Effort requirement does not reduce the number of teachers or reduce quality of teaching and (2) provides written notification to the Congressional Committees of jurisdiction to this effect.||Submitted|
|18||Version 1||Garrett (NJ)||Republican||Clarifies that states that opt out of receiving funds, or are not awarded funds, under this Act are not required to carry out any of the requirements of the programs under this Act. The amendment also clarifies that states are not required to participate in any program under this Act.||Made In Order|
|35||Version 1||Gibson (NY)||Republican||Replaces yearly testing requirements for math and language arts/reading with the same grade span testing requirements in the underlying bill, and current law, for science. This returns federal requirements on testing frequency to pre-No Child Left Behind standards. Under the amendment, States would retain the ability to exceed federal testing requirements.||Submitted|
|4||Version 1||Grimm (NY)||Republican||Provides a rule of construction that nothing in the title alters, enhances, or decreases collective bargaining rights of teachers and school employees and that it only reaffirms and protects what is currently allowed under each state’s laws.||Submitted|
|19||Version 1||Heck (NV)||Republican||Provides LEAs with the option of entering into partnerships or contracts with other entities to implement programs that serve youth in, or transitioning out of, institutions and correctional facilities, and youth at-risk of dropping out of school. This would provide LEAs with the option to partner with organizations that have the existing experience and resources to enhance the effectiveness of services provided by school districts to vulnerable populations through the Neglected/Delinquent program in an integrated fashion.||Made In Order|
|9||Version 1||Honda (CA)||Democrat||Withdrawn Requires states to develop state-level plans on how to reduce inequities in their resource allocation among schools.||Withdrawn|
|10||Version 1||Honda (CA)||Democrat||Withdrawn Changes the process by which military recruiters are able to gain access to high school student contact information by changing the process from an opt-out to an opt-in process.||Withdrawn|
|61||Version 1||Jackson Lee (TX)||Democrat||States that if funding for awards to states is not sufficient then funding will be targeted to schools serving neglected, delinquent, migrant students, English learners, at-risk-students, and Native Americans, to increase academic achievements of such students.||Made In Order|
|62||Version 1||Jackson Lee (TX)||Democrat||Requires that each State plan for school districts will include assurances that no State or local official, appointed or elected, shall have the authority to close or merge a local educational agency without due process.||Submitted|
|63||Version 1||Jackson Lee (TX)||Democrat||Authorizes funds to be used to support accountability-based programs and activities designed to enhance school safety, which may include research based bullying prevention, cyber bullying prevention, and gang prevention programs, as well as intervention programs regarding bullying.||Submitted|
|64||Version 1||Jackson Lee (TX)||Democrat||Provides grants to female college and university students taking courses in technology, engineering, or mathematics to mentor female high school students who are enrolled in science, technology, engineering, or math as part of a dual enrollment program.||Submitted|
|75||Version 1||Jackson Lee (TX)||Democrat||Late Creates a report containing recommendations regarding the advisability of authorizing a state education authority to close a school district over the opposition of a locally elected school board, and regarding best practices governing the exercise of authority by a state education agency in monitoring, supervising and controlling under-performing school districts with particular emphasis on rural and under served school districts.||Made In Order|
|16||Version 1||Kildee (MI)||Democrat||Withdrawn Protects after school and summer programs by requiring the Local Flexible Academic Bloc Grant to fund supplemental education, which includes before, after and summer school programs, at last year’s 21st Century Community Learning Centers appropriation.||Withdrawn|
|36||Version 2||Kind (WI), Schock (IL)||Bi-Partisan||Revised Ensures that schools are able to implement comprehensive, evidence-based physical education, activity, and fitness, and nutrition programs.||Submitted|
|23||Version 3||Kline (MN), Rokita (IN)||Republican||Revised MANAGERS Clarifies that a state opting not to receive funds for a program under the Act shall not be required to carry out any of the requirements of such program and that states and school districts can support civics education efforts, and makes other technical improvements.||Made In Order|
|32||Version 1||Luetkemeyer (MO)||Republican||Expresses the sense of the Congress that States and local education agencies should maintain the rights and responsibilities of determining curriculum and assessments for elementary and secondary education.||Made In Order|
