H. Rept. 113-424 - 113th Congress (2013-2014)
April 29, 2014, As Reported by the Education and the Workforce Committee

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House Report 113-424 - STRENGTHENING EDUCATION THROUGH RESEARCH ACT




[House Report 113-424]
[From the U.S. Government Publishing Office]


113th Congress                                                   Report
                        HOUSE OF REPRESENTATIVES
 2d Session                                                     113-424

======================================================================



 
              STRENGTHENING EDUCATION THROUGH RESEARCH ACT

                                _______
                                

 April 29, 2014.--Committed to the Committee of the Whole House on the 
              State of the Union and ordered to be printed

                                _______
                                

Mr. Kline, from the Committee on Education and the Workforce, submitted 
                             the following

                              R E P O R T

                        [To accompany H.R. 4366]

      [Including cost estimate of the Congressional Budget Office]

    The Committee on Education and the Workforce, to whom was 
referred the bill (H.R. 4366) to strengthen the Federal 
education research system to make research and evaluations more 
timely and relevant to State and local needs in order to 
increase student achievement, having considered the same, 
report favorably thereon with an amendment and recommend that 
the bill as amended do pass.
    The amendment is as follows:
  Strike all after the enacting clause and insert the 
following:

SECTION 1. SHORT TITLE.

  This Act may be cited as the ``Strengthening Education through 
Research Act''.

SEC. 2. TABLE OF CONTENTS.

Sec. 1. Short title.
Sec. 2. Table of contents.

                   TITLE I--EDUCATION SCIENCES REFORM

Sec. 101. References.
Sec. 102. Definitions.

              Part A--The Institute of Education Sciences

Sec. 111. Establishment.
Sec. 112. Functions.
Sec. 113. Delegation.
Sec. 114. Office of the Director.
Sec. 115. Priorities.
Sec. 116. National Board for Education Sciences.
Sec. 117. Commissioners of the National Education Centers.
Sec. 118. Transparency.
Sec. 119. Competitive awards.

             Part B--National Center for Education Research

Sec. 131. Establishment.
Sec. 132. Duties.
Sec. 133. Standards for conduct and evaluation of research.

            Part C--National Center for Education Statistics

Sec. 151. Establishment.
Sec. 152. Duties.
Sec. 153. Performance of duties.
Sec. 154. Reports.
Sec. 155. Dissemination.
Sec. 156. Cooperative education statistics systems.

     Part D--National Center for Education Evaluation and Regional 
                               Assistance

Sec. 171. Establishment.
Sec. 172. Commissioner for Education Evaluation and Regional 
Assistance.
Sec. 173. Evaluations.
Sec. 174. Regional educational laboratories for research, development, 
dissemination, and evaluation.

         Part E--National Center for Special Education Research

Sec. 175. Establishment.
Sec. 176. Commissioner for Special Education Research.
Sec. 177. Duties.

                       Part F--General Provisions

Sec. 182. Prohibitions.
Sec. 183. Confidentiality.
Sec. 184. Availability of data.
Sec. 185. Performance management.
Sec. 186. Authority to publish.
Sec. 187. Repeals.
Sec. 188. Fellowships.
Sec. 189. Authorization of appropriations.

               TITLE II--EDUCATIONAL TECHNICAL ASSISTANCE

Sec. 201. References.
Sec. 202. Definitions.
Sec. 203. Comprehensive centers.
Sec. 204. Evaluations.
Sec. 205. Existing technical assistance providers.
Sec. 206. Regional advisory committees.
Sec. 207. Priorities.
Sec. 208. Grant program for statewide longitudinal data systems.
Sec. 209. Authorization of appropriations.

         TITLE III--NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS

Sec. 301. References.
Sec. 302. National assessment governing board.
Sec. 303. National assessment of educational progress.
Sec. 304. Definitions.
Sec. 305. Authorization of appropriations.

                       TITLE IV--EVALUATION PLAN

Sec. 401. Research and evaluation.

                   TITLE I--EDUCATION SCIENCES REFORM

SEC. 101. REFERENCES.

  Except as otherwise expressly provided, whenever in this title an 
amendment or repeal is expressed in terms of an amendment to, or repeal 
of, a section or other provision, the reference shall be considered to 
be made to a section or other provision of the Education Sciences 
Reform Act of 2002 (20 U.S.C. 9501 et seq.).

SEC. 102. DEFINITIONS.

  Section 102 (20 U.S.C. 9501) is amended--
          (1) in paragraph (5), by striking ``Affairs'' and inserting 
        ``Education'';
          (2) in paragraph (10)--
                  (A) by inserting ``or other information, in a timely 
                manner and'' after ``evaluations,'' and
                  (B) by inserting ``school leaders,'' after 
                ``teachers,'';
          (3) in paragraph (12), by inserting ``, school leaders,'' 
        after ``teachers'';
          (4) by striking paragraph (13);
          (5) by redesignating paragraphs (14) and (15) as paragraphs 
        (13) and (14), respectively;
          (6) by inserting after paragraph (14), as so redesignated, 
        the following:
          ``(15) Minority-serving institution.--The term `minority-
        serving institution' means an institution of higher education 
        described in section 371(a) of the Higher Education Act of 1965 
        (20 U.S.C. 1067q(a)).'';
          (7) by amending paragraph (18) to read as follows:
          ``(18) Principles of scientific research.--The term 
        `principles of scientific research' means principles of 
        research that--
                  ``(A) apply rigorous, systematic, and objective 
                methodology to obtain reliable and valid knowledge 
                relevant to education activities and programs;
                  ``(B) present findings and make claims that are 
                appropriate to, and supported by, the methods that have 
                been employed; and
                  ``(C) include, appropriate to the research being 
                conducted--
                          ``(i) use of systematic, empirical methods 
                        that draw on observation or experiment;
                          ``(ii) use of data analyses that are adequate 
                        to support the general findings;
                          ``(iii) reliance on measurements or 
                        observational methods that provide reliable and 
                        generalizable findings;
                          ``(iv) strong claims of causal relationships, 
                        only with research designs that eliminate 
                        plausible competing explanations for observed 
                        results, such as, but not limited to, random-
                        assignment experiments;
                          ``(v) presentation of studies and methods in 
                        sufficient detail and clarity to allow for 
                        replication or, at a minimum, to offer the 
                        opportunity to build systematically on the 
                        findings of the research;
                          ``(vi) acceptance by a peer-reviewed journal 
                        or critique by a panel of independent experts 
                        through a comparably rigorous, objective, and 
                        scientific review; and
                          ``(vii) consistency of findings across 
                        multiple studies or sites to support the 
                        generality of results and conclusions.'';
          (8) in paragraph (20), by striking ``scientifically based 
        research standards'' and inserting ``the principles of 
        scientific research''; and
          (9) by adding at the end the following:
          ``(24) School leader.--The term `school leader' means a 
        principal, assistant principal, or other individual who is--
                  ``(A) an employee or officer of--
                          ``(i) an elementary school or secondary 
                        school;
                          ``(ii) a local educational agency serving an 
                        elementary school or secondary school; or
                          ``(iii) another entity operating the 
                        elementary school or secondary school; and
                  ``(B) responsible for the daily instructional 
                leadership and managerial operations of the elementary 
                school or secondary school.''.

              PART A--THE INSTITUTE OF EDUCATION SCIENCES

SEC. 111. ESTABLISHMENT.

  Section 111 (20 U.S.C. 9511) is amended--
          (1) in subsection (b)(2)--
                  (A) in the matter preceding subparagraph (A)--
                          (i) by striking ``and wide dissemination 
                        activities'' and inserting ``and, consistent 
                        with section 114(j), wide dissemination and 
                        utilization activities'' and
                          (ii) by striking ``(including in technology 
                        areas)''; and
                  (B) in subparagraph (B), by inserting ``disability,'' 
                after ``gender,''.

SEC. 112. FUNCTIONS.

  Section 112 (20 U.S.C. 9512) is amended--
          (1) in paragraph (1)--
                  (A) by inserting ``(including evaluations of impact 
                and implementation)'' after ``education evaluation''; 
                and
                  (B) by inserting before the semicolon the following 
                ``and utilization''; and
          (2) in paragraph (2)--
                  (A) by inserting ``, consistent with section 
                114(j),'' after ``disseminate''; and
                  (B) by adding before the semicolon the following: 
                ``and scientifically valid education evaluations 
                carried out under this title''.

SEC. 113. DELEGATION.

  Section 113 (20 U.S.C. 9513) is amended--
          (1) in subsection (a)--
                  (A) by striking paragraph (1);
                  (B) by redesignating paragraphs (2) through (5) as 
                paragraphs (1) through (4), respectively; and
                  (C) in paragraph (2), as so redesignated, by striking 
                ``of the National Assessment of Educational Progress 
                Authorization Act'';
          (2) in subsection (b), by striking ``Secretary may assign the 
        Institute responsibility for administering'' and inserting 
        ``Director may accept requests from the Secretary for the 
        Institute to administer''; and
          (3) by adding at the end the following:
  ``(c) Contract Acquisition.--With respect to any contract entered 
into under this title, the Director shall be consulted--
          ``(1) during the procurement process; and
          ``(2) in the management of such contract's performance, which 
        shall be consistent with the requirements of the performance 
        management system described in section 185.''.

SEC. 114. OFFICE OF THE DIRECTOR.

  Section 114 (20 U.S.C. 9514) is amended--
          (1) in subsection (a), by striking ``Except as provided in 
        subsection (b)(2), the'' and inserting ``The'';
          (2) in subsection (b)--
                  (A) in paragraph (1), by inserting before the period 
                the following: ``, except that if a successor to the 
                Director has not been appointed as of the date of 
                expiration of the Director's term, the Director may 
                serve for an additional 1-year period, beginning on the 
                day after the date of expiration of the Director's 
                term, or until a successor has been appointed under 
                subsection (a), whichever occurs first'';
                  (B) by amending paragraph (2) to read as follows:
          ``(2) Reappointment.--A Director may be reappointed under 
        subsection (a) for one additional term.''; and
                  (C) in paragraph (3)--
                          (i) in the heading, by striking ``Subsequent 
                        directors'' and inserting ``Recommendations''; 
                        and
                          (ii) by striking ``, other than a Director 
                        appointed under paragraph (2)'';
          (3) in subsection (f)--
                  (A) in paragraph (3), by inserting before the period 
                the following: ``, and, as appropriate, with such 
                research and activities carried out by public and 
                private entities, to avoid duplicative or overlapping 
                efforts'';
                  (B) in paragraph (4), by inserting ``, and the use of 
                evidence'' after ``statistics activities'';
                  (C) in paragraph (5)--
                          (i) by inserting ``and maintain'' after 
                        ``establish''; and
                          (ii) by inserting ``and subsection (h)'' 
                        after ``section 116(b)(3)'';
                  (D) in paragraph (7), by inserting ``disability,'' 
                after ``gender,'';
                  (E) in paragraph (8), by striking ``historically 
                Black colleges or universities'' and inserting 
                ``minority-serving institutions'';
                  (F) by amending paragraph (9) to read as follows:
          ``(9) To coordinate with the Secretary to ensure that the 
        results of the Institute's work are coordinated with, and 
        utilized by, the Department's technical assistance providers 
        and dissemination networks.'';
                  (G) by striking paragraphs (10) and (11);
                  (H) by redesignating paragraph (12) as paragraph 
                (10);
          (4) by redesignating subsection (h) as subsection (i);
          (5) by inserting after subsection (g), the following:
  ``(h) Peer-review System.--The Director shall establish and maintain 
a peer-review system involving highly-qualified individuals, including 
practitioners, as appropriate, with an in-depth knowledge of the 
subject to be investigated, for--
          ``(1) reviewing and evaluating each application for a grant 
        or cooperative agreement under this title that exceeds 
        $100,000; and
          ``(2) evaluating and assessing all reports and other products 
        that exceed $100,000 to be published and publicly released by 
        the Institute.'';
          (6) in subsection (i), as so redesignated--
                  (A) by striking ``the products and''; and
                  (B) by striking ``certify that evidence-based claims 
                about those products and'' and inserting ``determine 
                whether evidence-based claims in those''; and
          (7) by adding at the end the following:
  ``(j) Relevance, Dissemination, and Utilization.--To ensure all 
activities authorized under this title are rigorous, relevant, and 
useful for researchers, policymakers, practitioners, and the public, 
the Director shall--
          ``(1) ensure such activities address significant challenges 
        faced by practitioners, and increase knowledge in the field of 
        education;
          ``(2) ensure that the information, products, and publications 
        of the Institute are--
                  ``(A) prepared and widely disseminated--
                          ``(i) in a timely fashion; and
                          ``(ii) in forms that are understandable, 
                        easily accessible, and usable, or adaptable for 
                        use in, the improvement of educational 
                        practice; and
                  ``(B) widely disseminated through electronic 
                transfer, and other means, such as posting to the 
                Institute's website or other relevant place;
          ``(3) promote the utilization of the information, products, 
        and publications of the Institute, including through the use of 
        dissemination networks and technical assistance providers, 
        within the Institute and the Department; and
          ``(4) monitor and manage the performance of all activities 
        authorized under this title in accordance with section 185.''.

SEC. 115. PRIORITIES.

  Section 115 (20 U.S.C. 9515) is amended--
          (1) in subsection (a)--
                  (A) in the matter preceding paragraph (1)--
                          (i) by striking ``(taking into consideration 
                        long-term research and development on core 
                        issues conducted through the national research 
                        and development centers)'' and inserting ``at 
                        least once every 6 years''; and
                          (ii) by striking ``such as'' and inserting 
                        ``including'';
                  (B) in paragraph (1)--
                          (i) by inserting ``ensuring that all children 
                        have the ability to obtain a high-quality 
                        education, particularly'' before ``closing'';
                          (ii) by striking ``especially achievement 
                        gaps between'';
                          (iii) by striking ``nonminority children'' 
                        and inserting ``nonminority children, disabled 
                        and nondisabled children,'';
                          (iv) by striking ``and between 
                        disadvantaged'' and inserting ``and 
                        disadvantaged'';
                          (v) by striking ``and'' at the end;
                  (C) by striking paragraph (2); and
                  (D) by adding at the end the following:
          ``(2) improving the quality of early childhood education;
          ``(3) improving education in elementary and secondary 
        schools, particularly among low-performing students and 
        schools; and
          ``(4) improving access to, opportunities for, and completion 
        of postsecondary education.''; and
          (2) in subsection (d), by striking ``by means of the 
        Internet'' and inserting ``by electronic means such as posting 
        in an easily accessible manner on the Institute's website''.

SEC. 116. NATIONAL BOARD FOR EDUCATION SCIENCES.

  Section 116 (20 U.S.C. 9516) is amended--
          (1) in subsection (b)--
                  (A) in paragraph (2), by striking ``to guide the work 
                of the Institute'' and inserting ``, and to advise, and 
                provide input to, the Director on the activities of the 
                Institute on an ongoing basis'';
                  (B) in paragraph (3), by inserting ``under section 
                114(h)'' after ``procedures'';
                  (C) in paragraph (8), by inserting ``disability,'' 
                after ``gender,''
                  (D) in paragraph (9)--
                          (i) by striking ``To solicit'' and inserting 
                        ``To ensure all activities of the Institute are 
                        relevant to education policy and practice by 
                        soliciting, on an ongoing basis,''; and
                          (ii) by striking ``consistent with'' and 
                        inserting ``consistent with section 114(j) 
                        and'';
                  (E) in paragraph (11)--
                          (i) by inserting ``the Institute's'' after 
                        ``enhance''; and
                          (ii) by striking ``among other Federal and 
                        State research agencies'' and inserting ``with 
                        public and private entities to improve the work 
                        of the Institute''; and
                  (F) by adding at the end the following:
          ``(13) To conduct the evaluations required under subsection 
        (d).'';
          (2) in subsection (c)--
                  (A) in paragraph (2)--
                          (i) by inserting ``Board,'' before ``National 
                        Academy'';
                          (ii) by striking ``and the National Science 
                        Advisor'' and inserting ``the National Science 
                        Advisor, and other entities and organizations 
                        that have knowledge of individuals who are 
                        highly-qualified to appraise education 
                        research, statistics, evaluations, or 
                        development'';
                  (B) in paragraph (4)--
                          (i) in subparagraph (A)--
                                  (I) in clause (i), by striking ``, 
                                which may include those researchers 
                                recommended by the National Academy of 
                                Sciences'';
                                  (II) by redesignating clause (ii) as 
                                clause (iii);
                                  (III) by inserting after clause (i), 
                                the following:
                          ``(ii) Not fewer than 2 practitioners who are 
                        knowledgeable about the education needs of the 
                        United States, who may include school based 
                        professional educators, teachers, school 
                        leaders, local educational agency 
                        superintendents, and members of local boards of 
                        education or Bureau-funded school boards.''; 
                        and
                                  (IV) in clause (iii), as so 
                                redesignated--
                                          (aa) by striking ``school-
                                        based professional 
                                        educators,'';
                                          (bb) by striking ``local 
                                        educational agency 
                                        superintendents,'';
                                          (cc) by striking 
                                        ``principals,'';
                                          (dd) by striking ``or 
                                        local''; and
                                          (ee) by striking ``or Bureau-
                                        funded school boards''; and
                          (ii) in subparagraph (B)--
                                  (I) in the matter preceding clause 
                                (i), by inserting ``beginning on the 
                                date of appointment of the member,'' 
                                after ``4 years,'';
                                  (II) by striking clause (i);
                                  (III) by redesignating clause (ii) as 
                                clause (i);
                                  (IV) in clause (i), as so 
                                redesignated, by striking the period 
                                and inserting ``; and''; and
                                  (V) by adding at the end the 
                                following:
                          ``(ii) in a case in which a successor to a 
                        member has not been appointed as of the date of 
                        expiration of the member's term, the member may 
                        serve for an additional 1-year period, 
                        beginning on the day after the date of 
                        expiration of the member's term, or until a 
                        successor has been appointed under paragraph 
                        (1), whichever occurs first.'';
                          (iii) by striking subparagraph (C); and
                          (iv) by redesignating subparagraph (D) as 
                        subparagraph (C);
                  (C) in paragraph (8)--
                          (i) by redesignating subparagraphs (A) 
                        through (E) as subparagraphs (B) through (F), 
                        respectively;
                          (ii) by inserting before subparagraph (B), as 
                        so redesignated, the following:
                  ``(A) In general.--In the exercise of its duties 
                under section 116(b) and in accordance with the Federal 
                Advisory Committee Act (5 U.S.C. App.), the Board shall 
                be independent of the Director and the other offices 
                and officers of the Institute.'';
                          (iii) in subparagraph (B), as so 
                        redesignated, by inserting before the period at 
                        the end the following: ``for a term of not more 
                        than 6 years, and who may be reappointed by the 
                        Board for 1 additional term of not more than 6 
                        years''; and
                          (iv) by adding at the end the following:
                  ``(G) Subcommittees.--The Board may establish 
                standing or temporary subcommittees to make 
                recommendations to the Board for carrying out 
                activities authorized under this title.'';
          (3) by striking subsection (d);
          (4) by redesignating subsection (e) as subsection (d);
          (5) in subsection (d), as so redesignated--
                  (A) in the subsection heading, by striking ``Annual'' 
                and inserting ``Evaluation'';
                  (B) by striking ``The Board'' and inserting the 
                following:
          ``(1) In general.--The Board'';
                  (C) by striking ``not later than July 1 of each year, 
                a'' and inserting ``and make widely available to the 
                public (including by electronic means such as posting 
                in an easily accessible manner on the Institute's 
                website), a triennial''; and
                  (D) by adding at the end the following:
          ``(2) Requirements.--An evaluation report described in 
        paragraph (1) shall include--
                  ``(A) subject to paragraph (3), an evaluation of the 
                activities authorized for each of the National 
                Education Centers, which--
                          ``(i) uses the performance management system 
                        described in section 185; and
                          ``(ii) is conducted by an independent entity;
                  ``(B) a review of the Institute to ensure its work, 
                consistent with the requirements of section 114(j), is 
                timely, rigorous, and relevant;
                  ``(C) any recommendations regarding actions that may 
                be taken to enhance the ability of the Institute and 
                the National Education Centers to carry out their 
                priorities and missions; and
                  ``(D) a summary of the major research findings of the 
                Institute and the activities carried out under section 
                113(b) during the 3 preceding fiscal years.
          ``(3) National center for education evaluation and regional 
        assistance.--With respect to the National Center for Education 
        Evaluation and Regional Assistance, an evaluation report 
        described in paragraph (1) shall contain--
                  ``(A) an evaluation described in paragraph (2)(A) of 
                the activities authorized for such Center, except for 
                the regional educational laboratories established under 
                section 174; and
                  ``(B) a summative or interim evaluation, whichever is 
                most recent, for each such laboratory conducted under 
                section 174(i) on or after the date of enactment of the 
                Strengthening Education through Research Act or, in a 
                case in which such an evaluation is not available for a 
                laboratory, the most recent evaluation for the 
                laboratory conducted prior to the date of enactment of 
                the Strengthening Education through Research Act.''; 
                and
          (6) by striking subsection (f).

SEC. 117. COMMISSIONERS OF THE NATIONAL EDUCATION CENTERS.

  Section 117 (20 U.S.C. 9517) is amended--
          (1) in subsection (a)--
                  (A) in paragraph (1), by striking ``Except as 
                provided in subsection (b), each'' and inserting 
                ``Each'';
                  (B) in paragraph (2)--
                          (i) by striking ``Except as provided in 
                        subsection (b), each'' and inserting ``Each''; 
                        and
                          (ii) by inserting ``, statistics,'' after 
                        ``research'';
                  (C) in paragraph (3), by striking ``Except as 
                provided in subsection (b), each'' and inserting 
                ``Each'';
          (2) by striking subsection (b);
          (3) by redesignating subsections (c) and (d) as subsections 
        (b) and (c), respectively; and
          (4) in subsection (c), as so redesignated, by striking ``, 
        except the Commissioner for Education Statistics,''.

SEC. 118. TRANSPARENCY.

  (a) In General.--Section 119 (20 U.S.C. 9519) is amended to read as 
follows:

``SEC. 119. TRANSPARENCY.

  ``Not later than 120 days after awarding a grant, contract, or 
cooperative agreement under this title in excess of $100,000, the 
Director shall make publicly available (including through electronic 
means such as posting in an easily accessible manner on the Institute's 
website) a description of the grant, contract, or cooperative 
agreement, including, at a minimum, the amount, duration, recipient, 
and the purpose of the grant, contract, or cooperative agreement.''.
  (b) Conforming Amendment.--The table of contents in section 1 of the 
Act of November 5, 2002 (Public Law 107-279; 116 Stat. 1940) is amended 
by striking the item relating to section 119 and inserting the 
following:

``Sec. 119. Transparency.''.

SEC. 119. COMPETITIVE AWARDS.

  Section 120 (20 U.S.C. 9520) is amended by striking ``when 
practicable'' and inserting ``consistent with section 114(h)''.

             PART B--NATIONAL CENTER FOR EDUCATION RESEARCH

SEC. 131. ESTABLISHMENT.

  Section 131(b) (20 U.S.C. 9531(b)) is amended--
          (1) by amending paragraph (1) to read as follows:
          ``(1) to sponsor sustained research that will lead to the 
        accumulation of knowledge and understanding of education, 
        consistent with the priorities described in section 115;'';
          (2) by striking ``and'' at the end of paragraph (3);
          (3) in paragraph (4), by striking the period and inserting 
        ``; and''; and
          (4) by adding at the end the following:
          ``(5) consistent with section 114(j), to widely disseminate 
        and promote utilization of the work of the Research Center.''.

SEC. 132. DUTIES.

  Section 133 (20 U.S.C. 9533) is amended--
          (1) in subsection (a)--
                  (A) in paragraph (1), by striking ``peer-review 
                standards and'';
                  (B) by striking paragraph (2);
                  (C) by redesignating paragraph (3) as paragraph (2);
                  (D) by striking paragraph (4);
                  (E) by redesignating paragraphs (5) through (9) as 
                paragraphs (3) through (7), respectively;
                  (F) in paragraph (3), as so redesignated, by 
                inserting ``in the implementation of programs carried 
                out by the Department and other agencies'' before 
                ``within the Federal Government'';
                  (G) in paragraph (5), as so redesignated, by striking 
                ``disseminate, through the National Center for 
                Education Evaluation and Regional Assistance,'' and 
                inserting ``widely disseminate, consistent with section 
                114(j),'';
                  (H) in paragraph (6), as so redesignated--
                          (i) by striking ``Director'' and inserting 
                        ``Board''; and
                          (ii) by striking ``of a biennial report, as 
                        described in section 119'' and inserting ``and 
                        dissemination of each evaluation report under 
                        section 116(d)'';
                  (I) by redesignating paragraphs (10) and (11) as 
                paragraphs (9) and (10), respectively;
                  (J) by inserting after paragraph (7), as so 
                redesignated, the following:
          ``(8) to the extent time and resources allow, when findings 
        from previous research under this part provoke relevant follow 
        up questions, carry out research initiatives on such follow up 
        questions;'';
                  (K) by amending paragraph (9), as so redesignated, to 
                read as follows:
          ``(9) carry out research initiatives, including rigorous, 
        peer-reviewed, large-scale, long-term, and broadly applicable 
        empirical research, regarding the impact of technology on 
        education, including online education and hybrid learning;'';
                  (L) in paragraph (10), as so redesignated, by 
                striking the period and inserting ``; and''; and
                  (M) by adding at the end the following:
          ``(11) to the extent feasible, carry out research on the 
        quality of implementation of practices and strategies 
        determined to be effective through scientifically valid 
        research.''.
          (2) by amending subsection (b) to read as follows:
  ``(b) Plan.--The Research Commissioner shall propose to the Director 
and, subject to the approval of the Director, implement a research plan 
for the activities of the Research Center that--
          ``(1) is consistent with the priorities and mission of the 
        Institute and the mission of the Research Center described in 
        section 131(b), and includes the activities described in 
        subsection (a);
          ``(2) is carried out and, as appropriate, updated and 
        modified, including through the use of the results of the 
        Research Center's most recent evaluation report under section 
        116(d);
          ``(3) describes how the Research Center will use the 
        performance management system described in section 185 to 
        assess and improve the activities of the Center;
          ``(4) meets the procedures for peer review established and 
        maintained by the Director under section 114(f)(5) and the 
        standards of research described in section 134; and
          ``(5) includes both basic research and applied research, 
        which shall include research conducted through field-initiated 
        research and ongoing research initiatives.'';
          (3) by redesignating subsection (c) as subsection (d);
          (4) by inserting after subsection (b), as so amended, the 
        following:
  ``(c) Grants, Contracts, and Cooperative Agreements.--
          ``(1) In general.--The Research Commissioner may award grants 
        to, or enter into contracts or cooperative agreements, with 
        eligible applicants to carry out research under subsection (a).
          ``(2) Eligibility.--For purposes of this subsection, the term 
        `eligible applicant' means an applicant that has the ability 
        and capacity to conduct scientifically valid research.
          ``(3) Applications.--
                  ``(A) In general.--An eligible applicant that wishes 
                to receive a grant, or enter into a contract or 
                cooperative agreement, under this section shall submit 
                an application to the Research Commissioner at such 
                time, in such manner, and containing such information 
                as the Research Commissioner may require.
                  ``(B) Content.--An application submitted under 
                subparagraph (A) shall describe how the eligible 
                applicant will address and demonstrate progress on the 
                requirements of the performance management system 
                described in section 185, with respect to the 
                activities that will be carried out under the grant, 
                contract, or cooperative agreement.''; and
          (5) in subsection (d), as redesignated by paragraph (3)--
                  (A) by amending paragraph (1) to read as follows:
          ``(1) Support.--In carrying out activities under subsection 
        (a)(2), the Research Commissioner shall support national 
        research and development centers that address topics of 
        importance and relevance in the field of education across the 
        country and are consistent with the Institute's priorities 
        under section 115.'';
                  (B) by striking paragraphs (2), (3), and (5);
                  (C) by redesignating paragraphs (4), (6), and (7) as 
                paragraph (2), (3), and (4), respectively;
                  (D) by amending paragraph (2), as so redesignated--
                          (i) in the matter preceding subparagraph (A), 
                        by striking ``5 additional'' and inserting ``2 
                        additional'';
                          (ii) in subparagraph (B), by striking the 
                        period and inserting ``; and''; and
                          (iii) by adding at the end the following:
                  ``(C) demonstrates progress on the requirements of 
                the performance management system described in section 
                185.'';
                  (E) in paragraph (3), as so redesignated, by striking 
                ``paragraphs (4) and (5)'' and inserting ``paragraph 
                (2)''; and
                  (F) by amending paragraph (4), as so redesignated, to 
                read as follows:
          ``(4) Disaggregation.--To the extent feasible and when 
        relevant to the research being conducted, research conducted 
        under this subsection shall be disaggregated and cross-
        tabulated by age, race, gender, disability status, English 
        learner status, and socioeconomic background.''.

SEC. 133. STANDARDS FOR CONDUCT AND EVALUATION OF RESEARCH.

  Section 134 (20 U.S.C. 9534) is amended--
          (1) in subsection (a)--
                  (A) in paragraph (1), by striking ``based'' and 
                inserting ``valid''; and
                  (B) in paragraph (2), by striking ``and wide 
                dissemination activities'' and inserting ``and, 
                consistent with section 114(j), wide dissemination and 
                utilization activities'';
          (2) by striking subsection (b); and
          (3) by redesignating subsection (c) as subsection (b).

            PART C--NATIONAL CENTER FOR EDUCATION STATISTICS

SEC. 151. ESTABLISHMENT.

  Section 151(b) (20 U.S.C. 9541(b)) is amended--
          (1) in paragraph (2), by inserting ``and consistent with the 
        privacy protections under section 183'' after ``manner''; and
          (2) in paragraph (3)--
                  (A) in subparagraph (A), by inserting ``disability,'' 
                after ``cultural,''; and
                  (B) by amending subparagraph (B) to read as follows:
                  ``(B) consistent with section 114(j), is relevant, 
                timely, and widely disseminated.''.

