Amendment Text: H.Amdt.42 — 114th Congress (2015-2016)

There is one version of the amendment.

Shown Here:
Amendment as Offered (02/26/2015)

This Amendment appears on page H1274 in the following article from the Congressional Record.

[Congressional Record Volume 161, Number 33 (Thursday, February 26, 2015)]
[Pages H1266-H1285]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




                          STUDENT SUCCESS ACT

  The SPEAKER pro tempore. Pursuant to House Resolution 125 and rule 
XVIII, the Chair declares the House in the Committee of the Whole House 
on the state of the Union for the further consideration of the bill, 
H.R. 5.
  Will the gentleman from Idaho (Mr. Simpson) kindly take the chair.

                              {time}  1848


                     In the Committee of the Whole

  Accordingly, the House resolved itself into the Committee of the 
Whole House on the state of the Union for the further consideration of 
the bill (H.R. 5) to support State and local accountability for public 
education, protect State and local authority, inform parents of the 
performance of their children's schools, and for other purposes, with 
Mr. Simpson (Acting Chair) in the chair.
  The Clerk read the title of the bill.
  The Acting CHAIR. When the Committee of the Whole rose earlier today, 
amendment No. 14 printed in part B of House Report 114-29 offered by 
the gentleman from West Virginia (Mr. McKinley) had been disposed of.


                    Announcement by the Acting Chair

  The Acting CHAIR. Pursuant to clause 6 of rule XVIII, proceedings 
will now resume on those amendments printed in part B of House Report 
114-29 on which further proceedings were postponed, in the following 
order:
  Amendment No. 1 by Mr. Kennedy of Massachusetts.
  Amendment No. 2 by Mr. Grothman of Wisconsin.
  Amendment No. 6 by Mr. Castro of Texas.
  Amendment No. 9 by Mr. Quigley of Illinois.
  Amendment No. 13 by Ms. Moore of Wisconsin.
  The Chair will reduce to 2 minutes the minimum time for any 
electronic vote after the first vote in this series.


                 Amendment No. 1 Offered by Mr. Kennedy

  The Acting CHAIR. The unfinished business is the demand for a 
recorded vote on the amendment offered by the gentleman from 
Massachusetts (Mr. Kennedy), on which further proceedings were 
postponed and on which the noes prevailed by voice vote.
  The Clerk will redesignate the amendment.
  The Clerk redesignated the amendment.


                             Recorded Vote

  The Acting CHAIR. A recorded vote has been demanded.
  A recorded vote was ordered.
  The vote was taken by electronic device, and there were--ayes 204, 
noes 217, not voting 11, as follows:

                             [Roll No. 95]

                               AYES--204

     Adams
     Aguilar
     Ashford
     Bass
     Beatty
     Becerra
     Bera
     Beyer
     Bishop (GA)
     Blumenauer
     Bonamici
     Boyle, Brendan F.
     Brady (PA)
     Brown (FL)
     Brownley (CA)
     Bustos
     Butterfield
     Capps
     Capuano
     Cardenas
     Carney
     Carson (IN)
     Cartwright
     Castor (FL)
     Castro (TX)
     Chu, Judy
     Cicilline
     Clark (MA)
     Clarke (NY)
     Cleaver
     Clyburn
     Cohen
     Connolly
     Conyers
     Cooper
     Costa
     Costello (PA)
     Courtney
     Crowley
     Cuellar
     Cummings
     Curbelo (FL)
     Davis (CA)
     Davis, Danny
     Davis, Rodney
     DeFazio
     DeGette
     Delaney
     DeLauro
     DelBene
     Dent
     DeSaulnier
     Deutch
     Diaz-Balart
     Dingell
     Doggett
     Dold
     Doyle, Michael F.
     Duckworth
     Edwards
     Ellison
     Engel
     Eshoo
     Esty
     Farr
     Fattah
     Fitzpatrick
     Foster
     Frankel (FL)
     Fudge
     Gabbard
     Gallego
     Garamendi
     Gibson
     Graham
     Grayson
     Green, Al
     Green, Gene
     Grijalva
     Guinta
     Gutierrez
     Hahn
     Hanna
     Hastings
     Heck (WA)
     Herrera Beutler
     Higgins
     Himes
     Honda
     Hoyer
     Huffman
     Israel
     Jackson Lee
     Jeffries
     Johnson, E. B.
     Jolly
     Kaptur
     Katko
     Keating
     Kelly (IL)
     Kennedy
     Kildee
     Kilmer
     Kind
     Kirkpatrick
     Knight
     Kuster
     Langevin
     Larsen (WA)
     Larson (CT)
     Lawrence
     Levin
     Lewis
     Lieu, Ted
     Lipinski
     LoBiondo
     Loebsack
     Lofgren
     Lowenthal
     Lowey
     Lujan Grisham (NM)
     Lujan, Ben Ray (NM)
     Lynch
     Maloney, Carolyn
     Maloney, Sean
     Matsui
     McCollum
     McDermott
     McGovern
     McNerney
     Meng
     Moore
     Moulton
     Murphy (FL)
     Nadler
     Napolitano
     Neal
     Nolan
     Norcross
     O'Rourke
     Pallone
     Pascrell
     Payne
     Pearce
     Pelosi
     Perlmutter
     Peters
     Peterson
     Pingree
     Pocan
     Polis
     Price (NC)
     Quigley
     Rangel
     Reichert
     Rice (NY)
     Richmond
     Rigell
     Ros-Lehtinen
     Roybal-Allard
     Royce
     Ruiz
     Ruppersberger
     Rush
     Ryan (OH)
     Sanchez, Linda T.
     Sanchez, Loretta
     Sarbanes
     Schakowsky
     Schiff
     Schock
     Schrader
     Scott (VA)
     Scott, David
     Serrano
     Sherman
     Sinema
     Sires
     Slaughter
     Smith (WA)
     Stefanik
     Swalwell (CA)
     Takai
     Takano
     Thompson (CA)
     Thompson (MS)
     Titus
     Tonko
     Torres
     Tsongas
     Upton
     Van Hollen
     Vargas
     Veasey
     Vela
     Velazquez
     Visclosky
     Walz
     Wasserman Schultz
     Watson Coleman
     Welch
     Wilson (FL)
     Yarmuth
     Young (AK)

                               NOES--217

     Abraham
     Aderholt
     Allen
     Amash
     Amodei
     Babin
     Barletta
     Barr
     Barton
     Benishek
     Bilirakis
     Bishop (MI)
     Bishop (UT)
     Black
     Blackburn
     Blum
     Bost
     Boustany
     Brady (TX)
     Brat
     Bridenstine
     Brooks (AL)
     Brooks (IN)
     Buchanan
     Buck
     Bucshon
     Burgess
     Byrne
     Calvert
     Carter (GA)
     Carter (TX)
     Chabot
     Chaffetz
     Clawson (FL)
     Coffman
     Cole
     Collins (GA)
     Collins (NY)
     Comstock
     Conaway
     Cook
     Cramer
     Crawford
     Crenshaw
     Culberson
     Denham
     DeSantis
     DesJarlais
     Duffy
     Duncan (SC)
     Duncan (TN)
     Ellmers (NC)
     Emmer (MN)
     Farenthold
     Fincher
     Fleischmann
     Fleming
     Flores
     Forbes
     Fortenberry
     Foxx
     Franks (AZ)
     Frelinghuysen
     Garrett
     Gibbs
     Gohmert
     Goodlatte
     Gosar
     Gowdy
     Granger
     Graves (GA)
     Graves (LA)
     Graves (MO)
     Griffith
     Grothman
     Guthrie
     Hardy
     Harper
     Harris
     Hartzler
     Heck (NV)
     Hensarling
     Hice, Jody B.
     Hill
     Holding
     Hudson
     Huelskamp
     Huizenga (MI)
     Hultgren
     Hunter
     Hurd (TX)
     Issa
     Jenkins (KS)
     Jenkins (WV)
     Johnson (OH)
     Johnson, Sam
     Jones
     Jordan
     Joyce
     Kelly (PA)
     King (IA)
     King (NY)
     Kinzinger (IL)
     Kline
     Labrador
     LaMalfa
     Lamborn
     Lance

[[Page H1267]]


     Latta
     Loudermilk
     Love
     Lucas
     Luetkemeyer
     Lummis
     MacArthur
     Marchant
     Marino
     Massie
     McCarthy
     McCaul
     McClintock
     McHenry
     McKinley
     McMorris Rodgers
     McSally
     Meadows
     Meehan
     Messer
     Mica
     Miller (FL)
     Miller (MI)
     Moolenaar
     Mooney (WV)
     Mullin
     Mulvaney
     Murphy (PA)
     Neugebauer
     Newhouse
     Noem
     Nugent
     Nunes
     Olson
     Palazzo
     Palmer
     Paulsen
     Perry
     Pittenger
     Pitts
     Poe (TX)
     Poliquin
     Pompeo
     Posey
     Price, Tom
     Ratcliffe
     Reed
     Renacci
     Ribble
     Rice (SC)
     Roby
     Rogers (AL)
     Rogers (KY)
     Rohrabacher
     Rokita
     Rooney (FL)
     Roskam
     Ross
     Rothfus
     Rouzer
     Russell
     Ryan (WI)
     Salmon
     Sanford
     Scalise
     Schweikert
     Scott, Austin
     Sensenbrenner
     Sessions
     Shimkus
     Shuster
     Simpson
     Smith (MO)
     Smith (NE)
     Smith (NJ)
     Smith (TX)
     Stewart
     Stivers
     Stutzman
     Thompson (PA)
     Thornberry
     Tiberi
     Tipton
     Trott
     Turner
     Valadao
     Wagner
     Walberg
     Walden
     Walker
     Walorski
     Walters, Mimi
     Weber (TX)
     Webster (FL)
     Wenstrup
     Westerman
     Westmoreland
     Whitfield
     Williams
     Wilson (SC)
     Wittman
     Womack
     Woodall
     Yoder
     Yoho
     Young (IA)
     Young (IN)
     Zeldin
     Zinke

                             NOT VOTING--11

     Clay
     Hinojosa
     Hurt (VA)
     Johnson (GA)
     Lee
     Long
     Meeks
     Roe (TN)
     Sewell (AL)
     Speier
     Waters, Maxine

                              {time}  1910

  Messrs. SCHWEIKERT, DENHAM, DUNCAN of South Carolina, and SMITH of 
Nebraska changed their vote from ``aye'' to ``no.''
  Messrs. COSTELLO of Pennsylvania, RODNEY DAVIS of Illinois, DIAZ-
BALART, DOLD, CURBELO of Florida, UPTON, Ms. TSONGAS, Messrs. CLYBURN, 
AL GREEN of Texas, ROYCE, Ms. STEFANIK, and Ms. HERRERA BEUTLER changed 
their vote from ``no'' to ``aye.''
  So the amendment was rejected.
  The result of the vote was announced as above recorded.


                Amendment No. 2 Offered by Mr. Grothman

  The Acting CHAIR. The unfinished business is the demand for a 
recorded vote on the amendment offered by the gentleman from Wisconsin 
(Mr. Grothman) on which further proceedings were postponed and on which 
the noes prevailed by voice vote.
  The Clerk will redesignate the amendment.
  The Clerk redesignated the amendment.


                             Recorded Vote

  The Acting CHAIR. A recorded vote has been demanded.
  A recorded vote was ordered.
  The Acting CHAIR. This is a 2-minute vote.
  The vote was taken by electronic device, and there were--ayes 114, 
noes 311, not voting 7, as follows:

                             [Roll No. 96]

                               AYES--114

     Amash
     Ashford
     Barr
     Bera
     Bishop (UT)
     Blackburn
     Blum
     Bonamici
     Brady (TX)
     Brat
     Bridenstine
     Brooks (AL)
     Brownley (CA)
     Buck
     Burgess
     Capuano
     Castro (TX)
     Chabot
     Chaffetz
     Clawson (FL)
     Collins (GA)
     Cooper
     DeSantis
     DesJarlais
     Doggett
     Duffy
     Duncan (SC)
     Duncan (TN)
     Engel
     Fincher
     Fleming
     Flores
     Fortenberry
     Franks (AZ)
     Garrett
     Gibbs
     Gibson
     Gohmert
     Gosar
     Gowdy
     Graves (GA)
     Graves (LA)
     Griffith
     Grothman
     Guinta
     Harris
     Herrera Beutler
     Hice, Jody B.
     Hill
     Himes
     Holding
     Hudson
     Huelskamp
     Huffman
     Huizenga (MI)
     Hultgren
     Jackson Lee
     Jenkins (KS)
     Jolly
     Jones
     Jordan
     Kelly (PA)
     Labrador
     Lance
     Loudermilk
     Love
     Lujan Grisham (NM)
     Massie
     McClintock
     McHenry
     Meadows
     Messer
     Mica
     Mooney (WV)
     Mullin
     Mulvaney
     Nadler
     Neugebauer
     Nolan
     Olson
     Palmer
     Pascrell
     Perry
     Peters
     Poe (TX)
     Pompeo
     Posey
     Price, Tom
     Ratcliffe
     Ribble
     Rohrabacher
     Rooney (FL)
     Ross
     Rothfus
     Rouzer
     Salmon
     Sanford
     Scalise
     Schweikert
     Scott (VA)
     Scott, Austin
     Sensenbrenner
     Sessions
     Smith (NE)
     Stewart
     Stutzman
     Weber (TX)
     Wenstrup
     Westerman
     Wittman
     Woodall
     Yoder
     Yoho
     Young (IA)

                               NOES--311

     Abraham
     Adams
     Aderholt
     Aguilar
     Allen
     Amodei
     Babin
     Barletta
     Barton
     Bass
     Beatty
     Becerra
     Benishek
     Beyer
     Bilirakis
     Bishop (GA)
     Bishop (MI)
     Black
     Blumenauer
     Bost
     Boustany
     Boyle, Brendan F.
     Brady (PA)
     Brooks (IN)
     Brown (FL)
     Buchanan
     Bucshon
     Bustos
     Butterfield
     Byrne
     Calvert
     Capps
     Cardenas
     Carney
     Carson (IN)
     Carter (GA)
     Carter (TX)
     Cartwright
     Castor (FL)
     Chu, Judy
     Cicilline
     Clark (MA)
     Clarke (NY)
     Clay
     Cleaver
     Clyburn
     Coffman
     Cohen
     Cole
     Collins (NY)
     Comstock
     Conaway
     Connolly
     Conyers
     Cook
     Costa
     Costello (PA)
     Courtney
     Cramer
     Crawford
     Crenshaw
     Crowley
     Cuellar
     Culberson
     Cummings
     Curbelo (FL)
     Davis (CA)
     Davis, Danny
     Davis, Rodney
     DeFazio
     DeGette
     Delaney
     DeLauro
     DelBene
     Denham
     Dent
     DeSaulnier
     Deutch
     Diaz-Balart
     Dingell
     Dold
     Doyle, Michael F.
     Duckworth
     Edwards
     Ellison
     Ellmers (NC)
     Emmer (MN)
     Eshoo
     Esty
     Farenthold
     Farr
     Fattah
     Fitzpatrick
     Fleischmann
     Forbes
     Foster
     Foxx
     Frankel (FL)
     Frelinghuysen
     Fudge
     Gabbard
     Gallego
     Garamendi
     Goodlatte
     Graham
     Granger
     Graves (MO)
     Grayson
     Green, Al
     Green, Gene
     Grijalva
     Guthrie
     Gutierrez
     Hahn
     Hanna
     Hardy
     Harper
     Hartzler
     Hastings
     Heck (NV)
     Heck (WA)
     Hensarling
     Higgins
     Honda
     Hoyer
     Hunter
     Hurd (TX)
     Israel
     Issa
     Jeffries
     Jenkins (WV)
     Johnson (GA)
     Johnson (OH)
     Johnson, E. B.
     Johnson, Sam
     Joyce
     Kaptur
     Katko
     Keating
     Kelly (IL)
     Kennedy
     Kildee
     Kilmer
     Kind
     King (IA)
     King (NY)
     Kinzinger (IL)
     Kirkpatrick
     Kline
     Knight
     Kuster
     LaMalfa
     Lamborn
     Langevin
     Larsen (WA)
     Larson (CT)
     Latta
     Lawrence
     Levin
     Lewis
     Lieu, Ted
     Lipinski
     LoBiondo
     Loebsack
     Lofgren
     Lowenthal
     Lowey
     Lucas
     Luetkemeyer
     Lujan, Ben Ray (NM)
     Lummis
     Lynch
     MacArthur
     Maloney, Carolyn
     Maloney, Sean
     Marchant
     Marino
     Matsui
     McCarthy
     McCaul
     McCollum
     McDermott
     McGovern
     McKinley
     McMorris Rodgers
     McNerney
     McSally
     Meehan
     Meeks
     Meng
     Miller (FL)
     Miller (MI)
     Moolenaar
     Moore
     Moulton
     Murphy (FL)
     Murphy (PA)
     Napolitano
     Neal
     Newhouse
     Noem
     Norcross
     Nugent
     Nunes
     O'Rourke
     Palazzo
     Pallone
     Paulsen
     Payne
     Pearce
     Pelosi
     Perlmutter
     Peterson
     Pingree
     Pittenger
     Pitts
     Pocan
     Poliquin
     Polis
     Price (NC)
     Quigley
     Rangel
     Reed
     Reichert
     Renacci
     Rice (NY)
     Rice (SC)
     Richmond
     Rigell
     Roby
     Rogers (AL)
     Rogers (KY)
     Rokita
     Ros-Lehtinen
     Roskam
     Roybal-Allard
     Royce
     Ruiz
     Ruppersberger
     Rush
     Russell
     Ryan (OH)
     Ryan (WI)
     Sanchez, Linda T.
     Sanchez, Loretta
     Sarbanes
     Schakowsky
     Schiff
     Schock
     Schrader
     Scott, David
     Serrano
     Sewell (AL)
     Sherman
     Shimkus
     Shuster
     Simpson
     Sinema
     Sires
     Slaughter
     Smith (MO)
     Smith (NJ)
     Smith (TX)
     Smith (WA)
     Stefanik
     Stivers
     Swalwell (CA)
     Takai
     Takano
     Thompson (CA)
     Thompson (MS)
     Thompson (PA)
     Thornberry
     Tiberi
     Tipton
     Titus
     Tonko
     Torres
     Trott
     Tsongas
     Turner
     Upton
     Valadao
     Van Hollen
     Vargas
     Veasey
     Vela
     Velazquez
     Visclosky
     Wagner
     Walberg
     Walden
     Walker
     Walorski
     Walters, Mimi
     Walz
     Wasserman Schultz
     Watson Coleman
     Webster (FL)
     Welch
     Westmoreland
     Whitfield
     Williams
     Wilson (FL)
     Wilson (SC)
     Womack
     Yarmuth
     Young (AK)
     Young (IN)
     Zeldin
     Zinke

                             NOT VOTING--7

     Hinojosa
     Hurt (VA)
     Lee
     Long
     Roe (TN)
     Speier
     Waters, Maxine


                    Announcement by the Acting Chair

  The Acting CHAIR (during the vote). There is 1 minute remaining.