|2||Version 1||McMorris Rodgers (WA)||Republican||Reinstates the 1 percent cap as it relates to students with the most significant cognizant disabilities participating in the alternate assessments; ensures alternate assessments are tied to academic content standards for grade in which student enrolled; and ensures parents are involved in the development of assessments as it relates to the student's individualized education program.||Made In Order|
|12||Version 1||Miller, George (CA)||Democrat||SUBSTITUTE Reauthorizes the Elementary and Secondary Education Act to maintain the civil rights and equity focus of the law and to ensure all students have access to an education that prepares them for college and the workforce. Supports all students, and in particular those who are historically disadvantaged, through access to high quality state- developed standards, a meaningful but flexible accountability and school improvement system, improved and targeted professional development and working conditions for teachers and school leaders, additional learning time and after-school programs, and dedicated supports for wrap-around services for students and a well-rounded education.||Made In Order|
|29||Version 1||Moore, Gwen (WI), Wilson (FL)||Democrat||Delays implementation of new Title II formula until the Secretary of Education determines that the implementation will not reduce funding for schools serving high percentages of students in poverty.||Made In Order|
|65||Version 2||Mullin, Markwayne (OK)||Republican||Late Revised Strikes language in the bill that allows consolidated districts to be eligible for payment if they do not qualify after consolidation; strikes language allowing for mid-year adjustment for student counts; makes the 8007 Construction Program a competitive grant program.||Made In Order|
|6||Version 1||Payne, Jr. (NJ)||Democrat||Ensures accountability for students with disabilities by requiring that the Secretary of Education disapprove State plans that fail to improve academic achievement or fail to improve graduation rates for students with disabilities.||Submitted|
|24||Version 2||Polis (CO)||Democrat||Revised Establishes a comprehensive federal prohibition of discrimination in public schools based on actual or perceived sexual orientation or gender identity.||Submitted|
|25||Version 1||Polis (CO), Petri (WI)||Bi-Partisan||Allows charter schools to use grant funds for teacher preparation, professional development, and improving school conditions; ensures that charter schools expand outreach to low-income and underserved populations.||Made In Order|
|26||Version 1||Polis (CO)||Democrat||Withdrawn Requires a differentiated school accountability and improvement system including setting performance and graduation rate targets for all students as well as subgroups of students including low-income, minority, English language learners, and students with disabilities in order to provide comprehensive support for the lowest performing schools and schools with the largest achievement gaps.||Withdrawn|
|27||Version 2||Polis (CO), Petri (WI)||Bi-Partisan||Withdrawn Targets 20 percent of Charter Schools Program (CSP) funds to continue the critical investment for high performing charter schools through the CSP Grants for the Replication and Expansion of High-Quality Schools program; increases the overall authorization level for the Charter Schools Program and expands the pool of eligible entities that can apply to the program.||Withdrawn|
|28||Version 1||Polis (CO)||Democrat||Withdrawn Requires states to report on teacher credentials and experience levels under the bill's three year window before schools must adopt teacher evaluations; provides a more comprehensive definition of professional development to allow for teacher collaboration and support.||Withdrawn|
|53||Version 1||Reed (NY), McKinley (WV), Owens (NY)||Bi-Partisan||Clarifies that LEA’s and SEA’s are able to use multiple measures when identifying academic performance measurements instead of the current one-size-fits-all testing assessments.||Made In Order|
|54||Version 2||Reed (NY)||Republican||Revised Restores the federal role in providing oversight to the nation’s low-performing and most disadvantaged schools by adding language to ensure that school improvement and intervention plans are carried out with the coordination of expert school review teams, local and state agencies.||Submitted|
|74||Version 1||Salmon, (AZ)||Republican||Late Provides States with the flexibility to allocate Title I grant funds in a manner that follows the child. States may allocate these funds based on the number of eligible children enrolled in the public and private schools served.||Submitted|
|7||Version 1||Sanchez, Loretta (CA)||Democrat||Raises the achievement in international education in elementary and secondary schools through grants to support programs in international education and foreign languages.||Submitted|
|67||Version 2||Scalise (LA), Bishop, Rob (UT)||Republican||Late Revised States that under Title II in H.R. 5, there would be no federal mandate for States to conduct teacher evaluations.||Made In Order|