SEC. 152. DUTIES.

  Section 153 (20 U.S.C. 9543) is amended--
          (1) in subsection (a)--
                  (A) in the matter preceding paragraph (1), by 
                inserting ``, consistent with the privacy protections 
                under section 183,'' after ``Center shall'';
                  (B) in paragraph (1)--
                          (i) by amending subparagraph (D) to read as 
                        follows:
                  ``(D) secondary school graduation and completion 
                rates, including the four-year adjusted cohort 
                graduation rate (as defined in section 
                200.19(b)(1)(i)(A) of title 34, Code of Federal 
                Regulations, as such section was in effect on November 
                28, 2008) and the extended-year adjusted cohort 
                graduation rate (as defined in section 
                200.19(b)(1)(v)(A) of title 34, Code of Federal 
                Regulations, as such section was in effect on November 
                28, 2008), and school dropout rates, and adult 
                literacy;'';
                          (ii) in subparagraph (E), by striking ``and 
                        opportunity for,'' and inserting ``opportunity 
                        for, and completion of'';
                          (iii) by amending subparagraph (F) to read as 
                        follows:
                  ``(F) teaching, including information on pre-service 
                preparation, professional development, teacher 
                distribution, and teacher and school leader 
                evaluation;'';
                          (iv) in subparagraph (G), by inserting ``and 
                        school leaders'' before the semicolon;
                          (v) in subparagraph (H), by inserting ``, 
                        climate, and in- and out-of-school suspensions 
                        and expulsions'' before ``, including 
                        information regarding'';
                          (vi) by amending subparagraph (K) to read as 
                        follows:
                  ``(K) the access to, and use of, technology to 
                improve elementary schools and secondary schools;'';
                          (vii) in subparagraph (L), by striking ``and 
                        opportunity for,'' and inserting ``opportunity 
                        for, and quality of'';
                          (viii) in subparagraph (M), by striking 
                        ``such programs during school recesses'' and 
                        inserting ``summer school''; and
                          (ix) in subparagraph (N), by striking 
                        ``vocational'' and inserting ``career'';
                  (C) in paragraph (3), by striking ``when such 
                disaggregated information will facilitate educational 
                and policy decisionmaking'' and inserting ``so long as 
                any reported information does not reveal individually 
                identifiable information'';
                  (D) in paragraph (4), by inserting before the 
                semicolon the following: ``, and the implementation 
                (with the assistance of the Department and other 
                Federal officials who have statutory authority to 
                provide assistance on applicable privacy laws, 
                regulations, and policies) of appropriate privacy 
                protections'';
                  (E) in paragraph (5), by striking ``promote linkages 
                across States,'';
                  (F) in paragraph (6)--
                          (i) by striking ``Third'' and inserting 
                        ``Trends in''; and
                          (ii) by inserting ``and the Program for 
                        International Student Assessment'' after 
                        ``Science Study'';
                  (G) in paragraph (7), by inserting before the 
                semicolon the following: ``, ensuring such collections 
                protect student privacy consistent with section 183'';
                  (H) by amending paragraph (8) to read as follows:
          ``(8) assisting the Board in the preparation and 
        dissemination of each evaluation report under section 116(d); 
        and''; and
                  (I) by striking paragraph (9);
          (2) by redesignating subsection (b) as subsection (c); and
          (3) by inserting after subsection (a) the following:
  ``(b) Plan.--The Statistics Commissioner shall propose to the 
Director and, subject to the approval of the Director, implement a plan 
for activities of the Statistics Center that--
          ``(1) is consistent with the priorities and mission of the 
        Institute and the mission of the Statistics Center described in 
        section 151(b);
          ``(2) is carried out and, as appropriate, updated and 
        modified, including through the use of the results of the 
        Statistic Center's most recent evaluation report under section 
        116(d); and
          ``(3) describes how the Statistics Center will use the 
        performance management system described in section 185 to 
        assess and improve the activities of the Center.''.

SEC. 153. PERFORMANCE OF DUTIES.

  Section 154 (20 U.S.C. 9544) is amended--
          (1) in subsection (a)--
                  (A) by striking ``In carrying'' and inserting the 
                following:
          ``(1) In general.--In carrying''; and
                  (B) by adding at the end the following:
          ``(2) Eligibility.--For purposes of this section, the term 
        `eligible applicant' means an applicant that has the ability 
        and capacity to carry out activities under this part.
          ``(3) Applications.--
                  ``(A) In general.--An eligible applicant that wishes 
                to receive a grant, or enter into a contract or 
                cooperative agreement, under this section shall submit 
                an application to the Statistics Commissioner at such 
                time, in such manner, and containing such information 
                as the Statistics Commissioner may require.
                  ``(B) Contents.--An application submitted under 
                subparagraph (A) shall describe how the eligible 
                applicant will address and demonstrate progress on the 
                requirements of the performance management system 
                described in section 185, with respect to the 
                activities that will be carried out under the grant, 
                contract, or cooperative agreement.'';
          (2) in subsection (b)(2)(A), by striking ``vocational and'' 
        and inserting ``career and technical education programs,''; and
          (3) in subsection (c), by striking ``5 years'' the second 
        place it appears and inserting ``2 years if the recipient 
        demonstrates progress on the requirements of the performance 
        management system described in section 185, with respect to the 
        activities carried out under the grant, contract, or 
        cooperative agreement received under this section''.

SEC. 154. REPORTS.

  Section 155 (20 U.S.C. 9545) is amended--
          (1) in subsection (a), by inserting ``(consistent with 
        section 114(h))'' after ``review''; and
          (2) in subsection (b), by striking ``2003'' and inserting 
        ``2015''.

SEC. 155. DISSEMINATION.

  Section 156 (20 U.S.C. 9546) is amended--
          (1) in subsection (c), by adding at the end the following: 
        ``Such projects shall adhere to student privacy requirements 
        under section 183.''; and
          (2) in subsection (e)--
                  (A) in paragraph (1), by adding at the end the 
                following: ``Before receiving access to educational 
                data under this paragraph, a Federal agency shall 
                describe to the Statistics Center the specific research 
                intent for use of the data, how access to the data may 
                meet such research intent, and how the Federal agency 
                will protect the confidentiality of the data consistent 
                with the requirements of section 183.'';
                  (B) in paragraph (2)--
                          (i) by inserting ``and consistent with 
                        section 183'' after ``may prescribe''; and
                          (ii) by adding at the end the following: 
                        ``Before receiving access to data under this 
                        paragraph, an interested party shall describe 
                        to the Statistics Center the specific research 
                        intent for use of the data, how access to the 
                        data may meet such research intent, and how the 
                        party will protect the confidentiality of the 
                        data consistent with the requirements of 
                        section 183.''; and
                  (C) by adding at the end the following:
          ``(3) Denial authority.--The Statistics Center shall have the 
        authority to deny any requests for access to data under 
        paragraph (1) or (2) for any scientific deficiencies in the 
        proposed research design or research intent for use of the 
        data, or if the request would introduce risk of a privacy 
        violation or misuse of data.''.

SEC. 156. COOPERATIVE EDUCATION STATISTICS SYSTEMS.

  (a) In General.--Section 157 (20 U.S.C. 9547) is amended--
          (1) in the heading, by striking ``systems'' and inserting 
        ``partnerships'';
          (2) by striking ``national cooperative education statistics 
        systems'' and inserting ``cooperative education statistics 
        partnerships'';
          (3) by striking ``producing and maintaining, with the 
        cooperation'' and inserting ``reviewing and improving, with the 
        voluntary participation'';
          (4) by striking ``comparable and uniform'' and inserting 
        ``data quality standards, which may include establishing 
        voluntary guidelines to standardize'';
          (5) by striking ``adult education, and libraries,'' and 
        inserting ``and adult education''; and
          (6) by adding at the end the following: ``No student data 
        shall be collected by the partnerships established under this 
        section, nor shall such partnerships establish a national 
        student data system.''.
  (b) Conforming Amendment.--The table of contents in section 1 of the 
Act of November 5, 2002 (Public Law 107-279; 116 Stat. 1940) is amended 
by striking the item relating to section 157 and inserting the 
following:

``Sec. 157. Cooperative education statistics partnerships.''.

     PART D--NATIONAL CENTER FOR EDUCATION EVALUATION AND REGIONAL 
                               ASSISTANCE

SEC. 171. ESTABLISHMENT.

  Section 171 (20 U.S.C. 9561) is amended--
          (1) in subsection (b)--
                  (A) by striking paragraph (1);
                  (B) by redesignating paragraphs (2), (3), and (4) as 
                paragraphs (1), (2), and (3), respectively;
                  (C) in paragraph (1), as so redesignated, by striking 
                ``of such programs'' and all that follows through 
                ``science)'' and inserting ``and to evaluate the 
                implementation of such programs'';
                  (D) in paragraph (2), as so redesignated, by striking 
                ``and wide dissemination of results of'' and inserting 
                ``and, consistent with section 114(j), the wide 
                dissemination and utilization of results of all''; and
          (2) by striking subsection (c).

SEC. 172. COMMISSIONER FOR EDUCATION EVALUATION AND REGIONAL 
                    ASSISTANCE.

  Section 172 (20 U.S.C. 9562) is amended--
          (1) in subsection (a)--
                  (A) by amending paragraph (2) to read as follows:
          ``(2) widely disseminate, consistent with section 114(j), all 
        information on scientifically valid research and statistics 
        supported by the Institute and all scientifically valid 
        education evaluations supported by the Institute, particularly 
        to State educational agencies and local educational agencies, 
        to institutions of higher education, to the public, the media, 
        voluntary organizations, professional associations, and other 
        constituencies, especially with respect to the priorities 
        described in section 115;'';
                  (B) in paragraph (3), by inserting ``, consistent 
                with section 114(j)'' after ``timely, and efficient 
                manner'';
                  (C) in paragraph (4)--
                          (i) by striking ``development and 
                        dissemination'' and inserting ``development, 
                        dissemination, and utilization''; and
                          (ii) by striking ``the provision of technical 
                        assistance,'';
                  (D) in paragraph (5), by inserting ``and'' after the 
                semicolon;
                  (E) in paragraph (6)--
                          (i) by striking ``Director'' and inserting 
                        ``Board'';
                          (ii) by striking ``preparation of a biennial 
                        report'' and inserting ``preparation and 
                        dissemination of each evaluation report''; and
                          (iii) by striking ``119; and'' and inserting 
                        ``116(d).'';
                  (F) by striking paragraph (7);
          (2) in subsection (b)(1)--
                  (A) by inserting ``all'' before ``information 
                disseminated''; and
                  (B) by striking ``, which may include'' and all that 
                follows through ``of this Act)'';
          (3) by striking subsection (c) and redesignating subsection 
        (d) as subsection (e); and
          (4) by inserting after subsection (b) the following:
  ``(c) Plan.--The Evaluation and Regional Assistance Commissioner 
shall propose to the Director and, subject to the approval of the 
Director, implement a plan for the activities of the National Center 
for Education Evaluation and Regional Assistance that--
          ``(1) is consistent with the priorities and mission of the 
        Institute and the mission of the Center described in section 
        171(b);
          ``(2) is carried out and, as appropriate, updated and 
        modified, including through the use of the results of the 
        Center's most recent evaluation report under section 116(d); 
        and
          ``(3) describes how the Center will use the performance 
        management system described in section 185 to assess and 
        improve the activities of the Center.
  ``(d) Grants, Contracts, and Cooperative Agreements.--
          ``(1) In general.--In carrying out the duties under this 
        part, the Evaluation and Regional Assistance Commissioner may--
                  ``(A) award grants, contracts, or cooperative 
                agreements to eligible applicants to carry out the 
                activities under this part; and
                  ``(B) provide technical assistance.
          ``(2) Eligibility.--For purposes of this section, the term 
        `eligible applicant' means an applicant that has the ability 
        and capacity to carry out activities under this part.
          ``(3) Entities to conduct evaluations.--In awarding grants, 
        contracts, or cooperative agreements under paragraph (1) to 
        carry out activities under section 173, the Evaluation and 
        Regional Assistance Commissioner shall make such awards to 
        eligible applicants with the ability and capacity to conduct 
        scientifically valid education evaluations.
          ``(4) Applications.--
                  ``(A) In general.--An eligible applicant that wishes 
                to receive a grant, contract, or cooperative agreement 
                under paragraph (1) shall submit an application to the 
                Evaluation and Regional Assistance Commissioner at such 
                time, in such manner, and containing such information 
                as the Commissioner may require.
                  ``(B) Contents.--An application submitted under 
                subparagraph (A) shall describe how the eligible 
                applicant will address and demonstrate progress on the 
                requirements of the performance management system 
                described in section 185, with respect to the 
                activities carried out under such grant, contract, or 
                cooperative agreement.
          ``(5) Duration.--Notwithstanding any other provision of law, 
        the grants, contracts, and cooperative agreements under 
        paragraph (1) may be awarded, on a competitive basis, for a 
        period of not more than 5 years, and may be renewed at the 
        discretion of the Evaluation and Regional Assistance 
        Commissioner for an additional period of not more than 2 years 
        if the recipient demonstrates progress on the requirements of 
        the performance management system described in section 185, 
        with respect to the activities carried out under the grant, 
        contract, or cooperative agreement.'';
          (5) in subsection (e), as so redesignated--
                  (A) in paragraph (1), by striking ``There is 
                established'' and all that follows through ``Regional 
                Assistance'' and inserting ``The Evaluation and 
                Regional Assistance Commissioner may establish'';
                  (B) in paragraph (2)(A), by inserting ``all'' before 
                ``products''; and
                  (C) in paragraph (2)(B)(ii), by striking ``2002'' and 
                all that follows through the period and inserting 
                ``2002.''.

SEC. 173. EVALUATIONS.

  Section 173 (20 U.S.C. 9563) is amended--
          (1) in subsection (a)--
                  (A) in paragraph (1)--
                          (i) in the matter preceding subparagraph (A), 
                        by striking ``may'' and inserting ``shall'';
                          (ii) in subparagraph (A), by striking 
                        ``evaluations'' and inserting ``high-quality 
                        evaluations, including impact evaluations that 
                        use rigorous methodologies that permit the 
                        strongest possible causal inferences,'';
                          (iii) in subparagraph (B), by inserting 
                        before the semicolon at the end the following: 
                        ``, including programs under part A of such 
                        title (20 U.S.C. 6311 et seq.)'';
                          (iv) by striking subparagraph (C) and 
                        redesignating subparagraph (D) as subparagraph 
                        (C);
                          (v) by striking subparagraph (E) and 
                        redesignating subparagraphs (F) and (G) as 
                        subparagraphs (D) and (H), respectively; and
                          (vi) by inserting after subparagraph (D), as 
                        so redesignated, the following:
                  ``(E) provide evaluation findings in an 
                understandable, easily accessible, and usable format to 
                support program improvement;
                  ``(F) support the evaluation activities described in 
                section 401 of the Strengthening Education through 
                Research Act that are carried about by the Director; 
                and
                  ``(G) to the extent feasible--
                          ``(i) examine evaluations conducted or 
                        supported by others to determine the quality 
                        and relevance of the evidence of effectiveness 
                        generated by those evaluations, with the 
                        approval of the Director;
                          ``(ii) review and supplement Federal 
                        education program evaluations, particularly 
                        such evaluations by the Department, to 
                        determine or enhance the quality and relevance 
                        of the evidence generated by those evaluations;
                          ``(iii) conduct implementation evaluations 
                        that promote continuous improvement and inform 
                        policymaking;
                          ``(iv) evaluate the short- and long-term 
                        effects and cost efficiencies across programs 
                        assisted or authorized under Federal law and 
                        administrated by the Department; and
                          ``(v) synthesize the results of evaluation 
                        studies for and across Federal education 
                        programs, policies, and practices.''; and
                  (B) in paragraph (2)--
                          (i) in subparagraph (A), by striking ``and'' 
                        at the end;
                          (ii) in subparagraph (B), by striking the 
                        period and inserting ``under section 114(h); 
                        and''; and
                          (iii) by adding at the end the following:
                  ``(C) be widely disseminated, consistent with section 
                114(j).''; and
          (2) in subsection (b), by striking ``contracts'' and 
        inserting ``grants, contracts, or cooperative agreements''.

SEC. 174. REGIONAL EDUCATIONAL LABORATORIES FOR RESEARCH, DEVELOPMENT, 
                    DISSEMINATION, AND EVALUATION.

  (a) In General.--Section 174 (20 U.S.C. 9564) is amended--
          (1) in the section heading by striking ``technical 
        assistance'' and inserting ``evaluation'';
          (2) in subsection (a)--
                  (A) by striking ``Director'' and inserting 
                ``Evaluation and Regional Assistance Commissioner'';
                  (B) by striking ``contracts'' and inserting ``grants, 
                contracts, or cooperative agreements''; and
                  (C) by inserting ``not more than'' before ``10 
                regional'';
          (3) in subsection (c)--
                  (A) by striking ``The Director'' and inserting the 
                following:
          ``(1) In general.--The Evaluation and Regional Assistance 
        Commissioner'';
                  (B) by striking ``contracts under this section with 
                research organizations, institutions, agencies, 
                institutions of higher education,'' and inserting 
                ``grants, contracts, or cooperative agreements under 
                this section with public or private, nonprofit or for-
                profit research organizations, other organizations, or 
                institutions of higher education,'';
                  (C) by striking ``or individuals,'';
                  (D) by striking ``, including regional entities'' and 
                all that follows through ``107-110))''; and
                  (E) by adding at the end the following:
          ``(2) Definition.--For purposes of this section, the term 
        `eligible applicant' means an entity described in paragraph 
        (1).'';
          (4) by striking subsections (d) through (j) and inserting the 
        following:
  ``(d) Applications.--
          ``(1) Submission.--
                  ``(A) In general.--Each eligible applicant desiring a 
                contract grant, contract, or cooperative agreement 
                under this section shall submit an application at such 
                time, in such manner, and containing such information 
                as the Evaluation and Regional Assistance Commissioner 
                may reasonably require.
                  ``(B) Input.--To ensure that applications submitted 
                under this paragraph are reflective of the needs of the 
                regions to be served, each eligible applicant 
                submitting such an application shall seek input from 
                State educational agencies and local educational 
                agencies in the region that the award will serve, and 
                other individuals with knowledge of the region's needs. 
                Such individuals may include members of the regional 
                advisory committee for the region under section 206(a).
          ``(2) Plan.--
                  ``(A) In general.--Each application submitted under 
                paragraph (1) shall contain a plan for the activities 
                of the regional educational laboratory to be 
                established under this section, which shall be updated, 
                modified, and improved, as appropriate, on an ongoing 
                basis, including by using the results of the 
                laboratory's interim evaluation under subsection 
                (i)(3).
                  ``(B) Contents.--A plan described in subparagraph (A) 
                shall address--
                          ``(i) the priorities for applied research, 
                        development, evaluations, and wide 
                        dissemination established under section 207;
                          ``(ii) the needs of State educational 
                        agencies and local educational agencies, on an 
                        ongoing basis, using available State and local 
                        data, including the relevant results of the 
                        region's assessment under section 206(e); and
                          ``(iii) if available, demonstrated support 
                        from State educational agencies and local 
                        educational agencies in the region, such as 
                        letters of support or signed memoranda of 
                        understanding.
          ``(3) Non-federal support.--In conducting a competition for 
        grants, contracts, or cooperative agreements under subsection 
        (a), the Evaluation and Regional Assistance Commissioner shall 
        give priority to eligible applicants that will provide a 
        portion of non-Federal funds to maximize support for activities 
        of the regional educational laboratories to be established 
        under this section.
  ``(e) Awarding Grants, Contracts, or Cooperative Agreements.--
          ``(1) Assurances.--In awarding grants, contracts, or 
        cooperative agreements under this section, the Evaluation and 
        Regional Assistance Commissioner shall--
                  ``(A) make such an award for not more than a 5-year 
                period;
                  ``(B) ensure that regional educational laboratories 
                established under this section have strong and 
                effective governance, organization, management, and 
                administration, and employ qualified staff; and
                  ``(C) ensure that each such laboratory has the 
                flexibility to respond in a timely fashion to the needs 
                of the laboratory's region, including--
                          ``(i) through using the results of the 
                        laboratory's interim evaluation under 
                        subsection (i)(3) to improve and modify the 
                        activities of the laboratory before the end of 
                        the award period; and
                          ``(ii) through sharing preliminary results of 
                        the laboratory's research, as appropriate, to 
                        increase the relevance and usefulness of the 
                        research.
          ``(2) Coordination.--To ensure coordination and prevent 
        unnecessary duplication of activities among the regions, the 
        Evaluation and Regional Assistance Commissioner shall--
                  ``(A) share information about the activities of each 
                regional educational laboratory with each other 
                regional educational laboratory, the Department, the 
                Director, and the National Board for Education 
                Sciences;
                  ``(B) ensure, where appropriate, that the activities 
                of each regional educational laboratory established 
                under this section also serve national interests;
                  ``(C) ensure each such regional educational 
                laboratory establishes strong partnerships among 
                practitioners, policymakers, researchers, and others, 
                so that such partnerships are continued in the absence 
                of Federal support; and
                  ``(D) enable, where appropriate, for such a 
                laboratory to work in a region being served by another 
                laboratory or to carry out a project that extends 
                beyond the region served by the laboratory.
          ``(3) Collaboration with technical assistance providers.--
        Each regional educational laboratory established under this 
        section shall, on an ongoing basis, coordinate its activities, 
        collaborate, and regularly exchange information with the 
        comprehensive centers (established in section 203) in the 
        region in which the center is located, and with comprehensive 
        centers located outside of its region, as appropriate.
          ``(4) Outreach.--
                  ``(A) In general.--In conducting competitions for 
                grants, contracts, or cooperative agreements under this 
                section, the Evaluation and Regional Assistance 
                Commissioner shall--
                          ``(i) by making information and technical 
                        assistance relating to the competition widely 
                        available, actively encourage eligible 
                        applicants to compete for such an award; and
                          ``(ii) seek input from the chief executive 
                        officers of States, chief State school 
                        officers, educators, parents, superintendents, 
                        and other individuals with knowledge of the 
                        needs of the regions to be served by the 
                        awards, regarding--
                                  ``(I) the needs in the regions for 
                                applied research, evaluation, 
                                development, and wide-dissemination 
                                activities authorized by this title; 
                                and
                                  ``(II) how such needs may be 
                                addressed most effectively.
                  ``(B) Regional advisory committees.--The individuals 
                described in subparagraph (A)(ii) may include members 
                of the regional advisory committees established under 
                section 206(a).
          ``(5) Performance management.--Before the Evaluation and 
        Regional Assistance Commissioner awards a grant, contract, or 
        cooperative agreement under this section, the Director shall 
        establish measurable performance indicators for assessing the 
        ongoing progress and performance of the regional educational 
        laboratories established with such awards that address--
                  ``(A) the requirements of the performance management 
                system described in section 185; and
                  ``(B) the relevant results of the regional 
                assessments under section 206(e) .
          ``(6) Standards.--The Evaluation and Regional Assistance 
        Commissioner shall adhere to the Institute's system for 
        technical and peer review under section 114(h) in reviewing the 
        applied research activities and research-based reports of the 
        regional educational laboratories.
          ``(7) Required consideration.--In determining whether to 
        award a grant, contract, or cooperative agreement under this 
        section to an eligible applicant that previously established a 
        regional educational laboratory under this section, the 
        Evaluation and Regional Assistance Commissioner shall consider 
        the results of such laboratory's summative evaluation under 
        subsection (i)(2).
  ``(f) Mission.--Each regional educational laboratory established 
under this section shall--
          ``(1) conduct applied research, development, and evaluation 
        activities with State educational agencies, local educational 
        agencies, and, as appropriate, schools funded by the Bureau;
          ``(2) widely disseminate such work, consistent with section 
        114(j); and
          ``(3) develop the capacity of State educational agencies, 
        local educational agencies, and, as appropriate, schools funded 
        by the Bureau to carry out the activities described in 
        paragraphs (1) and (2).
  ``(g) Activities.--To carry out the mission described in subsection 
(f), each regional educational laboratory established under this 
section shall carry out the following activities:
          ``(1) Conduct, widely disseminate, and promote utilization of 
        applied research, development activities, evaluations, and 
        other scientifically valid research.
          ``(2) Develop and improve the plan for the laboratory under 
        subsection (d)(2) for serving the region of the laboratory, and 
        as appropriate, national needs, on an ongoing basis, which 
        shall include seeking input and incorporating feedback from the 
        representatives of State educational agencies and local 
        educational agencies in the region, and other individuals with 
        knowledge of the region's needs. Such representatives and other 
        individuals may include members of the regional advisory 
        committee for the region established under section 206(a).
          ``(3) Ensure research and related products are relevant and 
        responsive to the needs of the region, including by using the 
        relevant results of the region's assessment under section 
        206(e).
  ``(h) Governing Board.--
          ``(1) In general.--Each regional educational laboratory 
        established under this section may establish a governing board 
        to improve the management of activities that the laboratory 
        carries out under this section.
          ``(2) Board duties.--A Board established under paragraph (1) 
        shall coordinate and align its work with the work of the 
        regional advisory committee for the region established under 
        section 206.
  ``(i) Evaluations.--
          ``(1) In general.--The Evaluation and Regional Assistance 
        Commissioner shall--
                  ``(A) provide for ongoing summative and interim 
                evaluations described in paragraphs (2) and (3), 
                respectively, of each of the regional educational 
                laboratories established under this section in carrying 
                out the full range of duties described in this section; 
                and
                  ``(B) transmit the results of such evaluations, 
                through appropriate means, to the appropriate 
                congressional committees, the Director, and the public.
          ``(2) Summative evaluations.--The Evaluation and Regional 
        Assistance Commissioner shall ensure each regional educational 
        laboratory established under this section is evaluated by an 
        independent entity at the end of the period of the grant, 
        contract, or cooperative agreement that established such 
        laboratory, which shall--
                  ``(A) be completed in a timely fashion;
                  ``(B) assess how well the laboratory is meeting the 
                measurable performance indicators established under 
                subsection (e)(5); and
                  ``(C) consider the extent to which the laboratory 
                ensures that the activities of such laboratory are 
                relevant and useful to the work of State and local 
                practitioners and policymakers.
          ``(3) Interim evaluations.--The Evaluation and Regional 
        Assistance Commissioner shall ensure each regional educational 
        laboratory established under this section is evaluated at the 
        midpoint of the period of the grant, contract, or cooperative 
        agreement that established such laboratory, which shall--
                  ``(A) assess how well such laboratory is meeting the 
                performance indicators described in subsection (e)(5); 
                and
                  ``(B) be used to improve the effectiveness of such 
                laboratory in carrying out its plan under subsection 
                (d)(2).
  ``(j) Continuation of Awards; Recompetition.--
          ``(1) Continuation of awards.--The Evaluation and Regional 
        Assistance Commissioner shall continue awards made to each 
        eligible applicant for the support of regional educational 
        laboratories established under this section prior to the date 
        of enactment of the Strengthening Education through Research 
        Act, as such awards were in effect on the day before the date 
        of enactment of the Strengthening Education through Research 
        Act, for the duration of those awards, in accordance with the 
        terms and agreements of such awards.
          ``(2) Recompetition.--Not later than the end of the period of 
        the awards described in paragraph (1), the Evaluation and 
        Regional Assistance Commissioner shall--
                  ``(A) hold a competition to make grants, contracts, 
                or cooperative agreements under this section to 
                eligible applicants, which may include eligible 
                applicants that held awards described in paragraph (1); 
                and
                  ``(B) in determining whether to select an eligible 
                applicant that held an award described in paragraph (1) 
                for an award under subparagraph (A) of this paragraph, 
                consider the results of the summative evaluation under 
                subsection (i)(2) of the laboratory established with 
                the eligible applicant's award described in paragraph 
                (1).'';
          (5) by striking subsection (l);
          (6) by redesignating subsections (m), (n), and (o) as 
        subsections (l), (m), and (n), respectively;
          (7) in subsection (l), as so redesignated, by inserting ``and 
        local'' after ``achieve State'';
          (8) by amending subsection (m), as so redesignated, to read 
        as follows:
  ``(m) Annual Report.--Each regional educational laboratory 
established under this section shall submit to the Evaluation and 
Regional Assistance Commissioner an annual report containing such 
information as the Commissioner may require, but which shall include, 
at a minimum, the following:
          ``(1) A summary of the laboratory's activities and products 
        developed during the previous year.
          ``(2) A listing of the State educational agencies, local 
        educational agencies, and schools the laboratory assisted 
        during the previous year.
          ``(3) Using the measurable performance indicators established 
        under subsection (e)(5), a description of how well the 
        laboratory is meeting educational needs of the region served by 
        the laboratory.
          ``(4) Any changes to the laboratory's plan under subsection 
        (d)(2) to improve its activities in the remaining years of the 
        grant, contract, or cooperative agreement.''; and
          (9) by adding at the end the following new subsection:
  ``(o) Appropriations Reservation.--Of the amounts appropriated under 
section 194(a), the Evaluation and Regional Assistance Commissioner 
shall reserve 16.13 percent of such funds to carry out this section, of 
which the Commissioner shall use not less than 25 percent to serve 
rural areas (including schools funded by the Bureau which are located 
in rural areas).''.
  (b) Conforming Amendment.--The table of contents in section 1 of the 
Act of November 5, 2002 (Public Law 107-279; 116 Stat. 1940) is amended 
by striking the item relating to section 174 and inserting the 
following:

``Sec. 174. Regional educational laboratories for research, 
development, dissemination, and evaluation.''.

         PART E--NATIONAL CENTER FOR SPECIAL EDUCATION RESEARCH

SEC. 175. ESTABLISHMENT.