                              {time}  1916

  Mr. PAYNE changed his vote from ``aye'' to ``no.''
  Mr. BARR changed his vote from ``no'' to ``aye.''
  So the amendment was rejected.
  The result of the vote was announced as above recorded.
  (By unanimous consent, Mr. McCarthy was allowed to speak out of 
order.)


                          Legislative Program

  Mr. McCARTHY. Mr. Speaker, Members are advised that the House is 
expected to complete its work for the week by tomorrow evening. 
Information on the legislation that will be considered and more 
detailed floor timing for tomorrow will be announced after the 
conclusion of the Rules Committee hearing tonight.
  Mr. HOYER. Will the gentleman yield?
  Mr. McCARTHY. I yield to the gentleman from Maryland.
  Mr. HOYER. What can we expect to be on the floor tomorrow, Mr. 
Leader?
  Mr. McCARTHY. Well, Mr. Whip, I expect that we will deal with the 
current schedule that we have before us, plus dealing with DHS.
  Mr. HOYER. Can the majority leader tell us, in light of fact that is 
less than 24 hours from now, what we might be considering with respect 
to keeping the

[[Page H1268]]

Department of Homeland Security operating on a permanent basis through 
September 30?
  Mr. McCARTHY. As the gentleman knows, we dealt with this weeks ago 
and sent it over to the Senate. And as I just listed before, we will 
provide that information after the Rules Committee hearing tonight.
  Mr. HOYER. Will the gentleman yield?
  Mr. McCARTHY. Gladly.
  Mr. HOYER. The Rules Committee is going to meet tonight at 9:30 
tonight, is that the--8:00. Somebody said 8 o'clock over here--a member 
of the Rules Committee. Was it at 8:00 or at 9:30?
  Mr. McCARTHY. I think it was--where is our Rules Committee chair? 
Eight o'clock.
  Mr. HOYER. Eight o'clock. Will the gentleman yield again?
  Mr. McCARTHY. Gladly.
  Mr. HOYER. Mr. Leader, we have been now--you are correct--6 weeks 
leaving the Department of Homeland Security twisting in the wind. We 
have done that as the gentleman knows----
  Mr. McCARTHY. Mr. Speaker, reclaiming my time, I have been very clear 
about the schedule for tomorrow. We will end our work by tomorrow 
evening. This House has taken action to make sure that DHS is fully 
funded. We did our part.
  I yield back.
  The Acting CHAIR. The gentleman yields back.


             Amendment No. 6 Offered by Mr. Castro of Texas

  The Acting CHAIR. Without objection, 2-minute voting will continue.
  There was no objection.
  The Acting CHAIR. The unfinished business is the demand for a 
recorded vote on the amendment offered by the gentleman from Texas (Mr. 
Castro) on which further proceedings were postponed and on which the 
noes prevailed by voice vote.
  The Clerk will redesignate the amendment.
  The Clerk redesignated the amendment.


                             Recorded Vote

  The Acting CHAIR. A recorded vote has been demanded.
  A recorded vote was ordered.
  The Acting CHAIR. This will be a 2-minute vote.
  The vote was taken by electronic device, and there were--ayes 182, 
noes 243, not voting 7, as follows:

                             [Roll No. 97]

                               AYES--182

     Adams
     Aguilar
     Ashford
     Bass
     Beatty
     Becerra
     Bera
     Beyer
     Bishop (GA)
     Blumenauer
     Bonamici
     Boyle, Brendan F.
     Brady (PA)
     Brown (FL)
     Brownley (CA)
     Butterfield
     Capps
     Capuano
     Cardenas
     Carney
     Carson (IN)
     Cartwright
     Castor (FL)
     Castro (TX)
     Chu, Judy
     Cicilline
     Clark (MA)
     Clarke (NY)
     Clay
     Cleaver
     Clyburn
     Cohen
     Connolly
     Conyers
     Costa
     Courtney
     Crowley
     Cuellar
     Cummings
     Davis (CA)
     Davis, Danny
     DeFazio
     DeGette
     Delaney
     DeLauro
     DelBene
     DeSaulnier
     Deutch
     Dingell
     Doggett
     Doyle, Michael F.
     Duckworth
     Edwards
     Ellison
     Engel
     Eshoo
     Esty
     Farr
     Fattah
     Foster
     Frankel (FL)
     Fudge
     Gabbard
     Gallego
     Garamendi
     Graham
     Grayson
     Green, Al
     Green, Gene
     Grijalva
     Gutierrez
     Hahn
     Hastings
     Heck (WA)
     Higgins
     Himes
     Honda
     Hoyer
     Huffman
     Israel
     Jackson Lee
     Jeffries
     Johnson (GA)
     Johnson, E. B.
     Kaptur
     Keating
     Kelly (IL)
     Kennedy
     Kildee
     Kilmer
     Kind
     Kirkpatrick
     Kuster
     Langevin
     Larsen (WA)
     Larson (CT)
     Lawrence
     Lewis
     Lieu, Ted
     Lipinski
     Loebsack
     Lofgren
     Lowenthal
     Lowey
     Lujan Grisham (NM)
     Lujan, Ben Ray (NM)
     Lynch
     Maloney, Carolyn
     Maloney, Sean
     Matsui
     McCollum
     McDermott
     McGovern
     McNerney
     Meeks
     Meng
     Moore
     Moulton
     Murphy (FL)
     Nadler
     Napolitano
     Neal
     Nolan
     Norcross
     O'Rourke
     Pallone
     Pascrell
     Payne
     Pelosi
     Perlmutter
     Peters
     Peterson
     Pingree
     Pocan
     Price (NC)
     Quigley
     Rangel
     Reichert
     Rice (NY)
     Richmond
     Roybal-Allard
     Ruiz
     Ruppersberger
     Rush
     Ryan (OH)
     Sanchez, Linda T.
     Sanchez, Loretta
     Sarbanes
     Schakowsky
     Schiff
     Schrader
     Scott (VA)
     Scott, David
     Serrano
     Sewell (AL)
     Sherman
     Sinema
     Sires
     Slaughter
     Smith (WA)
     Swalwell (CA)
     Takai
     Takano
     Thompson (CA)
     Thompson (MS)
     Titus
     Tonko
     Torres
     Tsongas
     Van Hollen
     Vargas
     Veasey
     Vela
     Velazquez
     Visclosky
     Walz
     Wasserman Schultz
     Watson Coleman
     Welch
     Wilson (FL)
     Yarmuth
     Yoho

                               NOES--243

     Abraham
     Aderholt
     Allen
     Amash
     Amodei
     Babin
     Barletta
     Barr
     Barton
     Benishek
     Bilirakis
     Bishop (MI)
     Bishop (UT)
     Black
     Blackburn
     Blum
     Bost
     Boustany
     Brady (TX)
     Brat
     Bridenstine
     Brooks (AL)
     Brooks (IN)
     Buchanan
     Buck
     Bucshon
     Burgess
     Bustos
     Byrne
     Calvert
     Carter (GA)
     Carter (TX)
     Chabot
     Chaffetz
     Clawson (FL)
     Coffman
     Cole
     Collins (GA)
     Collins (NY)
     Comstock
     Conaway
     Cook
     Cooper
     Costello (PA)
     Cramer
     Crawford
     Crenshaw
     Culberson
     Curbelo (FL)
     Davis, Rodney
     Denham
     Dent
     DeSantis
     DesJarlais
     Diaz-Balart
     Dold
     Duffy
     Duncan (SC)
     Duncan (TN)
     Ellmers (NC)
     Emmer (MN)
     Farenthold
     Fincher
     Fitzpatrick
     Fleischmann
     Fleming
     Flores
     Forbes
     Fortenberry
     Foxx
     Franks (AZ)
     Frelinghuysen
     Garrett
     Gibbs
     Gibson
     Gohmert
     Goodlatte
     Gosar
     Gowdy
     Granger
     Graves (GA)
     Graves (LA)
     Graves (MO)
     Griffith
     Grothman
     Guinta
     Guthrie
     Hanna
     Hardy
     Harper
     Harris
     Hartzler
     Heck (NV)
     Hensarling
     Herrera Beutler
     Hice, Jody B.
     Hill
     Holding
     Hudson
     Huelskamp
     Huizenga (MI)
     Hultgren
     Hunter
     Hurd (TX)
     Issa
     Jenkins (KS)
     Jenkins (WV)
     Johnson (OH)
     Johnson, Sam
     Jolly
     Jones
     Jordan
     Joyce
     Katko
     Kelly (PA)
     King (IA)
     King (NY)
     Kinzinger (IL)
     Kline
     Knight
     Labrador
     LaMalfa
     Lamborn
     Lance
     Latta
     Levin
     LoBiondo
     Loudermilk
     Love
     Lucas
     Luetkemeyer
     Lummis
     MacArthur
     Marchant
     Marino
     Massie
     McCarthy
     McCaul
     McClintock
     McHenry
     McKinley
     McMorris Rodgers
     McSally
     Meadows
     Meehan
     Messer
     Mica
     Miller (FL)
     Miller (MI)
     Moolenaar
     Mooney (WV)
     Mullin
     Mulvaney
     Murphy (PA)
     Neugebauer
     Newhouse
     Noem
     Nugent
     Nunes
     Olson
     Palazzo
     Palmer
     Paulsen
     Pearce
     Perry
     Pittenger
     Pitts
     Poe (TX)
     Poliquin
     Polis
     Pompeo
     Posey
     Price, Tom
     Ratcliffe
     Reed
     Renacci
     Ribble
     Rice (SC)
     Rigell
     Roby
     Rogers (AL)
     Rogers (KY)
     Rohrabacher
     Rokita
     Rooney (FL)
     Ros-Lehtinen
     Roskam
     Ross
     Rothfus
     Rouzer
     Royce
     Russell
     Ryan (WI)
     Salmon
     Sanford
     Scalise
     Schock
     Schweikert
     Scott, Austin
     Sensenbrenner
     Sessions
     Shimkus
     Shuster
     Simpson
     Smith (MO)
     Smith (NE)
     Smith (NJ)
     Smith (TX)
     Stefanik
     Stewart
     Stivers
     Stutzman
     Thompson (PA)
     Thornberry
     Tiberi
     Tipton
     Trott
     Turner
     Upton
     Valadao
     Wagner
     Walberg
     Walden
     Walker
     Walorski
     Walters, Mimi
     Weber (TX)
     Webster (FL)
     Wenstrup
     Westerman
     Westmoreland
     Whitfield
     Williams
     Wilson (SC)
     Wittman
     Womack
     Woodall
     Yoder
     Young (AK)
     Young (IA)
     Young (IN)
     Zeldin
     Zinke

                             NOT VOTING--7

     Hinojosa
     Hurt (VA)
     Lee
     Long
     Roe (TN)
     Speier
     Waters, Maxine


                    Announcement by the Acting Chair

  The Acting CHAIR (during the vote). There is 1 minute remaining.

                              {time}  1924

  So the amendment was rejected.
  The result of the vote was announced as above recorded.


                 Amendment No. 9 Offered by Mr. Quigley

  The Acting CHAIR. The unfinished business is the demand for a 
recorded vote on the amendment offered by the gentleman from Illinois 
(Mr. Quigley) on which further proceedings were postponed and on which 
the noes prevailed by voice vote.
  The Clerk will redesignate the amendment.
  The Clerk redesignated the amendment.


                             Recorded Vote

  The Acting CHAIR. A recorded vote has been demanded.
  A recorded vote was ordered.
  The Acting CHAIR. This will be a 2-minute vote.
  The vote was taken by electronic device, and there were--ayes 218, 
noes 201, not voting 13, as follows:

                             [Roll No. 98]

                               AYES--218

     Adams
     Aguilar
     Ashford
     Barletta
     Bass
     Beatty
     Becerra
     Bera
     Beyer
     Bishop (GA)
     Blumenauer
     Bonamici
     Bost
     Boyle, Brendan F.
     Brady (PA)
     Brown (FL)
     Brownley (CA)
     Bustos
     Butterfield
     Capps
     Capuano
     Cardenas
     Carney
     Carson (IN)
     Cartwright
     Castor (FL)
     Castro (TX)
     Chu, Judy
     Cicilline
     Clark (MA)
     Clarke (NY)
     Clay
     Cleaver
     Clyburn
     Cohen
     Connolly
     Conyers
     Cooper
     Costa
     Costello (PA)
     Courtney
     Crowley
     Cuellar
     Cummings
     Curbelo (FL)
     Davis (CA)
     Davis, Danny
     Davis, Rodney
     DeFazio
     DeGette
     Delaney
     DeLauro
     DelBene

[[Page H1269]]


     Denham
     Dent
     DeSaulnier
     Deutch
     Diaz-Balart
     Dingell
     Doggett
     Dold
     Doyle, Michael F.
     Duckworth
     Edwards
     Ellison
     Engel
     Eshoo
     Esty
     Farr
     Fattah
     Fitzpatrick
     Foster
     Frankel (FL)
     Fudge
     Gabbard
     Gallego
     Garamendi
     Gibson
     Graham
     Graves (MO)
     Grayson
     Green, Al
     Green, Gene
     Grijalva
     Gutierrez
     Hahn
     Hanna
     Hastings
     Heck (WA)
     Herrera Beutler
     Higgins
     Himes
     Honda
     Hoyer
     Huffman
     Israel
     Jackson Lee
     Jeffries
     Jenkins (WV)
     Johnson (GA)
     Johnson, E. B.
     Jolly
     Kaptur
     Katko
     Keating
     Kelly (IL)
     Kennedy
     Kildee
     Kilmer
     Kind
     Kinzinger (IL)
     Kirkpatrick
     Kuster
     Langevin
     Larsen (WA)
     Larson (CT)
     Lawrence
     Levin
     Lewis
     Lieu, Ted
     Lipinski
     LoBiondo
     Loebsack
     Lofgren
     Lowenthal
     Lowey
     Lujan Grisham (NM)
     Lujan, Ben Ray (NM)
     Lynch
     Maloney, Carolyn
     Maloney, Sean
     Matsui
     McCollum
     McDermott
     McGovern
     McKinley
     McNerney
     Meehan
     Meeks
     Mooney (WV)
     Moore
     Moulton
     Murphy (FL)
     Murphy (PA)
     Nadler
     Napolitano
     Neal
     Nolan
     Norcross
     O'Rourke
     Pallone
     Pascrell
     Payne
     Pelosi
     Perlmutter
     Peters
     Peterson
     Pingree
     Pocan
     Polis
     Price (NC)
     Quigley
     Rangel
     Renacci
     Ribble
     Rice (NY)
     Richmond
     Ros-Lehtinen
     Roybal-Allard
     Ruiz
     Ruppersberger
     Rush
     Ryan (OH)
     Sanchez, Linda T.
     Sanchez, Loretta
     Sarbanes
     Schakowsky
     Schiff
     Schock
     Schrader
     Scott (VA)
     Scott, David
     Serrano
     Sewell (AL)
     Sherman
     Simpson
     Sinema
     Sires
     Slaughter
     Smith (NJ)
     Smith (WA)
     Stefanik
     Swalwell (CA)
     Takai
     Takano
     Thompson (CA)
     Thompson (MS)
     Thompson (PA)
     Titus
     Tonko
     Torres
     Tsongas
     Upton
     Valadao
     Van Hollen
     Vargas
     Veasey
     Vela
     Velazquez
     Visclosky
     Walden
     Walz
     Wasserman Schultz
     Watson Coleman
     Welch
     Whitfield
     Wilson (FL)
     Yarmuth

                               NOES--201

     Abraham
     Aderholt
     Allen
     Amash
     Amodei
     Babin
     Barr
     Barton
     Benishek
     Bilirakis
     Bishop (MI)
     Bishop (UT)
     Black
     Blackburn
     Boustany
     Brady (TX)
     Brat
     Bridenstine
     Brooks (AL)
     Brooks (IN)
     Buchanan
     Buck
     Bucshon
     Burgess
     Byrne
     Calvert
     Carter (GA)
     Carter (TX)
     Chabot
     Chaffetz
     Clawson (FL)
     Coffman
     Cole
     Collins (GA)
     Collins (NY)
     Comstock
     Conaway
     Cook
     Cramer
     Crawford
     Crenshaw
     Culberson
     DeSantis
     DesJarlais
     Duffy
     Duncan (SC)
     Duncan (TN)
     Ellmers (NC)
     Emmer (MN)
     Farenthold
     Fincher
     Fleischmann
     Fleming
     Flores
     Forbes
     Fortenberry
     Foxx
     Franks (AZ)
     Frelinghuysen
     Garrett
     Gibbs
     Gohmert
     Goodlatte
     Gosar
     Gowdy
     Granger
     Graves (GA)
     Graves (LA)
     Griffith
     Grothman
     Guinta
     Guthrie
     Hardy
     Harper
     Harris
     Hartzler
     Heck (NV)
     Hensarling
     Hice, Jody B.
     Hill
     Holding
     Hudson
     Huelskamp
     Huizenga (MI)
     Hultgren
     Hunter
     Hurd (TX)
     Issa
     Jenkins (KS)
     Johnson (OH)
     Johnson, Sam
     Jones
     Jordan
     Joyce
     Kelly (PA)
     King (IA)
     King (NY)
     Kline
     Knight
     Labrador
     LaMalfa
     Lamborn
     Lance
     Latta
     Loudermilk
     Love
     Lucas
     Luetkemeyer
     Lummis
     MacArthur
     Marchant
     Marino
     Massie
     McCarthy
     McCaul
     McClintock
     McHenry
     McMorris Rodgers
     McSally
     Meadows
     Messer
     Mica
     Miller (FL)
     Miller (MI)
     Moolenaar
     Mulvaney
     Neugebauer
     Newhouse
     Noem
     Nugent
     Nunes
     Olson
     Palazzo
     Paulsen
     Pearce
     Perry
     Pittenger
     Pitts
     Poe (TX)
     Pompeo
     Posey
     Price, Tom
     Ratcliffe
     Reed
     Reichert
     Rice (SC)
     Rigell
     Roby
     Rogers (AL)
     Rogers (KY)
     Rohrabacher
     Rokita
     Rooney (FL)
     Roskam
     Ross
     Rothfus
     Rouzer
     Royce
     Russell
     Ryan (WI)
     Salmon
     Sanford
     Scalise
     Schweikert
     Scott, Austin
     Sensenbrenner
     Sessions
     Shimkus
     Shuster
     Smith (MO)
     Smith (TX)
     Stewart
     Stivers
     Stutzman
     Thornberry
     Tiberi
     Tipton
     Trott
     Turner
     Wagner
     Walberg
     Walker
     Walorski
     Walters, Mimi
     Weber (TX)
     Webster (FL)
     Wenstrup
     Westerman
     Westmoreland
     Williams
     Wilson (SC)
     Wittman
     Womack
     Woodall
     Yoder
     Yoho
     Young (AK)
     Young (IA)
     Young (IN)
     Zeldin
     Zinke

                             NOT VOTING--13

     Blum
     Hinojosa
     Hurt (VA)
     Lee
     Long
     Meng
     Mullin
     Palmer
     Poliquin
     Roe (TN)
     Smith (NE)
     Speier
     Waters, Maxine

                              {time}  1928

  So the amendment was agreed to.
  The result of the vote was announced as above recorded.