|43||Version 1||Schock (IL)||Republican||Withdrawn Ensures that individualized education program (IEP) teams are the final decision makers in determining whether a student should be tested through alternate assessments.||Withdrawn|
|44||Version 1||Schock (IL), Meehan (PA)||Republican||Ensures that greater authority and governance are restored to local educational agencies as delegated by their States. It also ensures that the Secretary of Education does not impose any additional requirements or burdens on local educational agencies unless explicitly authorized by federal law.||Made In Order|
|1||Version 1||Shea-Porter (NH)||Democrat||Withdrawn Authorizes a pilot program to improve transparency in financial reporting by state and local agencies.||Withdrawn|
|37||Version 1||Takano (CA), Tonko (NY)||Democrat||Provides grants to strengthen the instruction of music and arts, foreign languages, civics and government, economics, history, geography, and physical education and health as an integral part of the elementary and secondary school curriculum.||Submitted|
|38||Version 2||Takano (CA), Tonko (NY)||Democrat||Revised Restores the maintenance of effort requirement for State and Local Education Agencies, which is part of current law.||Submitted|
|45||Version 1||Thompson, Glenn (PA), Petri (WI), Hanna (NY), Kelly (PA), Barletta (PA), Slaughter (NY)||Bi-Partisan||Adjusts the weighted child count used to determine targeted grant amounts and education finance incentive grant amounts for local educational agencies under title I of the Elementary and Secondary Education Act of 1965. The amendment will gradually decrease the effects of number weighting, which redirects Title I funds away from all smaller school districts – both urban and rural – regardless of their poverty levels and toward districts with greater population.||Submitted|
|73||Version 1||Tierney (MA)||Democrat||Late Ensures a state’s accountability system is applied to charter schools in the same manner as to other public schools||Submitted|
|13||Version 1||Tonko (NY)||Democrat||Adds engineering to the definition of core academic subjects.||Submitted|
|14||Version 1||Tonko (NY)||Democrat||Requires that each State incorporate engineering skills and practice into content and achievement standards for science curriculum no later than the 2016-2017 school year.||Submitted|
|15||Version 2||Tonko (NY)||Democrat||Revised Reserves 10% of existing grant funding under the Teacher and Principal Training and Recruiting Fund for competitive sub grants that would allow organizations with STEM expertise to provide STEM professional development and instructional materials throughout the state for elementary and secondary education.||Made In Order|
|68||Version 3||Velzquez (NY)||Democrat||Late Revised Requires that applicants consider how to target their services to low-income students and parents, including low-income students and parents who are not proficient in English.||Made In Order|
|69||Version 2||Velzquez (NY)||Democrat||Late Revised Provides priority for magnet school grant applicants that demonstrate that their program will attract a high proportion of students from underserved communities, at-risk students, or students who qualify for free or reduced-price school lunch.||Submitted|
|70||Version 1||Velzquez (NY)||Democrat||Late Authorizes funding for the development of LGBT history and culture curricula.||Submitted|
|71||Version 3||Velzquez (NY)||Democrat||Late Revised Establishes a school-based mentoring programs designed to maintain or improve school attendance and engagement of at-risk teenage girls, including by preventing and reducing teen pregnancy.||Submitted|
|72||Version 1||Velzquez (NY)||Democrat||Late Allows English Language Acquisition Grants to be used to better prepare adult immigrants to fulfill the English language learning section of citizenship requirements.||Submitted|
|11||Version 1||Wilson (FL), Moore, Gwen (WI), Davis, Danny K. (IL)||Democrat||Requires the Secretary of Education to disapprove of any State Plan that fails to require Local Education Agencies to take action to address schools that fail to improve academic achievement or fail to improve graduation rates for English Language Learners and students from major racial and ethnic groups, including African Americans and Native Americans.||Submitted|
|55||Version 1||Young, Don (AK), Gabbard (HI), Hanabusa (HI), McCollum (MN)||Bi-Partisan||Restores, and make policy improvements to, educational support programs for American Indian, Alaska Native, and Native Hawaiian students which are currently authorized under Title VII of the Elementary and Secondary Education Act and would be diminished by HR 5, the Student Success Act.||Made In Order|
Motion by Mr. McGovern to report an open rule. Defeated 4-8.
Motion by Mr. Polis to make in order and provide the appropriate waivers for amendment #24, offered by Rep. Polis (CO), which establishes a comprehensive federal prohibition of discrimination in public schools based on actual or perceived sexual orientation or gender identity. Defeated: 5–7
Motion by Ms. Foxx to report the rule. Adopted 8-4.