  Section 175(b) (20 U.S.C. 9567(b)) is amended--
          (1) in paragraph (1), by striking ``and children'' and 
        inserting ``children, and youth'';
          (2) in paragraph (2), by striking ``and'' at the end;
          (3) in paragraph (3), by striking the period at the end and 
        inserting a semicolon; and
          (4) by adding at the end the following:
          ``(4) to promote quality and integrity through the use of 
        accepted practices of scientific inquiry to obtain knowledge 
        and understanding of the validity of education theories, 
        practices, or conditions with respect to special education 
        research and evaluation described in paragraphs (1) through 
        (3); and
          ``(5) to promote scientifically valid research findings in 
        special education that may provide the basis for improving 
        academic instruction and lifelong learning.''.

SEC. 176. COMMISSIONER FOR SPECIAL EDUCATION RESEARCH.

  Section 176 (20 U.S.C. 9567a) is amended by inserting ``and youth'' 
after ``children''.

SEC. 177. DUTIES.

  Section 177 (20 U.S.C. 9567b) is amended--
          (1) in subsection (a)--
                  (A) in paragraph (1)(A), by inserting ``and youth'' 
                after ``children'';
                  (B) in paragraph (2), by striking ``scientifically 
                based educational practices'' and inserting 
                ``educational practices, including the use of 
                technology based on scientifically valid research,'';
                  (C) in paragraph (4), by striking ``based'' and 
                inserting ``valid'';
                  (D) in paragraph (10), by inserting before the 
                semicolon the following: ``, including how secondary 
                school credentials are related to postsecondary and 
                employment outcomes'';
                  (E) by redesignating paragraphs (11) through (15) and 
                paragraphs (16) and (17) as paragraphs (12) through 
                (16), respectively, and paragraphs (18) and (19), 
                respectively;
                  (F) by inserting after paragraph (10), the following:
          ``(11) examine the participation and outcomes of students 
        with disabilities in secondary and postsecondary career and 
        technical education programs;'';
                  (G) in paragraph (14), as so redesignated, by 
                inserting ``and professional development'' after 
                ``preparation'';
                  (H) in paragraph (16), as so redesignated, by 
                striking ``help parents'' and inserting ``examine the 
                methods by which parents may'';
                  (I) by inserting after paragraph (16), as so 
                redesignated, the following:
          ``(17) assist the Board in the preparation and dissemination 
        of each evaluation report under section 116(d);'';
                  (J) in paragraph (18), as so redesignated, by 
                striking ``and'' at the end;
                  (K) by amending paragraph (19), as so redesignated, 
                to read as follows:
          ``(19) examine the needs of children with disabilities who 
        are English learners, gifted and talented, or who have other 
        unique learning needs; and''; and
                  (L) by adding at the end the following:
          ``(20) examine innovations in the field of special education, 
        such as multi-tiered systems of support.'';
          (2) in subsection (c)--
                  (A) in the matter preceding paragraph (1)--
                          (i) by inserting ``for the activities of the 
                        Special Education Research Center'' after 
                        ``research plan''; and
                          (ii) by inserting ``and, subject to the 
                        approval of the Director, implement such plan'' 
                        after ``Services'';
                  (B) in paragraph (1), by inserting ``described in 
                section 175(b)'' after ``Center'';
                  (C) by amending paragraph (2) to read as follows:
          ``(2) is carried out, and, as appropriate, updated and 
        modified, including by using the results of the Special 
        Education Research Center's most recent evaluation report under 
        section 116(d);'';
                  (D) by striking paragraph (5);
                  (E) by redesignating paragraphs (3), (4), and (6) as 
                paragraphs (4), (5), and (7), respectively;
                  (F) by inserting after paragraph (2), as so amended, 
                the following:
          ``(3) provides for research that addresses significant 
        questions of practice where such research is lacking;'';
                  (G) in paragraph (5), as so redesignated, by striking 
                ``and types of children with'' and inserting ``, 
                student subgroups, and types of''; and
                  (H) by inserting after paragraph (5), as so 
                redesignated and amended, the following:
          ``(6) describes how the Special Education Research Center 
        will use the performance management system described in section 
        185 to assess and improve the activities of the Center; and'';
          (3) in subsection (d)--
                  (A) in paragraph (1), by striking ``Director'' and 
                inserting ``Special Education Research Commissioner'';
                  (B) by amending paragraph (3) to read as follows:
          ``(3) Applications.--
                  ``(A) In general.--An eligible applicant that wishes 
                to receive a grant, or enter into a contract or 
                cooperative agreement, under this section shall submit 
                an application to the Special Education Research 
                Commissioner at such time, in such manner, and 
                containing such information as the Special Education 
                Research Commissioner may require.
                  ``(B) Contents.--An application submitted under 
                subparagraph (A) shall describe how the eligible 
                applicant will address and demonstrate progress on the 
                requirements of the performance management system 
                described in section 185, with respect to the 
                activities that will be carried out under such grant, 
                contract, or cooperative agreement.''; and
                  (C) by adding at the end the following:
          ``(4) Duration.--Notwithstanding any other provision of law, 
        the grants, contracts, and cooperative agreements under this 
        section may be awarded, on a competitive basis, for a period of 
        not more than 5 years, and may be renewed at the discretion of 
        the Special Education Research Commissioner for an additional 
        period of not more than 2 years if the recipient demonstrates 
        progress on the requirements of the performance management 
        system described in section 185, with respect to the activities 
        carried out under the grant, contract, or cooperative agreement 
        received under this section.'';
          (4) by amending subsection (e) to read as follows:
  ``(e) Dissemination.--The Special Education Research Center shall 
synthesize and, consistent with section 114(j), widely disseminate and 
promote utilization of the findings and results of special education 
research conducted or supported by the Special Education Research 
Center.''; and
          (5) in subsection (f), by striking ``part such sums as may be 
        necessary for each of fiscal years 2005 through 2010.'' and 
        inserting ``part--
          ``(1) for fiscal year 2015, $54,000,000;
          ``(2) for fiscal year 2016, $54,108,000;
          ``(3) for fiscal year 2017, $55,298,376;
          ``(4) for fiscal year 2018, $56,625,537;
          ``(5) for fiscal year 2019, $58,154,426; and
          ``(6) for fiscal year 2020, $65,645,169.''.

                       PART F--GENERAL PROVISIONS

SEC. 182. PROHIBITIONS.

  Section 182 (20 U.S.C. 9572) is amended--
          (1) in subsection (b)--
                  (A) by striking ``or control'' and inserting 
                ``control, or coerce''; and
                  (B) by inserting ``specific academic standards or 
                assessments,'' after ``the curriculum,''
          (3) in subsection (c)--
                  (A) by inserting ``coerce,'' after ``approve,'' and
                  (B) by striking ``an elementary school or secondary 
                school'' and inserting ``early education, or in an 
                elementary school, secondary school, or institution of 
                higher education''.

SEC. 183. CONFIDENTIALITY.

  Section 183 (20 U.S.C. 9573) is amended--
          (1) in subsection (b)--
                  (A) by striking ``their families, and information 
                with respect to individual schools,'' and inserting 
                ``and their families''; and
                  (B) by inserting before the period at the end the 
                following: ``, and that any disclosed information with 
                respect to individual schools not reveal such 
                individually identifiable information'';
          (2) in subsection (d)(2), by inserting ``, including 
        voluntary and uncompensated services under section 190'' after 
        ``providing services''; and
          (3) in subsection (e)(1), in the matter preceding 
        subparagraph (A), by inserting ``and Director'' after 
        ``Secretary''.

SEC. 184. AVAILABILITY OF DATA.

  Section 184 (20 U.S.C. 9574) is amended by striking ``use of the 
Internet'' and inserting ``electronic means, such as posting to the 
Institute's website in an easily accessible manner''.

SEC. 185. PERFORMANCE MANAGEMENT.

  Section 185 (20 U.S.C. 9575) is amended to read as follows:

``SEC. 185. PERFORMANCE MANAGEMENT.

  ``The Director shall establish a system for managing the performance 
of all activities authorized under this title to promote continuous 
improvement of the activities and to ensure the effective use of 
Federal funds by--
          ``(1) developing and using measurable performance indicators, 
        including timelines, to evaluate and improve the effectiveness 
        of the activities;
          ``(2) using the performance indicators described in paragraph 
        (1) to inform funding decisions, including the awarding and 
        continuation of all grants, contracts, and cooperative 
        agreements under this title;
          ``(3) establishing and improving formal feedback mechanisms 
        to--
                  ``(A) anticipate and meet stakeholder needs; and
                  ``(B) incorporate, on an ongoing basis, the feedback 
                of such stakeholders into the activities authorized 
                under this title; and
          ``(4) promoting the wide dissemination and utilization, 
        consistent with section 114(j), of all information, products, 
        and publications of the Institute.''.

SEC. 186. AUTHORITY TO PUBLISH.

  Section 186(b) (20 U.S.C. 9576) is amended by striking ``any 
information to be published under this section before publication'' and 
inserting ``publications under this section before the public release 
of such publications''.

SEC. 187. REPEALS.

  (a) Repeals.--Sections 187 (20 U.S.C. 9577) and 193 (20 U.S.C. 9583) 
are repealed.
  (b) Conforming Amendments.--The table of contents in section 1 of the 
Act of November 5, 2002 (Public Law 107-279; 116 Stat. 1940) is amended 
by striking the items relating to sections 187 and 193.

SEC. 188. FELLOWSHIPS.

  Section 189 (20 U.S.C. 9579) is amended--
          (1) by inserting ``and the mission of each National Education 
        Center authorized under this title'' after ``related to 
        education''; and
          (2) by striking ``historically Black colleges and 
        universities'' and inserting ``minority-serving institutions''.

SEC. 189. AUTHORIZATION OF APPROPRIATIONS.

  Section 194 (20 U.S.C. 9584) is amended--
          (1) by amending subsection (a) to read as follows:
  ``(a) In General.--There are authorized to be appropriated to 
administer and carry out this title (except part E)--
          ``(1) for fiscal year 2015, $337,343,000;
          ``(2) for fiscal year 2016, $338,017,686;
          ``(3) for fiscal year 2017, $345,454,075;
          ``(4) for fiscal year 2018, $353,744,974;
          ``(5) for fiscal year 2019, $363,296,087; and
          ``(6) for fiscal year 2020, $368,745,528.''.
          (2) by striking subsection (b) and inserting the following:
  ``(b) Reservations.--Of the amounts appropriated under subsection (a) 
for each fiscal year--
          ``(1) not less than the amount provided to the National 
        Center for Education Statistics (as such Center was in 
        existence on the day before the date of enactment of the 
        Strengthening Education through Research Act) for fiscal year 
        2014 shall be provided to the National Center for Education 
        Statistics, as authorized under part C; and
          ``(2) not more than the lesser of 2 percent of such funds or 
        $2,000,000 shall be made available to carry out section 116 
        (relating to the National Board for Education Sciences).''.

               TITLE II--EDUCATIONAL TECHNICAL ASSISTANCE

SEC. 201. REFERENCES.

  Except as otherwise expressly provided, whenever in this title an 
amendment or repeal is expressed in terms of an amendment to, or repeal 
of, a section or other provision, the reference shall be considered to 
be made to a section or other provision of the Educational Technical 
Assistance Act of 2002 (20 U.S.C. 9601 et seq.).

SEC. 202. DEFINITIONS.

  Section 202 (20 U.S.C. 9601) is amended--
          (1) by redesignating paragraph (2) as paragraph (3); and
          (2) by inserting after paragraph (1), the following:
          ``(2) School leader.--The term `school leader' has the 
        meaning given the term in section 102.''.

SEC. 203. COMPREHENSIVE CENTERS.

  Section 203 (20 U.S.C. 9602)--
          (1) by amending subsection (a) to read as follows:
  ``(a) Authorization.--
          ``(1) In general.--Subject to paragraph (3), the Secretary is 
        authorized to award not more than 17 grants, contracts, or 
        cooperative agreements to eligible applicants to establish 
        comprehensive centers.
          ``(2) Mission.--The mission of the comprehensive centers is 
        to provide State educational agencies and local educational 
        agencies technical assistance, analysis, and training to build 
        their capacity in implementing the requirements of the 
        Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 
        et seq.) and other Federal education laws, and research-based 
        practices.
          ``(3) Regions.--In awarding grants, contracts, or cooperative 
        agreements under paragraph (1), the Secretary--
                  ``(A) shall establish at least one comprehensive 
                center for each of the 10 geographic regions served by 
                the regional educational laboratories established under 
                section 941(h) of the Educational Research, 
                Development, Dissemination, and Improvement Act of 1994 
                (as such provision existed on the day before the date 
                of enactment of this Act); and
                  ``(B) may establish additional comprehensive 
                centers--
                          ``(i) for one or more of the regions 
                        described in subparagraph (A); or
                          ``(ii) to serve the Nation as a whole by 
                        providing technical assistance on a particular 
                        content area of importance to the Nation, as 
                        determined by the Secretary with the advice of 
                        the regional advisory committees established 
                        under section 206(a).
          ``(4) Nation.--In the case of a comprehensive center 
        established to serve the Nation as described in paragraph 
        (3)(B)(ii), the Nation shall be considered to be a region 
        served by such Center.
          ``(5) Award period.--A grant, contract, or cooperative 
        agreement under this section may be awarded, on a competitive 
        basis, for a period of not more than 5 years.
          ``(6) Responsiveness.--The Secretary shall ensure that each 
        comprehensive center established under this section has the 
        ability to respond in a timely fashion to the needs of State 
        educational agencies and local educational agencies, including 
        through using the results of the center's interim evaluation 
        under section 204(c), to improve and modify the activities of 
        the center before the end of the award period.'';
          (2) in subsection (b)--
                  (A) in paragraph (1)--
                          (i) by inserting ``, contracts, or 
                        cooperative agreements'' after ``Grants'';
                          (ii) by striking ``research organizations, 
                        institutions, agencies, institutions of higher 
                        education,'' and inserting ``public or private, 
                        nonprofit or for-profit research organizations, 
                        other organizations, or institutions of higher 
                        education,'';
                          (iii) by striking ``, or individuals,'';
                          (iv) by striking ``subsection (f)'' and 
                        inserting ``subsection (e)''; and
                          (v) by striking ``, including regional'' and 
                        all that follows through ``107-110))''; and
                  (B) by striking paragraphs (2) and (3) and inserting 
                the following:
          ``(2) Outreach.--
                  ``(A) In general.--In conducting competitions for 
                grants, contracts, or cooperative agreements under this 
                section, the Secretary shall--
                          ``(i) by making widely available information 
                        and technical assistance relating to the 
                        competition, actively encourage eligible 
                        applicants to compete for such awards; and
                          ``(ii) seek input from chief executive 
                        officers of States, chief State school 
                        officers, educators, parents, superintendents, 
                        and other individuals with knowledge of the 
                        needs of the regions to be served by the 
                        awards, regarding--
                                  ``(I) the needs in the regions for 
                                technical assistance authorized under 
                                this title; and
                                  ``(II) how such needs may be 
                                addressed most effectively.
                  ``(B) Regional advisory committees.--The individuals 
                described in subparagraph (A)(ii) may include members 
                of the regional advisory committees established under 
                section 206(a).
          ``(3) Performance management.--Before awarding a grant, 
        contract, or cooperative agreement under this section, the 
        Secretary shall establish measurable performance indicators to 
        be used to assess the ongoing progress and performance of the 
        comprehensive centers to be established under this title that 
        address--
                  ``(A) paragraphs (1) through (3) of the performance 
                management system described in section 185; and
                  ``(B) the relevant results of the regional 
                assessments under section 206(e).
          ``(4) Required consideration.--In determining whether to 
        award a grant, contract, or cooperative agreement under this 
        section to an eligible applicant that previously established a 
        comprehensive center under this section, the Secretary shall 
        consider the results of such center's summative evaluation 
        under section 204(b).
          ``(5) Continuation of awards.--
                  ``(A) Continuation of awards.--The Secretary shall 
                continue awards made to each eligible applicant for the 
                support of comprehensive centers established under this 
                section prior to the date of enactment of the 
                Strengthening Education through Research Act, as such 
                awards were in effect on the day before the date of 
                enactment of the Strengthening Education through 
                Research Act, for the duration of those awards, in 
                accordance with the terms and agreements of such 
                awards.
                  ``(B) Recompetition.--Not later than the end of the 
                period of the awards described in subparagraph (A), the 
                Secretary shall--
                          ``(i) hold a competition to make grants, 
                        contracts, or cooperative agreements under this 
                        section to eligible applicants, which may 
                        include eligible applicants that held awards 
                        described in subparagraph (A); and
                          ``(ii) in determining whether to select an 
                        eligible applicant that held an award described 
                        in subparagraph (A) for an award under clause 
                        (i) of this subparagraph, consider the results 
                        of the summative evaluation under section 
                        204(b) of the center established with the 
                        eligible applicant's award described in 
                        subparagraph (A).
          ``(6) Eligible applicant defined.--For purposes of this 
        section, the term `eligible applicant' means an entity 
        described in paragraph (1).'';
          (3) by amending subsection (c) to read as follows:
  ``(c) Applications.--
          ``(1) Submission.--
                  ``(A) In general.--Each eligible applicant seeking a 
                grant, contract, or cooperative agreement under this 
                section shall submit an application at such time, in 
                such manner, and containing such additional information 
                as the Secretary may reasonably require.
                  ``(B) Input.--To ensure that applications submitted 
                under this paragraph are reflective of the needs of the 
                regions to be served, each eligible applicant 
                submitting such an application shall seek input from 
                State educational agencies and local educational 
                agencies in the region that the award will serve, and 
                other individuals with knowledge of the region's needs. 
                Such individuals may include members of the regional 
                advisory committee for the region under section 206(a).
          ``(2) Plan.--
                  ``(A) In general.--Each application submitted under 
                paragraph (1) shall contain a plan for the 
                comprehensive center to be established under this 
                section, which shall be updated, modified, and 
                improved, as appropriate, on an ongoing basis, 
                including by using the results of the center's interim 
                evaluation under section 204(c).
                  ``(B) Contents.--A plan described in subparagraph (A) 
                shall address--
                          ``(i) the priorities for technical assistance 
                        established under section 207;
                          ``(ii) the needs of State educational 
                        agencies and local educational agencies, on an 
                        ongoing basis, using available State and local 
                        data, including the relevant results of the 
                        regional assessments under section 206(e); and
                          ``(iii) if available, demonstrated support 
                        from State educational agencies and local 
                        educational agencies, such as letters of 
                        support or signed memoranda of understanding.
          ``(3) Non-federal support.--In conducting a competition for 
        grants, contracts, or cooperative agreements under subsection 
        (a), the Secretary shall give priority to eligible applicants 
        that will provide a portion of non-Federal funds to maximize 
        support for activities of the comprehensive centers to be 
        established under this section.'';
          (4) in subsection (d), by inserting ``the number of low-
        performing schools in the region,'' after ``economically 
        disadvantaged students,'';
          (5) by striking subsection (e) and redesignating subsections 
        (f), (g), and (h) as subsections (e), (f), and (g), 
        respectively;
          (6) in subsection (e), as so redesignated--
                  (A) in paragraph (1)--
                          (i) by striking ``support dissemination and 
                        technical assistance activities by'' and 
                        inserting ``support State educational agencies 
                        and local educational agencies, including by'';
                          (ii) in subparagraph (A)(i), by inserting 
                        ``and other Federal education laws'' before the 
                        semicolon;
                          (iii) in subparagraph (A)(ii)--
                                  (I) in the matter preceding subclause 
                                (I), by striking ``and assessment 
                                tools'' and inserting ``, assessment 
                                tools, and other educational 
                                strategies'';
                                  (II) in subclause (I), by striking 
                                ``mathematics, science,'' and inserting 
                                ``mathematics and science, which may 
                                include computer science or 
                                engineering,''; and
                                  (III) in subclause (III), by 
                                inserting ``, including innovative 
                                tools and methods'' before the 
                                semicolon;
                          (iv) by striking subparagraph (A)(iii) and 
                        inserting the following:
                          ``(iii) the replication and adaptation of 
                        exemplary practices and innovative methods that 
                        have an evidence base of effectiveness; and'';
                          (v) in subparagraph (B)--
                                  (I) by inserting ``, consistent with 
                                section 114(j),'' after 
                                ``disseminating''; and
                                  (II) by striking ``(as described'' 
                                and all that follows through ``is 
                                located''; and
                          (vi) by amending subparagraph (C) to read as 
                        follows:
                  ``(C) ensuring activities carried out under this 
                section are relevant and responsive to the needs of the 
                region being served, including by using the relevant 
                results of the regional assessments under section 
                206(e).''; and
                  (B) in paragraph (2)--
                          (i) by inserting ``, on an ongoing basis,'' 
                        after ``this section shall''; and
                          (ii) by inserting ``or other regional 
                        educational laboratories or comprehensive 
                        centers, as appropriate,'' after ``center is 
                        located,''; and
          (7) by amending subsections (f) and (g), as each so 
        redesignated, to read as follows:
  ``(f) Comprehensive Center Advisory Board.--A comprehensive center 
established under this section may establish an advisory board to 
support and monitor the priorities and activities of such center. An 
advisory board established under this subsection shall coordinate and 
align its work with the work of the regional advisory committee of the 
region served by such center established under section 206.
  ``(g) Report to the Secretary.--Each comprehensive center established 
under this section shall submit to the Secretary an annual report, at 
such time, in such manner, and containing such information as the 
Secretary may require, which shall include the following:
          ``(1) A summary of the center's activities and products 
        developed during the previous year.
          ``(2) A listing of the State educational agencies, local 
        educational agencies, and schools the center assisted during 
        the previous year.
          ``(3) Using the measurable performance indicators established 
        under subsection (b)(3), a description of how well the center 
        is meeting educational needs of the region served by the 
        center.
          ``(4) Any changes to the center's plan under subsection 
        (c)(2) to improve its activities in the remaining years of the 
        grant, contract, or cooperative agreement.''.

SEC. 204. EVALUATIONS.

  Section 204 (20 U.S.C. 9603) is amended to read as follows:

``SEC. 204. EVALUATIONS.

  ``(a) In General.--The Secretary shall--
          ``(1) provide for ongoing summative and interim evaluations 
        described in subsections (b) and (c), respectively, of each of 
        the comprehensive centers established under this title in 
        carrying out the full range of duties of the center under this 
        title; and
          ``(2) transmit the results of such evaluations, through 
        appropriate means, to the appropriate congressional committees, 
        the Director of the Institute of Education Sciences, and the 
        public.
  ``(b) Summative Evaluation.--The Secretary shall ensure each 
comprehensive center established under this title is evaluated by an 
independent entity at the end of the period of the grant, contract, or 
cooperative agreement that established such center, which shall--
          ``(1) be completed in a timely fashion;
          ``(2) assess how well the center is meeting the measurable 
        performance indicators established under section 203(b)(3); and
          ``(3) consider the extent to which the center ensures that 
        the technical assistance of such center is relevant and useful 
        to the work of State and local practitioners and policymakers.
  ``(c) Interim Evaluation.--The Secretary shall ensure that each 
comprehensive center established under this title is evaluated at the 
midpoint of the period of the grant, contract, or cooperative agreement 
that established such center, which shall--
          ``(1) assess how well such center is meeting the measurable 
        performance indicators established under section 203(b)(3); and
          ``(2) be used to improve the effectiveness of such center in 
        carrying out its plan under section 203(c)(2).''.

SEC. 205. EXISTING TECHNICAL ASSISTANCE PROVIDERS.

  (a) Repeal.--Section 205 (20 U.S.C. 9604) is repealed.
  (b) Conforming Amendment.--The table of contents in section 1 of the 
Act of November 5, 2002 (Public Law 107-279; 116 Stat. 1940) is amended 
by striking the item relating to section 205.

SEC. 206. REGIONAL ADVISORY COMMITTEES.

  Section 206 (20 U.S.C. 9605) is amended--
          (1) in subsection (a)--
                  (A) by striking ``Beginning in 2004, the'' and 
                inserting ``The''; and
                  (B) by striking ``of the Education Sciences Reform 
                Act of 2002'';
          (2) by striking subsection (c) and redesignating subsections 
        (b) and (d) as subsections (d) and (e), respectively;
          (3) by inserting the following after subsection (a):
  ``(b) Mission.--The mission of each regional advisory committee 
established under subsection (a) shall be to--
          ``(1) support, strengthen, and, as appropriate, align the 
        work of the regional educational laboratories established under 
        section 174 and the comprehensive centers established under 
        this title; and
          ``(2) ensure that the regional educational laboratories and 
        comprehensive centers are meeting the needs of their regions.
  ``(c) Duties.--Each advisory committee established under subsection 
(a) shall--
          ``(1) conduct, on at least a biennial basis, a needs 
        assessments of the region served by the committee, as described 
        in subsection (e);
          ``(2) to ensure the activities of the regional educational 
        laboratory and comprehensive centers serving the region of the 
        committee are responsive to the needs of such region, provide 
        ongoing input to the laboratory and centers on planning and 
        carrying out their activities under section 174 and this title, 
        respectively;
          ``(3) maintain a high standard of quality in the performance 
        of the activities of the laboratory and centers, respectively; 
        and
          ``(4) support the continuous improvement of the laboratory 
        and centers in the region served by the committee, especially 
        in meeting the measurable performance indicators established 
        under sections 174(e)(4) and 203(b)(3), respectively.'';
          (4) by amending subsection (d), as so redesignated, to read 
        as follows:
  ``(d) Membership.--
          ``(1) Composition.--The membership of each regional advisory 
        committee shall--
                  ``(A) not exceed 25 members;
                  ``(B) include the chief State school officer, or such 
                officer's designee, or other State official, of States 
                within the region of the committee who have primary 
                responsibility under State law for elementary and 
                secondary education in the State;
                  ``(C) include representatives of local educational 
                agencies, including rural and urban local educational 
                agencies, that represent the geographic diversity of 
                the region; and
                  ``(D) include researchers.
          ``(2) Eligibility.--The membership of each regional advisory 
        committee may include the following:
                  ``(A) Representatives of institutions of higher 
                education.
                  ``(B) Parents.
                  ``(C) Practicing educators, including classroom 
                teachers, school leaders, administrators, school board 
                members, and other local school officials.
                  ``(D) Representatives of business.
                  ``(E) Policymakers.
                  ``(F) Representatives from the regional educational 
                laboratory and comprehensive centers in the region.
          ``(3) Recommendations.--In choosing individuals for 
        membership on a regional advisory committee, the Secretary 
        shall consult with, and solicit recommendations from, the chief 
        executive officers of States, chief State school officers, 
        local educational agencies, and other education stakeholders 
        within the applicable region.
          ``(4) Special rule.--The total number of members on each 
        committee who are selected under subparagraphs (B) and (C) of 
        paragraph (1), in the aggregate, shall exceed the total number 
        of members who are selected under paragraph (2), 
        collectively.'';
          (5) in subsection (e), as so redesignated--
                  (A) in paragraph (1)--
                          (i) by inserting ``, at least on a biennial 
                        basis,'' after ``assess''; and
                          (ii) by inserting ``, strengths, and 
                        weaknesses'' after ``educational needs'';
                  (B) in paragraph (2)--
                          (i) by striking ``State school officers,'' 
                        and all that follows through ``within the 
                        region)'' and inserting ``State school 
                        officers, local educational agencies, 
                        representatives of public charter schools, 
                        educators, parents, and others within the 
                        region'';
                          (ii) by striking ``of the Education Sciences 
                        Reform Act of 2002 and section 203 of this 
                        title'' and inserting ``and section 203''; and
                          (iii) by striking ``and'' at the end;
                  (C) by redesignating paragraph (3) as paragraph (4);
                  (D) by inserting after paragraph (2) the following 
                new paragraph:
          ``(3) use available State and local data, consistent with 
        privacy protections under section 183, to determine regional 
        educational needs; and''.

SEC. 207. PRIORITIES.

  Section 207 (20 U.S.C. 9606) is amended--
          (1) by inserting ``Director and'' before ``Secretary shall 
        establish'';
          (2) by striking ``of the Education Sciences Reform Act of 
        2002'';
          (3) by striking ``of this title'';
          (4) by striking ``to address, taking onto account'' and 
        inserting ``, respectively, using the results of''; and
          (5) by striking ``relevant regional'' and all that follows 
        through ``Secretary deems appropriate'' and inserting 
        ``relevant regional and national surveys of educational 
        needs''.

SEC. 208. GRANT PROGRAM FOR STATEWIDE LONGITUDINAL DATA SYSTEMS.