                 Amendment No. 13 Offered by Ms. Moore

  The Acting CHAIR. The unfinished business is the demand for a 
recorded vote on the amendment offered by the gentlewoman from 
Wisconsin (Ms. Moore) on which further proceedings were postponed and 
on which the noes prevailed by voice vote.
  The Clerk will redesignate the amendment.
  The Clerk redesignated the amendment.


                             Recorded Vote

  The Acting CHAIR. A recorded vote has been demanded.
  A recorded vote was ordered.
  The Acting CHAIR. This will be a 2-minute vote.
  The vote was taken by electronic device, and there were--ayes 185, 
noes 239, not voting 8, as follows:

                             [Roll No. 99]

                               AYES--185

     Adams
     Aguilar
     Ashford
     Bass
     Beatty
     Becerra
     Bera
     Beyer
     Bishop (GA)
     Blumenauer
     Bonamici
     Boyle, Brendan F.
     Brady (PA)
     Brown (FL)
     Brownley (CA)
     Bustos
     Butterfield
     Capps
     Capuano
     Cardenas
     Carney
     Carson (IN)
     Cartwright
     Castor (FL)
     Castro (TX)
     Chu, Judy
     Cicilline
     Clark (MA)
     Clarke (NY)
     Clay
     Cleaver
     Clyburn
     Cohen
     Connolly
     Conyers
     Cooper
     Costa
     Courtney
     Crowley
     Cuellar
     Cummings
     Davis (CA)
     Davis, Danny
     DeFazio
     DeGette
     Delaney
     DeLauro
     DelBene
     DeSaulnier
     Deutch
     Dingell
     Doggett
     Doyle, Michael F.
     Duckworth
     Edwards
     Ellison
     Engel
     Eshoo
     Esty
     Farr
     Fattah
     Foster
     Frankel (FL)
     Fudge
     Gabbard
     Gallego
     Garamendi
     Gibson
     Graham
     Green, Al
     Green, Gene
     Grijalva
     Gutierrez
     Hahn
     Hastings
     Heck (WA)
     Higgins
     Himes
     Honda
     Hoyer
     Huffman
     Israel
     Jackson Lee
     Jeffries
     Johnson (GA)
     Johnson, E. B.
     Kaptur
     Katko
     Keating
     Kelly (IL)
     Kennedy
     Kildee
     Kilmer
     Kind
     Kirkpatrick
     Kuster
     Langevin
     Larsen (WA)
     Larson (CT)
     Lawrence
     Levin
     Lewis
     Lieu, Ted
     Lipinski
     Loebsack
     Lofgren
     Lowenthal
     Lowey
     Lujan Grisham (NM)
     Lujan, Ben Ray (NM)
     Lynch
     Maloney, Carolyn
     Maloney, Sean
     Matsui
     McCollum
     McDermott
     McGovern
     McNerney
     Meeks
     Meng
     Moore
     Moulton
     Murphy (FL)
     Nadler
     Napolitano
     Neal
     Nolan
     Norcross
     O'Rourke
     Pallone
     Pascrell
     Payne
     Pelosi
     Perlmutter
     Peters
     Peterson
     Pingree
     Pocan
     Polis
     Price (NC)
     Quigley
     Rangel
     Rice (NY)
     Richmond
     Roybal-Allard
     Ruiz
     Ruppersberger
     Rush
     Ryan (OH)
     Sanchez, Linda T.
     Sanchez, Loretta
     Sarbanes
     Schakowsky
     Schiff
     Schrader
     Scott (VA)
     Scott, David
     Serrano
     Sewell (AL)
     Sherman
     Sinema
     Sires
     Slaughter
     Smith (WA)
     Swalwell (CA)
     Takai
     Takano
     Thompson (CA)
     Thompson (MS)
     Titus
     Tonko
     Torres
     Tsongas
     Van Hollen
     Vargas
     Veasey
     Vela
     Velazquez
     Visclosky
     Walz
     Wasserman Schultz
     Watson Coleman
     Welch
     Wilson (FL)
     Yarmuth

                               NOES--239

     Abraham
     Aderholt
     Allen
     Amash
     Amodei
     Babin
     Barletta
     Barr
     Barton
     Benishek
     Bilirakis
     Bishop (MI)
     Bishop (UT)
     Black
     Blackburn
     Blum
     Bost
     Boustany
     Brady (TX)
     Brat
     Bridenstine
     Brooks (AL)
     Brooks (IN)
     Buchanan
     Buck
     Bucshon
     Burgess
     Byrne
     Calvert
     Carter (GA)
     Carter (TX)
     Chabot
     Chaffetz
     Clawson (FL)
     Coffman
     Cole
     Collins (GA)
     Collins (NY)
     Comstock
     Conaway
     Cook
     Costello (PA)
     Cramer
     Crawford
     Crenshaw
     Culberson
     Curbelo (FL)
     Davis, Rodney
     Denham
     Dent
     DeSantis
     DesJarlais
     Diaz-Balart
     Dold
     Duffy
     Duncan (SC)
     Duncan (TN)
     Ellmers (NC)
     Emmer (MN)
     Farenthold
     Fincher
     Fitzpatrick
     Fleischmann
     Fleming
     Flores
     Forbes
     Fortenberry
     Foxx
     Franks (AZ)
     Frelinghuysen
     Garrett
     Gibbs
     Gohmert
     Goodlatte
     Gosar
     Gowdy
     Graves (GA)
     Graves (LA)
     Graves (MO)
     Grayson
     Griffith
     Grothman
     Guinta
     Guthrie
     Hanna
     Hardy
     Harper
     Harris
     Hartzler
     Heck (NV)
     Hensarling
     Herrera Beutler
     Hice, Jody B.
     Hill
     Holding
     Hudson
     Huelskamp
     Huizenga (MI)
     Hultgren
     Hunter
     Hurd (TX)
     Issa
     Jenkins (KS)
     Jenkins (WV)
     Johnson (OH)
     Johnson, Sam
     Jolly
     Jones
     Jordan
     Joyce
     Kelly (PA)
     King (IA)
     King (NY)
     Kinzinger (IL)
     Kline
     Knight
     Labrador
     LaMalfa
     Lamborn
     Lance
     Latta
     LoBiondo
     Loudermilk
     Love
     Lucas
     Luetkemeyer
     Lummis
     MacArthur
     Marchant
     Marino
     Massie
     McCarthy
     McCaul
     McClintock
     McHenry
     McKinley
     McMorris Rodgers
     McSally
     Meadows
     Meehan
     Messer
     Mica
     Miller (FL)
     Miller (MI)
     Moolenaar
     Mooney (WV)
     Mullin
     Mulvaney
     Murphy (PA)
     Neugebauer
     Newhouse
     Noem
     Nugent
     Nunes
     Olson
     Palazzo
     Palmer
     Paulsen
     Pearce
     Perry
     Pittenger
     Pitts
     Poe (TX)
     Poliquin
     Pompeo
     Posey
     Price, Tom
     Ratcliffe
     Reed
     Reichert
     Renacci
     Ribble
     Rice (SC)
     Rigell
     Roby
     Rogers (AL)

[[Page H1270]]


     Rogers (KY)
     Rohrabacher
     Rokita
     Rooney (FL)
     Ros-Lehtinen
     Roskam
     Ross
     Rothfus
     Rouzer
     Royce
     Russell
     Ryan (WI)
     Salmon
     Sanford
     Scalise
     Schock
     Schweikert
     Scott, Austin
     Sensenbrenner
     Sessions
     Shimkus
     Shuster
     Simpson
     Smith (MO)
     Smith (NE)
     Smith (NJ)
     Smith (TX)
     Stefanik
     Stewart
     Stivers
     Stutzman
     Thompson (PA)
     Thornberry
     Tiberi
     Tipton
     Trott
     Turner
     Upton
     Valadao
     Wagner
     Walberg
     Walden
     Walker
     Walorski
     Walters, Mimi
     Weber (TX)
     Webster (FL)
     Wenstrup
     Westerman
     Westmoreland
     Whitfield
     Williams
     Wilson (SC)
     Wittman
     Womack
     Woodall
     Yoder
     Yoho
     Young (AK)
     Young (IA)
     Young (IN)
     Zeldin
     Zinke

                             NOT VOTING--8

     Granger
     Hinojosa
     Hurt (VA)
     Lee
     Long
     Roe (TN)
     Speier
     Waters, Maxine

                              {time} 1933

  So the amendment was rejected.
  The result of the vote was announced as above recorded.


                Amendment No. 15 Offered by Mr. Delaney

  The Acting CHAIR (Ms. Ros-Lehtinen). It is now in order to consider 
amendment No. 15 printed in part B of House Report 114-29.
  Mr. DELANEY. Madam Chair, I have an amendment at the desk.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 235, line 4, strike ``and'' at the end.
       Page 235, line 9, strike the period at the end and insert 
     ``; and''.
       Page 235, after line 9, insert the following:
       ``(F) Support State or local pay for success initiatives 
     that meet the purposes of this part.''.
       Page 241, line 4, strike ``or'' at the end.
       Page 241, line 7, strike the period at the end and insert 
     ``; or''.
       Page 241, after line 7, insert the following:
       ``(10) carrying out activities related to pay for success 
     initiatives that meet the purposes of this part.''.
       Page 250, after line 20, insert the following:
       ``(ix) Supporting State or local pay for success 
     initiatives that meet the purposes of this part.''.
       Page 257, line 25, strike ``and'' at the end.
       Page 258, line 3, strike the period at the end and insert 
     ``; and''.
       Page 258, after line 3, insert the following:
       ``(I) carrying out activities related to pay for success 
     initiatives that meet the purposes of this part.''.
       Page 508, after line 17, insert the following (and 
     redesignate the succeeding provisions accordingly):
       ``(34) Pay for success initiatives.--The term `pay for 
     success initiatives' means initiatives--
       ``(A) that produce a measurable, clearly defined outcome 
     that results in social benefit and direct cost savings to the 
     local, State, or Federal Government;
       ``(B) except as provided in subparagraph (D)(i), that make 
     payments only when agreed-upon outcomes are achieved;
       ``(C) for which a feasibility study is conducted on the 
     initiative describing how the proposed intervention is based 
     on strong or moderate evidence of effectiveness and how the 
     initiative will meet the requirements of subparagraph (A); 
     and
       ``(D) for which--
       ``(i) an evaluation, which may be paid for out of funding 
     for the pay for success initiative without respect to a 
     successful outcome, is included that uses experimental 
     designs using random assignment or other research 
     methodologies that allow for the strongest possible causal 
     inferences when random assignment is not feasible by an 
     independent evaluator to determine whether the initiative has 
     met the outcomes described in subparagraph (A); and
       ``(ii) the State or local educational agency produces an 
     annual, publicly available report on the progress of the 
     initiative in meeting the requirements of subparagraph (A), 
     as appropriate.''.

  The Acting CHAIR. Pursuant to House Resolution 125, the gentleman 
from Maryland (Mr. Delaney) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Maryland.
  Mr. DELANEY. Madam Chair, I yield myself 3 minutes.
  I want to start by thanking Congressman Young, Congressman Polis, 
Chairman Kline, and Ranking Member Scott for their support of this 
bipartisan amendment. I know my colleagues join me, Madam Chair, in the 
view that whenever the government, the private sector, and the not-for-
profit community work well together, we get better outcomes for all of 
our citizens, which is exactly what the Pay for Success framework is 
designed to do. It allows local governments to innovate and address 
best practices and be fiscally responsible with respect to the 
provision of government services.
  This amendment, Madam Chair, is designed specifically to allow the 
funds that are allocated in the underlying bill for teacher training 
and retention to utilize Pay for Success frameworks against those 
programs.
  Teacher turnover is a big issue in the United States. It is estimated 
to cost our educational system $1- to $2 billion. In my own State of 
Maryland, it is estimated to cost up to $45 million. It is very 
important that we make a difference against this problem. We want to 
make sure that educational agencies have as many tools available at 
their disposal as possible to work against this problem, including Pay 
for Success approaches and frameworks.
  Madam Chair, I want to thank my colleagues for their support of this 
amendment, and I reserve the balance of my time.
  Mr. YOUNG of Indiana. Madam Chair, I claim time in opposition, 
although I am supportive of the amendment.
  The Acting CHAIR. Without objection, the gentleman is recognized for 
5 minutes.
  There was no objection.
  Mr. YOUNG of Indiana. Madam Chair, I want to thank the gentleman from 
Maryland for his hard work on this important amendment and for his 
leadership. Currently, teacher attrition costs the United States over 
$1 billion each year. Many teachers leave within the first 5 years 
because of a lack of effective mentoring, training, and support. 
Providing these teachers with effective, evidence-based training 
through a Pay for Success model will not only save the government 
money, it will also help to retain top talent in the classroom.
  Madam Chair, this amendment would do just that. It would give States 
and local school districts the ability to participate in this 
innovative new financing model in order to retain our best teachers.
  Now, Pay for Success projects, also known as social impact bonds or 
social impact partnerships, are public-private partnerships that 
harness philanthropic and other private sector investments to scale up 
scientifically proven social and educational programs. Because these 
projects are focused on results, government money is only paid out to 
private sector investors when desired outcomes are met and only in 
accordance with the value assigned to those successful outcomes. This 
social impact financing model has the potential to fundamentally 
transform our Nation's education programs, shifting the focus of such 
programs from inputs to outcomes.
  I want to thank the gentleman from Maryland, the gentleman from 
Colorado, and others for their leadership on this issue. I also want to 
thank my fellow colleague from Indiana for his overall leadership on 
this educational bill. I look forward to our continued cooperation on 
these efforts. I urge my colleagues to support this amendment, and I 
reserve the balance of my time.
  Mr. DELANEY. Madam Chair, I yield 1 minute to the gentleman from 
Colorado (Mr. Polis), my friend.
  Mr. POLIS. Madam Chairman, I want to thank my colleagues from 
Maryland and from Indiana for bringing this amendment forth. I am 
honored to be a cosponsor of this amendment.
  Social impact bonds essentially allow a way in which we can leverage 
philanthropic dollars to meet a socially desirable outcome. It is only 
paid back if that outcome is reached. What this can apply to teacher 
development and teacher training is a type of market discipline--to 
fund what works, to leverage our limited resources through a Pay for 
Success mechanism to ensure that we are getting what we paid for.
  This is important to educators who deserve the very best in 
professional development. It is important for students to make sure 
that they benefit from the limited professional development dollars 
that we have. It is also important for the philanthropic community and 
for government investment because we want to make sure our dollars are 
deployed as positively as possible.
  Some of these metrics can include: Does the professional development 
lead the recipient to help improve student achievement? That is one of 
the ultimate benchmarks of whether professional development and teacher 
training work. By tying and aligning our limited resources for outcomes 
for supporting teachers through a Pay for

[[Page H1271]]

Success initiative, we can make sure that our limited investment has a 
maximum positive benefit.
  Madam Chairman, I strongly urge my colleagues to adopt this strong 
amendment.
  Mr. DELANEY. Madam Chair, I want to thank the gentleman from Colorado 
for his support of the amendment.
  I yield 1 minute to my colleague from Virginia (Mr. Scott), the 
ranking member.
  Mr. SCOTT of Virginia. Madam Chair, I thank the gentleman for 
yielding.
  This amendment will make evidence-based prevention approaches a 
reality. We all know that many evidence-based approaches save more 
money than they cost. This will allow the private sector to make those 
investments and prove that we are right. So I want to thank the 
gentleman from Maryland for introducing the amendment and thank him and 
the gentleman from Indiana for their leadership.
  This is a great amendment, Madam Chair. I trust it will be adopted, 
and we will be able to make great progress in education and other 
social services.
  Mr. DELANEY. Madam Chair, again, I urge my colleagues to support the 
amendment. I thank my colleagues for supporting it here on the floor. 
As I said in the beginning, whenever the government, the private 
sector, and the nonprofit community work together, we get better 
outcomes for our citizens.
  Madam Chair, I yield back the balance of my time.
  Mr. YOUNG of Indiana. Madam Chair, I yield 2 minutes to the 
gentlewoman from the State of Washington (Mrs. McMorris Rodgers), my 
hardworking colleague.
  Mrs. McMORRIS RODGERS. Madam Chair, I rise in support of the 
amendment, and I rise to support strong, conservative legislation that 
provides equal opportunity and education for everyone in this country, 
no matter their walk of life, how much money they may have, or what 
challenges they face. The Student Success Act improves, strengthens, 
and modernizes our classrooms to give all of our students the 
opportunity to reach their full potential.
  As the mom of a 7-year-old son, Cole, who has special needs, I know 
firsthand that everyone has different needs in the classroom. Every 
student's path to learning is both unique and equally important. So I 
am proud to advance legislation that recognizes that.
  It all starts by innovating and empowering America's students. That 
is why I have championed the 21st Century Classroom Innovation Act, 
included in today's legislation, and together we will ensure that that 
technology will be fully incorporated into our classrooms to enhance 
personalized learning for our students. By blending traditional 
learning programs with high tech tools, we will take our classrooms and 
our students to the 21st century.
  But the foundation of real, educational reform goes beyond 
technological advancements and begins with an unequivocal recognition 
that our students may have different needs, but they should all have an 
equal opportunity--an equal opportunity to learn, an equal opportunity 
to graduate, and an equal opportunity for a diploma.

                              {time}  1945

  That is why I have championed several important provisions in the 
Student Success Act that address these needs.
  First, when a State establishes guidelines for individualized 
alternative testing, they will do so on a subject-by-subject basis. 
Parents must be clearly informed when they move their children in 
alternative testing, so they will fully understand the implications of 
making those decisions for their kids.
  Right now, far too many parents with children with disabilities 
aren't told when their kids are moved into alternative testing. This 
legislation changes that.
  The Acting CHAIR. The time of the gentlewoman has expired.
  Mr. YOUNG of Indiana. I yield an additional 1 minute to the 
gentlewoman.
  Mrs. McMORRIS RODGERS. It ensures that students with disabilities who 
have taken alternative assessments cannot be prevented from receiving a 
regular diploma.
  These provisions will enhance data transparency, improve 
communication between parents and teachers, and give everyone an equal 
opportunity to receive a diploma. It ensures that when my son Cole and 
millions like him walk into a classroom, they will be defined by their 
abilities, not their disabilities.
  At its very core, this legislation changes the way we think about and 
educate those with disabilities. That is how we achieve real 21st 
century education reform.
  Mr. YOUNG of Indiana. Madam Chair, I yield the balance of my time to 
the gentleman from Indiana (Mr. Rokita), my colleague.
  Mr. ROKITA. Madam Chair, I thank the gentleman from Indiana, my good 
friend, for his leadership on this issue and the gentleman on the other 
side of the aisle. I appreciate it very much.
  I rise in strong support of this amendment. I think it is a great 
example of the kind of use that we intended with this language to begin 
with.
  The Federal Government spends tens of billions of dollars on 
education annually. If you ask the average Hoosier or any American, 
they think Washington does a pretty poor job of spending those dollars 
efficiently, as was just demonstrated.
  Instead of business as usual, we should look for new and innovative 
ways to achieve results, which is exactly the concept behind the 
gentleman's Pay for Success initiatives. These initiatives provide 
flexibility for the public and private sectors to partner together 
around common goals. This model ensures value for taxpayer dollars.
  As a cosponsor of the underlying bill, along with Chairman Kline and 
certain members of the Education and the Workforce Committee, we would 
urge all our colleagues, both Republican and Democrat, to support this 
amendment.
  Mr. YOUNG of Indiana. Madam Chair, I yield back the balance of my 
time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentleman from Maryland (Mr. Delaney).
  The amendment was agreed to.