  Section 208 (20 U.S.C. 9607) is amended--
          (1) in subsection (a)--
                  (A) by inserting before the period at the end the 
                following: ``, the Higher Education Act of 1965 (20 
                U.S.C. 1001 et seq.), and the Individuals with 
                Disabilities Education Act (20 U.S.C. 1400 et seq.)''; 
                and
                  (B) by adding at the end the following: ``State 
                educational agencies receiving a grant under this 
                section may provide subgrants to local educational 
                agencies to improve the capacity of local educational 
                agencies to carry out the activities authorized under 
                this section.'';
          (2) by redesignating subsections (c), (d), and (e) as 
        subsections (d), (e), and (g), respectively;
          (3) by inserting after subsection (b), the following:
  ``(c) Performance Management.--Before awarding a grant under this 
section, the Secretary shall establish measurable performance 
indicators--
          ``(1) to be used to assess the ongoing progress and 
        performance of State educational agencies receiving a grant 
        under this section; and
          ``(2) that address paragraphs (1) through (3) of the 
        performance management system described in section 185.'';
          (4) in subsection (d), as so redesignated--
                  (A) in paragraph (1), by striking ``, promotes 
                linkages across States,'';
                  (B) in paragraph (2)--
                          (i) in the matter preceding subparagraph (A), 
                        by inserting ``supports school improvement 
                        and'' after ``data that'';
                          (ii) in subparagraph (A), by striking ``and 
                        other reporting requirements and close 
                        achievement gaps; and'' and inserting ``, other 
                        reporting requirements, close achievement gaps, 
                        and improve teaching;'';
                          (iii) in subparagraph (B), by striking ``and 
                        close achievement gaps'' and by inserting ``, 
                        close achievement gaps, and improve teaching''; 
                        and
                          (iv) by inserting after subparagraph (B) the 
                        following:
                  ``(C) to align statewide longitudinal data systems 
                from early education through postsecondary education 
                (including pre-service preparation programs), and the 
                workforce, consistent with privacy protections under 
                section 183;''; and
                  (C) by striking paragraph (3) and inserting the 
                following:
          ``(3) ensures the protection of student privacy, and includes 
        a review of how State educational agencies, local educational 
        agencies, and others that will have access to the statewide 
        data systems under this section will adhere to Federal privacy 
        laws and protections, consistent with section 183, in the 
        building, maintenance, and use of such data systems;
          ``(4) ensures State educational agencies receiving a grant 
        under this section support professional development that builds 
        the capacity of teachers and school leaders to use data 
        effectively; and
          ``(5) gives priority to State educational agencies that 
        leverage the use of longitudinal data systems to improve 
        student achievement and growth, including such State 
        educational agencies that--
                  ``(A) meet the voluntary standards and guidelines 
                described in section 153(a)(5);
                  ``(B) define the roles of State educational agencies, 
                local educational agencies, and others in providing 
                timely access to data under the statewide data systems, 
                consistent with privacy protections in section 183; and
                  ``(C) demonstrate the capacity to share teacher and 
                school leader performance data, including student 
                achievement and growth data, with local educational 
                agencies and teacher and school leader preparation 
                programs.'';
          (5) by inserting after subsection (e), as so redesignated, 
        the following:
  ``(f) Renewal of Awards.--The Secretary may renew a grant awarded to 
a State educational agency under this section for a period not to 
exceed 3 years, if the State educational agency has demonstrated 
progress on the measurable performance indicators established under 
subsection (c).''; and
          (6) by amending subsection (g), as so redesignated, to read 
        as follows:
  ``(g) Reports.--
          ``(1) First report.--Not later than 1 year after the date of 
        enactment of the Strengthening Education through Research Act, 
        the Secretary shall prepare and make publicly available a 
        report on the implementation and effectiveness of the 
        activities carried out by State educational agencies receiving 
        a grant under this section, including--
                  ``(A) information on progress in the development and 
                use of statewide longitudinal data systems described in 
                this section;
                  ``(B) information on best practices and areas for 
                improvement in such development and use; and
                  ``(C) how the State educational agencies are adhering 
                to Federal privacy laws and protections in the 
                building, maintenance, and use of such data systems.
          ``(2) Succeeding reports.--Every succeeding 3 years after the 
        report is made publicly available under paragraph (1), the 
        Secretary shall prepare and make publicly available a report on 
        the implementation and effectiveness of the activities carried 
        out by State educational agencies receiving a grant under this 
        section, including--
                  ``(A) information on the requirements of 
                subparagraphs (A) through (C) of paragraph (1); and
                  ``(B) the progress, in the aggregate, State 
                educational agencies are making on the measurable 
                performance indicators established under subsection 
                (c).''.

SEC. 209. AUTHORIZATION OF APPROPRIATIONS.

  Section 209 (20 U.S.C. 9608) is amended to read as follows:

``SEC. 209. AUTHORIZATION OF APPROPRIATIONS.

  ``There are authorized to be appropriated to carry out this title--
          ``(1) for fiscal year 2015, $82,984,000;
          ``(2) for fiscal year 2016, $83,149,968;
          ``(3) for fiscal year 2017, $84,979,268;
          ``(4) for fiscal year 2018, $87,018,769;
          ``(5) for fiscal year 2019, $89,368,277; and
          ``(6) for fiscal year 2020, $90,708,801.''.

         TITLE III--NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS

SEC. 301. REFERENCES.

  Except as otherwise expressly provided, whenever in this title an 
amendment or repeal is expressed in terms of an amendment to, or repeal 
of, a section or other provision, the reference shall be considered to 
be made to a section or other provision of the National Assessment of 
Educational Progress Authorization Act (20 U.S.C. 9621 et seq.).

SEC. 302. NATIONAL ASSESSMENT GOVERNING BOARD.

  Section 302 (20 U.S.C. 9621) is amended--
          (1) in subsection (a), by striking ``shall formulate policy 
        guidelines'' and inserting ``shall oversee and set policies, in 
        a manner consistent with subsection (e) and accepted 
        professional standards,'';
          (2) in subsection (b)(1)(L)--
                  (A) by striking ``principals'' and inserting 
                ``leaders''; and
                  (B) by striking ``principal'' both places it appears 
                and inserting ``leader'';
          (3) in subsection (c), by striking paragraph (4);
          (4) in subsection (d)--
                  (A) in paragraph (1)--
                          (i) in subparagraph (A), by inserting ``the 
                        Assessment Board after consultation with'' 
                        before ``organizations''; and
                          (ii) in subparagraph (B)--
                                  (I) by striking ``Each organization 
                                submitting nominations to the Secretary 
                                with'' and inserting ``With''; and
                                  (II) by inserting ``, the Assessment 
                                Board'' after ``particular vacancy''; 
                                and
                  (B) in paragraph (2)--
                          (i) by striking ``that each organization 
                        described in paragraph (1)(A) submit additional 
                        nominations'' and inserting ``additional 
                        nominations from the Assessment Board or each 
                        organization described in paragraph (1)(A)''; 
                        and
                          (ii) by striking ``such organization'' and 
                        inserting ``the Assessment Board''; and
          (5) in subsection (e)(1)--
                  (A) in subparagraph (A)--
                          (i) by inserting ``in consultation with the 
                        Commissioner for Education Statistics,'' before 
                        ``select'';
                          (ii) by inserting ``and grades or ages'' 
                        before ``to be''; and
                          (iii) by inserting ``, and determine the year 
                        in which such assessments will be conducted'' 
                        after ``assessed'';
                  (B) in subparagraph (D), by inserting ``school 
                leaders,'' after ``teachers,'';
                  (C) in subparagraph (E), by striking ``design'' and 
                inserting ``provide input on'';
                  (D) by redesignating subparagraph (J) as subparagraph 
                (K);
                  (E) by inserting after subparagraph (I), the 
                following:
                  ``(J) provide input to the Director on annual budget 
                requests for the National Assessment of Educational 
                Progress; and'';
                  (F) in subparagraph (K), as so redesignated--
                          (i) by striking ``plan and execute the 
                        initial public release of''; and
                          (ii) by inserting ``release the initial'' 
                        before ``National''; and
                  (G) in the matter following subparagraph (K), as so 
                amended and redesignated, by striking ``subparagraph 
                (J)'' and inserting ``subparagraph (K)''.

SEC. 303. NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS.

  Section 303 (20 U.S.C. 9622) is amended--
          (1) in subsection (a), by striking ``with the advice of the 
        Assessment Board established under section 302'' and inserting 
        ``in a manner consistent with accepted professional standards 
        and the policies set forth by the Assessment Board under 
        section 302(a)'';
          (2) in subsection (b)(2)--
                  (A) in subparagraph (D), by inserting ``and 
                consistent with section 302(e)(1)(A)'' after 
                ``resources allow'';
                  (B) by striking ``and'' at the end of subparagraph 
                (G);
                  (C) by striking the period and inserting ``; and'' at 
                the end of subparagraph (H); and
                  (D) by adding at the end the following new 
                subparagraph:
                  ``(I) determine, after taking into account section 
                302(e)(1)(I), the content of initial and subsequent 
                reports of all assessments authorized under this 
                section and ensure that such reports are valid and 
                reliable.'';
          (3) in subsection (c)(2)--
                  (A) in subparagraph (B), by striking ``of Education'' 
                after ``Secretary''; and
                  (B) in subparagraph (D)--
                          (i) by striking ``Chairman of the House'' 
                        before ``Committee on Education'';
                          (ii) by inserting ``of the House of 
                        Representatives'' after ``Workforce'';
                          (iii) by striking ``Chairman of the Senate'' 
                        before ``Committee on Health''; and
                          (iv) by inserting ``of the Senate'' after 
                        ``Pensions'';
          (4) in subsection (d)(1), by inserting before the period, the 
        following: ``, except as required under section 1112(b)(1)(F) 
        of the Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 6312(b)(1)(F))'';
          (5) in subsection (e)--
                  (A) in paragraph (1), by striking ``or age''; and
                  (B) in paragraph (2)--
                          (i) in subparagraph (A)--
                                  (I) by striking ``shall'' and all 
                                that follows through ``be'' and insert 
                                ``shall be'';
                                  (II) by redesignating subclauses (I) 
                                and (II) as clauses (i) and (ii), 
                                respectively (and by moving the margins 
                                2 ems to the left); and
                                  (III) in clause (ii) (as so 
                                redesignated), by striking ``, or the 
                                age of the students, as the case may 
                                be'';
                          (ii) in subparagraph (B)--
                                  (I) by striking ``After the 
                                determinations described in 
                                subparagraph (A), devising'' and 
                                inserting ``The Assessment Board shall, 
                                in making the determination described 
                                in subparagraph (A), use''; and
                                  (II) by inserting after ``approach'' 
                                the following: ``, providing for the 
                                active participation of teachers, 
                                school leaders, curriculum specialists, 
                                local school administrators, parents, 
                                and concerned members of the general 
                                public''; and
                          (iii) in subparagraph (D), by inserting 
                        ``Assessment'' before ``Board''; and
          (6) in subsection (g)(2)--
                  (A) in the heading, by striking ``affairs'' and 
                inserting ``education''; and
                  (B) by striking ``Affairs'' and inserting 
                ``Education''.

SEC. 304. DEFINITIONS.

  Section 304 (20 U.S.C. 9623) is amended--
          (1) in paragraph (1), by striking ``(1)'' and inserting ``(1) 
        Director.--'';
          (2) in paragraph (2), by striking ``(2)'' and inserting ``(2) 
        State.--''; and
          (3) by redesignating paragraphs (1) and (2) (as so amended) 
        as paragraphs (2) and (5), respectively;
          (4) by inserting before paragraph (2) (as so redesignated) 
        the following new paragraph:
          ``(1) In general.--The terms `elementary school', `local 
        educational agency', and `secondary school' have the meanings 
        given those terms in section 9101 of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 7801).''; and
          (5) by inserting after paragraph (2) (as so redesignated), 
        the following new paragraphs:
          ``(3) School leader.--The term `school leader' has the 
        meaning given the term in section 102.
          ``(4) Secretary.--The term `Secretary' means the Secretary of 
        Education.''.

SEC. 305. AUTHORIZATION OF APPROPRIATIONS.

  Section 305(a) (20 U.S.C. 9624(a)) is amended to read as follows:
  ``(a) In General.--There are authorized to be appropriated--
          ``(1) for fiscal year 2015--
                  ``(A) $8,235,000 to carry out section 302 (relating 
                to the National Assessment Governing Board); and
                  ``(B) $132,000,000 to carry out section 303 (relating 
                to the National Assessment of Educational Progress);
          ``(2) for fiscal year 2016--
                  ``(A) $8,251,470 to carry out section 302 (relating 
                to the National Assessment Governing Board); and
                  ``(B) $132,264,000 to carry out section 303 (relating 
                to the National Assessment of Educational Progress);
          ``(3) for fiscal year 2017--
                  ``(A) $8,433,002 to carry out section 302 (relating 
                to the National Assessment Governing Board); and
                  ``(B) $135,173,808 to carry out section 303 (relating 
                to the National Assessment of Educational Progress);
          ``(4) for fiscal year 2018--
                  ``(A) $8,635,395 to carry out section 302 (relating 
                to the National Assessment Governing Board); and
                  ``(B) $138,417,979 to carry out section 303 (relating 
                to the National Assessment of Educational Progress);
          ``(5) for fiscal year 2019--
                  ``(A) $8,868,550 to carry out section 302 (relating 
                to the National Assessment Governing Board); and
                  ``(B) $142,155,266 to carry out section 303 (relating 
                to the National Assessment of Educational Progress); 
                and
          ``(6) for fiscal year 2020--
                  ``(A) $9,001,578 to carry out section 302 (relating 
                to the National Assessment Governing Board); and
                  ``(B) $144,287,595 to carry out section 303 (relating 
                to the National Assessment of Educational Progress).''.

                       TITLE IV--EVALUATION PLAN

SEC. 401. RESEARCH AND EVALUATION.

  (a) In General.--The Institute of Education Sciences shall be the 
primary entity for conducting research on and evaluations of Federal 
education programs within the Department of Education to ensure the 
rigor and independence of such research and evaluation.
  (b) Flexible Authority.--
          (1) Reservation.--Notwithstanding any other provision of law 
        in the Elementary and Secondary Education Act of 1965 (20 
        U.S.C. et seq.) related to evaluation, the Secretary of 
        Education, in consultation with the Director of the Institute 
        of Education Sciences--
                  (A) may, for purposes of carrying out the activities 
                described in paragraph (2)(B)--
                          (i) reserve not more than 0.5 percent of the 
                        total amount of funds appropriated for each 
                        program authorized under the Elementary and 
                        Secondary Education Act of 1965 (20 U.S.C. 6301 
                        et seq.), other than part A of title I of such 
                        Act (20 U.S.C. 6311 et seq.) and section 1501 
                        of such Act (20 U.S.C. 6491); and
                          (ii) reserve, in the manner described in 
                        subparagraph (B), an amount equal to not more 
                        than 0.1 percent of the total amount of funds 
                        appropriated for--
                                  (I) part A of title I of the 
                                Elementary and Secondary Education Act 
                                of 1965 (20 U.S.C. 6311 et seq.); and
                                  (II) section 1501 of such Act (20 
                                U.S.C. 6491); and
                  (B) in reserving the amount described in subparagraph 
                (A)(ii)--
                          (i) shall reserve up to the total amount of 
                        funds appropriated for section 1501 of the 
                        Elementary and Secondary Education Act of 1965 
                        (20 U.S.C. 6491); and
                          (ii) may, in a case in which the total amount 
                        of funds appropriated for such section 1501 (20 
                        U.S.C. 6491) is less than the amount described 
                        in subparagraph (A)(ii), reserve the amount of 
                        funds appropriated for part A of title I of the 
                        Elementary and Secondary Education Act of 1965 
                        (20 U.S.C. 6311 et seq.) that is needed for the 
                        sum of the total amount of funds appropriated 
                        for such section 1501 (20 U.S.C. 6491) and such 
                        amount of funds appropriated for such part A of 
                        title I (20 U.S.C. 6311 et seq.) to equal the 
                        amount described in subparagraph (A)(ii).
          (2) Authorized activities.--If funds are reserved under 
        paragraph (1)--
                  (A) neither the Secretary of Education nor the 
                Director of the Institute of Education Sciences shall--
                          (i) carry out evaluations under section 1501 
                        of the Elementary and Secondary Education Act 
                        of 1965 (20 U.S.C. 6491); or
                          (ii) reserve funds for evaluation activities 
                        under section 3111(c)(1)(C) of such Act (20 
                        U.S.C. 6821); and
                  (B) the Secretary of Education, in consultation with 
                the Director of the Institute of Education Sciences--
                          (i) shall use the funds reserved under 
                        paragraph (1) to carry out high-quality 
                        evaluations (consistent with the requirements 
                        of section 173(a) of the Education Sciences 
                        Reform Act of 2002 (20 U.S.C. 9563(a)), as 
                        amended by this Act, and the evaluation plan 
                        described in subsection (c) of this section) of 
                        programs authorized under the Elementary and 
                        Secondary Education Act of 1965 (20 U.S.C. 6301 
                        et seq.); and
                          (ii) may use the funds reserved under 
                        paragraph (1) to--
                                  (I) increase the usefulness of the 
                                evaluations conducted under clause (i) 
                                to promote continuous improvement of 
                                programs under the Elementary and 
                                Secondary Education Act of 1965 (20 
                                U.S.C. 6301 et seq.); or
                                  (II) assist grantees of such programs 
                                in collecting and analyzing data and 
                                other activities related to conducting 
                                high-quality evaluations under clause 
                                (i).
          (3) Dissemination.--The Secretary of Education or the 
        Director of the Institute of Education Sciences shall 
        disseminate evaluation findings, consistent with section 114(j) 
        of the Education Sciences Reform Act of 2002 (20 U.S.C. 
        9514(j)), as amended by this Act, of evaluations carried out 
        under paragraph (2)(B)(i).
          (4) Consolidation.--The Secretary of Education, in 
        consultation with the Director of the Institute of Education 
        Sciences--
                  (A) may consolidate the funds reserved under 
                paragraph (1) for purposes of carrying out the 
                activities under paragraph (2)(B); and
                  (B) shall not be required to evaluate under paragraph 
                (2)(B)(i) each program authorized under the Elementary 
                and Secondary Education Act of 1965 (20 U.S.C. 6301 et 
                seq.) each year.
  (c) Evaluation Plan.--The Director of the Institute of Education 
Sciences, in consultation with the Secretary of Education, shall, on a 
biennial basis, develop, submit to Congress, and make publicly 
available an evaluation plan, that--
          (1) describes the specific activities that will be carried 
        out under subsection (b)(2)(B) for the 2-year period applicable 
        to the plan, and the timelines of such activities; and
          (2) contains the results of the activities carried out under 
        subsection (b)(2)(B) for the most recent 2-year period.
  (d) Rule of Construction.--Nothing in this section shall be construed 
to affect section 173(b) of the Education Sciences Reform Act of 2002 
(20 U.S.C. 9563(b)), as amended by this Act.

      H.R. 4366, THE STRENGTHENING EDUCATION THROUGH RESEARCH ACT


                            COMMITTEE REPORT


                                Purpose

    H.R. 4366, the Strengthening Education through Research Act 
(SETRA), amends the Education Sciences Reform Act of 2002 
(ESRA), which created the Institute for Education Sciences 
(IES), a semi-autonomous research arm of the Department of 
Education. ESRA also updated provisions authorizing technical 
assistance activities in the department, as well as the 
National Assessment of Educational Progress (NAEP). SETRA 
improves existing law and reflects principles for understanding 
the important federal role in conducting research on and 
evaluations of federal education programs and other research-
based strategies, including establishing responsible 
authorization levels; streamlining and improving the relevance 
of research and technical assistance functions; ensuring 
research focused on educational equity and closing achievement 
gaps; enhancing privacy protections; and strengthening the 
independence of IES and the National Assessment Governing 
Board, the entity overseeing NAEP.

                            Committee Action

    H.R. 4366 reflects work by the Committee on Education and 
the Workforce to reauthorize ESRA. The bill builds upon the 
committee's ongoing efforts to examine federal investments in 
education research since 2011.

                             112TH CONGRESS

Hearings

    On November 16, 2011, the Subcommittee on Early Childhood, 
Elementary, and Secondary Education held a hearing entitled 
``Education Research: Identifying Effective Programs to Support 
Students and Teachers.'' The purpose of the hearing was to 
examine the federal role in supporting education research and 
evaluation; discuss the role of the private and non-profit 
sector in supporting education research; and explore how 
states, school districts, and other practitioners use data 
gleaned from research to improve student achievement. 
Testifying before the subcommittee were Dr. Grover J. ``Russ'' 
Whitehurst, Senior Fellow and Director of the Brown Center on 
Education Policy, Brookings Institution, Washington, D.C.; Dr. 
Caroline Hoxby, the Scott and Donya Bommer Professor of 
Economics, Stanford University, Stanford, CA; Mr. Steve 
Fleischman, Deputy Executive Officer, Education Northwest, 
Portland, OR; and Dr. Eric Smith, Former Florida Commissioner 
of Education, Florida Department of Education, Annapolis, MD.

                             113TH CONGRESS

Hearings

    On September 10, 2013, the Committee on Education and the 
Workforce held a hearing entitled ``Education Research: 
Exploring Opportunities to Strengthen the Institute of 
Education Sciences.'' The purpose of the hearing was to examine 
the unique role IES plays in supporting education research and 
evaluation; discuss the research needs of states and school 
districts and how IES can be improved to better help them meet 
these needs; and identify issues that need to be addressed 
through reauthorization of ESRA. Testifying before the 
committee were Mr. George A. Scott, Director for Education, 
Workforce, and Income Security Issues, U.S. Government 
Accountability Office, Washington, D.C.; Dr. Bridget Terry 
Long, Xander Professor of Education and Economics and Academic 
Dean, Harvard Graduate School of Education, Chair, National 
Board for Education Sciences, Institute of Education Sciences, 
Cambridge, MA; Dr. James Kemple, Executive Director, Research 
Alliance for New York City Schools, New York University, New 
York, NY; and Ms. Kathy Christie, Vice President, Knowledge/
Information Management & Dissemination, Education Commission of 
the States, Denver, CO.

Legislative Action

    On April 2, 2014, Rep. Todd Rokita (R-IN), Chairman John 
Kline (R-MN), Ranking Member George Miller (D-CA), and Rep. 
Carolyn McCarthy (D-NY) introduced H.R. 4366, the Strengthening 
Education through Research Act. This bill reauthorizes and 
improves upon ESRA. H.R. 4366 is cosponsored by Rep. Susan 
Brooks (R-IN), Rep. Larry Bucshon (R-IN), Rep. Bradley Byrne 
(R-AL), Rep. Brett Guthrie (R-KY), Rep. Joseph Heck (R-NV), 
Rep. Ruben Hinojosa (D-TX), Rep. Luke Messer (R-IN), Rep. 
Thomas Petri (R-WI), Rep. Glenn Thompson (R-PA), Rep. Tim 
Walberg (R-MI), and Rep. Joe Wilson (R-SC).
    On April 8, 2014, the Committee on Education and the 
Workforce considered H.R. 4366, the Strengthening Education 
through Research Act, in legislative session and reported the 
bill favorably, as amended, to the House of Representatives by 
a voice vote.
    The committee considered and adopted the following 
amendment to H.R. 4366:
    Rep. Todd Rokita (R-IN) offered an amendment in the nature 
of a substitute. The amendment passed by a voice vote.
    The committee received letters of support for H.R. 4366 
from the following organizations: American Association of 
School Administrators, Center for Research and Reform in 
Education, Council of Chief State School Officers, Data Quality 
Campaign, Knowledge Alliance, LEARN Coalition, National 
Assessment Governing Board, Success for All Foundation, and the 
Workforce Data Quality Campaign.
<GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT>

                                Summary

    H.R. 4366, the Strengthening Education through Research Act 
(SETRA) represents the first reauthorization of the Education 
Sciences Reform Act (ESRA). H.R. 4366 proposes to strengthen 
the Institute of Education Sciences (IES) by the following:
    
 Improving and streamlining the federal education 
research system.
    
 Increasing relevance of education research while 
maintaining rigor.
    
 Maintaining a research focus on educational 
equity.
    
 Promoting accountability for federal education 
programs.
    
 Maintaining independence from politics and bias.
    
 Protecting student and individual privacy.
    
 Continuing the National Assessment of Educational 
Progress (NAEP) to measure student achievement.
    
 Establishing responsible authorization levels.

           IMPROVING AND STREAMLINING THE FEDERAL EDUCATION 
                            RESEARCH SYSTEM

    IES operates a federal research system consisting of four 
research centers: (1) the National Center for Education 
Research (NCER); (2) the National Center for Education 
Statistics (NCES); (3) the National Center for Education 
Evaluation and Regional Assistance (NCEE); and (4) the National 
Center for Special Education Research (NCSER). Within NCEE, 
there are 10 Regional Educational Laboratories (RELs), and 
within NCER and NCSER, there are 16 Research and Development 
Centers (R&D centers). RELs conduct applied education research 
on improving academic achievement and disseminate results to 
federal, state, and local policymakers, and R&D centers conduct 
basic research on topics of national importance.
    Outside of IES, the Department of Education operates the 
Comprehensive Centers (CCs) program, a technical assistance 
system designed to help states implement federal laws, 
including the Elementary and Secondary Education Act (ESEA) and 
the Individuals with Disabilities Education Act (IDEA); improve 
low-performing schools; and produce research and products on 
specific areas of expertise. There are currently 22 CCs in 
operation, including 15 regional centers and seven content-
focused centers. SETRA streamlines and focuses these programs 
to create a more effective and efficient network of research.
    Reorganizing Regional Educational Laboratories and 
Comprehensive Centers: The bill streamlines the system of 10 
regional labs operated by IES and the system of 22 CCs and 
clarifies each entity's responsibilities by the following:
    
 Distinguishing the responsibilities of the RELs 
and CCs, which currently have overlapping duties. Under the 
bill, the RELs will be limited to conducting and disseminating 
applied research to help states and districts apply and 
evaluate research-based practices, while the CCs will provide 
technical assistance to states to help school districts and 
schools in meeting the goals of the ESEA and other federal 
education laws.
    
 Aligning the regions of states each entity serves 
to ensure coordination of activities and to prevent 
duplication.
    
 Reducing the number of CCs from 22 to 17 to 
eliminate duplication of efforts. The bill also caps the number 
of CCs at 17 and the RELs at 10 to ensure the entities clearly 
serve each of the 10 regions and the nation, as well as to curb 
unnecessary growth.
    
 Requiring ongoing independent evaluations of both 
entities based on measurable performance indicators to ensure 
their effectiveness and relevance to the field.
    Streamlining R&D Centers: NCER currently operates a system 
of 10 R&D Centers to conduct basic research on topics of 
national importance. The bill eliminates the specific topics 
listed in statute that must be examined and the number of 
required centers, providing more flexibility in the number and 
types of topics that may be pursued. In order to ensure diverse 
topics are investigated, the legislation ensures IES will 
conduct research on educational equity, closing achievement 
gaps, and in each of the education levels: early childhood, K-
12, and postsecondary education.
    Enhancing Coordination with Public and Private Entities: 
IES is headed by a presidentially-appointed, Senate-confirmed 
director and supported by the independent National Board for 
Education Sciences. The bill enhances the board's role in 
providing suggestions to the director on how to improve 
strategic partnerships with public and private entities 
conducting research in order to eliminate duplication of 
efforts. It also ensures limited taxpayer dollars are spent 
effectively by requiring the director take into consideration 
other scientifically valid research performed by public and 
private entities when making awards in order to avoid 
duplication and overlap.

   INCREASING RELEVANCE OF EDUCATION RESEARCH WHILE MAINTAINING RIGOR

    A 2013 Government Accountability Office (GAO) report found 
there is often a significant delay in IES's efforts to 
disseminate key data and findings to education officials, 
leading to concerns about the agency's ability to produce 
timely and relevant research that meet various needs. SETRA 
increases the relevance of IES' work, while maintaining 
scientific rigor.
    Moving to a Definition of Scientifically Valid Research: 
H.R. 4366 replaces ``scientifically based research standards'' 
(SBR) with the term ``scientifically valid research'' (SVR), 
which is consistent with previous congressional action in the 
Higher Education Act (HEA) and the Head Start Act. The move to 
SVR upholds a strong standard of research but is more inclusive 
than the current definition of SBR. This allows for a wider 
range of acceptable research methodologies to be utilized by 
IES. For example, the new definition allows IES to support a 
variety of research designs that eliminate plausible competing 
explanations for observed results, in addition to random-
assignment experiments, to help increase the relevance of the 
agency's work.
    Ensuring Relevance, Utilization, and Dissemination of IES 
Priorities and Products: The bill refocuses IES's efforts to 
ensure services are high quality and relevant to the education 
field. This is accomplished in several ways:
    
 The director must ensure all IES work is relevant, 
utilized, and widely-disseminated through various means and to 
various audiences including researchers, practitioners, and 
policymakers.
    
 The IES board must include at least two 
practitioners to advise the director on education research 
needs in the classroom.
    
 The work of IES and its four centers must include 
research on the impact of education initiatives and how they 
are implemented.
    
 Practitioners and policymakers at the state and 
local levels as well as researchers must be partners in 
providing input into and feedback on the activities of IES, 
particularly the RELs and CCs, to ensure the work will help 
improve student achievement on the ground.
    
 The director and the IES board must regularly 
monitor and evaluate the activities of IES to ensure they are 
relevant, timely, utilized, and meet the needs of stakeholders.
    Updating Uses of Funds and Data Collection at the Centers: 
The bill updates the uses of funds and data collection at the 
four centers to ensure research is focused on modern and 
significant needs in education. Examples include the following:
    
 Adding options for research around online and 
hybrid learning.
    
 Modernizing data collection from antiquated 
references, such as ``in-service professional development'' 
(referencing course work) and ``highly qualified teachers,'' to 
information around professional development, pre-service 
preparation, and teacher evaluation and distribution.
    
 Requiring dissemination of the Program for 
International Student Assessment (PISA) exam results in 
addition to the Trends in International Mathematics and Science 
Study (TIMSS) results to compare student achievement in the 
United States to foreign nations.
    
 Moving from a focus on providing grants to build 
K-12 statewide longitudinal data systems to using such systems 
to support school improvement, close achievement gaps, and 
improve teaching. States would align early childhood, K-12, 
postsecondary, and workforce data systems; protect the 
confidentiality and privacy of data; and support school 
districts, if they choose, to build the capacity of local data 
systems aligned with state systems.

           MAINTAINING A RESEARCH FOCUS ON EDUCATIONAL EQUITY

    Current law supports research to improve the quality of 
education for historically disadvantaged students. SETRA 
maintains this focus and strengthens it in several key areas.
    Ensuring Research Focuses on Closing Achievement Gaps: 
SETRA requires a focus on ensuring all children obtain a high-
quality education. H.R. 4366 prioritizes closing achievement 
gaps between disabled and nondisabled children and educational 
completion at all levels, including early childhood, elementary 
and secondary education, and postsecondary education. In 
exchange, the bill provides greater flexibility to IES in its 
establishment and topical focus of R&D Centers, while ensuring 
their work reflects the priorities set by the director.
    Strengthening Research on Special Education: The bill 
enables NCSER to support research on effective special 
education practice; innovations in the special education field; 
professional development of all personnel; examining the needs 
of children with disabilities who are English learners, gifted 
and talented, or who have other unique learning needs; and 
postsecondary and employment outcomes for special education 
students, including those in career and technical education 
programs.
    Supporting Research at Minority-Serving Institutions: 
Current law supports fellowships for new researchers at 
institutions of higher education, including Historically Black 
Colleges and Universities. The bill updates this language to 
``minority-serving institutions'' and requires such fellowships 
to serve the mission of each national education centers.
    Collecting Information on Educational Access: The bill 
updates the NCES data collection regarding topics of 
educational equity.

        PROMOTING ACCOUNTABILITY FOR FEDERAL EDUCATION PROGRAMS

    Education research plays an important role in assessing and 
reviewing the quality of educational programs and strategies. 
It provides information to help parents make decisions about 
their children's education and allows taxpayers and 
policymakers to evaluate whether federal, state, and local 
dollars are being used effectively. The 2013 GAO report found 
IES does not always properly evaluate the efficacy of its own 
programs and research arms, so the agency does not know if the 
mandated goal of providing usable research and information to 
policymakers and practitioners is being met. H.R. 4366 improves 
accountability of federal education programs.
    Increasing Accountability: The bill evaluates federal 
investments in education research by:
    
 Requiring an evaluation of each of the four 
centers every three years by an independent contractor.
    
 Expanding the requirements of the performance 
management system at IES to require the director to set 
measureable performance indicators for the management of each 
center and grant, contract, or cooperative agreement. The 
indicators will include ensuring timeliness of product 
development and publication, as well as ensuring stakeholders 
are formally contributing feedback to all IES activities on an 
ongoing basis to increase their relevance and usefulness.
    
 Allowing for renewal of grants, contracts, and 
cooperative agreements funded out of the centers only if they 
demonstrate progress on their performance indicators. Current 
law allows for automatic renewal of awards at NCER for a period 
of five years. The legislation expands the renewal authority to 
all the centers but only for an additional two years and only 
if entities have demonstrated progress on their performance 
indicators under the performance management system.
    Requiring Transparency: The bill requires IES to report on 
its activities and those of each center, including the 
following:
    
 A strategic plan for each center to prevent 
overlap of priorities and activities.
    
 A posting of the amount, duration, recipient, and 
purpose of all grants, contracts, and cooperative agreements 
awarded at IES within 120 days of award.
    
 A reporting of the activities the secretary asks 
the director to undertake. Current law allows the secretary to 
request additional assignments of the director. The bill 
requires any assignments completed under this authority be 
publicly reported.

            MAINTAINING INDEPENDENCE FROM POLITICS AND BIAS

    IES is designed to provide national leadership on education 
research free from political bias or pressure from a particular 
administration or Congress. SETRA maintains and strengthens the 
independence of IES.
    Designating IES as the Primary Evaluation Arm of the 
Department: Current law is unclear about which entity is 
responsible for conducting evaluations of federal education 
programs, specifically those funded under ESEA. The bill 
designates IES, independent from the department, as the primary 
entity for research on and evaluations of federal education 
programs administered by the department.
    IES Director-Appointed NCES Commissioner: Under current 
law, the NCES commissioner is the only commissioner at IES who 
is presidentially-appointed and Senate confirmed. The bill 
aligns the appointment of the NCES commissioner with the 
director-appointed nature of the other centers. This will help 
insulate all IES commissioners from political influence.
    Providing More Authority to the Director: As noted, current 
law allows the secretary to request additional work assignments 
of the director. The bill clarifies the director may accept 
additional assignments as appropriate and requires they are 
reported in the triennial evaluation report.
    Involving the Director in the Contracting Process: More 
than 50 percent of all IES awards are contracts awarded by the 
department's contracting office, subject to different 
regulations and oversight than grants and cooperative 
agreements. While it is appropriate for IES to utilize many 
departmental functions, the director should be involved in the 
contracting awards process and the performance management of 
such contracts. The bill requires the secretary to consult with 
the director or appropriate designee in both the award and 
performance management processes of all contracts to ensure 
objectivity in the awards and quality of the award recipients.
    Increasing Evaluation Authority: Current ESEA law allows 
the secretary to reserve funds for program evaluation, but 
there is no role for the IES director in these efforts. 
Additionally, the 2013 GAO report states IES has limited 
ability to prioritize evaluations, and the department's ESEA 
program requirements prevent the agency from combining 
evaluation funds across programs to conduct the most important 
evaluations. This bill specifies new authorities for ESEA 
program evaluation in several places:
    
 Allows the secretary, in consultation with the IES 
director, to reserve 0.5 percent of funds for each ESEA program 
(in line with current law) and 0.1 percent of the combination 
of Title I, Part A funds and the funds set aside for Title I 
evaluation, to carry out high-quality evaluations and to 
increase their usefulness.
    
 Specifies the total funds appropriated for the 
Title I evaluation must be used to meet the 0.1 percent 
reservation amount before any Title I, Part A funds may be 
used.
    
 Enables the secretary to combine the reserved 
funds to increase the funds available for high-quality 
evaluations of each program over time.
    
 Requires the director and secretary to develop a 
biennial plan for ESEA program evaluations and to disseminate 
all evaluation results publicly.

               PROTECTING STUDENT AND INDIVIDUAL PRIVACY

    While the extensive student data collected and reported by 
the IES is helpful and necessary to understand many aspects of 
early childhood, K-12, and postsecondary education, all privacy 
protections must be adhered to in these endeavors. To this end, 
SETRA strengthens and protects student and individual privacy.
    Strengthening Privacy Language: The bill provides for 
extensive protection of individually identifiable information, 
particularly with regard to data collection at NCES and 
statewide longitudinal data systems.
    Clarifying Data Access Requirements: NCES has authority to 
share data with other federal agencies and interested research 
parties, provided they adhere to all privacy requirements. The 
bill clarifies interested parties and agencies requesting data 
access must explain the intent for use of the data, how data 
access can meet those intended purposes, and how they will 
protect the data. The bill also clarifies NCES can deny access 
to data if there are scientific deficiencies in the research 
design or research intent for use of the data or if there is 
potential for privacy violations or misuse of data.
    Prohibiting National Database and Endorsement of Curricula: 
Current law is clear no federal funds under the Act can be used 
to establish a nationwide database of individually identifiable 
information or to endorse, approve, or sanction any curricula 
at any level of education. The bill strengthens this language 
in several places. Additionally, the bill makes clear any 
cooperative education statistics partnerships established under 
the bill are voluntary.

             CONTINUING NAEP TO MEASURE STUDENT ACHIEVEMENT

    The state of education is a topic of great interest to 
policymakers, superintendents, school leaders, teachers, and 
parents. Impartial, trusted information is critical to 
understanding whether the nation's schools are successfully 
educating students and raising performance levels. NAEP is 
uniquely designed to provide this information, providing what 
is known as the ``Nation's Report Card,'' a yardstick for 
measuring the progress of a sample of students' education 
across the country. Additionally, the NAEP long-term trend 
assessment allows the math and reading performance of today's 
students to be compared with statistics since the early 1970s.
    SETRA improves NAEP and the National Assessment Governing 
Board (NAGB), by focusing on the following:
    
 Clarifying NAGB, as the independent governing 
board of NAEP, has the responsibility for publicly releasing 
NAEP results to ensure they are free from politics.
    
 Clarifying NCES has the responsibility for the 
content of the NAEP reports, ensuring they are valid and 
reliable.
    
 Strengthening NAGB's role in overseeing and 
setting policy, consistent with its statutory duties, for NAEP, 
particularly in terms of the subject areas and grades or ages 
to be assessed and the year in which such assessments will be 
conducted.
    
 Designating NAGB as the entity responsible for 
nominating members of its board to be appointed by the 
secretary, allowing the secretary to request additional names 
from other organizations if the original nominations are not 
satisfactory.
    
 Enabling NAGB to provide input to the IES director 
on the annual budget for NAEP.

             ESTABLISHING RESPONSIBLE AUTHORIZATION LEVELS

    SETRA authorizes funding for federal education research 
activities in a responsible, disciplined way. The bill includes 
overall authorization levels for each of the fiscal years (FY) 
2015-2020 in line with the Bipartisan Budget Act of 2013 and 
the nondefense discretionary caps set by the Budget Control Act 
of 2011 (BCA). Specifically, the bill uses FY 2014 appropriated 
figures for the FY 2015 authorization and increases 
authorization levels each year through FY 2020 at the same 
percentage rate increase as those dictated by the BCA for 
nondefense discretionary spending. While the bill provides for 
an increase of 10.4 percent over current FY 2014 levels, it 
authorizes funding levels at $97 million below current 
authorized levels for FY 2003-2008. Funding for NCSER is given 
a disproportionate increase in the final year to offset 
significant decreases the center received in FY 2011.

                            Committee Views


Introduction

    The federal government has been involved in education 
research since 1867 when Congress created a Department of 
Education to collect information on schools and teaching to 
help states establish effective school systems. The role and 
scope of federal education research has changed over time. Most 
recently, the federal government's fundamental education 
research activities are defined by the Education Sciences 
Reform Act (ESRA). Enacted in 2002, ESRA created the Institute 
of Education Sciences (IES), a semi-autonomous agency under the 
department responsible for providing parents, educators, 
students, researchers, policymakers, and the general public 
with information on the condition and progress of education, 
educational practices that improve student access to and 
achievement in education from early childhood to postsecondary 
levels, and the effectiveness of federal education programs. 
IES replaced the department's Office of Education Research and 
Improvement, which was widely seen to produce research that was 
politically motivated and lacking in scientific rigor.
    In 2002 Congress reauthorized two additional laws with 
ESRA. The Educational Technical Assistance Act of 2002 
authorized the Comprehensive Centers (CC) and the Statewide 
Longitudinal Data Systems (SLDS) programs. The National 
Assessment of Educational Progress Authorization Act authorized 
the National Assessment of Educational Progress (NAEP), the 
largest nationally representative and continuing assessment of 
American students' knowledge of various subject areas (such as 
math, reading, science, writing, the arts, civics, economics, 
geography, U.S. history, and technology), and the National 
Assessment Governing Board (NAGB), which is the entity created 
to oversee the NAEP test and release of the results.
    Since passage of ESRA, there has been broad bipartisan 
consensus that the quality of education research has increased 
dramatically. IES required stringent standards be applied to 
education research, much like those at the National Science 
Foundation and the National Institutes of Health. IES has 
helped researchers and state and local leaders learn about 
important topics, such as teacher effectiveness, rural 
education, education technology, reading and math 
interventions, school choice, and student achievement. IES also 
conducts large-scale evaluations of federal education programs, 
including Titles I and II of the Elementary and Secondary 
Education Act (ESEA), the D.C. Opportunity Scholarship program, 
and various aspects of the Individuals with Disabilities 
Education Act (IDEA), to examine whether taxpayer dollars are 
being used effectively.
    In 2013 the Government Accountability Office (GAO) released 
a report, ``EDUCATION RESEARCH: Further Improvements Needed to 
Ensure Relevance and Assess Dissemination Efforts,'' which 
examined several aspects of IES. The report found the agency 
has significantly improved the quality of education research 
over the last decade, but more could be done to ensure the 
relevance and timeliness of its research, assess program 
dissemination efforts, and give the department statutory 
authority to combine ESEA program funds to conduct high-quality 
evaluations. The Committee on Education and the Workforce is 
moving forward with legislation to address these concerns and 
improve IES. H.R. 4366 ensures timely, relevant, and useful 
research reaches the audiences that need it most to increase 
student achievement.

Prioritizing research at all education levels

    For decades, state and local policymakers have advocated 
for a greater emphasis on early childhood and higher education 
research, noting an overwhelming majority of IES' activities 
are targeted to K-12 education. The bill recognizes the 
importance of requiring IES to expand the purview of its 
research foci. To ensure diverse topics are covered, H.R. 4366 
requires IES to conduct research in each of the education 
levels: early childhood, K-12, and postsecondary education. 
Additionally, H.R. 4366 strengthens the mission of IES to 
address the need for research on ensuring all children have the 
ability to obtain a high-quality education, and particularly 
research on closing the achievement gap between high-performing 
and low-performing children, minority and nonminority children, 
disabled and nondisabled children, and disadvantaged children 
and such children's more advantaged peers. The bill places an 
emphasis on the commitment and mission of IES to provide 
education leaders with unbiased research products that can 
improve educational equity and effectiveness for all students, 
and help close the achievement gap. The missions and activities 
of each of the four research centers also focus on this IES 
mission to emphasize the importance of improving educational 
outcomes for all children.

Maintaining IES independence

    When IES was established in 2002, Congress made an effort 
to insulate education research activities from political 
influence. The current IES governance structure allows the 
agency to provide national leadership free from political 
pressures from a particular administration or Congress. This 
independence is vital in helping the general public trust the 
information produced by the agency. IES is operated by a 
presidentially-appointed, Senate-confirmed director, whose six-
year term aims to distinguish the agency's work from the 
department's and the president's term. The National Board for 
Education Sciences (NBES), also presidentially-appointed, is 
responsible for advising the director and considers and 
approves priorities that guide the work of IES. The bill 
includes language to emphasize NBES is independent from the 
director and other officers and offices of the Institute. To 
maintain a robust system of checks and balances, the 
independent NBES will also advise the director on the 
priorities and activities of the Institute on an ongoing basis 
to ensure one individual is not setting the national research 
agenda. NBES will also ensure IES activities are regularly 
evaluated by an independent source in order to improve the 
effectiveness of IES as a whole.
    H.R. 4366 designates IES as the primary entity responsible 
for conducting research and conducting evaluations of federal 
education programs administered by the department to ensure 
objectivity and quality in evaluating the taxpayer investments 
in federal programs. The bill empowers the director to accept 
additional work assignments from the Secretary of Education, 
only as the director deems appropriate, and involves the 
director in the contract awards process. Over 50 percent of IES 
awards are contracts awarded by the department's contracting 
office. While it is appropriate for IES to utilize many 
department functions, the director should be involved in the 
contract awards process and the performance management of such 
contracts. Dr. Grover ``Russ'' Whitehurst, former IES Director, 
explained the importance of IES' independence in a 2011 hearing 
entitled ``Education Research: Identifying Effective Programs 
to Support Students and Teachers:''

          ``Independence Is Fundamental--One of the most 
        important advances in the Education Sciences Reform Act 
        was to create a greater degree of independence between 
        the Department's research arm and the political 
        leadership of the Department. I needed every bit of 
        independence granted me by statute along with a fair 
        amount of grit to keep my office and its functions from 
        being politicized. . . Anything you can do to further 
        arm future IES directors with independence from 
        political direction will be positive. At the same time, 
        the IES director needs to be inside the tent in order 
        for the Department to benefit from education research 
        and to have education research informed by insights on 
        federal policies.''

Increasing relevance of research while maintaining rigor

    Since 2002, IES substantially increased the quality and 
scientific rigor of education research. This was due largely to 
changes in standards for scientific research and to the 
rigorous peer review process IES put in place for all grants 
and cooperative agreements. H.R. 4366 maintains the peer review 
process and standardizes it across all the research centers to 
promote a high standard of quality and consistency in all 
research it funds. Before IES was established, the National 
Research Council in a 1999 book entitled ``Improving Student 
Learning: A Strategic Plan for Education Research and Its 
Utilization'' concluded:

          ``One striking fact is the complex world of 
        education--unlike defense, health care, or industrial 
        production--does not rest on a strong research base. In 
        no other field are personal experience and ideology so 
        frequently relied on to make policy choices, and in no 
        other field is the research base so inadequate and 
        little used.''

    Since then, multiple sources have lauded the quality, 
rigor, and credibility of IES research. The 2007 Office of 
Management and Budget assessment of IES rated the agency as 
``effective,'' the highest rating a program can receive. The 
report concluded:

          ``Since its creation by the Education Sciences Reform 
        Act of 2002, IES has transformed the quality and rigor 
        of education research within the Department of 
        Education and increased the demand for scientifically 
        based evidence of effectiveness in the education field 
        as a whole.''

    GAO's 2013 report on IES confirmed these findings:

          ``Stakeholders told us that IES's research standards 
        had improved [the Department of] Education's research 
        and had a positive influence on education research 
        generally. More specifically, several stakeholders told 
        us that IES products, such as its publications of 
        education statistics reports, were useful for their 
        work.''

    Although the current state of research has improved in 
rigor, it is not always relevant and useful to the needs of 
state and local education leaders and policymakers. In 2002, 
the No Child Left Behind Act called for the use of 
``scientifically based research'' (SBR) as the foundation for 
classroom instruction, infusing a new strict programmatic 
standard that prioritized random-assignment experiments and 
evaluations of programs. Since passage of the law, critics have 
contended the new standard is too strict and limits the ability 
of states, school districts, and schools to implement programs 
and practices that have not undergone rigorous evaluations. 
Many existing programs are effective in increasing student 
achievement, although they did not meet the definition of SBR.
    Since the passage of both laws, only a limited number of 
programs have been found to meet the SBR definition. In a 2013 
hearing entitled ``Education Research: Exploring Opportunities 
to Strengthen the Institute of Education Sciences,'' Dr. James 
Kemple, Executive Director of the Research Alliance for New 
York City Schools at New York University, stated, ``I would . . 
. describe IES as a work in progress. There are several areas 
where the Institute could be improved. First, in some cases, I 
believe IES has promoted scientific rigor at the expense of 
policy and practical relevance.'' At the same hearing, Ms. 
Cathy Kristie, Vice President of Knowledge/Information 
Management & Dissemination for the Education Commission of the 
States, commented on the Regional Educational Laboratory (REL) 
program designed to conduct applied research to help states and 
school districts apply research in the classroom.

          ``Past RELs seemed uneven in production of resources, 
        particularly those that might remain relevant and 
        useful long after individual instances of technical 
        assistance or convenings. Resource development or 
        projects seemed to take a long time to come to 
        fruition, and by the time they did, sometimes the 
        window of opportunity to inform decisions had passed.''

    The 2013 GAO report on IES also found:

          ``[Stakeholders] . . . have raised concerns about the 
        applicability of some of the research and products . . 
        . produced, as well as their timeliness. . . [T]eachers 
        we spoke with told us it would be helpful if IES-
        supported groups produced more products that synthesize 
        research findings so that they are more applicable to 
        classroom practice, similar to research-based products 
        they use from professional associations or other 
        intermediary organizations.''

    In addition, IES could improve the relevance and timeliness 
of its products. Many effective education programs exist that 
do not meet the criteria of SBR, so critics have highlighted 
the need for some flexibility and change. H.R. 4366, at the 
recommendation of many groups including the Knowledge Alliance 
and NBES, replaces SBR with a definition of ``scientifically 
valid research'' (SVR), which is utilized in the HEA and the 
Head Start Act. SVR upholds a strong standard of research, but 
is more inclusive than SBR in allowing for a range of research 
methodologies to be used by IES beyond randomized controlled 
trials (RCT).
    At the same time, the committee recognizes RCTs are the 
gold standard in the field in terms of impact evaluations and 
intends a priority should remain on research showing clear 
causal links between strategies and outcomes. Further, the 
definition of SVR in SETRA upholds a commitment to the use of 
strong scientific methodology in determining what works in 
education, such as RCTs. Such a balance between rigor and 
relevance is consistent with the evidence standards established 
and recently issued in the National Science Foundation/IES 
Common Guidelines for Education Research and Development, as 
well as with the criteria for ``strong'' and ``moderate'' 
evidence of effectiveness included in the recent changes to the 
Department of Education General Administrative Regulations.
    SETRA infuses the ideas of relevance and utilization of 
research, timeliness, and wide dissemination of products, 
throughout all IES programs, including the four research 
centers, the RELs, and CCs, the technical assistance arm of the 
department designed to help states implement federal laws. It 
is neither practical nor helpful to invest in research unless 
it is used by stakeholders. H.R. 4366 places a new requirement 
on the director to ensure all activities of IES are rigorous, 
timely, relevant, and useful for researchers, policymakers, and 
the public, ensuring research efforts address significant 
challenges faced by practitioners. It also requires all 
products to be widely-disseminated and the director to promote 
the utilization of information, products, and publications of 
IES, signaling mere dissemination is insufficient and IES must 
help stakeholders use the research it supports. Both IES as a 
whole and each research center and program will be formally 
evaluated on their abilities to meet these requirements. The 
NBES will be responsible for independently contracting for 
these evaluations. Practitioners, including state and local 
leaders, will be required partners in setting the research 
agenda of RELs and CCs to ensure the actual research needs of 
the region drive the applied research and technical assistance 
plan. Additionally, NBES understands the importance of the 
dissemination and communication role of IES and is committed to 
improving it. Dr. Bridget Terry Long, the Academic Dean and 
Xander Professor of Education and Economics at the Harvard 
Graduate School of Education and Chair of NBES, testified at 
the 2013 education research hearing and vocalized the board's 
efforts around better dissemination:

          ``While IES is a strong producer and supporter of 
        information of value, it is still building capacity and 
        expertise on how to disseminate that information, 
        including methods that use the latest technology and 
        outreach methods. This is a challenging feat. Unlike 
        many other fields, education has large range of 
        stakeholders and multiple audiences to address, 
        including policymakers; practitioners from teachers to 
        superintendents to state agencies; researchers; and 
        students and their families. Each group needs different 
        kinds of information in different forms. The Board and 
        IES staff believe strongly in the dissemination role of 
        IES, and we have held a number of discussions on how to 
        improve efforts.''

    H.R. 4366 reflects a robust focus on relevance, 
utilization, and timely dissemination of research and includes 
language to support NBES, IES, and the department to improve in 
these areas.

Streamlining Multiple Research Entities

    IES carries out its mission and directives through four 
research centers:
    
 National Center for Education Research (NCER): 
NCER includes 10 active national R&D centers around the country 
supporting topics from early childhood to adult education. The 
center is also responsible for maintaining standards for 
conduct and evaluation of research.
    
 National Center for Education Statistics (NCES): 
NCES is responsible for collecting and analyzing data related 
to education.
    
 National Center for Education Evaluation and 
Regional Assistance (NCEE): NCEE conducts large-scale 
evaluations of federal education programs and practices, 
provides research-based technical assistance to educators and 
policymakers through a network of 10 RELs around the country, 
and supports the synthesis and widespread dissemination of the 
results of research and evaluation.
    
 National Center for Special Education Research 
(NCSER): NCSER sponsors special education research designed to 
expand knowledge about infants, toddlers, and children with 
disabilities, including through six R&D centers. The center was 
created by the last reauthorization of the IDEA in 2004.
    In addition to the 10 RELs and 16 R&D centers, the 
department operates 22 CCs to provide technical assistance to 
states on the implementation of federal laws and the use of 
research-based information and strategies in various content 
areas, including building state capacity, college and career 
readiness, school turnaround, and great teachers and leaders. 
The system has been criticized for its lack of timeliness and 
relevance, and duplication in the missions and purposes of each 
entity. There is often confusion, especially between the REL 
and CC programs, about the clarity of their missions and which 
entity is responsible for what tasks. In the 2011 hearing on 
education research, Dr. Whitehurst elaborated on this point:

          ``The Regional Educational Lab Program (the RELs) Is 
        Broken and Should be Fixed--. . . . [Y]ear in and year 
        out, the RELs have pulled down a significant proportion 
        of the total federal investment in education R&D with 
        little to show of value from that investment and a lot 
        to show that should be an embarrassment. . . . [RELs] 
        have multiple masters (including the federal 
        government, their own boards, the governors and state 
        legislatures in their region), they vary substantially 
        in their capabilities, and they have no easy way to 
        prioritize among various claims on their resources.''

    The 2013 GAO report on IES discussed issues with the R&D 
centers, stating:

          ``[T]he research topics and the products produced by 
        the R&D Centers primarily reflect the priorities of 
        researchers, according to many of the researchers we 
        spoke with, even though the Centers have multiple 
        audiences, including policymakers and practitioners. 
        Stakeholder groups representing policymakers and 
        practitioners also said that the R&D Centers could do 
        more to adapt their research findings to formats 
        readily accessible by these audiences, such as by 
        producing nontechnical reports and shorter research 
        summaries.''

    H.R. 4366 streamlines and updates these entities to create 
a more effective and efficient network of research and 
technical assistance. In terms of the R&D centers, current law 
requires no less than eight centers focused on a required list 
of topics in statute. This has led to constraints in the type 
of research upon which these centers focus. The bill eliminates 
the statutorily designated topics that must be examined and the 
number of required centers, providing more flexibility in the 
number of and types of topics that may be researched. However, 
the topics of research must cohere with the research priorities 
set by the director, which include a focus on educational 
equity in early childhood, elementary, secondary, and 
postsecondary education. It is the committee's intent that 
topics of importance, relevance, and national significance tied 
to the broad mission of IES will be pursued. The federal 
research agenda, as set by multiple stakeholders, will 
necessarily change over time as new understandings and ideas 
emerge, and as needs in the field change. IES should have the 
flexibility to adapt accordingly.
    H.R. 4366 changes and clarifies the missions and activities 
of the RELs and CCs to address duplication and overlap and to 
clarify the intended audience of each program. The bill 
specifies RELs are solely responsible for conducting and 
disseminating applied research to help states and districts 
apply and evaluate research in the classroom. CCs will be 
limited to providing technical assistance to states and 
districts in meeting the goals of ESEA, IDEA, and other federal 
laws, as well as implementing research-based strategies in 
certain content areas. The regions in the country served by the 
RELs and CCs will be aligned to ensure coordination of 
activities, and the bill creates one regional advisory 
committee for both entities in each region to ensure the RELs 
and CCs produce work reflective of and responsive to regional 
needs.
    Currently, the RELs and CCs each have their own required 
advisory boards, and each region also has been served 
periodically by a regional advisory committee as required by 
statute. The various governing bodies for each REL and CC have 
led to confusion as to whom they are ultimately accountable--
IES, their boards, or stakeholders in the region--and has 
created fragmentation and lack of communication between the REL 
and CC in each region and with stakeholders on the ground. 
Establishing one advisory committee for each region will help 
restore a focused and relevant regional plan. It is not 
intended for the regional advisory committee to control, 
manage, and assess the activities of the RELs and CCs, but to 
highlight regional needs, ensure such needs are being met, and 
help the entities coordinate their efforts and activities.
    And lastly, the bill reduces the overall number of the CCs 
and caps the number of RELs and CCs at 10 and 17, respectively, 
to encourage competition that drives improvement among the 
entities and curbs duplication. The intent of the committee is 
to ensure each of the 10 regions are served by one REL and one 
CC, with an allowance for additional regional or national CCs 
focused on content. Through these changes, the federal 
government will fund successful and relevant initiatives and 
take a critical eye to existing programs before expanding and 
creating new ones.
    H.R. 4366 acknowledges the unique and important federal 
role of IES in conducting education research, while also 
demonstrating an understanding of the shared responsibility 
with the public and private sector in these endeavors. Dr. 
Bridget Terry Long explained the distinct role of IES research 
in the aforementioned 2013 education research hearing:

          ``While there are private foundations and other 
        organizations that support educational research, most 
        focus on only a handful of topics and fund projects of 
        limited size. But education is all encompassing, from 
        the wide array of types of students, environments, 
        needs, and goals, and there is much work to be done. 
        With a national platform, IES has the unique ability to 
        leverage researcher and practitioner expertise by 
        signaling and providing incentives to conduct studies 
        on issues of importance for the country.''

    However, Dr. Caroline Hoxby, the Scott and Donya Bommer 
Professor of Economics at Stanford University and the Director 
of Economics of Education at the National Bureau of Economic 
Research, describes the unique and important research 
contributions of the public and private sector in the 2011 
research hearing:

          ``Philanthropic institutions also play a vital role 
        in education research. In some ways, their role 
        parallels the federal role except that philanthropies 
        should focus more on trial programs that are innovative 
        and less on established programs funded by the 
        government. This is because the government uses money 
        that taxpayers are obliged to pay while philanthropic 
        organizations use money that their donors freely give . 
        . . . [U]niversity-based researchers are primarily 
        responsible not only for developing new and more 
        scientific methods of evaluation, but also testing 
        them, validating them in an array of applications, and 
        training people to use them . . . . [T]he federal 
        government and philanthropies should share in the 
        support of university-based education research. Why? If 
        the government and philanthropies do not have `skin in 
        the game,' they will not attract university researchers 
        to study the policies or develop the methods that are 
        important to them (the government and 
        philanthropies).''

    The bill enhances IES coordination with research efforts in 
the public and private sectors. The director must ensure 
research activities within IES are coordinated with research by 
public and private entities, as appropriate, to avoid 
duplication and overlapping efforts. NBES must recommend ways 
to enhance IES partnerships with public and private entities to 
improve the work of IES. With this new focus, the public and 
private sectors have a stake in and responsibility for shaping 
the federal education research agenda in a way that maximizes 
investments and touches on a broad array of topics.

Modernizing data collection efforts

    One of the oldest and most successful responsibilities of 
the federal government in the research space has been to 
collect and compile statistics. NCES has been collecting survey 
data on students and schools for decades, and these data are 
well-respected. Dr. Hoxby, in the 2011 hearing, elaborated on 
this key role, stating, ``Because there are enormous economies 
of scale and scope in data collection [across the U.S.] and 
because cross-state comparisons are so important to research, 
it is important that the federal government and not just state 
governments collect data and make it available in a timely 
way.'' Additionally, NCES must continue its publication of 
descriptive reports on education to inform the public about how 
U.S. students are performing.
    H.R. 4366 recognizes and continues this integral role of 
NCES and IES and updates the uses of funds and data collection 
across the four research centers to reflect modern and 
significant education needs. The bill adds requirements for 
collection of the standardized four-year adjusted cohort 
graduation rate and extended-year adjusted cohort graduation 
rate to ensure high school graduation rates from state to state 
are comparable.
    The bill adds a new focus on data collection around 
completion of postsecondary education, not just access to it. 
It requires new data collections around school safety and 
climate issues, including in-school and out-of-school 
suspensions, as well as access to and use of technology to 
improve students' learning, with options for research around 
online and hybrid learning in place at NCER. A new focus on 
collecting data on teacher and school leader evaluations, 
distribution, and pre-service preparation across the country 
will discontinue the emphasis placed on input requirements such 
as ``highly qualified teacher'' requirements, which have little 
to do with teacher effectiveness. Lastly, the bill recognizes 
the importance of illustrating student achievement results 
internationally by requiring the dissemination of the Program 
for International Student Assessment (PISA) exam results along 
with the Trends in International Mathematics and Science Study 
(TIMSS) results.