                Amendment No. 16 Offered by Mr. Jeffries

  The Acting CHAIR. It is now in order to consider amendment No. 16 
printed in part B of House Report 114-29.
  Mr. JEFFRIES. Madam Chair, I have an amendment at the desk.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 240, line 14, strike ``technology,'' and insert 
     ``technology (including education about the harms of 
     copyright piracy),''.
       Page 338, line 5, strike ``technology,'' and insert 
     ``technology (including education about the harms of 
     copyright piracy),''.
       Page 355, line 4, strike ``technology,'' and insert 
     ``technology (including education about the harms of 
     copyright piracy),''.
       Page 511, line 6, strike ``technology,'' and insert 
     ``technology (including education about the harms of 
     copyright piracy),''.

  The Acting CHAIR. Pursuant to House Resolution 125, the gentleman 
from New York (Mr. Jeffries) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from New York.
  Mr. JEFFRIES. Madam Chair, I yield myself such time as I may consume.
  Madam Chair, I rise today in support of a modest change to H.R. 5 
that would amend relevant portions of the Student Success Act related 
to technology to include education about the harms of copyright piracy.
  This amendment is designed to encourage local educational agencies, 
teachers, educational staff, and parents to discuss the harms of 
copyright piracy, as well as the use of technology in a responsible 
fashion.
  In the absence of classroom instruction about the importance of 
intellectual property, as well as the harms of copyright piracy at the 
elementary and secondary school level, young people are often unaware 
of the boundaries established in law to prevent the illegal 
infringement of copyrighted content.
  Research suggests that in order to uphold the societal value of 
respect for intellectual property, individuals must learn or be 
introduced to this principle at an early age. This mission, of course, 
is anchored in the United States constitutional charge to Congress to 
protect intellectual property.
  Article I, section 8, clause 8 of the United States Constitution 
says:


[[Page H1272]]


       The Congress shall have power to promote the progress of 
     science and useful arts, by securing for limited times to 
     authors and inventors the exclusive right to their respective 
     writings and discoveries.

  We have an article I responsibility as Members of Congress to insure 
that creators and innovators are not robbed of the fruits of their 
labor. Technology, of course, is a wonderful thing, and it is the way 
of the future.
  It is an important tool, and we must ensure that our students are 
using it in a safe and responsible fashion or, certainly, at least, 
provide our local educational stakeholders the opportunity to 
disseminate information in a manner that they see fit.
  In the classroom, children are currently taught that plagiarism is an 
ethical violation of academic honesty. This amendment will hopefully 
facilitate the extension of this discussion into the digital era.
  To that end, we must help our local schools and parents be given the 
tools necessary to proactively educate, to the extent that they see 
fit, information about the unforeseen impact on copyright piracy, the 
importance of intellectual property, and its connection, of course, to 
the American economy.
  A variety of bipartisan stakeholders support this amendment, 
including the educational organizations such as CreativeFuture, as well 
as the Copyright Alliance, the Recording Industry Association of 
America, the National Music Publishers' Association, the Songwriters 
Guild of America, the Authors Guild, The Association of American 
Publishers, as well as The Recording Academy.
  Intellectual property protection is a foundation of the American 
economy. Our continued prosperity, at least in part, depends on 
protecting the innovation and the creative output of artists, 
musicians, scientists, and engineers and insuring that the next 
generation of creators could flourish as well.
  Thus, it is important to recognize the vital role that education can 
play in helping the future leaders of America understand the value of 
the American creative community and protect the significant sector for 
future generations.
  For these reasons, I urge my colleagues to support this modest 
amendment.
  Madam Chair, I yield 30 seconds to the distinguished gentleman from 
Virginia (Mr. Scott).
  Mr. SCOTT of Virginia. Madam Chair, I thank the gentleman for 
yielding.
  Madam Chair, copyright law is a complicated field, and any guidance 
we can give teachers and parents in how to avoid copyright infringement 
and refrain from unintentional or intentional piracy would be 
worthwhile.
  I support the gentleman's amendment.
  Mr. JEFFRIES. Madam Chair, I yield back the balance of my time.
  Mr. POLIS. Madam Chair, I claim the time in opposition, even though I 
am not opposed to the amendment.
  The Acting CHAIR. Without objection, the gentleman from Colorado is 
recognized for 5 minutes.
  There was no objection.
  Mr. POLIS. Madam Chair, I don't intend to use the whole time.
  I just wanted to add my praise to Mr. Jeffries' work. I think it also 
represents a good starting point. I certainly support this amendment.
  There are a number of issues around technology that are important to 
incorporate in professional development. Some of them have to do with 
the legal framework, like copyright. I would add to that illegal 
hacking or accessing of sites. I would add to that trademark piracy, in 
addition to copyright piracy.
  Some of them have to do with potential dangers to students, like 
cyber bullying, privacy, and knowledge about how students don't put 
their personal information online or how it could make them subject to 
a crime.
  Along with, of course, copyright piracy, particularly in the academic 
context, it is important that teachers, parents, and educational 
professionals receive education on the fair use in the academic 
context, a very important piece of when you are researching document 
citations where the line is between plagiarism and a proper citation, 
where the line is between fair use in a noncommercial academic context 
and illegal commercial or personal use of a copyrighted product.
  I think this represents a good starting point. I look forward to 
working with the gentleman from New York on this issue as it moves 
forward, and I support the amendment.
  I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentleman from New York (Mr. Jeffries).
  The amendment was agreed to.


         Amendment No. 17 Offered by Ms. Clark of Massachusetts

  The Acting CHAIR. It is now in order to consider amendment No. 17 
printed in part B of House Report 114-29.
  Ms. CLARK of Massachusetts. Madam Chair, I have an amendment at the 
desk.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 240, line 15, strike ``or'' at the end.
       Page 240, insert the following after line 20:
       ``(I) professional development for teachers, principals and 
     other school administrators in early elementary grades that 
     includes specialized knowledge about child development and 
     learning, developmentally-appropriate curricula and teaching 
     practices, meaningful family engagement and collaboration 
     with early care and education programs;
       ``(J) professional development, including through joint 
     professional development opportunities, for early childhood 
     educators, teachers, principals, specialized instructional 
     support personnel, and other school leaders; or
       ``(K) training on child development, improving instruction, 
     and closing achievement gaps;''

  The Acting CHAIR. Pursuant to House Resolution 125, the gentlewoman 
from Massachusetts (Ms. Clark) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentlewoman from Massachusetts.
  Ms. CLARK of Massachusetts. Madam Chair, I yield myself 3 minutes.
  Madam Chair, in addition to achieving outstanding results for 
individual children, high-quality early childhood education and care is 
as close to a silver bullet as we are going to find to solve our 
economic challenges.
  Young children's brains develop at an astonishing pace. Children's 
first learning experiences during these years are critical to their 
visual, language, and social emotional development. Skills developed at 
this stage are the foundation of language and reading proficiency, the 
key indicators for academic and economic success later in life.
  America's early childhood teachers will provide our children their 
first informative experiences and are, therefore, a critical influence 
on our Nation's future economy. An important stepping stone to the 
middle class is not just access to early learning, but access to high-
quality learning.
  Parents should be able to go to work and have confidence that their 
kids are receiving high-quality learning experiences. This confidence, 
in turn, enhances parents' ability to work and reach their own economic 
potential.
  For this reason, I am offering a commonsense amendment. This 
amendment simply clarifies that professional development for early 
grade teachers is an acceptable use of funding under this bill.
  Local school systems should have the flexibility to use title II 
funds, the existing funds that are already targeted to support 
teachers, principals, and school leaders on professional development 
that directly benefits our youngest learners. It is important to note 
that this amendment does not require them to do so; rather, it simply 
allows them.
  This no-cost amendment is supported by a range of early childhood 
advocates, including the Center for Law and Social Policy and Zero to 
Three. High-quality early childhood education for our youngest learners 
is a goal that cuts across party lines and enjoys broad support from 
the American public.
  It is a win-win. I hope my colleagues in both parties will support 
this amendment.
  I reserve the balance of my time.
  Mr. ROKITA. Mr. Chairman, I claim the time in opposition, although I 
am not opposed to the amendment.
  The Acting CHAIR (Mr. Hultgren). Without objection, the gentleman 
from Indiana is recognized for 5 minutes.
  There was no objection.
  Mr. ROKITA. Mr. Chairman, I thank the gentlewoman for this amendment.
  Early childhood care and education, as we all can appreciate, is 
critical to both children and working parents.

[[Page H1273]]

This amendment would allow schools and Head Start centers, if they so 
choose, Mr. Chairman, as the gentlewoman described, would allow them, 
if they so choose, to coordinate and provide important services to low-
income children.
  It will also ensure parents have a clear understanding of the 
services being offered. I think this amendment is a step forward for 
the existing partnerships between the Head Start program and local 
education agencies.
  Like the amendment that was discussed before, I think this amendment 
is deserving of our support on both sides of the aisle.
  With that, I yield back the balance of my time.

                              {time}  2000

  Ms. CLARK of Massachusetts. I yield 1 minute to the gentlewoman from 
Oregon (Ms. Bonamici).
  Ms. BONAMICI. Mr. Chairman, I would like to thank Representative 
Clark for yielding and for offering this important amendment.
  High-quality early childhood education sets up students for success 
throughout their lives and is a critical component of any education 
system. We should be doing all we can to support early childhood 
educators, to help engage families in early education, and to take 
steps to close the achievement gap before it opens.
  This amendment is an important step to building a strong foundation 
for our country's students. I urge my colleagues to support 
Representative Clark's amendment.
  Ms. CLARK of Massachusetts. Mr. Chairman, I yield back the balance of 
my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentlewoman from Massachusetts (Ms. Clark).
  The amendment was agreed to.


                 Amendment No. 18 Offered by Mr. Cohen

  The Acting CHAIR. It is now in order to consider amendment No. 18 
printed in part B of House Report 114-29.
  Mr. COHEN. Mr. Chair, I offer amendment 18.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 240, line 15, strike ``or'' at the end.
       Page 240, line 20, add ``or'' at the end.
       Page 240, insert the following after line 20:
       ``(I) professional development on restorative justice and 
     conflict resolution;''

  The Acting CHAIR. Pursuant to House Resolution 125, the gentleman 
from Tennessee (Mr. Cohen) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Tennessee.
  Mr. COHEN. Mr. Chairman, I rise today to offer an amendment to H.R. 
5, the Student Success Act, to add a section on restorative justice and 
conflict resolution, allowing States to award grants for professional 
development in those areas.
  This amendment allows more flexibility to States by expanding the 
types of training that can be paid by title II funds, which would be 
used to make sure teachers and administrators have sufficient training 
opportunities. The amendment doesn't add any cost to the bill.
  Numerous studies have shown that once students enter the juvenile 
justice system, they are more likely to be arrested as adults. Rather 
than feeding the school-to-prison pipeline, this amendment offers a 
means to train teachers and administrators on how to address 
disciplinary problems by means other than simply suspending or 
expelling students. When students are away from the classroom because 
of suspensions or expulsions, they are more likely to get in trouble 
with law enforcement.
  Many LEAs have moved away from zero tolerance policies because 
students were being suspended or expelled from the classroom for 
relatively minor behavior. An example was a student who used his hand 
to simulate a gun and was suspended and another situation where a child 
brought a Nerf-style gun to school and was reported to the police. 
These types of incidents hurt the students, cost society more money in 
the long run, and cost us human beings.
  This amendment would help by providing a means to fund the training 
necessary to establish disciplinary policies and procedures that don't 
treat each infraction the same, often with excessive punishment. 
Restorative justice and conflict resolution programs work to address 
the cause of disciplinary problems and repair any harm that has been 
done. Evidence suggests those restorative justice programs work, and 
they save money in the long run because incarcerating youth is 
expensive. A report released by the Justice Policy Institute in 2014 
showed incarcerating a child can exceed $400 a day--or nearly $150,000 
a year.
  Many of our Nation's most vulnerable youth are swept into the justice 
system as a result of the current overreliance on policing in our 
schools. This needs to stop. From Pennsylvania to California, schools 
have been seeing reductions in disciplinary infractions and suspensions 
because of the program's usage, and it has been used in many 
communities around the country but needs to be used in more.
  There are many organizations that support, in this country, 
restorative justice and this amendment. The NEA, the AFT, the Peace 
Alliance, National Association of Community and Restorative Justice, 
Dignity in Schools, and the Kansas Institute for Peace and Conflict 
Resolution have all written in support of this amendment.
  If this amendment becomes law, teachers and school administrators 
have the opportunity and resources to address disciplinary problems in 
ways other than suspension, expulsion, or involving law enforcement. 
More flexibility will go to LEAs and save money in the long term. CBO 
has said the amendment does not add cost.
  I appreciate the opportunity to present this amendment, which will 
help numerous students stay on the path to graduation and a crime-free 
life. I ask my fellow Members to support it.
  I reserve the balance of my time.
  Mr. ROKITA. Mr. Chair, I claim the time in opposition, although I am 
not opposed.
  The Acting CHAIR. Without objection, the gentleman from Indiana is 
recognized for 5 minutes.
  There was no objection.
  Mr. ROKITA. Mr. Chairman, I thank my friend, the gentleman from 
Tennessee, for this amendment.
  This amendment will allow teachers and other school professionals, if 
they so choose, at the State and local level--and that is the key here 
throughout our bill--to receive training and to better address problems 
that may arise at their schools. I agree, conflict resolution is an 
important tool to help keep students and faculty safe and focused on 
education rather than the problems.
  This is a good amendment, as it improves the underlying bill, and I 
thank the gentleman again for offering it. I urge my colleagues to 
support it.
  I yield back the balance of my time.
  Mr. COHEN. I want to thank my friend from the Hoosier State for 
working with me on this.
  I yield 1 minute to the gentleman from Colorado (Mr. Polis) to 
address his support.
  Mr. POLIS. I thank the gentleman from Tennessee.
  Mr. Chairman, I am very proud that my home county of Boulder County 
is one of four judicial districts in the State of Colorado to have a 
pilot program for restorative justice. Boulder, Weld, Pueblo, and 
Alamosa Counties are recipients of the pilot program, and it really is 
a tremendous opportunity to use restorative justice in the juvenile 
delinquency context.
  As you know, the goal of restorative justice is for the young people 
to figure out how they can make up for their crimes directly to the 
people affected rather than just have a fine that is placed on them. 
Our district attorney, Stan Garnett, believes that 60 to 70 percent of 
juvenile crime will be able to be dealt with through restorative 
justice in Boulder County.
  What this amendment would allow for Mr. Cohen is a more meaningful 
partnership with the school district to this effect. The current funds 
for the pilot program come through the justice system. If funds are 
available to train educators with regard to restorative justice, a more 
meaningful and integrated partnership with the school district and the 
DA's office and the sheriff's department can be reached to make 
restorative justice even more successful, both in Boulder County, 
Colorado, as well as the rest of the country.

[[Page H1274]]

  I strongly support the amendment.
  Mr. COHEN. Mr. Chairman, in the process of thanking Chairman Kline 
and Ranking Member Scott and the Committee on Education and the 
Workforce and Chairman Sessions and Ranking Member Slaughter and the 
rest of the Committee on Rules, I yield the balance of my time to the 
gentleman from Virginia (Mr. Scott), the ranking member.
  Mr. SCOTT of Virginia. Mr. Chairman, I thank the gentleman from 
Tennessee for this great amendment. I know, working with him on the 
Committee on the Judiciary for many years, that he is a strong 
supporter of crime prevention initiatives; and restorative justice and 
conflict resolution programs have been shown to reduce crime time and 
time again, and so these concepts are appropriate in our schools. They 
will help create safe learning environments. I am delighted to support 
it.
  Mr. COHEN. Mr. Chair, I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentleman from Tennessee (Mr. Cohen).
  The amendment was agreed to.


           Amendment No. 19 Offered by Ms. Wilson of Florida

  The Acting CHAIR. It is now in order to consider amendment No. 19 
printed in part B of House Report 114-29.
  Ms. WILSON of Florida. Mr. Chair, as the designee of Mr. Duffy, I 
have an amendment at the desk.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 268, line 9, before the period insert ``any 
     assessments mandated by the State educational agency or local 
     educational agency for the student for that school year, and 
     any local educational agency policy regarding student 
     participation in such assessments''.

  The Acting CHAIR. Pursuant to House Resolution 125, the gentlewoman 
from Florida (Ms. Wilson) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentlewoman from Florida.
  Ms. WILSON of Florida. Mr. Chairman, this amendment requires school 
districts to be transparent in providing information to parents at the 
beginning of the school year on mandated assessments the students will 
have to take during the school year and any school district policy on 
assessment participation.
  As a former teacher and elementary school principal, I have seen 
firsthand the damage caused by the pervasive overuse of high-stakes 
standardized testing. For the sake of our students and our education 
system, we need to move towards a more balanced form of assessment that 
effectively measures diverse kinds of success in teaching and student 
learning. Unfortunately, H.R. 5 fails to address schools' excessive 
dependence on deeply problematic standardized tests.
  As someone who has dedicated decades of my career and my life to my 
students and their success, I can tell you that teachers do not join 
the profession to teach to the test; yet more and more educators are 
forced to spend time preparing students for tests, administering tests, 
and reviewing the results of those tests. By some estimates, almost 
one-third of a teacher's time is spent preparing students to take 
standardized tests. This is unacceptable. That is why this amendment is 
so important.
  By providing parents with information about the standardized tests 
their students will be taking and providing them with the policies 
regarding student participation, we begin to hold the system 
accountable for the dramatic overuse of these tests.
  It is time to end this practice of toxic overtesting. That is why I 
support this amendment and ask all of my colleagues to vote in favor of 
this amendment.
  I yield back the balance of my time.
  Mr. ROKITA. Mr. Chair, I claim the time in opposition, although I do 
not oppose the amendment.
  The Acting CHAIR. Without objection, the gentleman from Indiana is 
recognized for 5 minutes.
  There was no objection.
  Mr. ROKITA. I thank my colleagues, Ms. Wilson and Mr. Duffy, for this 
amendment.
  Mr. Chairman, it looks like this amendment promotes transparency for 
parents and students, and that is a great thing, and that is one of the 
chief purposes of our bill. We have all heard the concerns about 
testing from our constituents, neighbors, and colleagues alike. One way 
to address that is to ensure parents are aware of what tests their 
children will have to take. This narrowly tailored amendment ensures 
parents have that ability to request this information from their 
children's school.
  This is a good amendment, as it improves the underlying bill, and I 
urge my colleagues on both sides of the aisle to support it.
  I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentlewoman from Florida (Ms. Wilson).
  The amendment was agreed to.