Promoting accountability of federal education programs

    One of the main purposes for the federal role in education 
research is to evaluate the quality of federal education 
programs to determine whether taxpayer dollars are being used 
effectively. High-quality evaluations can also provide 
information to states and school districts to help them improve 
over time and address practices needing attention. At the same 
time, IES needs to evaluate the effectiveness of its own 
programs, especially the RELs which take up a substantial 
portion of IES' budget. The 2013 GAO report found:

          ``IES requires RELs to report some information about 
        relevance and dissemination that could be used to 
        evaluate their efforts, but this information has not 
        been collected in a consistent manner and is therefore 
        difficult for IES to use to improve program management 
        . . . . According to officials, IES has no plans to 
        conduct formal evaluations for the current group of 
        RELs and R & D Centers to comprehensively assess their 
        relevance and dissemination activities. IES is still in 
        the process of conducting a mandated evaluation of the 
        prior group of RELs, whose contracts ended in 2011 . . 
        . . However, it will not include an assessment of REL 
        dissemination activities . . . . IES has no further 
        plans to evaluate the REL program beyond the 
        forthcoming evaluation of the prior group. Officials 
        told us although there was a clear requirement in ESRA 
        for this evaluation, they did not believe that the law 
        required any subsequent evaluation of the REL 
        program.''

    H.R. 4366 requires high-quality, robust evaluations of each 
of the four research centers every three years by an 
independent contractor. The overall performance management 
system of IES is strengthened to focus on continuous 
improvement of IES activities and effective use of federal 
funds. This will be done by requiring the centers are evaluated 
on measurable performance indicators set forth by the director. 
Additionally, they will be evaluated on their ability to 
provide relevant, useful information in a timely manner that 
formally incorporates feedback from stakeholders to ensure 
their needs are being met. Additionally, to address the 
aforementioned concerns of the GAO report related to REL 
evaluation, the bill requires summative and interim evaluations 
to occur for the RELs and CCs to help improve their activities. 
If an existing REL or CC decides to re-compete for a new award, 
the evaluation results will be considered in the awards 
process.
    The 2013 GAO report on IES found it has limited ability to 
prioritize evaluations, and the ESEA program requirements 
prevent the department from combining evaluation funds across 
programs to conduct the most important evaluations. SETRA 
recognizes the pivotal role of IES in helping to conduct ESEA 
evaluations. The bill allows the secretary, in consultation 
with the director, to reserve 0.5 percent of the funds for each 
ESEA program to carry out high-quality evaluations and increase 
their usefulness. An exception to this would be Title I, Part A 
evaluations. ESEA currently authorizes a reservation for a 
national assessment of Title I, but the assessment has not been 
helpful in identifying if activities under Title I are 
effective in increasing student achievement. The bill enables 
the secretary, in consultation with the director, to reserve 
0.1 percent of the combination of Title I, Part A funds and the 
funds set aside for Title I evaluation. It further specifies 
the total funds appropriated for the Title I evaluation must be 
used to meet the 0.1 percent reservation amount before any 
Title I, Part A funds may be used. Lastly, in order to ensure 
high-quality evaluations of all future ESEA programs, H.R. 4366 
requires the director and secretary to develop a biennial ESEA 
evaluation plan and dissemination plan, enables combining 
reserved funds to increase annual funding available for 
evaluations, and requires dissemination of all evaluation 
results. It is critical taxpayers, policymakers, states, school 
districts, and teachers know whether federal education program 
dollars are helping improve education.

Protecting student and individual privacy

    Currently, across the U.S., there is an intensive focus on 
protecting the privacy of student information and guarding 
individually identifiable information. At the same time, it is 
important to collect data, such as student achievement data, to 
see how effective the education system is in giving students 
the skills needed for success in postsecondary education and 
the workforce. In a response to the Fordham Center on Law and 
Information Policy Report entitled ``Children's Educational 
Records and Privacy: A Study of Elementary and Secondary School 
State Reporting Systems,'' the Data Quality Campaign explained 
this dichotomy:

          ``Privacy absolutely must be protected. Data must 
        also be available to inform the educational process. 
        States also have an increasingly important role to play 
        in leading education reform and in providing 
        educational supports and need data for these purposes. 
        All of these objectives can be harmonized and achieved. 
        . . . Protecting the privacy, security and 
        confidentiality of student data is not in contradiction 
        with effective data use. Rather, it is an essential 
        component of effective data use.''

    The Fordham report also raised a number of important 
concerns about protecting individual data and ensuring 
personally identifiable data should only be available to those 
organizations and/or individuals who have a true need to use 
the data. H.R. 4366 makes important strides to address these 
concerns.
    SETRA provides extensive protection of individually 
identifiable information, consistent with current privacy laws, 
particularly with regard to data collection at NCES. The bill 
also reinforces provisions that punish violators of student 
privacy. NCES has authority to share data with other federal 
agencies and interested research parties provided they adhere 
to all privacy requirements. The bill is specific in how such 
access might be granted. Interested parties and agencies 
requesting data access must explain the intent for use of the 
data, how data access can meet those intended purposes, and how 
they will protect the data. H.R. 4366 also empowers NCES to 
deny data access if there are deficiencies in the research 
design or intent for use of the data or if the center sees 
potential for privacy violations of misuse of the data.
    H.R. 4366 continues and strengthens prohibitions around a 
national database of individually identifiable information and 
endorsement of curriculum. The bill strengthens language to 
ensure no federal funds can be used to create such a national 
database. It also aligns prohibition language about federal 
interference with curriculum with similar language in ESEA, 
denying federal officials the ability to endorse, approve, 
sanction, mandate, direct, control, or coerce state and local 
curriculum, programs of instruction, specific academic 
standards or assessments, or allocation of resources. 
Additionally, the bill makes changes to cooperative education 
statistics partnerships established under the bill, ensuring 
they are voluntary and do not collect any student data.

Prioritizing special education research

    H.R. 4366 recognizes the importance of NCSER as the primary 
entity engaged in special education research. The bill 
maintains the separate center and authorization for NCSER. It 
includes important policy changes to address requests from the 
special education community, including the Council for 
Exceptional Children and the National Center for Learning 
Disabilities. The bill ensures NCSER supports research on: 
effective special education practices; innovations in special 
education; professional development of all personnel; the 
learning needs of children with disabilities who are English 
learners, gifted and talent, or who have other unique learning 
needs; and postsecondary and employment outcomes for special 
education students, including those in career and technical 
education programs. Additionally, it emphasizes the elimination 
of the achievement gap between students with and without 
disabilities; increases dissemination and collaboration with 
the Office of Special Education and Rehabilitative Services; 
and ensures peer reviewers have expertise in areas relevant to 
grant applications. Most importantly, SETRA proposes to 
prioritize funding for special education research, as NCSER 
suffered a 30 percent cut to its budget in FY 2011. The bill 
will allow for increased funding for NCSER each year the bill 
is authorized and authorizes a 12.9 percent increase for 
funding in the last year of the bill.

Modernizing statewide longitudinal data systems

    The Statewide Longitudinal Data Systems (SLDS) program was 
created by the George W. Bush administration, and the Obama 
administration added substantial funding through the American 
Recovery and Reinvestment Act of 2009. The ability for states 
to build systems to house and organize student data, while 
protecting privacy, has been an important goal of several 
administrations. In his testimony at the 2011 research hearing, 
Dr. Whitehurst explains the importance of SLDS:

          ``In the near future all states will have data 
        warehouses with longitudinal student achievement data 
        linked to a variety of education input variables. 
        However, having data available and being able to use it 
        are two different things. Only a few states have the 
        staff capacity within their state education office to 
        conduct analyses of longitudinal data to address policy 
        questions. This means that most policy initiatives fly 
        blind, both in original design and subsequent 
        appraisal.''

    Forty-seven states, the District of Columbia, Puerto Rico, 
and the U.S. Virgin Islands received at least one grant to 
build a SLDS. H.R. 4366 emphasizes the need to focus on how to 
use the data within the systems, rather than building the data 
system itself. The bill enables states to house data consistent 
with the requirements of ESEA, HEA, and IDEA. It also allows 
states to subgrant funds to school districts to align their 
local data systems with the state system. Additionally, it 
requires grants awarded be used to support school improvement, 
improve teaching, ensure student privacy, and align early 
education through postsecondary education and workforce 
systems. H.R. 4366 also prioritizes state applications that 
demonstrate the capacity to share teacher and school leader 
performance data with school districts and teacher and school 
leader preparation programs. For the first time, states will be 
evaluated on the implementation and effectiveness of the 
activities carried out by SLDS, their ability to protect 
student data and privacy, and performance indicators 
established by the secretary for the systems. Overall, the 
changes reflect a move to use the data to improve teaching and 
student achievement.

Fellowships and minority-serving institutions

    Current law supports fellowships for new researchers at 
institutions of higher education, including Historically Black 
Colleges and Universities (HBCU). The bill updates HBCUs to 
``minority-serving institutions,'' as defined by the HEA. This 
definition is broader and more current, while still including 
HBCUs. SETRA requires such fellowships serve the mission of 
each national education center. Both changes ensure a broad 
range of institutions, researchers, and topics are supported; 
increase diversity in the field; and support building a 
pipeline of new researchers.

Continuing the national assessment of educational progress

    Policymakers, researchers, states, school districts, 
teachers, school leaders, and the public have long praised the 
National Assessment of Educational Progress (NAEP) on its 
ability to impart trusted, non-biased information on how well 
the nation's schools are educating students and raising 
achievement levels. Commonly known as the ``Nation's Report 
Card,'' NAEP measures samples of students from state to state 
against a common standard. The most recognizable tests are in 
reading and math for grades 4, 8, and 12. However, NAEP also 
administers long-term trend assessments in reading and math at 
ages 9, 13, and 17 to compare achievement of current students 
with those dating back to the early 1970s. Additionally, NAEP 
can be administered in grades 4, 8, and 12 in writing, 
sciences, civics, history, geography, economics, foreign 
languages, technology, and arts. Overall, NAEP provides a 
comprehensive picture of student achievement in the U.S. across 
multiple grades and subject areas.
    The National Assessment Governing Board (NAGB) is 
responsible for overseeing and setting policy for NAEP. H.R. 
4366 clarifies NAGB, in consultation with the Commissioner for 
Education Statistics, is responsible for selecting the subject 
areas and grades or ages to be assessed and determining the 
year in which such assessments will be conducted, in line with 
the current law requirements under the NAEP section. The bill 
also authorizes NAGB to provide input to the director on NAEP 
annual budget requests for submission to the secretary. It is 
the committee's intent that the NAGB will provide input to the 
director on the budget requests before the budget is released 
to the public.
    The committee intends the changes to the NAEP sections of 
H.R. 4366 to align the legislation to 25 years of practice and 
to provide accuracy and clarity of the roles of NCES and NAGB 
with regards to NAEP and NAEP reports. The changes throughout 
H.R. 4366 are not intended to conflict with those related to 
NAEP and NAGB, specifically with regard to the release of the 
NAEP reports. H.R. 4366 maintains the goal of shielding NAEP 
from political influence and bias. NAGB should continue to 
protect the credibility and integrity of NAEP, while NCES 
should execute the assessment itself. The committee intends 
NAGB to be responsible for the initial release of the NAEP 
reports and NCES to be responsible for the content of initial 
and subsequent NAEP reports to ensure such reports are valid 
and reliable. Overall, the amendments to the NAEP sections of 
H.R. 4366 serve to ``[strengthen] the checks and balances that 
were a part of the original conception of the current 
governance structure for NAEP,'' as stated by David Driscoll, 
the chair of NAGB, in a letter of support for SETRA.

Establishing responsible authorization levels

    H.R. 4366 restores fiscal discipline to the federal 
education research system, while recognizing the importance of 
education research. The bill authorizes funding in line with 
the Bipartisan Budget Act of 2013 and the nondefense 
discretionary caps set by the Budget Control Act of 2011 (BCA) 
for FY 2015-2020. The bill uses FY 2014 appropriated figures 
for the FY 2015 authorization and increases authorization 
levels each year through FY 2020 at the same percentage rate 
increase as those dictated by the BCA for nondefense 
discretionary spending. These increases represent a bipartisan 
approach to promoting reasonable funding increases in education 
research over time, just as the budget agreement reflects 
reasonable increases in nondefense discretionary spending over 
time. While the bill provides an increase of 10.4 percent over 
current FY 2014 levels, SETRA authorizes funding for FY 2015-FY 
2020 at $97 million below current authorized funding levels set 
in 2003. It restores sensible and practical spending to 
education research. Funding for NCSER would receive a 
disproportionate increase in the final year to offset 
significant decreases in FY 2011. The bill is fiscally 
responsible and refocuses the federal role in education 
research on core programs, which provide important information 
to parents, educators, students, researchers, policymakers, and 
the general public.

Conclusion

    The Strengthening Education through Research Act recognizes 
the importance of education research by continuing to 
strengthen the key federal role in collecting and disseminating 
information and statistics on education, conducting research, 
and providing federal program evaluations. The information 
collected and disseminated by IES helps states and school 
districts identify and implement successful education 
practices. Education research also provides taxpayers with 
valuable information about the federal investment in education 
and helps parents make informed decisions about their 
children's learning experience.
    H.R. 4366 recognizes the important IES achievements and 
contributions to high-quality research in education over the 
last 12 years. However, it also makes some changes to current 
law, recognizing ESRA is overdue for improvement. SETRA 
addresses several weaknesses in the law highlighted by the 2013 
GAO report. For example, the bill enhances the relevance and 
utilization of research supported by IES. Additionally, the 
bill ensures IES regularly evaluates the efficacy of its 
programs and research arms, potentially decreasing unnecessary 
costs and redundancies. The bill encourages quality education 
research by supporting program evaluation and technical 
assistance efforts in helping states and school districts 
identify effective strategies for their schools. Lastly, SETRA 
streamlines the mission and work of IES to reduce duplication, 
overlap, and unchecked growth. H.R. 4366 advances smart, 
fiscally-responsible policies that ensure education research is 
timely, relevant, and useful to states and local school 
districts.

                      Section-by-Section Analysis


                   TITLE I--EDUCATION SCIENCES REFORM

Section 1--Short title

    States the short title of the bill as the Strengthening 
Education through Research Act.

Section 2--Table of contents

    Lists the Table of Contents of the bill.

Section 101--References

    References the Education Sciences Reforms Act of 2002.

Section 102--Definitions

    Amends Section 102 (20 U.S.C. 9501) by making a change to 
the definition of ``Bureau,'' ``dissemination,'' 
``scientifically based research standards,'' and 
``scientifically valid research.'' Removes the definition of 
``Historically Black College or University'' and adds 
definitions of ``minority-serving institution,'' ``principles 
of scientific research,'' and ``school leader.''
            Part A--The Institute of Education Sciences

Section 111--Establishment

    Amends Section 111 (20 U.S.C. 9511) to ensure the mission 
of IES includes dissemination and utilization activities 
consistent with section 114(j) and clarifies all IES activities 
are free from disability bias, among other things.

Section 112--Functions

    Amends Section 112 (20 U.S.C. 9512) to include evaluations 
of impact and implementation, make dissemination and 
utilization activities consistent with section 114(j), and 
specify dissemination of scientifically valid education 
evaluations.

Section 113--Delegation

    Amends Section 113 (20 U.S.C. 9513) to delete subsection 
(a)(1), allow the director to accept requests from the 
secretary at his or her discretion for other activities of IES, 
and require consultation with the director regarding contract 
acquisition and performance management.

Section 114--Office of the Director

    Amends Section 114 (20 U.S.C. 9514) to grant an extension 
period of one year to the director's term in the event of a 
failure to find a successor; allow for reappointment of the 
director for an additional term; clarify the recommendations 
the board may make to the president with respect to the 
appointment of a director; and clarify the responsibilities of 
the director in coordinating IES research activities with 
public and private entities. This will ensure IES work is 
disseminated and utilized by the Department of Education's 
technical assistance providers and dissemination networks, 
centralizing the IES peer review process and ensuring the 
relevance, dissemination, and utilization of all IES research.

Section 115--Priorities

    Amends Section 115 (20 U.S.C. 9515) to clarify the 
priorities of IES and clarifies that the director will propose 
priorities to the board at least once every six years. The 
priorities will include ensuring all children have access to a 
high-quality education, clarifying a focus on closing the 
achievement gap between disabled and nondisabled children, and 
improving the quality of early childhood education, K-12 
education, and postsecondary education.

Section 116--National Board for Education Sciences

    Amends Section 116 (20 U.S.C. 9516) to clarify the board's 
responsibilities in providing input on IES activities, 
improving coordination with public and private entities, 
conducting evaluations of IES and the research centers, and 
ensuring relevance and dissemination of IES activities. 
Clarifies who may give advice regarding board appointments, 
ensures two practitioners are on the board, clarifies term 
limitations of the board and executive director, ensures 
independence of the board, allows for flexibility in board 
organization into smaller subcommittees, and requires the board 
to contract for research center evaluations.

Section 117--Commissioners of the National Education Centers

    Amends Section 117 (20 U.S.C. 9517) to clarify appointment 
of the commissioners of all the research centers, stating the 
Statistics Center Commissioner is appointed by the director.

Section 118--Transparency

    Amends Section 119 (20 U.S.C. 9519) to require transparent 
reporting of all IES awards over $100,000.

Section 120--Competitive awards

    Amends Section 120 (20 U.S.C. 9520) to make awarding 
competitive grants, contracts, and cooperative agreements 
consistent with section 114(h).
            Part B--National Center for Education Research

Section 131--Establishment

    Amends Section 131(b) (20 U.S.C. 9531(b)) to advance the 
priorities described in section 115 and disseminate all 
research of the center, consistent with section 114(j).

Section 132--Duties

    Amends Section 133 (20 U.S.C. 9533) to clarify the duties 
of the Commissioner for Education Research.

Section 133--Standards for conduct and evaluation of research

    Amends Section 134 (20 U.S.C. 9534) to specify the use of 
scientifically valid research standards within the center and 
to ensure dissemination and utilization activities are 
consistent with section 114(j).
            Part C--National Center for Education Statistics

Section 151--Establishment

    Amends Section 151(b) (20 U.S.C. 9541(b)) to ensure privacy 
protection in all reports and such reports are disseminated 
consistent with section 114(j).

Section 152--Duties

    Amends Section 153 (20 U.S.C. 9543) to ensure privacy 
protection across all Statistics Center work and amends the 
duties of the Statistics Commissioner.

Section 153--Performance of duties

    Amends Section 154 (20 U.S.C. 9544) to require applications 
from entities that wish to receive a grant, or enter into a 
contract or cooperative agreement under this section.

Section 154--Reports

    Amends Section 155 (20 U.S.C. 9545) to ensure all reports 
are reviewed consistent with section 114(h) requirements.

Section 155--Dissemination

    Amends Section 156 (20 U.S.C. 9546) to ensure adherence to 
student privacy requirements in all joint statistical projects 
and clarify who may access data housed by the Statistics 
Center.

Section 156--Cooperative education statistics systems

    Amends Section 157 (20 U.S.C. 9547) to clarify cooperative 
education statistics partnerships allow for voluntary 
partnerships aimed at creating data quality standards and to 
ensure such partnerships do not collect data or create a 
national student data system.
            Part D--National Center for Education Evaluation and 
                    Regional Assistance

Section 171--Establishment

    Amends Section 171 (20 U.S.C. 9561) to allow for evaluation 
of implementation of federal education programs and to make 
dissemination activities consistent with section 114(j).

Section 172--Commissioner for education evaluation and regional 
        assistance

    Amends Section 172 (20 U.S.C. 9562) to require wide 
dissemination of all center research and statistics consistent 
with section 114(j), especially of those items that relate to 
the priorities listed in section 115. Also requires 
applications from entities that wish to receive a grant, or 
enter into a contract or cooperative agreement under this 
section.

Section 173--Evaluations

    Amends Section 173 (20 U.S.C. 9563) to require high-quality 
evaluations, including impact evaluations, consistent with the 
center's mission, list other evaluation activities the center 
may support, and require dissemination of each center 
evaluation.

Section 174--Regional educational laboratories for research, 
        development, dissemination, and technical assistance

    Amends Section 174 (20 U.S.C. 9564) to cap the regional 
educational laboratories program at 10 awards; change the list 
of entities with whom the Evaluation and Regional Assistance 
Commissioner may enter into grants, contracts, or cooperative 
agreements; specify the requirements all eligible applicants 
must adhere to; stipulate the activities of each regional 
educational laboratory; dictate how new awards must be made; 
amend the annual report each awardee must submit; and require 
an appropriation reservation for the regional educational 
laboratory program. Also requires interim and summative 
evaluations of each regional educational laboratory.
            Part E--National Center for Special Education Research

Section 175--Establishment

    Amends Section 175(b) (20 U.S.C. 9567(b)) to update the 
mission of the National Center for Special Education Research 
to promote quality and integrity with respect to special 
education research and scientifically valid research findings 
in special education.

Section 176--Commissioner for Special Education Research

    Amends Section 176 (20 U.S.C. 9567a) to include youth with 
disabilities in the list of the Commissioner's required 
subjects of expertise.

Section 177--Duties

    Amends Section 177 (20 U.S.C. 9567b) to expand the duties 
of the Special Education Research Commissioner.
            Part F--General Provisions

Section 182--Prohibitions

    Amends Section 182 (20 U.S.C. 9572) to prohibit the federal 
government from coercing specific academic standards or 
assessments within a state or local educational agency or from 
coercing any curriculum to be used in early education, K-12 
schools or an institution of higher education.

Section 183--Confidentiality

    Amends Section 183 (20 U.S.C. 9573) to allow for 
identification of specific schools in IES publications so long 
as no individual's identifiable information is disclosed. Also 
clarifies volunteers at IES or those who provide uncompensated 
services are subject to punishment for privacy violations.

Section 184--Availability of data

    Amends Section 184 (20 U.S.C. 9574) to broaden the 
dissemination of IES data through electronic means.

Section 185--Performance management

    Amends Section 185 (20 U.S.C. 9575) to require the director 
to improve the performance management system governing all IES 
activities, to include developing measureable performance 
indicators to evaluate and improve activities and establishing 
formal feedback mechanisms to meet stakeholder needs.

Section 186--Authority to publish

    Amends Section 186(b) (20 U.S.C. 9576(b)) to clarify the 
director must provide the secretary and other relevant offices 
with an advance copy of publications under this section before 
their public release.

Section 187--Repeals

    Repeals Sections 187 (20 U.S.C. 9577) and 193 (20 U.S.C. 
9583).

Section 188--Fellowships

    Amends Section 189 (20 U.S.C. 9579) to specify fellowships 
established under this section within institutions of higher 
education, including minority-serving institutions, must relate 
to education and the mission of each national education center.

Section 189--Authorization of appropriations

    Amends Section 194 (20 U.S.C. 9584) regarding the 
authorization of appropriations for this title.

               TITLE II--EDUCATIONAL TECHNICAL ASSISTANCE

Section 201--References

    References the Educational Technical Assistance Act of 
2002.

Section 202--Definitions

    Amends Section 202 (20 U.S.C. 9601) to define ``school 
leader.''

Section 203--Comprehensive centers

    Amends Section 203 (20 U.S.C. 9602) to cap the 
comprehensive centers program at 17 centers; clarify the 
regions each center shall serve; change the list of entities 
with whom the secretary may enter into grants, contracts, or 
cooperative agreements; specify the requirements all eligible 
applicants must adhere to, including the responsiveness to 
regional needs of each center; stipulate the activities of each 
comprehensive center; dictate how new awards must be made; and 
amend the annual report each award must submit.

Section 204--Evaluations

    Amends Section 204 (20 U.S.C. 9603) to require interim and 
summative evaluations of each comprehensive center.

Section 205--Existing technical assistance providers

    Repeals Section 205 (20 U.S.C. 9604).

Section 206--Regional advisory committees

    Amends Section 206 (20 U.S.C. 9605) to update the mission, 
duties, and membership of regional advisory committees.

Section 207--Priorities

    Amends Section 207 (20 U.S.C. 9606) to require the 
secretary and director to establish priorities for regional 
educational laboratories and comprehensive centers using the 
relevant results of national and regional surveys of 
educational needs.

Section 208--Grant program for statewide longitudinal data systems

    Amends Section 208 (20 U.S.C. 9607) to require data systems 
to be consistent with requirements of the Elementary and 
Secondary Education Act, Higher Education Act, and the 
Individuals with Disabilities Education Act; allow for 
subgranting of funds to local educational agencies; add a 
performance management system for data systems; require systems 
align early education through postsecondary education and the 
workforce data, consistent with privacy protections; prioritize 
applications that demonstrate capacity to share teacher and 
school leader data with local educational agencies and teacher 
and school leader preparation programs; and require reports on 
the implementation and effectiveness of the activities carried 
out under the grants in this section.

Section 209--Authorization of appropriations

    Amends Section 209 (20 U.S.C. 9608) regarding the 
authorization of appropriations for this title.

         TITLE III--NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS

Section 301--References

    References the National Assessment of Educational Progress 
Authorization Act.

Section 302--National Assessment Governing Board

    Amends Section 302 (20 U.S.C. 9621) to clarify that the 
National Assessment Governing Board oversees and sets policies 
for the National Assessment of Educational Progress in line 
with its duties; specify school leaders as members of the 
Assessment Board; eliminate the conforming provision; clarify 
how vacancies on the Assessment Board are filled; and expand 
and clarify the duties of the Assessment Board.

Section 303--National Assessment of Educational Progress

    Amends Section 303 (20 U.S.C. 9622) to clarify the role of 
the Commissioner for Education Statistics with regard to the 
National Assessment of Educational Progress and dictate the 
commissioner is responsible for the content of initial and 
subsequent National Assessment of Educational Progress reports 
to ensure validity and reliability. Requires schools to 
participate in the National Assessment of Educational Progress 
as required by the Elementary and Secondary Education Act and 
clarifies the national consensus approach in setting 
achievement levels for the test.

Section 304--Definitions

    Amends Section 304 (20 U.S.C. 9623) to define ``elementary 
school,'' ``secondary school,'' and ``school leader.''

Section 305--Authorization of appropriations

    Amends Section 305(a) (20 U.S.C. 9624(a)) regarding the 
authorization of appropriations for this title.

                    TITLE IV--AMENDATORY PROVISIONS

Section 401--Research and evaluation

    States the IES shall be the primary entity for conducting 
research on and evaluations of federal education programs 
within the Department of Education to ensure the rigor and 
independence of such research and evaluation. Details authority 
for reservation and consolidation of funds to carry out high-
quality evaluations of programs authorized under the Elementary 
and Secondary Education Act. Specifies requirements related to 
the development of a biennial evaluation plan and the 
dissemination of evaluation findings.

                       Explanation of Amendments

    The amendments, including the amendment in the nature of a 
substitute, are explained in the body of this report.

              Application of Law to the Legislative Branch

    Section 102(b)(3) of Public Law 104-1 requires a 
description of the application of this bill to the legislative 
branch. H.R. 4366 reflects principles for understanding the 
important federal role in conducting research on and 
evaluations of federal education programs and other research-
based strategies.

                       Unfunded Mandate Statement

    Section 423 of the Congressional Budget and Impoundment 
Control Act (as amended by Section 101(a)(2) of the Unfunded 
Mandates Reform Act, P.L. 104-4) requires a statement of 
whether the provisions of the reported bill include unfunded 
mandates. This issue is addressed in the CBO letter.

                           Earmark Statement

    H.R. 4366 does not contain any congressional earmarks, 
limited tax benefits, or limited tariff benefits as defined in 
clause 9 of House Rule XXI.

                            Roll Call Votes

    Clause 3(b) of rule XIII of the Rules of the House of 
Representatives requires the Committee Report to include for 
each record vote on a motion to report the measure or matter 
and on any amendments offered to the measure or matter the 
total number of votes for and against and the names of the 
Members voting for and against. No record votes were taken for 
H.R. 4366.

         Statement of General Performance Goals and Objectives

    In accordance with clause (3)(c) of House Rule XIII, the 
goal of H.R. 4366 is to improve research on and evaluations of 
federal education programs. The committee expects the U.S. 
Department of Education to comply with these provisions and 
implement the law in accordance with the stated goal.

                    Duplication of Federal Programs

    No provision of H.R. 4366 establishes or reauthorizes a 
program of the Federal Government known to be duplicative of 
another Federal program, a program that was included in any 
report from the Government Accountability Office to Congress 
pursuant to section 21 of Public Law 111-139, or a program 
related to a program identified in the most recent Catalog of 
Federal Domestic Assistance.

                  Disclosure of Directed Rule Makings

    The committee estimates that enacting H.R. 4366 does not 
specifically direct the completion of any specific rule makings 
within the meaning of 5 U.S.C. 551.

  Statement of Oversight Findings and Recommendations of the Committee

    In compliance with clause 3(c)(1) of rule XIII and clause 
2(b)(1) of rule X of the Rules of the House of Representatives, 
the committee's oversight findings and recommendations are 
reflected in the body of this report.