                 Amendment No. 20 Offered by Mr. Polis

  The Acting CHAIR. It is now in order to consider amendment No. 20 
printed in part B of House Report 114-29.
  Mr. POLIS. Mr. Chair, I have an amendment as the designee of Mr. 
Messer and a cosponsor.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 270, line 6, amend the section header for section 3101 
     so that it reads ``sense of congress; purpose''.
       Page 270, after line 6, insert the following:
       ``(a) Sense of Congress.--
       ``(1) Findings.--The Congress finds the following:
       ``(A) The number of public charter schools has dramatically 
     increased in recent years. Between the 2008-2009 school year 
     and the 2013-2014 school year, there was a 77 percent 
     increase in the number of students attending public charter 
     schools and a 39 percent increase in the number of schools.
       ``(B) Charter schools serve a very diverse population of 
     students. Nationally, 57 percent of students enrolled in 
     charter schools are minority students, while only 39 percent 
     of students in non-charter public schools are minority 
     students.
       ``(C) For the 2014-2015 school year, there are more than 
     6700 public charter schools serving about 2.9 million 
     students. This represents a 4 percent growth in the number of 
     open charter schools, and a 14 percent increase in student 
     enrollment from the 2013-2014 school year.
       ``(D) There are more than one million student names on 
     charter school waiting lists.
       ``(E) Charter schools are open in areas where students need 
     better education options, including areas that serve 
     economically disadvantaged kids. Almost 50 percent of the 
     students attending charter schools qualify for free or 
     reduced priced lunch, a slightly larger percentage than non-
     charter public schools.
       ``(F) Charter schools serve students in all areas, from 
     urban cities to rural towns through traditional brick and 
     mortar schools, blended learning models, and online programs, 
     giving parents across the Nation options to find the best 
     learning environment for their children.
       ``(G) Charter schools give parents the opportunity to find 
     the right place for their child to learn. Whether they are 
     looking for digital learning, Montessori, or a more 
     structured environment, charter schools provide a variety of 
     education options for families.
       ``(H) Charter schools have strong accountability to parents 
     and the community because they have to meet the same State 
     academic accountability requirements as all other public 
     schools, satisfy the terms of their charter with their 
     authorizing authority, and satisfy parents who have selected 
     the school for their children.
       ``(2) Sense of congress.--It is the sense of the Congress 
     that charter schools are a critical part of our education 
     system in this Nation and the Congress believes we must 
     support opening more quality charter schools to help students 
     succeed in their future.
       Page 270, line 7, strike ``It'' and insert the following:
       ``(b) Purpose.--It

  The Acting CHAIR. Pursuant to House Resolution 125, the gentleman 
from Colorado (Mr. Polis) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Colorado.
  Mr. POLIS. Mr. Chairman, over 40 States now allow for public charter 
schools, Washington State being the newest. Like other kinds of public 
schools, we find across the country high-quality public charter schools 
as well as poorly performing public charter schools.
  Charter schools are not an answer; they are not a problem. They are 
an opportunity; they are a way that there can be more flexibility at 
the site level. Some have extended schooldays; some have a 
differentiated curriculum than the district; some partner very closely 
with community nonprofits to provide wraparound services.

[[Page H1275]]

  Before I came to Congress, Mr. Chairman, I had the opportunity to 
found two charter schools, and I served as superintendent of one. The 
New America School, which now has five campuses in New Mexico and 
Colorado, works with new immigrants and English language learners to 
help them gain proficiency in reading and writing English and getting a 
high school-level diploma.
  Many of the students that we recruited to attend our school were not 
in school before; they worked odd jobs. We had a flexible schedule day 
or night. We had to provide day care because just under half of our 
young women who attend that school have children themselves.
  I also had the opportunity to be a cofounder of the Academy of Urban 
Learning, which works with homeless youth and youth in transitional 
housing in Denver, Colorado.
  What this sense of Congress does is it simply supports the public 
charter school movement, which has long had near universal bipartisan 
support, and it calls upon and supports more quality public charter 
schools. I want to separate this from, of course, some of the issues 
that my colleagues perhaps on both sides of the aisle have with 
particular low-quality schools, whether they are charter schools or 
neighborhood schools or something in between, like innovation schools, 
which Colorado allows.
  If the school is poor quality, hopefully it is a school that not only 
the Member of Congress who represents that district has a problem with, 
but hopefully the school board and the superintendent also want to take 
the steps necessary to improve the quality of that public school.

                              {time}  2015

  To the extent that we have methodologies and models for successful 
public charter schools, we need more of them just as we need more high-
quality neighborhood schools and just as we need more high-quality 
magnet schools. I hope that this can be incorporated as a sense of 
Congress.
  I reserve the balance of my time.
  Mr. ROKITA. Mr. Chairman, I claim the time in opposition, but I do 
not oppose the amendment.
  The Acting CHAIR. Without objection, the gentleman from Indiana is 
recognized for 5 minutes.
  There was no objection.
  Mr. ROKITA. I thank my colleagues Mr. Polis and Mr. Messer for 
continuing to raise this issue. I am in complete agreement with it as 
are certain Members and a good deal of the committee--really, of this 
Chamber as a whole.
  Mr. Chairman, this amendment highlights the important role charter 
schools play in our education system. Parents are clamoring for more 
options for their children, and charter schools help fit that need.
  I visit charter schools all over Indiana and more and more throughout 
the Nation. It is clear that, while charter schools might not be the 
answer for everyone--that is, some parents love their traditional 
public schools, some want to have their children homeschooled, and 
others believe a private school is the right choice--the key here is 
choice.
  Many parents would not have an option at all without charter schools, 
as the gentleman describes. Charter schools are a great thing, and I 
appreciate this amendment's adding a sense of Congress on the 
importance of charter schools.
  Again, I thank the gentleman for offering this amendment. I think it 
is a great amendment, and I encourage my colleagues to support it and 
the underlying bill.
  I yield back the balance of my time.
  Mr. POLIS. Mr. Chairman, to address the issue of accountability 
within charter schools, charter schools are subject to the same 
accountability laws as other public schools, both at the Federal level 
through No Child Left Behind and, indeed, in the successor bill.
  All of the same accountability and metrics are applied to public 
charter schools as they are to magnet schools, to neighborhood schools, 
and to other district schools of choice.
  In addition, charter schools have a strong accountability to parents 
in the community because, in addition to meeting those State and 
Federal academic requirements, they have to earn the enrollment of 
their students.
  Unlike a neighborhood school, they start with zero students, and 
without the confidence of the community and without the confidence of 
the parents who choose to entrust that particular public school with 
the education of their kids, they will not succeed.
  I am glad that our Congress can come together around important 
innovation and public education, and I strongly encourage my colleagues 
to adopt this amendment.
  I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentleman from Colorado (Mr. Polis).
  The amendment was agreed to.


                 Amendment No. 21 Offered by Mr. Polis

  The Acting CHAIR. It is now in order to consider amendment No. 21 
printed in part B of House Report 114-29.
  Mr. POLIS. Mr. Chairman, I have an amendment at the desk.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 284, line 8, strike ``and''.
       Page 284, line 14, insert ``and'' after the semicolon.
       Page 284, after line 14, insert the following:
       ``(iii) is working to develop or strengthen a cohesive 
     strategy to encourage collaboration between charter schools 
     and local educational agencies on the sharing of best 
     practices;''.

  The Acting CHAIR. Pursuant to House Resolution 125, the gentleman 
from Colorado (Mr. Polis) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Colorado.
  Mr. POLIS. Mr. Chairman, I am pleased to offer an amendment today 
that would amend the Charter Schools Program in title III for the 
underlying bill and make a positive improvement.
  As you know, the Charter Schools Program not only is a lifeline for 
growing and replicating public charter schools, but we want to see the 
benefit of that innovation spread across other public schools. I am 
very grateful to both the underlying bill and the Democratic 
substitute, which both have very strong language--in fact, nearly 
identical--about helping quality public charter schools grow and 
expand.
  As many of my colleagues are quick to point out, traditional public 
schools are also doing innovative things and are showing growth every 
day. For the foreseeable future, the vast majority of students in the 
country will continue to attend district public schools.
  District public schools are innovating to provide meaningful programs 
for students and are helping to narrow the achievement gap in our 
country every day.
  As my colleagues know, I am quick to point out the benefit of 
innovation that public charter schools allow, including the two that I 
founded in Colorado and New Mexico.
  My amendment, which I am offering with Mr. Rokita, would encourage 
charter schools and traditional public schools to collaborate and share 
best practices. They need not operate in their own separate silos. Both 
can learn from one another. Both kinds of school governance bring ideas 
to the table that can improve the quality of education for all 
students.
  This amendment would simply encourage public schools with traditional 
governance through a school district and public charter schools to work 
together so that both parties can learn from the others' success.
  I reserve the balance of my time.
  Mr. ROKITA. Mr. Chairman, I claim the time in opposition, although I 
do not oppose the amendment.
  The Acting CHAIR. Without objection, the gentleman from Indiana is 
recognized for 5 minutes.
  There was no objection.
  Mr. ROKITA. I want to thank my friend and colleague for this 
amendment, and I appreciate being able to join with him on it and on 
continuing our work on the charter school initiatives.
  Mr. Chairman, this amendment supports the sharing of best practices 
between charter schools and traditional public schools. Again, I think 
that is a good thing. We have seen the successful charter school-
traditional public school collaborations, like in Ohio between 
breakthrough schools and the Cleveland Metropolitan School District, 
and we know that working together helps each of them excel.

[[Page H1276]]

  It is the old adage of iron sharpening iron, and that is reflected 
here in this good amendment. Put simply, Mr. Chairman, many of us 
believe other charter schools and traditional public schools can 
benefit from these partnerships as well.
  This is a great amendment, and it improves the underlying bill. I 
thank the gentleman for offering it, and I urge my colleagues to 
support it.
  I yield back the balance of my time.
  Mr. POLIS. Mr. Chairman, I yield 1 minute to the gentlewoman from 
Oregon (Ms. Bonamici).
  Ms. BONAMICI. Thank you, Representative Polis, for yielding.
  Mr. Chairman, I want to thank Representatives Polis and Rokita for 
offering this amendment.
  High-quality charter schools are laboratories for innovation. In 
exchange for offering families, students, and educators the autonomy to 
experiment with new educational models, we expect that successful 
approaches to teaching and learning will be widely shared so that the 
roughly millions of students--in fact, the vast majority of students--
in traditional public schools can benefit from the lessons learned.
  Last Congress, an amendment I authored was included in the bipartisan 
Success and Opportunity through Quality Charter Schools Act. That 
provision, which is now included in H.R. 5, asks States to track and 
report on the sharing of best practices emerging from charter schools.
  I am pleased that the Polis-Rokita amendment encourages the 
collaboration between charter schools and school districts to improve 
the dissemination of promising practices, and I urge my colleagues to 
join me in supporting this amendment.
  Mr. POLIS. Mr. Chairman, I hope that this amendment, in our small 
way, helps Congress change the culture, which all too often is too 
competitive between charter schools and school districts.
  I have talked to district administrators and to heads of literacy for 
districts who hadn't been to and didn't know about innovative literacy 
programs going on in charter schools in their own districts.
  Again, there is plenty of blame to go around. I have talked to 
charter schools that aren't aware of their own district's initiatives 
for professional development or for STEM education in the lower grades.
  By working together, even at times when it takes swallowing one's 
pride, I am confident that both public charter schools and district-run 
schools will benefit in the long run, most importantly, benefiting the 
students that they serve. I call upon my colleagues to support this 
amendment.
  I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentleman from Colorado (Mr. Polis).
  The amendment was agreed to.


           Amendment No. 22 Offered by Ms. Kelly of Illinois

  The Acting CHAIR. It is now in order to consider amendment No. 22 
printed in part B of House Report 114-29.
  Ms. KELLY of Illinois. Mr. Chairman, I have an amendment at the desk.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 336, after line 20, insert the following:
       ``(7) An assurance that the applicant will conduct training 
     programs in the community to improve adult literacy, 
     including financial literacy.''.

  The Acting CHAIR. Pursuant to House Resolution 125, the gentlewoman 
from Illinois (Ms. Kelly) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentlewoman from Illinois.
  Ms. KELLY of Illinois. Mr. Chairman, I offer a commonsense amendment 
to H.R. 5, the Student Success Act.
  My amendment makes a minor modification to the underlying bill and 
does not have an impact on direct spending; still, the simple fix 
stands to make a tremendous difference for countless students and 
families on the education front.
  My amendment would provide an assurance from statewide family 
engagement center grantees, under the ``family engagement in education 
programs'' portion of the bill, that they will conduct adult and 
financial literacy training programs in their communities as part of 
their efforts to engage families and improve academic outcomes for 
students.
  So often, the national debate around education focuses on children in 
school, but estimates suggest there are 30 million adults in the United 
States who have trouble with basic literacy. This means, not only do 
they struggle in their own lives when reading a menu or paying the 
bills, but they are also unable to help their children with the most 
basic homework exercises. Parents who struggle to read are often 
incapable of comprehending report cards and academic progress reports, 
and their struggle with literacy can have multigenerational 
consequences as these parents are unable to provide early academic 
guidance at home that is critical to early learning success.
  Like reading literacy, financial literacy is a critical component to 
comprehensive education, and communities stand to gain from the 
existence of more local programs devoted to teaching money management 
skills to parents and kids.
  Many teachers cite a lack of time, a lack of State curriculum 
requirements, and a lack of demand as the top challenges to teaching 
financial literacy. American students today often find themselves in 
situations in which they are making more spending decisions and 
accumulating more debt at a time when debt pressures are impacting 
student performance and resulting in students dropping out of school.
  As the family engagement centers supported by this bill aim to 
improve educational outcomes for families across the spectrum, they 
must realize that bolstering reading and financial literacy is a 
critical comprehensive family engagement in education strategy.
  Our national security, economic prosperity, and global standing 
depend on America's ability to secure its educational and financial 
future. When schools succeed, America succeeds, and when communities 
and families are invested in education, students thrive.
  I ask for bipartisan support of this commonsense amendment, and I 
yield back the balance of my time.
  Mr. ROKITA. Mr. Chairman, I claim time in opposition, although I do 
not oppose the amendment.
  The Acting CHAIR. Without objection, the gentleman from Indiana is 
recognized for 5 minutes.
  There was no objection.
  Mr. ROKITA. I thank the gentlewoman for this amendment.
  Mr. Chairman, family engagement centers are available to help parents 
understand and engage in their children's education. As a part of that 
mission, the centers help parents learn basic skills, like literacy. In 
today's world, financial literacy is an important issue for parents to 
be able to understand and support their children's education.
  I want to be clear that this language is part of a grant application 
and requirement. In that regard, it is not part of a testing standard 
or a teacher training standard. With that, I urge my colleagues to 
support this amendment and the underlying bill.
  I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentlewoman from Illinois (Ms. Kelly).
  The amendment was agreed to.


                Amendment No. 23 Offered by Ms. Bonamici

  The Acting CHAIR. It is now in order to consider amendment No. 23 
printed in part B of House Report 114-29.
  Ms. BONAMICI. Mr. Chairman, I have an amendment at the desk.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Beginning on page 342, strike line 13 through page 343, 
     line 24, and insert the following:
       ``(3) State activities and state administration.--A State 
     educational agency may reserve not more than 17 percent of 
     the amount allotted to the State under subsection (b) for 
     each fiscal year for the following:
       ``(A) Not more than 5 percent of such amount for each 
     fiscal year for--
       ``(i) the administrative costs of carrying out its 
     responsibilities under this part;
       ``(ii) monitoring and evaluation of programs and activities 
     assisted under this part;
       ``(iii) providing training and technical assistance under 
     this part;
       ``(iv) statewide academic focused programs; or

[[Page H1277]]

       ``(v) sharing evidence-based and other effective strategies 
     with eligible entities.
       ``(B) To do one or more of the following:
       ``(i) To pay the costs of developing the State assessments 
     and standards required under section 1111(b), which may 
     include the costs of working, at the sole discretion of the 
     State, in voluntary partnerships with other States to develop 
     such assessments and standards.
       ``(ii) If the State has developed the assessments and 
     standards required under section 1111(b), to administer those 
     assessments or carry out other activities related to ensuring 
     that the State's schools and local educational agencies are 
     helping students meet the State's academic standards under 
     such section.
       ``(iii) To conduct an audit of State assessments and 
     report, in a publicly available format, the findings of such 
     audit, which may include assessment purposes, costs, schedule 
     of administration and dissemination of results, description 
     of alignment with the State's academic standards, and 
     description of policies for inclusion of all students.
       ``(iv) To develop and implement a plan to improve the State 
     assessment system, which may include efforts, if appropriate 
     as determined by the State--

       ``(I) to reduce the number of assessments administered;
       ``(II) to provide professional development on assessment 
     and data literacy;
       ``(III) to ensure the quality, validity, and reliability of 
     assessments; or
       ``(IV) to improve the use of assessments by decreasing the 
     time between administering assessments and releasing 
     assessment data.

       ``(C) Not more than 5 percent of such amount for each 
     fiscal year for awarding blended learning projects under 
     paragraph (4).''.
       Page 355, after line 15, insert the following (and 
     redesignate succeeding provisions accordingly):
       ``(2) Streamlining assessment systems.--An eligible entity 
     that receives an award under this part may use such funds--
       ``(A) to conduct an audit of the local assessments 
     administered by the local educational agency and report, in a 
     publicly available format, the findings of such audit, which 
     may include such findings as described under section 
     3202(c)(3)(B)(iii); and
       ``(B) to develop and implement a plan, in collaboration 
     with local stakeholders, which may include efforts, if 
     appropriate as determined by the eligible entity, as 
     described under section 3202(c)(3)(B)(iv).''.

  The Acting CHAIR. Pursuant to House Resolution 125, the gentlewoman 
from Oregon (Ms. Bonamici) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentlewoman from Oregon.
  Ms. BONAMICI. Mr. Chairman, I would like to thank Chairman Kline and 
Ranking Member Scott for their leadership on the committee and on this 
important legislation. I know that we will need to continue to work 
together to identify opportunities for bipartisan collaboration if we 
are going to successfully replace No Child Left Behind, and I have 
confidence we can do that.
  I also thank Representative Costello for his work on this amendment 
and for his partnership on the SMART Act. Mr. Costello's dedication to 
public education is commendable, and I look forward to continuing to 
work with him.
  Mr. Chairman, the Bonamici-Costello amendment is an example of 
finding common ground on a way to support teaching and learning in our 
Nation's classrooms. We have all heard about the overuse and misuse of 
standardized tests. Too much time is lost in preparing for and in 
administering assessments, and too few of these assessments provide 
timely information that meaningfully supports the learning that is 
taking place in our schools, but the purposeful use of high-quality 
assessments can support teaching and learning. Good assessments used 
appropriately can serve as one tool for monitoring students' progress 
and in helping parents, teachers, and school leaders see how students 
are performing across the State.
  This amendment will help to reduce the testing burden and build high-
quality assessment systems that support teachers and students. 
Importantly, the amendment recognizes that a one-size-fits-all policy 
to address excessive testing won't work. There is evidence that time 
spent testing fluctuates significantly among districts, with some 
districts dedicating three times as many hours to testing as other 
districts.

                              {time}  2030

  This variety in the use of tests is why our amendment lets the States 
and local districts design their own plans to improve the use of 
assessments.
  Our amendment reserves a portion of local academic flexible grant 
funds for States and school districts to improve the use of 
assessments. The amendment allows States and school districts to use 
those funds to audit their assessment systems and report to the public 
the results, which might include the amount of time students spend 
taking tests, whether those tests are high quality, and whether the 
tests provide prompt feedback to support teaching.
  The amendment allows States and school districts to use the funds to 
develop and implement a plan to make assessments work better for their 
teachers, families, and students. States and school districts can 
eliminate low-quality or redundant tests, provide professional 
development on assessment literacy, or speed the delivery of assessment 
results to student and educators.
  Once again, I thank Representative Costello for his partnership, and 
Chairman Kline, Representative Rokita, and Representative Scott for 
their willingness to work with us to make sure States and school 
districts have the ability to eliminate unneeded assessments and get 
the most out of high-quality assessments.
  I urge my colleagues to support the Bonamici-Costello amendment, and 
I reserve the balance of my time.
  Mr. COSTELLO of Pennsylvania. Mr. Chairman, I claim the time in 
opposition, but I do not intend to oppose the amendment.
  The Acting CHAIR. Without objection, the gentleman is recognized for 
5 minutes.
  There was no objection.
  Mr. COSTELLO of Pennsylvania. Mr. Chairman, I yield myself such time 
as I may consume.
  Mr. Chairman, public education is overly burdened by standardized 
tests. Frustrated teachers and parents, not to mention students, are 
all saying the same thing: We need to do something about excessive 
testing in our public schools.
  Make no mistake, regular assessments in English and math are 
essential objective tools to measure achievement, but their impact has 
been worn down through an unnecessary maze of blue books and Scantron 
sheets that waste classroom time and prevent our teachers from doing 
their jobs.
  Let me illustrate the point at my alma mater, Owen J. Roberts High 
School. Prior to 1992, high school students would have a midterm and 
final test for some of their courses, and teachers would spend a day or 
two reviewing for these tests and a class period giving the tests. This 
would be approximately 5 hours per subject of instructional time for 
reviewing for and administering these exams.
  Currently, a member of the class of 2017 who is proficient already on 
Pennsylvania assessment tests will spend approximately 43 hours 
preparing for and taking three Keystone exams and the other high school 
assessment to prepare for college.
  A member of the class of 2017 who is not proficient on these tests 
during the first attempt could spend, minimally, 163 hours preparing 
for and taking three Keystone exams twice, completing three online PBA 
assessments, attending three classes of remediation, and completing the 
other high school assessments to prepare for college.
  The bottom line: it is too much. It is stifling. It is not conducive 
to fostering the intellectual growth we want to see in our students.
  This bipartisan amendment is a solution to many of the redundant, 
low-quality, and unnecessary testing that takes place. It will empower 
teachers and parents by giving existing Federal funding to State and 
local education agencies to develop curriculum plans to make the use of 
tests for the student.
  It also means quicker delivery of assessment data to educators and 
parents and a more qualitative analysis of how to shape curriculum for 
that student from the local district and parents, not the Federal 
Government.
  We need to stop teaching to the test and get back to empowering our 
children to think and succeed at the local level.
  I thank Chairman Kline for the opportunity to address this important 
issue, and I appreciate the efforts of Congresswoman Bonamici and her 
unwavering dedication to this issue of improving public education. She 
has been a delight to work with.
  I encourage my colleagues to join in favor of this amendment to be 
included

[[Page H1278]]

in H.R. 5, and I reserve the balance of my time.
  Ms. BONAMICI. May I inquire about the balance of my time?
  The Acting CHAIR. The gentlewoman from Oregon has 2\1/2\ minutes 
remaining.
  Ms. BONAMICI. Mr. Chairman, at this time I yield 1 minute to my 
colleague from Colorado (Mr. Polis).
  Mr. POLIS. Mr. Chair, I want to thank Ms. Bonamici for bringing 
forward this important amendment. Hardly a day goes by where I don't 
hear from my constituents that there is too much testing.
  Now, they don't often make the effort to distinguish between district 
testing, State testing, Federal testing and classroom testing, but 
clearly the Federal piece is the part that we are dealing with here 
today in Washington.
  What this amendment ensures is that we can focus on the quality of 
testing. We recently had a school district, Poudre School District, in 
and around Fort Collins, that did a review of all the different levels 
of testing that they have. What drives the most frustration among 
educators and among families and among students is testing for which 
they either don't understand the purpose or it doesn't have a purpose.
  We need to make clear not only what the purpose of testing is in 
public education but also have the most efficient and best route to get 
from here to there with regard to the quality of the tests.
  There are too many unnecessary and low-quality tests in public 
education. And at the same time we maintain our commitment to 
accountability and transparency, we must ensure that we take the 
quickest possible line from point A to point B through the highest-
quality tests and the minimum amount of testing necessary to fulfill 
the very important public policy goals of accountability and 
transparency.
  Mr. COSTELLO of Pennsylvania. Mr. Chairman, I yield 2 minutes to the 
gentleman from Florida (Mr. Curbelo), a true champion of public 
education.
  Mr. CURBELO of Florida. Mr. Chairman, I rise today in support of the 
amendment offered by my distinguished colleagues, Mr. Costello and Ms. 
Bonamici.
  As a member of the Miami-Dade County Public School Board, I am all 
too familiar with all of the challenges that our families and students 
face as it relates to testing.
  Now, don't get me wrong. Testing is a critical part, an element of 
the accountability system. If we can't ask the question, ``Are our 
children learning?'' then we have already failed in delivering an 
education system that serves this great Nation and our families. 
However, excessive and redundant testing has undermined accountability 
systems and has made it harder for our young people to learn.
  That is why I commend my distinguished colleagues for working 
together in a bipartisan way to offer this solution that will help 
millions and millions of children, teachers, and families all over our 
country. I know that the children of Miami-Dade County Public Schools 
and Monroe County Public Schools will appreciate this amendment. I know 
that the teachers back home will appreciate this amendment, and I 
commend my colleagues for their courage to work together in favor of 
such a smart solution.
  I also want to take the opportunity to commend Chairman Kline and 
Chairman Rokita for all of their hard work on the underlying bill, 
which I support.
  Ms. BONAMICI. Mr. Chairman, I want to thank, again, my cosponsor of 
this amendment and those who spoke in favor. Good, quality assessments 
can inform instruction. Duplicative assessments need to be eliminated. 
This amendment gives districts and States the flexibility to do that. I 
urge my colleagues to support it.
  I yield back the balance of my time.
  Mr. COSTELLO of Pennsylvania. Mr. Chairman, I yield 30 seconds to the 
gentleman from Indiana (Mr. Rokita).
  Mr. ROKITA. Mr. Chair, I thank Mr. Costello for yielding. I want to 
congratulate him on already being an effective Member of Congress. I 
also want to thank Representative Bonamici for her continued work on 
this amendment and seeing it through; also, Representative Carlos 
Curbelo, a member of our committee, for his effectiveness to date. It 
has been a great partnership all the way around.
  I want to associate myself with Mr. Curbelo's remarks and also simply 
add that this amendment helps States examine all of the assessments 
given to students, helps improve how student assessments are used, and 
possibly limits how many are given.
  This is a commonsense amendment, and I am happy to support it and 
urge my colleagues on both sides of the aisle to do so as well.
  Mr. COSTELLO of Pennsylvania. Mr. Chairman, I yield back the balance 
of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentlewoman from Oregon (Ms. Bonamici).
  The amendment was agreed to.


                 Amendment No. 24 Offered by Mr. Polis

  The Acting CHAIR. It is now in order to consider amendment No. 24 
printed in part B of House Report 114-29.
  Mr. POLIS. Mr. Chairman, I have an amendment at the desk.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 343, after line 24, insert the following new 
     subparagraph:
       ``(H) Awarding grants for the creation and distribution of 
     open access textbooks and open educational resources.''.

  The Acting CHAIR. Pursuant to House Resolution 125, the gentleman 
from Colorado (Mr. Polis) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Colorado.
  Mr. POLIS. In education, Mr. Chairman, oftentimes textbooks cost 
hundreds of dollars for each student. Now, sometimes that money has to 
come from the families. Sometimes the school or the district might have 
some old dog-eared textbooks, outdated and of different versions.
  I have been to a number of classrooms where the teacher has to say, 
For your assignment, if you have this version, read pages 33 through 
35. If you have this version, it is 36 through 38. If you don't have 
any version, here's a few copies in front that we'll give to you.
  That gets in the way of a quality education, both from an access 
standpoint, from a reinforcing economic disparity standpoint, as well 
as preventing our students from having access to the most up-to-date 
textbooks and available information.
  In an effort to address this issue, what my amendment would do is 
create an allowable use of funds for awarding grants for the creation 
and distribution of open source textbooks and open educational 
resources.
  The open source movement, in general, is sweeping the country with 
regard to available education and other areas. My amendment allows 
funds to be used for the creation and distribution of open source 
educational resources and textbooks at the K-12 level to bring cost 
savings to school districts, cost savings to families, and quality 
enhancements and educational enhancements to those districts, schools, 
and States that embrace this utilization of the funds.
  Many States and districts are already beginning to embrace this 
concept to save costs and improve the quality of their educational 
content in tight budget times. My amendment would simply allow them to 
use existing Federal funds to boost these cost savings even more in 
innovative districts and States that have chosen to embrace the open 
source textbook movement.
  I reserve the balance of my time.
  Mr. ROKITA. Mr. Chairman, I claim time in opposition, although I am 
not opposed to the amendment.
  The Acting CHAIR. Without objection, the gentleman from Indiana is 
recognized for 5 minutes.
  There was no objection.
  Mr. ROKITA. Again, I thank Mr. Polis for this amendment. The 
amendment simply clarifies that States may use, again, at their 
choosing, their funds under the local academic flexible grant to create 
or distribute open source education resources. This is a good thing. 
This grant is designed to be used to support the activities the State 
and local school districts believe are important to their students. If 
open source material is what is best for them, they should be able to 
use the funding to support that activity. This is in line with the 
spirit and themes

[[Page H1279]]

found throughout the Student Success Act.
  Again, I thank the gentleman for his leadership in offering it. I 
urge my colleagues to support it, and the underlying bill.
  With that, I yield back the balance of my time.
  Mr. POLIS. Mr. Chairman, by supporting my amendment, Congress can 
voice its support for the growing academic open source community and 
for encouraging cost-reducing, quality-enhancing innovation in the 
content that is available for students across the country.
  I encourage my colleagues to support my amendment, the open education 
resources amendment, and I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentleman from Colorado (Mr. Polis).
  The amendment was agreed to.


              Amendment No. 25 Offered by Ms. Jackson Lee

  The Acting CHAIR. It is now in order to consider amendment No. 25 
printed in part B of House Report 114-29.
  Ms. JACKSON LEE. Mr. Chairman, I have an amendment at the desk.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 354, line 19, strike ``two'' and insert ``three''.
       Page 355, after line 15, insert the following:
       ``(iii) Accountability-based programs and activities that 
     are designed to enhance school safety, which may include 
     research-based bullying prevention, cyberbullying prevention, 
     disruption of recruitment activity by groups or individuals 
     involved in violent extremism, and gang prevention programs, 
     as well as intervention programs regarding bullying.''.

  The Acting CHAIR. Pursuant to House Resolution 125, the gentlewoman 
from Texas (Ms. Jackson Lee) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentlewoman from Texas.
  Ms. JACKSON LEE. Mr. Chairman, let me thank the gentleman from 
Indiana for his kindness this evening as I have listened to the debate. 
I want to thank the ranking member of the full committee, Mr. Scott, 
and Mr. Kline, who have worked diligently. We could not have come to 
the point of having Members' amendments without the very hard work of 
Mr. Scott's staff, and certainly Mr. Kline. So I thank both of them 
because of our great concern on this issue.
  Mr. Chairman and colleagues, this is a face that I am trying to help 
with my amendment. This is the face of children being bullied in 
America.
  My amendment supports accountability-based programs and activities 
that are designed to enhance school safety, including research-based 
bullying prevention, cyber bullying prevention, disruption of 
recruitment activity by groups or individuals involved in violent 
extremism, and gang prevention programs.
  I will note, Mr. Chairman, that this amendment wants to support 
accountability-based programs and to acknowledge that every day in 
schools across America children of all kinds are bullied. One in seven 
students in grades K-12 is either a bully or a victim of bullying, and 
282,000 students are physically attacked in secondary schools each 
month.
  The Jackson Lee amendment also addresses growing concerns regarding 
violent extremism and the misuse of social media by militant extremist 
groups to recruit students and young persons.
  It really is about giving tools to schools to be prepared for the 
new, if you will, ills that are facing our children, which include 
cyber bullying, bullying based on discrimination, and peer advocacy.

                              {time}  2045

  It is noted that when bystanders intervene, bullying stops within 10 
seconds, 57 percent of the time; and bullied youths were most likely to 
report that actions that accessed support from others made a positive 
difference.
  I ask my colleagues to support this amendment and to realize that we 
can provide the skills and the tools for school districts to help in 
these very unfortunate circumstances for our children.
  Mr. Chairman, I reserve the balance of my time.
  Mr. ROKITA. Mr. Chairman, I claim time in opposition, although I am 
not opposed to the amendment.
  The Acting CHAIR. Without objection, the gentleman from Indiana is 
recognized for 5 minutes.
  There was no objection.
  Mr. ROKITA. Mr. Chairman, I thank the gentlewoman for offering this 
amendment. This adds an allowable use of funds for what we are calling 
the local academic flexible grant to support projects that focus on 
school and student safety.
  The local academic flexible grant, again, is the product of us 
eliminating over 65 programs in current law and delivering the funds 
that supported those programs back to the States and, with the States' 
blessing, even further back to local school districts and so forth.
  We know all too well that bad things can happen in schools. This 
amendment will clarify that school districts can use this funding--
again, not being mandated by the Federal Government--but through this 
grant can use the funding to support programs aimed at making schools 
safer. This is in all our interests.
  I thank the gentlewoman for offering this amendment and urge my 
colleagues to support it and the underlying bill.
  Mr. Chairman, I yield back the balance of my time.
  Ms. JACKSON LEE. Mr. Chairman, how much time do I have remaining?
  The Acting CHAIR. The gentlewoman from Texas has 3 minutes remaining.
  Ms. JACKSON LEE. Let me, first of all, thank the gentleman from 
Indiana, again, for the clarity of this instruction to our school 
districts across America; and if I might, again, acknowledge Mr. Scott 
and the chairman of the full committee.
  If I might continue to say that cyber bullying, it is estimated that 
2.2 million children experienced cyber bullying in 2011.
  This is a teaching tool. This is a Marvel comic book that says 
Internet superheroes meet the Internet villains, many different tools 
that school districts can use to be able to educate our children.
  Sixty-four percent of students enrolled in weight loss programs 
reported experiencing weight-based victimization.
  As I indicated, peer advocacy, 70.6 percent of young people say they 
have seen bullying in their school. We know that this is a problem, but 
we know that intervention helps. My amendment, again, emphasizes the 
intervention and the accountability.
  I ask my colleagues to support this amendment, I thank them for their 
support in advance, and I leave you simply by acknowledging that this 
face should be a smile. When every child goes to school, they should 
have a smile on their face.
  Mr. Chair, I have an amendment at the desk. It is listed in the 
report as Jackson Lee Amendment No. 25.
  As the founder and co-chair of the Congressional Children's Caucus, I 
have long advocated for the health, dignity and well-being of our 
nation's children.
  One of the fundamental things that children need to succeed in life 
is a good education.
  I thank the Rules Committee for making in order Jackson Lee Amendment 
No. 25.
  Mr. Chair, Jackson Lee Amendment No. 25 supports accountability-based 
programs and activities that are designed to enhance school safety, 
which may include research-based bullying prevention, cyberbullying 
prevention, disruption of recruitment activity by groups or individuals 
involved in violent extremism, and gang prevention programs.
  Statistics on bullying:
  Mr. Chair, the daily reality for too many of our children is that 
they are threatened, bullied, and assaulted but reluctant to tell 
adults about their pain or shame:
  1. 1 in 7 students in grades K-12 is either a bully or a victim of 
bullying.
  2. 282,000 students are physically attacked in secondary schools each 
month.
  3. 90% of 4th to 8th grade students report being victims of bullying 
of some type.
  4. 71% of students report incidents of bullying as a problem at their 
school.
  5. 15% of all students who don't show up for school report it to 
being out of fear of being bullied while at school.
  Consequences of bullying:
  1. 15% of all school absenteeism is directly related to fears of 
being bullied at school.
  2. According to bullying statistics, 10 percent of school dropouts do 
so because of repeated bullying.
  3. Bullying is a leading cause of adolescent suicide.

[[Page H1280]]

  The Jackson Lee Amendment also addresses growing concerns regarding 
violent extremism and the misuse of social media by militant extremist 
groups to recruit students and young people.
  Mr. Chair, as we all know, our world changed on September 11, 2001.
  Groups like ISIS/ISIL are attempting to reach children and young 
people through social media.
  This activity is being addressed by law enforcement, intelligence, 
and Homeland Security.
  It is important that we provide schools and school districts an 
opportunity to include in their education programs around school 
violence material for parents and their children on the issue of 
radical extremism.
  As the ranking member of the Judiciary Committee's Subcommittee on 
Crime, Terrorism, Homeland Security, and Investigations, as well as a 
senior member of the Homeland Security Committee I believe that we must 
address emerging threats where they are as early as possible.
  I ask my colleagues to support Jackson Lee Amendment No. 25 to help 
protect our school age children from bullying and radical extremism.


                  CYBERBULLYING AND SUICIDE STATISTICS

  Cyberbullying: Estimated that 2.2 million students experienced 
cyberbullying in 2011.
  Of the 9% of students that reported being cyber-bullied in the 
National Crime Victimization Survey compared to 6.2% in 2009 (NCES, 
2013): 71.9% reported being cyber-bullied once or twice in the school 
year, 19.6% reported once or twice a month, 5.3% reported once or twice 
a week, and 3.1% reported almost every day.
  Bullying based on discrimination: 64% of students enrolled in weight-
loss programs reported experiencing weight-based victimization.
  Of 7,000 LGBT aged 13-21 revealed that because of their sexual 
orientation: 8 of 10 students had been verbally harassed at school, 4 
of 10 had been physically harassed at school, 6 of 10 felt unsafe at 
school, and 1 of 5 had been the victim of a physical assault at school.
  Children with disabilities were two to three times more likely to be 
bullied than their nondisabled peers.
  Peer advocacy: 70.6% of young people say they have seen bullying in 
their schools (U.S. Department of Health & Human Services, 2014). When 
bystanders intervene, bullying stops within 10 seconds 57% of the lime 
(U.S. Department of Health and Human Services, 2014).
  Bullying intervention: Bullied youth were most likely to report that 
actions that accessed support from others made a positive difference 
(Davis and Nixon, 2010).
  Last thing, I would like to reference the following: Super Heroes 
Meet the Internet Villains Marvel, sponsored by Microsoft.