               New Budget Authority and CBO Cost Estimate

    With respect to the requirements of clause 3(c)(2) of rule 
XIII of the Rules of the House of Representatives and section 
308(a) of the Congressional Budget Act of 1974 and with respect 
to requirements of clause 3(c)(3) of rule XIII of the Rules of 
the House of Representatives and section 402 of the 
Congressional Budget Act of 1974, the committee has received 
the following estimate for H.R. 4366 from the Director of the 
Congressional Budget Office:

                                     U.S. Congress,
                               Congressional Budget Office,
                                    Washington, DC, April 21, 2014.
Hon. John Kline,
Chairman, Committee on Education and the Workforce,
House of Representatives, Washington, DC.
    Dear Mr. Chairman: The Congressional Budget Office has 
prepared the enclosed cost estimate for H.R. 4366, the 
Strengthening Education through Research Act.
    If you wish further details on this estimate, we will be 
pleased to provide them. The CBO staff contact is Justin 
Humphrey.
            Sincerely,
                                      Douglas W. Elmendorf,
                                                          Director.
    Enclosure.

H.R. 4366--Strengthening Education through Research Act

    Summary: H.R. 4366 would amend and reauthorize the 
Education Sciences Reform Act of 2002 (ESRA) through fiscal 
year 2020. (This authorization would automatically be extended 
one year through 2021 under the General Education Provisions 
Act.) The bill would authorize the appropriation of $615 
million for fiscal year 2015 and $3.8 billion over the 2015-
2019 period to support federal educational research, 
statistical analysis, and other activities.
    CBO estimates that implementing the bill would cost $2.0 
billion over the 2015-2019 period, assuming the appropriation 
of the authorized amounts. Enacting the bill would have no 
impact on direct spending or revenues; therefore, pay-as-you-go 
procedures do not apply.
    H.R. 4366 contains no intergovernmental or private-sector 
mandates as defined in the Unfunded Mandates Reform Act (UMRA).
    Estimated cost to the Federal Government: As shown in the 
following table, the costs of this legislation fall within 
budget function 500 (education, training, employment, and 
social services). For this estimate, CBO assumes that spending 
will follow historical patterns for the affected programs.

----------------------------------------------------------------------------------------------------------------
                                                                 By fiscal year, in millions of dollars--
                                                         -------------------------------------------------------
                                                            2015     2016     2017     2018     2019   2015-2019
----------------------------------------------------------------------------------------------------------------
                                  CHANGES IN SPENDING SUBJECT TO APPROPRIATION

Title I--Education Sciences Reform:
    Authorization Level.................................      391      392      401      410      421     2,016
    Estimated Outlays...................................       39      157      275      396      403     1,270
Title II--Educational Technical Assistance:
    Authorization Level.................................       83       83       85       87       89       518
    Estimated Outlays...................................        8       33       58       84       85       269
Title III--National Assessment of Educational Progress:
    Authorization Level.................................      140      141      144      147      151       876
    Estimated Outlays...................................       14       56       99      142      144       455
        Total Changes:
        Authorization Level.............................      615      616      629      644      662     3,844
        Estimated Outlays...............................       61      246      432      622      633    1,995
----------------------------------------------------------------------------------------------------------------
Note: Components may not add to totals because of rounding.

    Basis of estimate: H.R. 4366 would authorize the 
appropriation of $615 million in fiscal year 2015 and $3.8 
billion for the 2015-2019 period. Based on historical spending 
patterns, CBO estimates that fully implementing the bill would 
cost $2.0 billion over the 2015-2019 period, assuming the 
appropriation of the specified amounts.
    For fiscal year 2014, the Congress appropriated $615 
million for programs in ESRA. All of the previous 
authorizations for programs in ESRA expired in either 2008 or 
2010.

Title I--Education Sciences Reform

    Title I would reauthorize funding for the Institute of 
Education Sciences, an independent institute within the 
Department of Education that conducts and oversees education 
research. H.R. 4366 would authorize a total of $391 million for 
fiscal year 2015, including $54 million for the National Center 
for Special Education Research and $337 million for the rest of 
title I. The Congress appropriated the same level of funding 
for those activities in fiscal year 2014. The bill would 
authorize funding of $2.0 billion over five years for those 
activities. CBO estimates that implementing this title would 
cost about $1.3 billion over the 2015-2019 period.

Title II--Educational Technical Assistance

    Title II would reauthorize the Educational Technical 
Assistance Act (ETAA), which authorizes two grant programs at 
the Department of Education. The first program provides funds 
to states to develop and expand longitudinal data systems. The 
second provides funds to local organizations to provide 
technical assistance for and evaluation of issues such as 
meeting requirements in the Elementary and Secondary Education 
Act. The bill would authorize the appropriation of $83 million 
for fiscal year 2015 and $518 million over five years; and CBO 
estimates that implementing this title would cost about $270 
million over the 2015-2019 period. The Congress appropriated 
$83 million for those purposes in fiscal year 2014.

Title III--National Assessment of Educational Progress

    Title III would reauthorize the National Assessment of 
Educational Progress (NAEP) Authorization Act. This act 
authorizes funding for overseeing and administering a series of 
assessments of student achievement in mathematics and reading. 
For fiscal year 2015, H.R. 4366 would authorize the 
appropriation of $140 million: $8 million for the National 
Assessment Governing Board, which oversees the administration 
of the NAEP, and $132 million for administration of the 
assessments. The Congress appropriated similar funding levels 
for those activities in fiscal year 2014. The bill would 
authorize funding of $876 million over five years for those 
activities; CBO estimates that implementing this title would 
cost $455 million over the 2015-2019 period.
    Intergovernmental and private-sector impact: H.R. 4366 
contains no intergovernmental or private-sector mandates as 
defined in UMRA and would impose no costs on state, local, or 
tribal governments. State and local governments could benefit 
from grants authorized in the bill for education research and 
related activities. Any costs associated with receiving such 
grants would be incurred voluntarily as a condition of 
receiving federal assistance.
    Estimate prepared by: Federal Costs: Justin Humphrey; 
Impact on State, Local, and Tribal Governments: J'nell L. 
Blanco; Impact on the Private Sector: Chung Kim.
    Estimate approved by: Peter H. Fontaine, Assistant Director 
for Budget Analysis.

                        Committee Cost Estimate

    Clause 3(d)(1) of rule XIII of the Rules of the House of 
Representatives requires an estimate and a comparison of the 
costs that would be incurred in carrying out H.R. 4366. 
However, clause 3(d)(2)(B) of that rule provides that this 
requirement does not apply when the committee has included in 
its report a timely submitted cost estimate of the bill 
prepared by the Director of the Congressional Budget Office 
under section 402 of the Congressional Budget Act.

         Changes in Existing Law Made by the Bill, as Reported

  In compliance with clause 3(e) of rule XIII of the Rules of 
the House of Representatives, changes in existing law made by 
the bill, as reported, are shown as follows (existing law 
proposed to be omitted is enclosed in black brackets, new 
matter is printed in italic, existing law in which no change is 
proposed is shown in roman):

                           PUBLIC LAW 107-279


SECTION 1. TABLE OF CONTENTS.

  The table of contents for this Act is as follows:

     * * * * * * *

                   TITLE I--EDUCATION SCIENCES REFORM

     * * * * * * *

               Part A--The Institute of Education Sciences

     * * * * * * *
[Sec. 119. Biennial report.]
Sec. 119. Transparency.
     * * * * * * *

            Part C--National Center for Education Statistics

     * * * * * * *
[Sec. 157. Cooperative education statistics systems.]
Sec. 157. Cooperative education statistics partnerships.
     * * * * * * *

Part D--National Center for Education Evaluation and Regional Assistance

     * * * * * * *
[Sec. 174. Regional educational laboratories for research, development, 
          dissemination, and technical assistance.]
Sec. 174. Regional educational laboratories for research, development, 
          dissemination, and evaluation.
     * * * * * * *

                       Part F--General Provisions

     * * * * * * *
[Sec. 187. Vacancies.]
     * * * * * * *
[Sec. 193. Removal.]
     * * * * * * *

               TITLE II--EDUCATIONAL TECHNICAL ASSISTANCE

     * * * * * * *
[Sec. 205. Existing technical assistance providers.]

           *       *       *       *       *       *       *


                   TITLE I--EDUCATION SCIENCES REFORM

SEC. 101. SHORT TITLE.

  This title may be cited as the ``Education Sciences Reform 
Act of 2002''.

SEC. 102. DEFINITIONS.

   In this title:
          (1) * * *

           *       *       *       *       *       *       *

          (5) Bureau.--The term ``Bureau'' means the Bureau of 
        Indian [Affairs] Education.

           *       *       *       *       *       *       *

          (10) Dissemination.--The term ``dissemination'' means 
        the communication and transfer of the results of 
        scientifically valid research, statistics, and 
        evaluations, or other information, in a timely manner 
        and in forms that are understandable, easily 
        accessible, and usable, or adaptable for use in, the 
        improvement of educational practice by teachers, school 
        leaders, administrators, librarians, other 
        practitioners, researchers, parents, policymakers, and 
        the public, through technical assistance, publications, 
        electronic transfer, and other means.

           *       *       *       *       *       *       *

          (12) Field-initiated research.--The term ``field-
        initiated research'' means basic research or applied 
        research in which specific questions and methods of 
        study are generated by investigators (including 
        teachers, school leaders, and other practitioners) and 
        that conforms to standards of scientifically valid 
        research.
          [(13) Historically black college or university.--The 
        term ``historically Black college or university'' means 
        a part B institution as defined in section 322 of the 
        Higher Education Act of 1965 (20 U.S.C. 1061).]
          [(14)] (13) Institute.--The term ``Institute'' means 
        the Institute of Education Sciences established under 
        section 111.
          [(15)] (14) Institution of higher education.--The 
        term ``institution of higher education'' has the 
        meaning given that term in section 101(a) of the Higher 
        Education Act of 1965 (20 U.S.C. 1001(a)).
          (15) Minority-serving institution.--The term 
        ``minority-serving institution'' means an institution 
        of higher education described in section 371(a) of the 
        Higher Education Act of 1965 (20 U.S.C. 1067q(a)).

           *       *       *       *       *       *       *

          [(18) Scientifically based research standards.--(A) 
        The term ``scientifically based research standards'' 
        means research standards that--
                  [(i) apply rigorous, systematic, and 
                objective methodology to obtain reliable and 
                valid knowledge relevant to education 
                activities and programs; and
                  [(ii) present findings and make claims that 
                are appropriate to and supported by the methods 
                that have been employed.
          [(B) The term includes, appropriate to the research 
        being conducted--
                  [(i) employing systematic, empirical methods 
                that draw on observation or experiment;
                  [(ii) involving data analyses that are 
                adequate to support the general findings;
                  [(iii) relying on measurements or 
                observational methods that provide reliable 
                data;
                  [(iv) making claims of causal relationships 
                only in random assignment experiments or other 
                designs (to the extent such designs 
                substantially eliminate plausible competing 
                explanations for the obtained results);
                  [(v) ensuring that studies and methods are 
                presented in sufficient detail and clarity to 
                allow for replication or, at a minimum, to 
                offer the opportunity to build systematically 
                on the findings of the research;
                  [(vi) obtaining acceptance by a peer-reviewed 
                journal or approval by a panel of independent 
                experts through a comparably rigorous, 
                objective, and scientific review; and
                  [(vii) using research designs and methods 
                appropriate to the research question posed.]
          (18) Principles of scientific research.--The term 
        ``principles of scientific research'' means principles 
        of research that--
                  (A) apply rigorous, systematic, and objective 
                methodology to obtain reliable and valid 
                knowledge relevant to education activities and 
                programs;
                  (B) present findings and make claims that are 
                appropriate to, and supported by, the methods 
                that have been employed; and
                  (C) include, appropriate to the research 
                being conducted--
                          (i) use of systematic, empirical 
                        methods that draw on observation or 
                        experiment;
                          (ii) use of data analyses that are 
                        adequate to support the general 
                        findings;
                          (iii) reliance on measurements or 
                        observational methods that provide 
                        reliable and generalizable findings;
                          (iv) strong claims of causal 
                        relationships, only with research 
                        designs that eliminate plausible 
                        competing explanations for observed 
                        results, such as, but not limited to, 
                        random-assignment experiments;
                          (v) presentation of studies and 
                        methods in sufficient detail and 
                        clarity to allow for replication or, at 
                        a minimum, to offer the opportunity to 
                        build systematically on the findings of 
                        the research;
                          (vi) acceptance by a peer-reviewed 
                        journal or critique by a panel of 
                        independent experts through a 
                        comparably rigorous, objective, and 
                        scientific review; and
                          (vii) consistency of findings across 
                        multiple studies or sites to support 
                        the generality of results and 
                        conclusions.

           *       *       *       *       *       *       *

          (20) Scientifically valid research.--The term 
        ``scientifically valid research'' includes applied 
        research, basic research, and field-initiated research 
        in which the rationale, design, and interpretation are 
        soundly developed in accordance with [scientifically 
        based research standards] the principles of scientific 
        research.

           *       *       *       *       *       *       *

          (24) School leader.--The term ``school leader'' means 
        a principal, assistant principal, or other individual 
        who is--
                  (A) an employee or officer of--
                          (i) an elementary school or secondary 
                        school;
                          (ii) a local educational agency 
                        serving an elementary school or 
                        secondary school; or
                          (iii) another entity operating the 
                        elementary school or secondary school; 
                        and
                  (B) responsible for the daily instructional 
                leadership and managerial operations of the 
                elementary school or secondary school.

              PART A--THE INSTITUTE OF EDUCATION SCIENCES

SEC. 111. ESTABLISHMENT.

  (a) * * *
  (b) Mission.--
          (1) * * *
          (2) Carrying out mission.--In carrying out the 
        mission described in paragraph (1), the Institute shall 
        compile statistics, develop products, and conduct 
        research, evaluations, [and wide dissemination 
        activities] and, consistent with section 114(j), wide 
        dissemination and utilization activities in areas of 
        demonstrated national need [(including in technology 
        areas)] that are supported by Federal funds 
        appropriated to the Institute and ensure that such 
        activities--
                  (A) * * *
                  (B) are objective, secular, neutral, and 
                nonideological and are free of partisan 
                political influence and racial, cultural, 
                gender, disability, or regional bias.

           *       *       *       *       *       *       *


SEC. 112. FUNCTIONS.

   From funds appropriated under section 194, the Institute, 
directly or through grants, contracts, or cooperative 
agreements, shall--
          (1) conduct and support scientifically valid research 
        activities, including basic research and applied 
        research, statistics activities, scientifically valid 
        education evaluation (including evaluations of impact 
        and implementation), development, and wide 
        dissemination and utilization;
          (2) widely disseminate, consistent with section 
        114(j), the findings and results of scientifically 
        valid research in education and scientifically valid 
        education evaluations carried out under this title;

           *       *       *       *       *       *       *


SEC. 113. DELEGATION.

  (a) Delegation of Authority.--Notwithstanding section 412 of 
the Department of Education Organization Act (20 U.S.C. 3472), 
the Secretary shall delegate to the Director all functions for 
carrying out this title (other than administrative and support 
functions), except that--
          [(1) nothing in this title or in the National 
        Assessment of Educational Progress Authorization Act 
        (except section 302(e)(1)(J) of such Act) shall be 
        construed to alter or diminish the role, 
        responsibilities, or authority of the National 
        Assessment Governing Board with respect to the National 
        Assessment of Educational Progress (including with 
        respect to the methodologies of the National Assessment 
        of Educational Progress described in section 
        302(e)(1)(E)) from those authorized by the National 
        Education Statistics Act of 1994 (20 U.S.C. 9001 et 
        seq.) on the day before the date of enactment of this 
        Act;]
          [(2)] (1) members of the National Assessment 
        Governing Board shall continue to be appointed by the 
        Secretary;
          [(3)] (2) section 302(f)(1) [of the National 
        Assessment of Educational Progress Authorization Act] 
        shall apply to the National Assessment Governing Board 
        in the exercise of its responsibilities under this Act;
          [(4)] (3) sections 115 and 116 shall not apply to the 
        National Assessment of Educational Progress; and
          [(5)] (4) sections 115 and 116 shall not apply to the 
        National Assessment Governing Board.
  (b) Other Activities.--The [Secretary may assign the 
Institute responsibility for administering] Director may accept 
requests from the Secretary for the Institute to administer 
other activities, if those activities are consistent with--
          (1) * * *

           *       *       *       *       *       *       *

  (c) Contract Acquisition.--With respect to any contract 
entered into under this title, the Director shall be 
consulted--
          (1) during the procurement process; and
          (2) in the management of such contract's performance, 
        which shall be consistent with the requirements of the 
        performance management system described in section 185.

SEC. 114. OFFICE OF THE DIRECTOR.

  (a) Appointment.--[Except as provided in subsection (b)(2), 
the] The President, by and with the advice and consent of the 
Senate, shall appoint the Director of the Institute.
  (b) Term.--
          (1) In general.--The Director shall serve for a term 
        of 6 years, beginning on the date of appointment of the 
        Director, except that if a successor to the Director 
        has not been appointed as of the date of expiration of 
        the Director's term, the Director may serve for an 
        additional 1-year period, beginning on the day after 
        the date of expiration of the Director's term, or until 
        a successor has been appointed under subsection (a), 
        whichever occurs first.
          [(2) First director.--The President, without the 
        advice and consent of the Senate, may appoint the 
        Assistant Secretary for the Office of Educational 
        Research and Improvement (as such office existed on the 
        day before the date of enactment of this Act) to serve 
        as the first Director of the Institute.]
          (2) Reappointment.--A Director may be reappointed 
        under subsection (a) for one additional term.
          (3)  [Subsequent directors]  Recommendations.--The 
        Board may make recommendations to the President with 
        respect to the appointment of a Director under 
        subsection (a)[, other than a Director appointed under 
        paragraph (2)].

           *       *       *       *       *       *       *

  (f) Duties.--The duties of the Director shall include the 
following:
          (1) * * *

           *       *       *       *       *       *       *

          (3) To coordinate education research and related 
        activities carried out by the Institute with such 
        research and activities carried out by other agencies 
        within the Department and the Federal Government, and, 
        as appropriate, with such research and activities 
        carried out by public and private entities, to avoid 
        duplicative or overlapping efforts.
          (4) To advise the Secretary on research, evaluation, 
        and statistics activities, and the use of evidence 
        relevant to the activities of the Department.
          (5) To establish and maintain necessary procedures 
        for technical and scientific peer review of the 
        activities of the Institute, consistent with section 
        116(b)(3) and subsection (h).

           *       *       *       *       *       *       *

          (7) To ensure that activities conducted or supported 
        by the Institute are objective, secular, neutral, and 
        nonideological and are free of partisan political 
        influence and racial, cultural, gender, disability, or 
        regional bias.
          (8) To undertake initiatives and programs to increase 
        the participation of researchers and institutions that 
        have been historically underutilized in Federal 
        education research activities of the Institute, 
        including [historically Black colleges or universities] 
        minority-serving institutions or other institutions of 
        higher education with large numbers of minority 
        students.
          [(9) To coordinate with the Secretary to promote and 
        provide for the coordination of research and 
        development activities and technical assistance 
        activities between the Institute and comprehensive 
        centers.
          [(10) To solicit and consider the recommendations of 
        education stakeholders, in order to ensure that there 
        is broad and regular public and professional input from 
        the educational field in the planning and carrying out 
        of the Institute's activities.
          [(11) To coordinate the wide dissemination of 
        information on scientifically valid research.]
          (9) To coordinate with the Secretary to ensure that 
        the results of the Institute's work are coordinated 
        with, and utilized by, the Department's technical 
        assistance providers and dissemination networks.
          [(12)] (10) To carry out and support other activities 
        consistent with the priorities and mission of the 
        Institute.

           *       *       *       *       *       *       *

  (h) Peer-review System.--The Director shall establish and 
maintain a peer-review system involving highly-qualified 
individuals, including practitioners, as appropriate, with an 
in-depth knowledge of the subject to be investigated, for--
          (1) reviewing and evaluating each application for a 
        grant or cooperative agreement under this title that 
        exceeds $100,000; and
          (2) evaluating and assessing all reports and other 
        products that exceed $100,000 to be published and 
        publicly released by the Institute.
  [(h)] (i) Review.--The Director may, when requested by other 
officers of the Department, and shall, when directed by the 
Secretary, review [the products and] publications of other 
offices of the Department to [certify that evidence-based 
claims about those products and] determine whether evidence-
based claims in those publications are scientifically valid.
  (j) Relevance, Dissemination, and Utilization.--To ensure all 
activities authorized under this title are rigorous, relevant, 
and useful for researchers, policymakers, practitioners, and 
the public, the Director shall--
          (1) ensure such activities address significant 
        challenges faced by practitioners, and increase 
        knowledge in the field of education;
          (2) ensure that the information, products, and 
        publications of the Institute are--
                  (A) prepared and widely disseminated--
                          (i) in a timely fashion; and
                          (ii) in forms that are 
                        understandable, easily accessible, and 
                        usable, or adaptable for use in, the 
                        improvement of educational practice; 
                        and
                  (B) widely disseminated through electronic 
                transfer, and other means, such as posting to 
                the Institute's website or other relevant 
                place;
          (3) promote the utilization of the information, 
        products, and publications of the Institute, including 
        through the use of dissemination networks and technical 
        assistance providers, within the Institute and the 
        Department; and
          (4) monitor and manage the performance of all 
        activities authorized under this title in accordance 
        with section 185.

SEC. 115. PRIORITIES.

  (a) Proposal.--The Director shall propose to the Board 
priorities for the Institute [(taking into consideration long-
term research and development on core issues conducted through 
the national research and development centers)] at least once 
every 6 years. The Director shall identify topics that may 
require long-term research and topics that are focused on 
understanding and solving particular education problems and 
issues, including those associated with the goals and 
requirements of the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6301 et seq.), the Individuals with 
Disabilities Education Act (20 U.S.C. 1400 et seq.), and the 
Higher Education Act of 1965 (20 U.S.C. 1001 et seq.), [such 
as] including--
          (1) ensuring that all children have the ability to 
        obtain a high-quality education, particularly closing 
        the achievement gap between high-performing and low-
        performing children, [especially achievement gaps 
        between] minority and [nonminority children] 
        nonminority children, disabled and nondisabled 
        children, [and between disadvantaged] and disadvantaged 
        children and such children's more advantaged peers; 
        [and]
          [(2) ensuring--
                  [(A) that all children have the ability to 
                obtain a high-quality education (from early 
                childhood through postsecondary education) and 
                reach, at a minimum, proficiency on challenging 
                State academic achievement standards and State 
                academic assessments, particularly in 
                mathematics, science, and reading or language 
                arts;
                  [(B) access to, and opportunities for, 
                postsecondary education; and
                  [(C) the efficacy, impact on academic 
                achievement, and cost-effectiveness of 
                technology use within the Nation's schools.]
          (2) improving the quality of early childhood 
        education;
          (3) improving education in elementary and secondary 
        schools, particularly among low-performing students and 
        schools; and
          (4) improving access to, opportunities for, and 
        completion of postsecondary education.

           *       *       *       *       *       *       *

  (d) Public Availability and Comment.--
          (1) Priorities.--Before submitting to the Board 
        proposed priorities for the Institute, the Director 
        shall make such priorities available to the public for 
        comment for not less than 60 days (including [by means 
        of the Internet] by electronic means such as posting in 
        an easily accessible manner on the Institute's website 
        and through publishing such priorities in the Federal 
        Register). The Director shall provide to the Board a 
        copy of each such comment submitted.

           *       *       *       *       *       *       *


SEC. 116. NATIONAL BOARD FOR EDUCATION SCIENCES.

  (a) * * *
  (b) Duties.--The duties of the Board shall be the following:
          (1) * * *
          (2) To consider and approve priorities proposed by 
        the Director under section 115 [to guide the work of 
        the Institute], and to advise, and provide input to, 
        the Director on the activities of the Institute on an 
        ongoing basis.
          (3) To review and approve procedures under section 
        114(h) for technical and scientific peer review of the 
        activities of the Institute.

           *       *       *       *       *       *       *

          (8) To advise the Director on ensuring that 
        activities conducted or supported by the Institute are 
        objective, secular, neutral, and nonideological and are 
        free of partisan political influence and racial, 
        cultural, gender, disability, or regional bias.
          (9) [To solicit] To ensure all activities of the 
        Institute are relevant to education policy and practice 
        by soliciting, on an ongoing basis, advice and 
        information from those in the educational field, 
        particularly practitioners and researchers, to 
        recommend to the Director topics that require long-
        term, sustained, systematic, programmatic, and 
        integrated research efforts, including knowledge 
        utilization and wide dissemination of research, 
        [consistent with] consistent with section 114(j) and 
        the priorities and mission of the Institute.

           *       *       *       *       *       *       *

          (11) To recommend to the Director ways to enhance the 
        Institute's strategic partnerships and collaborative 
        efforts [among other Federal and State research 
        agencies] with public and private entities to improve 
        the work of the Institute.

           *       *       *       *       *       *       *

          (13) To conduct the evaluations required under 
        subsection (d).
  (c) Composition.--
          (1) * * *
          (2) Advice.--The President shall solicit advice 
        regarding individuals to serve on the Board from the 
        Board, National Academy of Sciences, the National 
        Science Board, [and the National Science Advisor] the 
        National Science Advisor, and other entities and 
        organizations that have knowledge of individuals who 
        are highly-qualified to appraise education research, 
        statistics, evaluations, or development.

           *       *       *       *       *       *       *

          (4) Appointed membership.--
                  (A) Qualifications.--Members appointed under 
                paragraph (1) shall be highly qualified to 
                appraise education research, statistics, 
                evaluations, or development, and shall include 
                the following individuals:
                          (i) Not fewer than 8 researchers in 
                        the field of statistics, evaluation, 
                        social sciences, or physical and 
                        biological sciences[, which may include 
                        those researchers recommended by the 
                        National Academy of Sciences].
                          (ii) Not fewer than 2 practitioners 
                        who are knowledgeable about the 
                        education needs of the United States, 
                        who may include school based 
                        professional educators, teachers, 
                        school leaders, local educational 
                        agency superintendents, and members of 
                        local boards of education or Bureau-
                        funded school boards.
                          [(ii)] (iii) Individuals who are 
                        knowledgeable about the educational 
                        needs of the United States, who may 
                        include [school-based professional 
                        educators,] parents (including parents 
                        with experience in promoting parental 
                        involvement in education), Chief State 
                        School Officers, State postsecondary 
                        education executives, presidents of 
                        institutions of higher education, 
                        [local educational agency 
                        superintendents,] early childhood 
                        experts, special education experts, 
                        [principals,] members of State [or 
                        local] boards of education [or Bureau-
                        funded school boards], and individuals 
                        from business and industry with 
                        experience in promoting private sector 
                        involvement in education.

           *       *       *       *       *       *       *

                  (B) Terms.--Each member appointed under 
                paragraph (1) shall serve for a term of 4 
                years, beginning on the date of appointment of 
                the member, except that--
                          [(i) the terms of the initial members 
                        appointed under such paragraph shall 
                        (as determined by a random selection 
                        process at the time of appointment) be 
                        for staggered terms of--
                                  [(I) 4 years for each of 5 
                                members;
                                  [(II) 3 years for each of 5 
                                members; and
                                  [(III) 2 years for each of 5 
                                members; and]
                          [(ii)] (i) no member appointed under 
                        such paragraph shall serve for more 
                        than 2 consecutive terms[.]; and
                          (ii) in a case in which a successor 
                        to a member has not been appointed as 
                        of the date of expiration of the 
                        member's term, the member may serve for 
                        an additional 1-year period, beginning 
                        on the day after the date of expiration 
                        of the member's term, or until a 
                        successor has been appointed under 
                        paragraph (1), whichever occurs first.
                  [(C) Unexpired terms.--Any member appointed 
                to fill a vacancy occurring before the 
                expiration of the term for which the member's 
                predecessor was appointed shall be appointed 
                only for the remainder of that term.]
                  [(D)] (C) Conflict of interest.--A voting 
                member of the Board shall be considered a 
                special Government employee for the purposes of 
                the Ethics in Government Act of 1978.

           *       *       *       *       *       *       *

          (8) Powers of the board.--
                  (A) In general.--In the exercise of its 
                duties under section 116(b) and in accordance 
                with the Federal Advisory Committee Act (5 
                U.S.C. App.), the Board shall be independent of 
                the Director and the other offices and officers 
                of the Institute.
                  [(A)] (B) Executive director.--The Board 
                shall have an Executive Director who shall be 
                appointed by the Board for a term of not more 
                than 6 years, and who may be reappointed by the 
                Board for 1 additional term of not more than 6 
                years.
                  [(B)] (C) Additional staff.--The Board shall 
                utilize such additional staff as may be 
                appointed or assigned by the Director, in 
                consultation with the Chair and the Executive 
                Director.
                  [(C)] (D) Detail of personnel.--The Board may 
                use the services and facilities of any 
                department or agency of the Federal Government. 
                Upon the request of the Board, the head of any 
                Federal department or agency may detail any of 
                the personnel of that department or agency to 
                the Board to assist the Board in carrying out 
                this Act.
                  [(D)] (E) Contracts.--The Board may enter 
                into contracts or make other arrangements as 
                may be necessary to carry out its functions.
                  [(E)] (F) Information.--The Board may, to the 
                extent otherwise permitted by law, obtain 
                directly from any executive department or 
                agency of the Federal Government such 
                information as the Board determines necessary 
                to carry out its functions.
                  (G) Subcommittees.--The Board may establish 
                standing or temporary subcommittees to make 
                recommendations to the Board for carrying out 
                activities authorized under this title.