How One Government Is Taking Drastic Measures To Save Kids From Islamic 
                         Extremist Brainwashing

                          (By Kara Pendleton)

       ISIS has been busy recruiting children, even publishing a 
     booklet for mothers called the Sister's Role in Jihad that 
     instructs them to begin indoctrinating their children as 
     infants, because waiting until they're older may ``be too 
     late.''
       The Middle East Media Research Institute (MEMRI) reports 
     that ``children are central to ISIS,'' being both a 
     propaganda tool and future fighters.
       Due to a surge in Islamic extremism occurring in the U.K., 
     the government is taking steps to help combat the grooming 
     and indoctrination of youngsters:
       A new bill proposed in the U.K. would enlist school 
     teachers as agents of the state in the fight.
       How would it work?
       The Daily Mail cites a Home Office (the U.K. counterpart to 
     the U.S. State Department) spokesman, who explained:
       ``We are not expecting teachers and nursery workers to 
     carry out unnecessary intrusion into family life but we do 
     expect them to take action when they observe behaviour of 
     concern.
       For schools, including nurseries and other childcare 
     providers, we would expect staff to have the training they 
     need to identify children at risk of radicalisation and know 
     where and how to refer them for further help if necessary.''
       However, some argue this latest move is a step too far.
       The policy director of the human rights body Liberty, 
     Isabella Sanky, believes the focus should be on supporting 
     those children who are at risk:
       ``Instead they are playing straight into terrorists' hands 
     by rushing through a Bill that undermines our democratic 
     principles and turns us into a nation of suspects.''
       People remain split over whether it is acceptable for the 
     state to take children away from their parents. With ISIS and 
     radical Islam on the rise, it's clearly difficult to find the 
     line between freedom and state control and identify a 
     solution that both respects individual rights and protects 
     the populous.

  I ask for support of the Jackson Lee amendment and yield back the 
balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentlewoman from Texas (Ms. Jackson Lee).
  The amendment was agreed to.


           Amendment No. 26 Offered by Ms. Wilson of Florida

  The Acting CHAIR. It is now in order to consider amendment No. 26 
printed in part B of House Report 114-29.
  Ms. WILSON of Florida. Mr. Chairman, I have an amendment at the desk.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 354, line 19, strike ``two categories'' and insert 
     ``four categories''.
       Page 355, after line 15, insert the following:
       ``(iii) Establishing, expanding, or maintaining intensive 
     care reading laboratories to assist elementary school 
     students who are reading at below grade level.
       ``(iv) Enabling elementary schools to provide instruction 
     in language arts, mathematics, and science in grades 1 
     through 3 through teachers who are specialized in language 
     arts, mathematics, or science, respectively.

  The Acting CHAIR. Pursuant to House Resolution 125, the gentlewoman 
from Florida (Ms. Wilson) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentlewoman from Florida.
  Ms. WILSON of Florida. Mr. Chairman, this amendment provides for 
elementary students reading below grade level to utilize intensive care 
reading labs to improve their reading efficiency.
  I am well aware of the shortcomings of H.R. 5 and its failure to make 
the improvements necessary to bring our educational system into the 
21st century. The bill falls short of providing quality education for 
many of our young students and has, in fact, left many of our students 
behind.
  Students need enriching learning environments, individualized 
instruction, well-trained teachers, and positive reinforcement to 
support their educational development.
  Mr. Chairman, this amendment I have before you today provides for 
just that approach to helping students improve their reading 
proficiency.
  First, it provides for individualized reading instruction through 
intensive care reading labs, in addition to their normal reading 
instruction in schools, helping improve students' literacy early in 
their education.
  In these labs, students will be taught by highly trained teachers who 
work with students in small numbers to improve their literacy and 
reading comprehension. If children can read on grade level by grade 
three, they will graduate high school.
  Teachers in first, second, and third grade should specialize in 
teaching language arts, then another subgroup should specialize in math 
and science. They should be trained by the school district.
  By using this specialized approach, schools will be able to better 
prepare teachers and ensure students are being taught by teachers 
dedicated to their specific fields. In high schools, English teachers 
teach English, math teachers teach math. It should be the same in K-3 
grades.
  That is why I support this amendment and why I urge all of my 
colleagues to vote for this amendment as well.
  Mr. Chairman, I yield back the balance of my time.
  Mr. ROKITA. Mr. Chairman, I claim time in opposition to this 
amendment.
  The Acting CHAIR. The gentleman from Indiana is recognized for 5 
minutes.
  Mr. ROKITA. Mr. Chair, I appreciate the gentlewoman's concern and the 
purpose of this amendment; however, it must be opposed.
  Comprehensive literacy and reading programs and their connection to 
college and career success are obviously vitally important.
  Since State and local educational officials understand the importance 
of reading proficiency, including the benefits of teaching 
comprehension, vocabulary, and other skills, I am confident that these 
officials will see the benefits of programs like this and choose to use 
their local academic flexible grant under this bill to fund programs 
like this.
  The block grant is designed to be flexible, thereby allowing local 
education officials to use the funds in a

[[Page H1281]]

way that most benefits their students. We do not want to start 
rebuilding the silos that we have just knocked down with this bill 
language.
  I believe this amendment, unfortunately, would do that very thing by 
requiring this instruction instead of letting State and local school 
districts, teachers, parents, local taxpayers, and school officials 
decide what is best for their students.
  I agree, again, with the importance of this issue, but oppose the 
amendment as the underlying bill already provides States and school 
districts funding flexibility to set their own priorities, not letting 
Washington do it.
  I encourage my colleagues, on that basis then, to oppose this 
amendment but still support the underlying bill.
  Mr. Chairman, I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentlewoman from Florida (Ms. Wilson).
  The amendment was rejected.


                Amendment No. 27 Offered by Mr. Courtney

  The Acting CHAIR. It is now in order to consider amendment No. 27 
printed in part B of House Report 114-29.
  Mr. COURTNEY. Mr. Chairman, I have an amendment at the desk.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 366, line 5, strike ``and''.
       Page 366, after line 5, insert the following:
       (2) in paragraph (1)(E)--
       (A) by striking ``(E)'' and inserting ``(E)(i)'';
       (B) by striking the semicolon and inserting ``; or''; and
       (C) by adding at the end the following:
       ``(ii) resided on Federal property under lease under 
     subchapter IV of chapter 169 of title 10, United States 
     Code;''; and
       Page 366, line 6, strike ``(2)'' and insert ``(3)''.

  The Acting CHAIR. Pursuant to House Resolution 125, the gentleman 
from Connecticut (Mr. Courtney) and a Member opposed each will control 
5 minutes.
  The Chair recognizes the gentleman from Connecticut.
  Mr. COURTNEY. Mr. Chairman, nearly two decades ago, Congress created 
the Military Housing Privatization Initiative to improve military 
family housing that, in many cases, was decrepit by allowing private 
developers to upgrade, maintain, and operate housing communities.
  In the years since, public-private ventures created under this 
program have infused millions in private capital to improve the living 
conditions of military families at installations all across the country 
and has made a tremendous difference for our military families across 
the Nation.
  As of 2011, 193,000 units of housing have been converted under this 
program. Under the program, priority for housing goes first to military 
personnel, then to Federal employees and retirees. However, if 
occupancy rates drop below certain levels for a period of time, the 
housing can be made available to the general public.
  Allowing nonmilitary families with children access to this housing is 
an important part of ensuring the financial viability of these 
ventures, but it also presents unanticipated challenges to the host 
communities where they are located, since these properties are property 
tax exempt.
  For example, today, there are 130 civilian nonmilitary children 
residing at the public-private housing at Naval Submarine Base New 
London in Groton, Connecticut.
  These children attend Groton public schools alongside military 
children residing in the same community; yet Groton receives no Impact 
Aid support for the cost of their education. Since their housing is 
property tax exempt, the host community has to absorb the entire per 
pupil cost for their education.
  While I was made aware of this problem because of the growing 
challenge in Groton, it is clear from discussions with Navy officials 
and the Groton developer that the same problem will face communities 
across the country that have privatized military housing, as the size 
and composition of our military changes in the years ahead.
  Under current law, local schools are eligible to receive only 5 
percent of the support payments for children residing on Federal 
property with a parent who is not affiliated, but only if the number of 
children being educated equals or exceeds 1,000 or equals or exceeds 10 
percent of the total numbers of students in average daily attendance.
  My amendment is simple. It would ensure that the number of civilian 
children living in property tax exempt military housing can be more 
adequately factored into a community's support for educating these 
children under Impact Aid.
  Since my amendment was made in order last night, I have heard 
recognition of the problem that I am seeking to address, but also 
concerns at how it would have wider-ranging impacts to this program, 
particularly in light of the ongoing funding challenges in Impact Aid.
  Throughout the day, my staff and I have had productive and thoughtful 
discussions with the National Association of Federally Impacted Schools 
and the Military Impacted Schools Association about how to address this 
issue that my communities and others are facing.
  I would note that the chairman of the committee, Mr. Kline, who also 
serves on the House Armed Services Committee with me, has pledged to 
work with my office to try and address this issue which, again, at the 
end of the day, is about fairness for host communities that step up and 
make sure that our military families have safe and good schools.
  Mr. KLINE. Will the gentleman yield?
  Mr. COURTNEY. I yield to the gentleman from Minnesota.
  Mr. KLINE. I will be happy to work with you.
  Mr. COURTNEY. I appreciate that, Mr. Kline. These organizations have 
pledged to work with me to find ways to constructively address these 
issues in the days moving ahead.
  Mr. Chair, I withdraw my amendment.


                 Amendment No. 28 Offered by Mr. Nolan

  The Acting CHAIR. It is now in order to consider amendment No. 28 
printed in part B of House Report 114-29.
  Mr. NOLAN. Mr. Chairman, I have an amendment at the desk.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 391, line 19, add at the end after the period the 
     following: ``It is further the policy of the United States to 
     ensure that Indian children do not attend school in buildings 
     that are dilapidated or deteriorating, which may negatively 
     affect the academic success of such children.''.

  The Acting CHAIR. Pursuant to House Resolution 125, the gentleman 
from Minnesota (Mr. Nolan) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Minnesota.
  Mr. NOLAN. Mr. Chairman, I would like to begin by thanking Chairman 
Kline for his work on this important legislation; of course, Ranking 
Member Bobby Scott as well; and the members of the committee and the 
Rules Committee for allowing us to offer this amendment here this 
evening.
  Mr. Chairman, in short, my amendment ensures that Indian children 
will not be expected to attend school in buildings that are dilapidated 
and dangerous.
  Under title V of House Resolution 5, the Federal Government has an 
obligation to fund and to maintain these schools. It is time to honor 
that obligation and send the message to our students in Indian Country 
that their education and their success in life are important to all of 
us, and expecting them to go to school in facilities in utter disrepair 
simply does not send that message.
  According to the Department of the Interior, there are 63 schools 
funded by the Bureau of Indian Education that are listed in poor 
condition.
  For example, the Bug-O-Nay-Ge-Shig School on the Leech Lake 
Reservation in my district is housed in an old pole building--cold and 
drafty in the winter, hot in the summer, unfit for children or teachers 
in any season.
  I operated my sawmill and pallet factory in a pole building. I think 
we all agree that we want something better for our children when they 
go to school.
  Look around us right now, Mr. Chairman. We have a magnificent Capitol 
here to symbolize the importance of the work and the purpose of what we 
do here.
  Sure, as a practical matter, we can conduct our Nation's business in 
a pole

[[Page H1282]]

building, but we don't and for good reason.

                              {time}  2100

  Architecture needs to carry with it not only a sense of function but 
a sense of importance and a sense of purpose. The simple truth is 
architecturally distinctive schools deliver a message to students that 
their education is valued, that it is important.
  The Bug-O-Nay-Ge-Shig School I mentioned, like so many others, has an 
incredibly long list of serious problems. Students endure rodent and 
bat infestations, roof leaks and holes, mold and fungus, a faulty air 
system, uneven floors, poor lighting, sewer problems, and dangerous 
electrical configurations with wires just crisscrossing all the 
hallways and the rooms in a dangerous way. This building is literally 
at risk of collapse. It has earned the nickname ``Killer Hall'' from 
the local emergency responders.
  Students and faculty throughout the 63 schools in Indian Country face 
similar serious health and safety risks every day at schools like this, 
thus perpetuating lower graduation rates and difficulties retaining 
qualified teachers. In fact, Chairman Kline, himself, called for action 
on tribal school construction in a letter to the Bureau of Indian 
Education just last week, and I want to applaud him for that.
  Regarding the Bug-O-Nay-Ge-Shig School, the chairman said: ``This 
appalling situation not only adversely affects the quality of education 
these students receive, but also their health and safety.'' The 
chairman is right. Our children deserve better, regardless of where 
they live.
  I want to particularly thank the gentlewoman from Minnesota, 
Congresswoman Betty McCollum, for her continued support on this issue, 
as well as Congresswoman Ann Kirkpatrick of Arizona, Congressman Ben 
Ray Lujan of New Mexico, and Congressman Raul Ruiz of California for 
cosponsoring this amendment.
  I am pleased the administration requested more money for the Bureau 
of Indian Education construction funding in its most recent budget, but 
we can do better. We can do more.
  Minnesota's MinnPost reporter Devin Henry recently wrote a story 
entitled, ``Where Republicans and Democrats Agree the Government Needs 
to Spend More,'' and that item is funding for Indian education and 
construction. I will include that article in the Record.

                     [From MINNPOST, Feb. 9, 2015]

  Where Republicans and Democrats Agree the Government Needs to Spend 
                                  More

                            (By Devin Henry)

       Washington.--From budget limits to the national debt, much 
     of the debate Washington today focuses on cutting spending. 
     But on at least one line item in President Obama's budget, 
     lawmakers on both sides of the aisle agree that the 
     government needs to spend more.
       Minnesota Rep. Betty McCollum, a Democrat on the budget-
     writing Appropriations Committee, said she and a group of 
     members, including Republicans, are looking for ways to boost 
     funding for school construction on tribal lands around the 
     country, even after Obama proposed pumping millions in new 
     money into it.
       Tribal school construction has been neglected for some 
     time, so even though Obama proposed more than doubling its 
     modest budget next year, it's not nearly enough to confront 
     the problem of broken down schools around the country. In 
     Minnesota, the Leech Lake Reservation's Bug-O-Nay-Ge-Shig 
     School, typifies this--it's housed in a used pole barn and 
     students have taken to wearing winter coats while in the 
     school. When winds reach 40 miles per hour, teachers move 
     children to other buildings.
       The administration sees Obama's proposal as a first step of 
     a multi-year effort to improve the system, but Indian 
     education advocates are looking for more money right now to 
     kick-start new school construction down the road.
       Still, officials are heartened that the issue is at least 
     on the radar--the Bug School, for example, isn't funded in 
     Obama's plan, but tribal chairwoman Carri Jones issued a 
     statement saying the tribe is ``extremely pleased and 
     grateful'' that the president included new funds in his 
     budget.
       On Capitol Hill, funding for Indian education, especially 
     school construction, is an area of relative bipartisanship: 
     last year, for example, both parties agreed on a large 
     spending increase for replacement school construction around 
     the country, above what even Obama proposed. McCollum credits 
     this to trust and treaty obligations the United States 
     government has to tribes across America--the U.S. has a 
     responsibility to support tribes, and it's one Congress takes 
     seriously.
       There are still a lot of questions about what McCollum and 
     others are trying to do, like how much money they're looking 
     for, and where it will come from. For now, she's not getting 
     into details, except to say that she thinks more money could 
     be on its way.
       ``This is not enough money and we need to come up with a 
     plan that would have tribal nations, American children who 
     are members of tribal nations, going to safe schools, 21st 
     century schools,'' she said.


                  Obama's plan wins bipartisan support

       Obama has proposed a $1 billion budget for the Bureau of 
     Indian Education in 2016--a $150 million increase over 
     current levels. That includes $45 million for new school 
     construction. The budget represents a big increase over what 
     Obama has looked for in the past--new school construction saw 
     a big influx of funding in the stimulus act in 2009, but his 
     $3.5 million request last year was his first since 2011.
       Even so, the problem is much bigger than what's in Obama's 
     budget. His proposal would go toward building the last two 
     buildings on a 2004 list of replaceable schools, but that 
     would still leave behind a $1.3 billion backlog of 
     dilapidated schools nationwide.
       Members on both sides of the aisle greeted the request as a 
     welcome change of pace after what McCollum described as a 
     ``time out'' for BIE construction funding. Republican Rep. 
     Tom Cole, an Oklahoman on the Appropriations Committee with 
     whom McCollum has worked on Indian issues, said the proposal 
     ``is an area where we can cooperate and hopefully make a lot 
     of progress on.''
       Minnesota Rep. John Kline, who chairs the House Education 
     Committee, said in a statement that he's ``pleased'' by the 
     proposal and vowed to ``look more closely at this issue and 
     demand better for these students.''
       All that said, everyone recognizes the plan only accounts 
     for two schools-worth of funding. When Interior Secretary 
     Sally Jewell introduced Obama's plan to reporters last month, 
     she acknowledged that $45 million isn't enough to made major 
     inroads in the school construction backlog. She called it 
     ``just step one in a multi-year approach'' to fixing the 
     backlog, and said it ``was as far as we could reasonably go'' 
     to fit funding into the overall budget and get lawmakers' 
     approval.


               Happy with the plan, but looking for more

       Congress has a history of going above and beyond what the 
     Obama administration requests on BIE issues. Last year, for 
     example, Obama requested $3.5 million to plan construction of 
     a new BIE school in Maine. Congress appropriated $20.1 
     million to straight-up build the school instead.
       Since Obama's 2016 budget covers the money needed to 
     rebuild the schools still on the government's list, any money 
     above that could go toward planning the schools that might be 
     included on a new replacement list, McCollum said. ``When we 
     see the list and we have a dollar figure off the list, then 
     we need to have the big idea, the big plan on a way forward 
     so we can get these schools reconstructed so they can be 
     repaired, and rebuilt where they need to be taken down,'' she 
     said.
       To that end, she and other budget writers are scouring the 
     budget--from the Interior Department and beyond--trying to 
     find funding to pump up BIE construction even further. It's a 
     bipartisan effort: McCollum said she, Cole and a group of 
     other Republicans began discussing additional funding schemes 
     while they toured Indian Country in Arizona last month.
       ``We were literally at dinner like, `what if we try this, 
     what if we try that, well we're going to talk to Treasury, 
     we're going to talk to OMB, let's talk to the White House,' 
     '' she said.
       There is danger here, of course, that partisan budget 
     fights could delay or derail the whole process. The Interior 
     budget is relatively small, which McCollum said makes it 
     difficult to shift funding toward a bipartisan priority like 
     Indian schools when there are other areas--clean air and 
     water, wildfire prevention--that need funding. It's easier to 
     find money for Defense Department schools (the only other 
     school system the federal government runs) because the DOD 
     budget is so big.
       But that's what negotiations are for. McCollum and 
     Oklahoma's Cole both said they expect to eventually find a 
     path forward on this.
     ``The trick is always finding the money, because the 
     president is proposing this having disregarded the budget 
     caps,'' Cole said. ``But it wouldn't be the first time, on 
     Interior Approps, we've been able to rob Peter to pay Paul. 
     And the Democrats might not like the Peter, but we all agree 
     on the Paul that needs help, in this case Indian Education.''


                    Bug School could get on new list

       The Leech Lake Reservation's Bug School has gained some 
     notoriety in the Indian education community. Jewell visited 
     it last summer and in announcing Obama's funding request, 
     mentioned it as the type of school that needs to be replaced. 
     Lawmakers did the same in a budget bill Congress passed in 
     December.
       When officials made their list of replacement schools in 
     2004, they left off the Bug School. The Interior Department 
     has now assembled a team of experts from the Department of 
     Defense' school system and the Interior Department to write a 
     new list and come up with criteria meant to more accurately 
     identify replaceable schools.
       For example, McCollum said, the last list considered the 
     condition of all the schools in an individual district, and 
     because Leech

[[Page H1283]]

     Lake's elementary schools are in comparably acceptable 
     condition, the Bug School was less likely to make the cut. 
     Its inclusion in a budget bill, and the attention Jewell has 
     given it, indicates its inclusion on a new list, which is 
     expected this spring.
       ``We are extremely pleased and grateful that the 
     President's budget includes substantially more funding for 
     BIE school construction and rehabilitation than in years past 
     and that it begins to recognize the significant need in 
     Indian Country for a safe learning environment for our 
     students,'' Jones, the Leech Lake tribal chairwoman, said in 
     a statement to MinnPost. ``We are fighting to give our 
     community a new high school facility because our children 
     deserve the best educational opportunities.''

  Mr. NOLAN. Mr. Chairman, the choice today is simple. No child should 
be expected to endure deteriorating school rooms to get an education. I 
urge my colleagues to adopt the amendment.
  I yield back the balance of my time.
  Mr. KLINE. Mr. Chairman, I seek time in opposition to the gentleman's 
amendment, although I do not oppose it.
  The Acting CHAIR. Without objection, the gentleman from Minnesota is 
recognized for 5 minutes.
  There was no objection.
  Mr. KLINE. Mr. Chairman, I want to thank my colleague from the cold 
north of Minnesota for his very excellent amendment. We know in 
Minnesota, as we know across the country, that the state of many of 
these Indian schools are just absolutely deplorable. He described that 
very well. It is appalling that sometimes it has taken us 10 years to 
identify a problem, and we can't do anything about it.
  We are compromising the education of vulnerable children; we are 
compromising their health and safety, as my friend from Minnesota (Mr. 
Nolan) said; and we are certainly compromising their education and 
their hopes for a better future. That is why we have got to look more 
closely at this issue. That is why I did write the letter to the 
Director of the BIE to begin a dialogue. That is why we will hold, in 
the coming weeks, a hearing to dig into this.
  We are badly organized, shall I say, in the government sometimes and 
in the Congress. So one committee is looking at one thing, and then 
nobody is looking at another, and nobody is paying attention to 
something else, and we have let this deplorable situation develop. We 
have got to do better.
  The gentleman's amendment will help in this regard. I very much 
appreciate that he did it. I am very, very supportive of this amendment 
because it makes this bill a better bill.
  I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentleman from Minnesota (Mr. Nolan).
  The amendment was agreed to.


          Amendment No. 29 Offered by Mrs. Davis of California

  The Acting CHAIR. It is now in order to consider amendment No. 29 
printed in part B of House Report 114-29.
  Mrs. DAVIS of California. Mr. Chairman, I have an amendment at the 
desk.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 514, line 9, strike ``of the school'' and 
     insert ``in the school building''.

  The Acting CHAIR. Pursuant to House Resolution 125, the gentlewoman 
from California (Mrs. Davis) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentlewoman from California.
  Mrs. DAVIS of California. Mr. Chairman, this bipartisan amendment 
that I bring forward with my colleagues, Mr. Dold of Illinois and Mr. 
Polis of Colorado, would clarify the definition of ``school leader'' 
currently contained in section 6101 of H.R. 5.
  Mr. Chairman, the current definition of ``school leader'' contained 
in this bill is problematic. As currently drafted, the definition fails 
to make clear to State and local school districts that a school leader 
is an individual who runs the operations and instructional programs 
within a school, as opposed to a district administrator who oversees 
individual schools' programs.
  As a result, States and local school districts might interpret this 
definition to apply to an assistant superintendent of curriculum or a 
subject matter content specialist who oversees instructional practices 
within an LEA but is not in a school building on a daily basis, such as 
a principal.
  This amendment removes this ambiguity by making it clear that the 
definition of ``school leader'' should apply as it was originally 
intended--directly and solely to a school principal. If left unchanged, 
it is possible that district administrators could become eligible for 
title II professional development funds currently aimed at improving 
the quality of our Nation's school principals.
  I urge my colleagues to support this amendment, which ensures that 
title II funds go to the school leader, the person who is most 
responsible for student achievement.
  With that, Mr. Chairman, I reserve the balance of my time.
  Mr. DOLD. Mr. Chairman, I claim time in opposition to the amendment, 
even though I am not opposed to it.
  The Acting CHAIR. Without objection, the gentleman from Illinois is 
recognized for 5 minutes.
  There was no objection.
  Mr. DOLD. Mr. Chairman, I certainly want to thank my good friend from 
California for her leadership on this, and also my friend from 
Colorado.
  Really what this is doing, Mr. Chairman, is this is talking about a 
technical correction. As my friend from California pointed out, what we 
are really looking to try to do is to make sure that the dollars 
allocated in this bill for continuing education and other things are 
actually going to a school leader, which is mentioned throughout this 
bill, but ``school leader'' is left largely undefined.
  We want to make sure that we put a little bit more definition for our 
local school districts so that they have a better understanding that a 
school leader is actually someone that resides within the school. We 
think that is absolutely critical in terms of continuing education, 
some of the other programs, to make sure that it is not ambiguous. We 
want to make sure that we are focusing on the task at hand.
  We hope that this is something, again, that has bipartisan support. 
We hope that we will be able to go through the process fairly quickly.
  I yield back the balance of my time.
  Mrs. DAVIS of California. Mr. Chairman, I want to thank my colleague 
from Illinois and reiterate that this is merely a clarifying amendment, 
but one with real impact as it will return the term ``school leader'' 
to its originally intended use.
  I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentlewoman from California (Mrs. Davis).
  The amendment was agreed to.


                 Amendment No. 30 Offered by Mr. Zeldin

  The Acting CHAIR. It is now in order to consider amendment No. 30 
printed in part B of House Report 114-29.
  Mr. ZELDIN. Mr. Chairman, I have an amendment at the desk.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 563, after line 15, insert the following:

     ``SEC. 6532. STATE CONTROL OVER STANDARDS.

       ``(a) In General.--Nothing in this Act shall be construed 
     to prohibit a State from withdrawing from the Common Core 
     State Standards or any other specific standards.
       ``(b) Prohibition.--No officer or employee of the Federal 
     Government shall, directly or indirectly, through grants, 
     contracts or other cooperative agreements, through waiver 
     granted under section 6401 or through any other authority, 
     take any action against a State that exercises its rights 
     under subsection (a).''.

  The Acting CHAIR. Pursuant to House Resolution 125, the gentleman 
from New York (Mr. Zeldin) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from New York.
  Mr. ZELDIN. Mr. Chairman, I rise this evening in support of my 
amendment that sends a very clear message to States that if they choose 
to withdraw from Common Core, there will be no penalty whatsoever from 
the Federal Government.
  As a New York State Senator, I introduced legislation with New York 
State Assemblymen Al Graf and Ed Ra that would stop Common Core in New 
York.
  In New York, we have these Common Core standards set nationally, 
tests created by the State, curriculum set by the local school 
districts, and no one is talking to each other; teachers not only 
teaching to the test, but they are

[[Page H1284]]

teaching to the wrong test because they are not given the tools they 
need to know what the test is even going to look like.
  And for any government Kool Aid-drinking bureaucrat who is listening 
to this and disagreeing with what I have to say, you are not listening 
to those parents and educators and students who are pleading with 
passion exactly what I am saying, begging for a positive change that 
will improve the quality of education in America's classrooms.
  The most common argument I received in opposition to my bill was that 
if New York State withdrew from Common Core, that somehow the Federal 
Government was going to punish New York State with hundreds of millions 
of dollars lost--some even said billions of dollars. This amendment is 
the most important action that this Congress can take to diffuse those 
claims and allow States to withdraw without punishment.
  As for my strong personal opinion, I believe in higher standards, but 
I don't believe that Common Core is the answer. This goes way beyond 
the complaints of killing morale in the teaching profession. Much more 
importantly, this is about killing the morale for that student who is 
intelligent, pays attention in class, goes home and does their 
homework. They are going to grow up to be a doctor or a lawyer or a 
successful businessman. They are being told that they are not 
proficient in reading--not because they are not proficient in reading, 
but because the rollout of Common Core has been a disaster.
  We have 10-year-old special education students taking fifth grade 
tests even if they are reading at a first grade reading level. Or you 
can go on the EngageNY Web site and read about how first graders, the 
domain for English language arts, early world civilizations, they are 
learning about ancient world Mesopotamia and the strategic advantage of 
the Tigris and Euphrates Rivers with regard to the development of the 
city of Babylon--6-year-olds, first graders.
  As a father of twin third grade girls, I believe in higher standards. 
I believe in challenging our students to excel and to aim as high as 
possible. But when it comes to all of America's children, there just 
shouldn't be a one-size-fits-all approach.
  While some States embrace Common Core, not all States' needs are the 
same. My amendment would allow States currently using Common Core to 
opt out without punishment. Parents need to be in charge of their 
children's education, not unelected, faceless bureaucrats making 
unilateral decisions for the entire Nation.
  A one-size-fits-all solution to education reform intensifies the 
problem, and it doesn't address our underlying issues. We want to 
provide the best possible opportunities for our children, and the 
people best positioned to make those decisions are our parents and our 
local educators.
  I ask my colleagues to support my amendment, hear the concerns of our 
parents and educators, and heed the call to rescue our schoolchildren. 
It is like when they fall into the deep end of a pool, they don't have 
a lifejacket, they don't yet know how to swim. That is what it feels 
like for many of them.
  This is a vote for residents in your district who aren't even old 
enough to vote. Fight for them and pass this amendment.
  I reserve the balance of my time.
  Mr. SCOTT of Virginia. Mr. Chairman, I rise in opposition to the 
amendment.
  The Acting CHAIR. The gentleman is recognized for 5 minutes.
  Mr. SCOTT of Virginia. Mr. Chairman, this amendment is not necessary 
because there is no prohibition against people withdrawing from Common 
Core.
  I think we need to say a few things about Common Core.
  It is not a national or a Federal initiative. It is State led. States 
develop the Common Core standards through the Council of Chief State 
School Officers and the National Governors Association. The U.S. 
Department of Education did not participate in that. The administration 
does not coerce States into adopting Common Core. In fact, States have 
received waivers under NCLB and have not adopted Common Core, like my 
home State of Virginia.
  In Virginia, our State system of higher education certified that when 
a child is proficient under our standards of learning, they could enter 
public universities without the needed remediation. Those standards 
were okay, not the Common Core.
  Frankly, we need those kinds of standards, college and career-ready, 
because you want people, when they graduate from high school, to be 
able to go to college without remediation. That is not a high bar, and 
we want to make sure that whatever happens to this amendment, we are 
not exempting States from meaningful standards.
  I reserve the balance of my time.

                              {time}  2115

  Mr. ZELDIN. Mr. Chairman, I will continue to reserve the balance of 
my time.


 =========================== NOTE =========================== 

  
  February 26, 2015, on page H1284, the following appeared: I 
reserve the balance of my time. Mr. ZELDIN. Mr. Chairman, I will
  
  The online version should be corrected to read: I reserve the 
balance of my time. (2115) Mr. ZELDIN. Mr. Chairman, I will


 ========================= END NOTE ========================= 

  Mr. SCOTT of Virginia. Mr. Chairman, I yield 2 minutes to the 
gentleman from Colorado (Mr. Polis).
  Mr. POLIS. I thank the gentleman from Virginia.
  Mr. Chairman, there is an enormous amount of misperception about what 
the Common Core standards are. Frankly, those of us who serve in this 
body are elected leaders. I urge my colleagues to take the time to 
educate themselves about this collaborative effort between a number of 
States that have developed college- and career-ready standards before 
they decry it based on misperceptions that, unfortunately, exist among 
the American public.
  A number of States chose to work collaboratively on college- and 
career-ready standards. What we at the Federal level want to see is 
that States have college- and career-ready standards. We want to make 
sure that a diploma is meaningful. If a Federal investment is made, we 
want to make sure that States don't define success downward, disguising 
achievement gaps and making it look like every child achieves 
expectations by lowering expectations.
  How they do that is entirely up to them. Let me repeat myself. How 
they do that is entirely up to them. Many States choose to work 
together. Some States choose to create their own standards. A project 
of the National Governors Association had Governors and State education 
commissioners working together to develop college- and career-ready 
standards. Other States have chosen to develop their own college- and 
career-ready standards.
  That really is an appropriate discussion to have at the State level, 
but not in the halls of Washington. You won't hear people pushing 
Common Core standards here in Washington because I don't think any of 
us feel it is an appropriate discussion. But for some reason people 
have a particular agenda against what some of their own States are 
doing here in Washington. Well, I suggest they don't run for Congress. 
I suggest they run for Governor if that is their beef. This is simply 
the wrong place to have a discussion about curriculum and standards.
  Mr. Chairman, the Federal Government does not set standards; the 
Federal Government does not set curriculum. It is also important to 
note that curriculum standards are different. Curriculum is developed 
from the standards, and depending on what standards the States have 
adopted, the curriculum is an entirely different matter.
  So, again, I hope that we can use this opportunity as a learning 
moment so my colleagues can engage in a more meaningful debate about 
what standards are and who sets them.
  Mr. ZELDIN. Mr. Chairman, I think this would be a very good learning 
moment because States were receiving hundreds of millions, into the 
billions of dollars, from the Federal Government. They had to sign up 
for Common Core in order to get the money.
  Mr. POLIS. Will the gentleman yield?
  Mr. ZELDIN. No. Let me----
  Mr. POLIS. You do not need to sign up for Common Core to receive the 
funding.
  Mr. KLINE. Regular order, Mr. Chairman.
  The Acting CHAIR (Mr. Dold). The gentleman from New York controls the 
time.
  Mr. ZELDIN. There were applications that were sent from New York 
State, for example, to the Federal Government signed by the New York 
State congressional delegation asking for a waiver from the Federal 
Government,

[[Page H1285]]

asking for money from the Federal Government to New York State that 
went to over 700 school districts to sign up for Common Core and all 
sorts of other things that came from the Federal Government. So I 
appreciate this as a learning moment.
  Mr. Chairman, I yield back the balance of my time to Mr. Scott.
  Mr. SCOTT of Virginia. Mr. Chairman, how much time do I have 
remaining?
  The Acting CHAIR. The gentleman from Virginia has 1\1/2\ minutes 
remaining.
  Mr. SCOTT of Virginia. Mr. Chairman, I just want to reiterate that 
the Commonwealth of Virginia had received a waiver without accepting, 
without being involved in Common Core. We need to make sure that we 
have meaningful, high standards so that when someone graduates from 
high school, they are college- or career-ready without remediation. 
Whatever happens to this amendment, we want to make sure that States 
are not trying to exempt themselves out of reasonable standards.
  Mr. Chairman, I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentleman from New York (Mr. Zeldin).
  The question was taken; and the Acting Chair announced that the ayes 
appeared to have it.
  Mr. ZELDIN. Mr. Chairman, I demand a recorded vote.
  The Acting CHAIR. Pursuant to clause 6 of rule XVIII, further 
proceedings on the amendment offered by the gentleman from New York 
will be postponed.


             Amendment No. 31 Offered by Mr. Hurd of Texas

  The Acting CHAIR. It is now in order to consider amendment No. 31 
printed in part B of House Report 114-29.
  Mr. HURD of Texas. Mr. Chairman, I have an amendment at the desk.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 574, after line 17, insert the following:

     ``SEC. 6552. SENSE OF CONGRESS ON PROTECTING STUDENT PRIVACY.

       ``(a) Findings.--The Congress finds as follows:
       ``(1) Students' personally identifiable information is 
     important to protect.
       ``(2) Students' information should not be shared with 
     individuals other than school officials in charge of 
     educating those students without clear notice to parents.
       ``(3) With the use of more technology, and more research 
     about student learning, the responsibility to protect 
     students' personally identifiable information is more 
     important than ever.
       ``(4) Regulations allowing more access to students' 
     personal information could allow that information to be 
     shared or sold by individuals who do not have the best 
     interest of the students in mind.
       ``(5) The Secretary has the responsibility to ensure every 
     entity that receives funding under this Act holds any 
     personally identifiable information in strict confidence.
       ``(b) Sense of Congress.--It is the sense of the Congress 
     that the Secretary should review all regulations addressing 
     issues of student privacy, including those under this Act, 
     and ensure that students' personally identifiable information 
     is protected.

  The Acting CHAIR. Pursuant to House Resolution 125, the gentleman 
from Texas (Mr. Hurd) and a Member opposed each will control 5 minutes.
  The Chair recognizes the gentleman from Texas.
  Mr. HURD of Texas. Mr. Chairman, our children are our most precious 
resource, so protecting their personally identifiable information is 
incredibly important. As a former undercover officer in the CIA, I have 
seen the damage that can be done when personal data falls into the 
wrong hands. Bad actors can not only use this information for their own 
gain, they can also use it to target America's children. It is up to us 
to protect our children and ensure their information is secure. 
Students' personal information should never be shared with anyone who 
is not authorized to view it or use it, period.
  I support the final passage of H.R. 5 and hope this amendment will 
spur Congress to help protect the personally identifiable information 
of our Nation's students.
  Mr. Chairman, I reserve the balance of my time.
  Mr. SCOTT of Virginia. Mr. Chairman, I claim the time in opposition, 
although I am not opposed.
  The SPEAKER pro tempore. Without objection, the gentleman is 
recognized for 5 minutes.
  There was no objection.
  Mr. SCOTT of Virginia. Mr. Chairman, the gentleman from Texas has 
raised some good points about data privacy with this amendment. The 
Subcommittee on Elementary and Secondary Education held a hearing on 
data privacy in the digital age earlier this month, and I think we are 
going to be looking at ways that we can improve FERPA for the 21st 
century during this Congress.
  Mr. Chairman, that bill was written 40 years ago when data in the 
classroom was all in a teacher's grade book and technology was not 
employed anywhere close to where it is today. Parents need to be able 
to trust that their children's personal information is secure and will 
not be used for marketing or noneducational purposes. Teachers need to 
be given resources to understand how they can best protect the 
students' data. As policymakers, we need to safeguard student privacy 
while supporting technological innovation happening in American 
schools.
  We must help researchers and educators diagnose and address 
achievement gaps and enable all students to achieve their greatest 
potential. So I support the gentleman's amendment, and yield back the 
balance of my time.
  Mr. HURD of Texas. Mr. Chairman, I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentleman from Texas (Mr. Hurd).
  The question was taken; and the Acting Chair announced that the ayes 
appeared to have it.
  Mr. HURD of Texas. Mr. Chairman, I demand a recorded vote.
  The Acting CHAIR. Pursuant to clause 6 of rule XVIII, further 
proceedings on the amendment offered by the gentleman from Texas will 
be postponed.
  Mr. KLINE. Mr. Chairman, I move that the Committee do now rise.
  The motion was agreed to.
  Accordingly, the Committee rose; and the Speaker pro tempore (Mr. 
Stivers) having assumed the chair, Mr. Dold, Acting Chair of the 
Committee of the Whole House on the state of the Union, reported that 
that Committee, having had under consideration the bill (H.R. 5) to 
support State and local accountability for public education, protect 
State and local authority, inform parents of the performance of their 
children's schools, and for other purposes, had come to no resolution 
thereon.

                          ____________________