           *       *       *       *       *       *       *

  [(d) Standing Committees.--
          [(1) Establishment.--The Board may establish standing 
        committees--
                  [(A) that will each serve 1 of the National 
                Education Centers; and
                  [(B) to advise, consult with, and make 
                recommendations to the Director and the 
                Commissioner of the appropriate National 
                Education Center.
          [(2) Membership.--A majority of the members of each 
        standing committee shall be voting members of the Board 
        whose expertise is needed for the functioning of the 
        committee. In addition, the membership of each standing 
        committee may include, as appropriate--
                  [(A) experts and scientists in research, 
                statistics, evaluation, or development who are 
                recognized in their discipline as highly 
                qualified to represent such discipline and who 
                are not members of the Board, but who may have 
                been recommended by the Commissioner of the 
                appropriate National Education Center and 
                approved by the Board;
                  [(B) ex officio members of the Board; and
                  [(C) policymakers and expert practitioners 
                with knowledge of, and experience using, the 
                results of research, evaluation, and statistics 
                who are not members of the Board, but who may 
                have been recommended by the Commissioner of 
                the appropriate National Education Center and 
                approved by the Board.
          [(3) Duties.--Each standing committee shall--
                  [(A) review and comment, at the discretion of 
                the Board or the standing committee, on any 
                grant, contract, or cooperative agreement 
                entered into (or proposed to be entered into) 
                by the applicable National Education Center;
                  [(B) prepare for, and submit to, the Board an 
                annual evaluation of the operations of the 
                applicable National Education Center;
                  [(C) review and comment on the relevant plan 
                for activities to be undertaken by the 
                applicable National Education Center for each 
                fiscal year; and
                  [(D) report periodically to the Board 
                regarding the activities of the committee and 
                the applicable National Education Center.
  [(e) Annual.--The Board] (d) Evaluation Report.--
          (1) In general.--The Board shall submit to the 
        Director, the Secretary, and the appropriate 
        congressional committees, [not later than July 1 of 
        each year, a] and make widely available to the public 
        (including by electronic means such as posting in an 
        easily accessible manner on the Institute's website), a 
        triennial report that assesses the effectiveness of the 
        Institute in carrying out its priorities and mission, 
        especially as such priorities and mission relate to 
        carrying out scientifically valid research, conducting 
        unbiased evaluations, collecting and reporting accurate 
        education statistics, and translating research into 
        practice.
          (2) Requirements.--An evaluation report described in 
        paragraph (1) shall include--
                  (A) subject to paragraph (3), an evaluation 
                of the activities authorized for each of the 
                National Education Centers, which--
                          (i) uses the performance management 
                        system described in section 185; and
                          (ii) is conducted by an independent 
                        entity;
                  (B) a review of the Institute to ensure its 
                work, consistent with the requirements of 
                section 114(j), is timely, rigorous, and 
                relevant;
                  (C) any recommendations regarding actions 
                that may be taken to enhance the ability of the 
                Institute and the National Education Centers to 
                carry out their priorities and missions; and
                  (D) a summary of the major research findings 
                of the Institute and the activities carried out 
                under section 113(b) during the 3 preceding 
                fiscal years.
          (3) National center for education evaluation and 
        regional assistance.--With respect to the National 
        Center for Education Evaluation and Regional 
        Assistance, an evaluation report described in paragraph 
        (1) shall contain--
                  (A) an evaluation described in paragraph 
                (2)(A) of the activities authorized for such 
                Center, except for the regional educational 
                laboratories established under section 174; and
                  (B) a summative or interim evaluation, 
                whichever is most recent, for each such 
                laboratory conducted under section 174(i) on or 
                after the date of enactment of the 
                Strengthening Education through Research Act 
                or, in a case in which such an evaluation is 
                not available for a laboratory, the most recent 
                evaluation for the laboratory conducted prior 
                to the date of enactment of the Strengthening 
                Education through Research Act.
  [(f) Recommendations.--The Board shall submit to the 
Director, the Secretary, and the appropriate congressional 
committees a report that includes any recommendations regarding 
any actions that may be taken to enhance the ability of the 
Institute to carry out its priorities and mission. The Board 
shall submit an interim report not later than 3 years after the 
date of enactment of this Act and a final report not later than 
5 years after such date of enactment.]

SEC. 117. COMMISSIONERS OF THE NATIONAL EDUCATION CENTERS.

  (a) Appointment of Commissioners.--
          (1) In general.--[Except as provided in subsection 
        (b), each] Each of the National Education Centers shall 
        be headed by a Commissioner appointed by the Director. 
        In appointing Commissioners, the Director shall seek to 
        promote continuity in leadership of the National 
        Education Centers and shall consider individuals 
        recommended by the Board. The Director may appoint a 
        Commissioner to carry out the functions of a National 
        Education Center without regard to the provisions of 
        title 5, United States Code, governing appointments in 
        the competitive service, and the provisions of chapter 
        51 and subchapter III of chapter 53 of such title 
        relating to classification and General Schedule pay 
        rates.
          (2) Pay and qualifications.--[Except as provided in 
        subsection (b), each] Each Commissioner shall--
                  (A) * * *
                  (B) be highly qualified in the field of 
                education research, statistics, or evaluation.
          (3) Service.--[Except as provided in subsection (b), 
        each] Each Commissioner shall report to the Director. A 
        Commissioner shall serve for a period of not more than 
        6 years, except that a Commissioner--
                  (A) * * *

           *       *       *       *       *       *       *

  [(b) Appointment of Commissioner for Education Statistics.--
The National Center for Education Statistics shall be headed by 
a Commissioner for Education Statistics who shall be appointed 
by the President and who shall--
          [(1) have substantial knowledge of programs assisted 
        by the National Center for Education Statistics;
          [(2) receive the rate of basic pay for level IV of 
        the Executive Schedule; and
          [(3) serve for a term of 6 years, with the term to 
        expire every sixth June 21, beginning in 2003.]
  [(c)] (b) Coordination.--Each Commissioner of a National 
Education Center shall coordinate with each of the other 
Commissioners of the National Education Centers in carrying out 
such Commissioner's duties under this title.
  [(d)] (c) Supervision and Approval.--Each Commissioner[, 
except the Commissioner for Education Statistics,] shall carry 
out such Commissioner's duties under this title under the 
supervision and subject to the approval of the Director.

           *       *       *       *       *       *       *


[SEC. 119. BIENNIAL REPORT.

   [The Director shall, on a biennial basis, transmit to the 
President, the Board, and the appropriate congressional 
committees, and make widely available to the public (including 
by means of the Internet), a report containing the following:
          [(1) A description of the activities carried out by 
        and through the National Education Centers during the 
        prior fiscal years.
          [(2) A summary of each grant, contract, and 
        cooperative agreement in excess of $100,000 funded 
        through the National Education Centers during the prior 
        fiscal years, including, at a minimum, the amount, 
        duration, recipient, purpose of the award, and the 
        relationship, if any, to the priorities and mission of 
        the Institute, which shall be available in a user-
        friendly electronic database.
          [(3) A description of how the activities of the 
        National Education Centers are consistent with the 
        principles of scientifically valid research and the 
        priorities and mission of the Institute.
          [(4) Such additional comments, recommendations, and 
        materials as the Director considers appropriate.]

SEC. 119. TRANSPARENCY.

  Not later than 120 days after awarding a grant, contract, or 
cooperative agreement under this title in excess of $100,000, 
the Director shall make publicly available (including through 
electronic means such as posting in an easily accessible manner 
on the Institute's website) a description of the grant, 
contract, or cooperative agreement, including, at a minimum, 
the amount, duration, recipient, and the purpose of the grant, 
contract, or cooperative agreement.

SEC. 120. COMPETITIVE AWARDS.

  Activities carried out under this Act through grants, 
contracts, or cooperative agreements, at a minimum, shall be 
awarded on a competitive basis and, [when practicable] 
consistent with section 114(h), through a process of peer 
review.

             PART B--NATIONAL CENTER FOR EDUCATION RESEARCH

SEC. 131. ESTABLISHMENT.

  (a) * * *
  (b) Mission.--The mission of the Research Center is--
          [(1) to sponsor sustained research that will lead to 
        the accumulation of knowledge and understanding of 
        education, to--
                  [(A) ensure that all children have access to 
                a high-quality education;
                  [(B) improve student academic achievement, 
                including through the use of educational 
                technology;
                  [(C) close the achievement gap between high-
                performing and low-performing students through 
                the improvement of teaching and learning of 
                reading, writing, mathematics, science, and 
                other academic subjects; and
                  [(D) improve access to, and opportunity for, 
                postsecondary education;]
          (1) to sponsor sustained research that will lead to 
        the accumulation of knowledge and understanding of 
        education, consistent with the priorities described in 
        section 115;

           *       *       *       *       *       *       *

          (3) to promote quality and integrity through the use 
        of accepted practices of scientific inquiry to obtain 
        knowledge and understanding of the validity of 
        education theories, practices, or conditions; [and]
          (4) to promote scientifically valid research findings 
        that can provide the basis for improving academic 
        instruction and lifelong learning[.]; and
          (5) consistent with section 114(j), to widely 
        disseminate and promote utilization of the work of the 
        Research Center.

           *       *       *       *       *       *       *


SEC. 133. DUTIES.

  (a) General Duties.--The Research Center shall--
          (1) maintain published [peer-review standards and] 
        standards for the conduct and evaluation of all 
        research and development carried out under the auspices 
        of the Research Center in accordance with this part;
          [(2) propose to the Director a research plan that--
                  [(A) is consistent with the priorities and 
                mission of the Institute and the mission of the 
                Research Center and includes the activities 
                described in paragraph (3); and
                  [(B) shall be carried out pursuant to 
                paragraph (4) and, as appropriate, be updated 
                and modified;]
          [(3)] (2) carry out specific, long-term research 
        activities that are consistent with the priorities and 
        mission of the Institute, and are approved by the 
        Director;
          [(4) implement the plan proposed under paragraph (2) 
        to carry out scientifically valid research that--
                  [(A) uses objective and measurable 
                indicators, including timelines, that are used 
                to assess the progress and results of such 
                research;
                  [(B) meets the procedures for peer review 
                established by the Director under section 
                114(f)(5) and the standards of research 
                described in section 134; and
                  [(C) includes both basic research and applied 
                research, which shall include research 
                conducted through field-initiated research and 
                ongoing research initiatives;]
          [(5)] (3) promote the use of scientifically valid 
        research in the implementation of programs carried out 
        by the Department and other agencies within the Federal 
        Government, including active participation in 
        interagency research projects described in section 118;
          [(6)] (4) ensure that research conducted under the 
        direction of the Research Center is relevant to 
        education practice and policy;
          [(7)] (5) synthesize and [disseminate, through the 
        National Center for Education Evaluation and Regional 
        Assistance,] widely disseminate, consistent with 
        section 114(j), the findings and results of education 
        research conducted or supported by the Research Center;
          [(8)] (6) assist the [Director] Board in the 
        preparation [of a biennial report, as described in 
        section 119] and dissemination of each evaluation 
        report under section 116(d);
          [(9)] (7) carry out research on successful State and 
        local education reform activities, including those that 
        result in increased academic achievement and in closing 
        the achievement gap, as approved by the Director;
          (8) to the extent time and resources allow, when 
        findings from previous research under this part provoke 
        relevant follow up questions, carry out research 
        initiatives on such follow up questions;
          [(10) carry out research initiatives regarding the 
        impact of technology, including--
                  [(A) research into how technology affects 
                student achievement;
                  [(B) long-term research into cognition and 
                learning issues as they relate to the uses of 
                technology;
                  [(C) rigorous, peer-reviewed, large-scale, 
                long-term, and broadly applicable empirical 
                research that is designed to determine which 
                approaches to the use of technology are most 
                effective and cost-efficient in practice and 
                under what conditions; and
                  [(D) field-based research on how teachers 
                implement technology and Internet-based 
                resources in the classroom, including an 
                understanding how these resources are being 
                accessed, put to use, and the effectiveness of 
                such resources; and]
          (9) carry out research initiatives, including 
        rigorous, peer-reviewed, large-scale, long-term, and 
        broadly applicable empirical research, regarding the 
        impact of technology on education, including online 
        education and hybrid learning;
          [(11)] (10) carry out research that is rigorous, 
        peer-reviewed, and large scale to determine which 
        methods of mathematics and science teaching are most 
        effective, cost efficient, and able to be applied, 
        duplicated, and scaled up for use in elementary and 
        secondary classrooms, including in low-performing 
        schools, to improve the teaching of, and student 
        achievement in, mathematics and science as required 
        under the Elementary and Secondary Education Act of 
        1965 (20 U[.]; and S.C. 6301 et seq.).
          (11) to the extent feasible, carry out research on 
        the quality of implementation of practices and 
        strategies determined to be effective through 
        scientifically valid research.
  [(b) Eligibility.--Research carried out under subsection (a) 
through contracts, grants, or cooperative agreements shall be 
carried out only by recipients with the ability and capacity to 
conduct scientifically valid research.]
  (b) Plan.--The Research Commissioner shall propose to the 
Director and, subject to the approval of the Director, 
implement a research plan for the activities of the Research 
Center that--
          (1) is consistent with the priorities and mission of 
        the Institute and the mission of the Research Center 
        described in section 131(b), and includes the 
        activities described in subsection (a);
          (2) is carried out and, as appropriate, updated and 
        modified, including through the use of the results of 
        the Research Center's most recent evaluation report 
        under section 116(d);
          (3) describes how the Research Center will use the 
        performance management system described in section 185 
        to assess and improve the activities of the Center;
          (4) meets the procedures for peer review established 
        and maintained by the Director under section 114(f)(5) 
        and the standards of research described in section 134; 
        and
          (5) includes both basic research and applied 
        research, which shall include research conducted 
        through field-initiated research and ongoing research 
        initiatives.
  (c) Grants, Contracts, and Cooperative Agreements.--
          (1) In general.--The Research Commissioner may award 
        grants to, or enter into contracts or cooperative 
        agreements, with eligible applicants to carry out 
        research under subsection (a).
          (2) Eligibility.--For purposes of this subsection, 
        the term ``eligible applicant'' means an applicant that 
        has the ability and capacity to conduct scientifically 
        valid research.
          (3) Applications.--
                  (A) In general.--An eligible applicant that 
                wishes to receive a grant, or enter into a 
                contract or cooperative agreement, under this 
                section shall submit an application to the 
                Research Commissioner at such time, in such 
                manner, and containing such information as the 
                Research Commissioner may require.
                  (B) Content.--An application submitted under 
                subparagraph (A) shall describe how the 
                eligible applicant will address and demonstrate 
                progress on the requirements of the performance 
                management system described in section 185, 
                with respect to the activities that will be 
                carried out under the grant, contract, or 
                cooperative agreement.
  [(c)] (d) National Research and Development Centers.--
          [(1) Support.--In carrying out activities under 
        subsection (a)(3), the Research Commissioner shall 
        support not less than 8 national research and 
        development centers. The Research Commissioner shall 
        assign each of the 8 national research and development 
        centers not less than 1 of the topics described in 
        paragraph (2). In addition, the Research Commissioner 
        may assign each of the 8 national research and 
        development centers additional topics of research 
        consistent with the mission and priorities of the 
        Institute and the mission of the Research Center.]
          (1) Support.--In carrying out activities under 
        subsection (a)(2), the Research Commissioner shall 
        support national research and development centers that 
        address topics of importance and relevance in the field 
        of education across the country and are consistent with 
        the Institute's priorities under section 115.
          [(2) Topics of research.--The Research Commissioner 
        shall support the following topics of research, through 
        national research and development centers or through 
        other means:
                  [(A) Adult literacy.
                  [(B) Assessment, standards, and 
                accountability research.
                  [(C) Early childhood development and 
                education.
                  [(D) English language learners research.
                  [(E) Improving low achieving schools.
                  [(F) Innovation in education reform.
                  [(G) State and local policy.
                  [(H) Postsecondary education and training.
                  [(I) Rural education.
                  [(J) Teacher quality.
                  [(K) Reading and literacy.
          [(3) Duties of centers.--The national research and 
        development centers shall address areas of national 
        need, including in educational technology areas. The 
        Research Commissioner may support additional national 
        research and development centers to address topics of 
        research not described in paragraph (2) if such topics 
        are consistent with the priorities and mission of the 
        Institute and the mission of the Research Center. The 
        research carried out by the centers shall incorporate 
        the potential or existing role of educational 
        technology, where appropriate, in achieving the goals 
        of each center.]
          [(4)] (2) Scope.--Support for a national research and 
        development center shall be for a period of not more 
        than 5 years, shall be of sufficient size and scope to 
        be effective, and notwithstanding section 134(b), may 
        be renewed without competition for not more than [5 
        additional] 2 additional years if the Director, in 
        consultation with the Research Commissioner and the 
        Board, determines that the research of the national 
        research and development center--
                  (A) * * *
                  (B) merits renewal (applying the procedures 
                and standards established in section 134)[.]; 
                and
                  (C) demonstrates progress on the requirements 
                of the performance management system described 
                in section 185.
          [(5) Limit.--No national research and development 
        center may be supported under this subsection for a 
        period of more than 10 years without submitting to a 
        competitive process for the award of the support.]
          [(6)] (3) Continuation of awards.--The Director shall 
        continue awards made to the national research and 
        development centers that are in effect on the day 
        before the date of enactment of this Act in accordance 
        with the terms of those awards and may renew them in 
        accordance with [paragraphs (4) and (5)] paragraph (2).
          [(7) Disaggregation.--To the extent feasible, 
        research conducted under this subsection shall be 
        disaggregated by age, race, gender, and socioeconomic 
        background.]
          (4) Disaggregation.--To the extent feasible and when 
        relevant to the research being conducted, research 
        conducted under this subsection shall be disaggregated 
        and cross-tabulated by age, race, gender, disability 
        status, English learner status, and socioeconomic 
        background.

           *       *       *       *       *       *       *


SEC. 134. STANDARDS FOR CONDUCT AND EVALUATION OF RESEARCH.

  (a) In General.--In carrying out this part, the Research 
Commissioner shall--
          (1) ensure that all research conducted under the 
        direction of the Research Center follows scientifically 
        [based] valid research standards;
          (2) develop such other standards as may be necessary 
        to govern the conduct and evaluation of all research, 
        development, [and wide dissemination activities] and, 
        consistent with section 114(j), wide dissemination and 
        utilization activities carried out by the Research 
        Center to assure that such activities meet the highest 
        standards of professional excellence;

           *       *       *       *       *       *       *

  [(b) Peer Review.--
          [(1) In general.--The Director shall establish a peer 
        review system, involving highly qualified individuals 
        with an in-depth knowledge of the subject to be 
        investigated, for reviewing and evaluating all 
        applications for grants and cooperative agreements that 
        exceed $100,000, and for evaluating and assessing the 
        products of research by all recipients of grants and 
        cooperative agreements under this Act.
          [(2) Evaluation.--The Research Commissioner shall--
                  [(A) develop the procedures to be used in 
                evaluating applications for research grants, 
                cooperative agreements, and contracts, and 
                specify the criteria and factors (including, as 
                applicable, the use of longitudinal data 
                linking test scores, enrollment, and graduation 
                rates over time) which shall be considered in 
                making such evaluations; and
                  [(B) evaluate the performance of each 
                recipient of an award of a research grant, 
                contract, or cooperative agreement at the 
                conclusion of the award.]
  [(c)] (b) Long-Term Research.--The Research Commissioner 
shall ensure that not less than 50 percent of the funds made 
available for research for each fiscal year shall be used to 
fund long-term research programs of not less than 5 years, 
which support the priorities and mission of the Institute and 
the mission of the Research Center.

            PART C--NATIONAL CENTER FOR EDUCATION STATISTICS

SEC. 151. ESTABLISHMENT.

  (a) * * *
  (b) Mission.--The mission of the Statistics Center shall be--
          (1) * * *
          (2) to report education information and statistics in 
        a timely manner and consistent with the privacy 
        protections under section 183; and
          (3) to collect, analyze, and report education 
        information and statistics in a manner that--
                  (A) is objective, secular, neutral, and 
                nonideological and is free of partisan 
                political influence and racial, cultural, 
                disability, gender, or regional bias; and
                  [(B) is relevant and useful to practitioners, 
                researchers, policymakers, and the public.]
                  (B) consistent with section 114(j), is 
                relevant, timely, and widely disseminated.

           *       *       *       *       *       *       *


SEC. 153. DUTIES.

  (a) General Duties.--The Statistics Center shall, consistent 
with the privacy protections under section 183, collect, 
report, analyze, and disseminate statistical data related to 
education in the United States and in other nations, 
including--
          (1) collecting, acquiring, compiling (where 
        appropriate, on a State-by-State basis), and 
        disseminating full and complete statistics 
        (disaggregated by the population characteristics 
        described in paragraph (3)) on the condition and 
        progress of education, at the preschool, elementary, 
        secondary, postsecondary, and adult levels in the 
        United States, including data on--
                  (A) * * *

           *       *       *       *       *       *       *

                  [(D) secondary school completions, dropouts, 
                and adult literacy and reading skills;]
                  (D) secondary school graduation and 
                completion rates, including the four-year 
                adjusted cohort graduation rate (as defined in 
                section 200.19(b)(1)(i)(A) of title 34, Code of 
                Federal Regulations, as such section was in 
                effect on November 28, 2008) and the extended-
                year adjusted cohort graduation rate (as 
                defined in section 200.19(b)(1)(v)(A) of title 
                34, Code of Federal Regulations, as such 
                section was in effect on November 28, 2008), 
                and school dropout rates, and adult literacy;
                  (E) access to, [and opportunity for,] 
                opportunity for, and completion of 
                postsecondary education, including data on 
                financial aid to postsecondary students;
                  [(F) teaching, including--
                          [(i) data on in-service professional 
                        development, including a comparison of 
                        courses taken in the core academic 
                        areas of reading, mathematics, and 
                        science with courses in noncore 
                        academic areas, including technology 
                        courses; and
                          [(ii) the percentage of teachers who 
                        are highly qualified (as such term is 
                        defined in section 9101 of the 
                        Elementary and Secondary Education Act 
                        of 1965 (20 U.S.C. 7801)) in each State 
                        and, where feasible, in each local 
                        educational agency and school;]
                  (F) teaching, including information on pre-
                service preparation, professional development, 
                teacher distribution, and teacher and school 
                leader evaluation;
                  (G) instruction, the conditions of the 
                education workplace, and the supply of, and 
                demand for, teachers and school leaders;
                  (H) the incidence, frequency, seriousness, 
                and nature of violence affecting students, 
                school personnel, and other individuals 
                participating in school activities, as well as 
                other indices of school safety, climate, and 
                in- and out-of-school suspensions and 
                expulsions, including information regarding--
                          (i) * * *

           *       *       *       *       *       *       *

                  [(K) the existence and use of educational 
                technology and access to the Internet by 
                students and teachers in elementary schools and 
                secondary schools;]
                  (K) the access to, and use of, technology to 
                improve elementary schools and secondary 
                schools;
                  (L) access to, [and opportunity for,] 
                opportunity for, and quality of early childhood 
                education;
                  (M) the availability of, and access to, 
                before-school and after-school programs 
                (including [such programs during school 
                recesses] summer school);
                  (N) student participation in and completion 
                of secondary and postsecondary [vocational] 
                career and technical education programs by 
                specific program area; and

           *       *       *       *       *       *       *

          (3) collecting, analyzing, cross-tabulating, and 
        reporting, to the extent feasible, information by 
        gender, race, ethnicity, socioeconomic status, limited 
        English proficiency, mobility, disability, urban, 
        rural, suburban districts, and other population 
        characteristics, [when such disaggregated information 
        will facilitate educational and policy decisionmaking] 
        so long as any reported information does not reveal 
        individually identifiable information;
          (4) assisting public and private educational 
        agencies, organizations, and institutions in improving 
        and automating statistical and data collection 
        activities, which may include assisting State 
        educational agencies and local educational agencies 
        with the disaggregation of data and with the 
        development of longitudinal student data systems, and 
        the implementation (with the assistance of the 
        Department and other Federal officials who have 
        statutory authority to provide assistance on applicable 
        privacy laws, regulations, and policies) of appropriate 
        privacy protections;
          (5) determining voluntary standards and guidelines to 
        assist State educational agencies in developing 
        statewide longitudinal data systems that link 
        individual student data consistent with the 
        requirements of the Elementary and Secondary Education 
        Act of 1965 (20 U.S.C. 6301 et seq.), [promote linkages 
        across States,] and protect student privacy consistent 
        with section 183, to improve student academic 
        achievement and close achievement gaps;
          (6) acquiring and disseminating data on educational 
        activities and student achievement (such as the [Third] 
        Trends in International Math and Science Study and the 
        Program for International Student Assessment) in the 
        United States compared with foreign nations;
          (7) conducting longitudinal and special data 
        collections necessary to report on the condition and 
        progress of education, ensuring such collections 
        protect student privacy consistent with section 183;
          [(8) assisting the Director in the preparation of a 
        biennial report, as described in section 119; and
          [(9) determining, in consultation with the National 
        Research Council of the National Academies, methodology 
        by which States may accurately measure graduation rates 
        (defined as the percentage of students who graduate 
        from secondary school with a regular diploma in the 
        standard number of years), school completion rates, and 
        dropout rates.]
          (8) assisting the Board in the preparation and 
        dissemination of each evaluation report under section 
        116(d); and
  (b) Plan.--The Statistics Commissioner shall propose to the 
Director and, subject to the approval of the Director, 
implement a plan for activities of the Statistics Center that--
          (1) is consistent with the priorities and mission of 
        the Institute and the mission of the Statistics Center 
        described in section 151(b);
          (2) is carried out and, as appropriate, updated and 
        modified, including through the use of the results of 
        the Statistic Center's most recent evaluation report 
        under section 116(d); and
          (3) describes how the Statistics Center will use the 
        performance management system described in section 185 
        to assess and improve the activities of the Center.
  [(b)] (c) Training Program.--The Statistics Commissioner may 
establish a program to train employees of public and private 
educational agencies, organizations, and institutions in the 
use of standard statistical procedures and concepts, and may 
establish a fellowship program to appoint such employees as 
temporary fellows at the Statistics Center, in order to assist 
the Statistics Center in carrying out its duties.

           *       *       *       *       *       *       *


SEC. 154. PERFORMANCE OF DUTIES.

  (a) Grants, Contracts, and Cooperative Agreements.--[In 
carrying]
          (1) In general.--In carrying out the duties under 
        this part, the Statistics Commissioner, may award 
        grants, enter into contracts and cooperative 
        agreements, and provide technical assistance.
          (2) Eligibility.--For purposes of this section, the 
        term ``eligible applicant'' means an applicant that has 
        the ability and capacity to carry out activities under 
        this part.
          (3) Applications.--
                  (A) In general.--An eligible applicant that 
                wishes to receive a grant, or enter into a 
                contract or cooperative agreement, under this 
                section shall submit an application to the 
                Statistics Commissioner at such time, in such 
                manner, and containing such information as the 
                Statistics Commissioner may require.
                  (B) Contents.--An application submitted under 
                subparagraph (A) shall describe how the 
                eligible applicant will address and demonstrate 
                progress on the requirements of the performance 
                management system described in section 185, 
                with respect to the activities that will be 
                carried out under the grant, contract, or 
                cooperative agreement.
  (b) Gathering Information.--
          (1) * * *
          (2) Source of information.--The Statistics 
        Commissioner may, as appropriate, use information 
        collected--
                  (A) from States, local educational agencies, 
                public and private schools, preschools, 
                institutions of higher education, [vocational 
                and] career and technical education programs, 
                adult education programs, libraries, 
                administrators, teachers, students, the general 
                public, and other individuals, organizations, 
                agencies, and institutions (including 
                information collected by States and local 
                educational agencies for their own use); and

           *       *       *       *       *       *       *

  (c) Duration.--Notwithstanding any other provision of law, 
the grants, contracts, and cooperative agreements under this 
section may be awarded, on a competitive basis, for a period of 
not more than 5 years, and may be renewed at the discretion of 
the Statistics Commissioner for an additional period of not 
more than [5 years] 2 years if the recipient demonstrates 
progress on the requirements of the performance management 
system described in section 185, with respect to the activities 
carried out under the grant, contract, or cooperative agreement 
received under this section.

SEC. 155. REPORTS.

  (a) Procedures for Issuance of Reports.--The Statistics 
Commissioner, shall establish procedures, in accordance with 
section 186, to ensure that the reports issued under this 
section are relevant, of high quality, useful to customers, 
subject to rigorous peer review (consistent with section 
114(h)), produced in a timely fashion, and free from any 
partisan political influence.
  (b) Report on Condition and Progress of Education.--Not later 
than June 1, [2003] 2015, and each June 1 thereafter, the 
Statistics Commissioner, shall submit to the President and the 
appropriate congressional committees a statistical report on 
the condition and progress of education in the United States.

           *       *       *       *       *       *       *


SEC. 156. DISSEMINATION.

  (a) * * *

           *       *       *       *       *       *       *

  (c) Joint Statistical Projects.--The Statistics Center may 
engage in joint statistical projects related to the mission of 
the Center, or other statistical purposes authorized by law, 
with nonprofit organizations or agencies, and the cost of such 
projects shall be shared equitably as determined by the 
Secretary. Such projects shall adhere to student privacy 
requirements under section 183.

           *       *       *       *       *       *       *

  (e) Access.--
          (1) Other agencies.--The Statistics Center shall, 
        consistent with section 183, cooperate with other 
        Federal agencies having a need for educational data in 
        providing access to educational data received by the 
        Statistics Center. Before receiving access to 
        educational data under this paragraph, a Federal agency 
        shall describe to the Statistics Center the specific 
        research intent for use of the data, how access to the 
        data may meet such research intent, and how the Federal 
        agency will protect the confidentiality of the data 
        consistent with the requirements of section 183.
          (2) Interested parties.--The Statistics Center shall, 
        in accordance with such terms and conditions as the 
        Center may prescribe and consistent with section 183, 
        provide all interested parties, including public and 
        private agencies, parents, and other individuals, 
        direct access, in the most appropriate form (including, 
        where possible, electronically), to data collected by 
        the Statistics Center for the purposes of research and 
        acquiring statistical information. Before receiving 
        access to data under this paragraph, an interested 
        party shall describe to the Statistics Center the 
        specific research intent for use of the data, how 
        access to the data may meet such research intent, and 
        how the party will protect the confidentiality of the 
        data consistent with the requirements of section 183.
          (3) Denial authority.--The Statistics Center shall 
        have the authority to deny any requests for access to 
        data under paragraph (1) or (2) for any scientific 
        deficiencies in the proposed research design or 
        research intent for use of the data, or if the request 
        would introduce risk of a privacy violation or misuse 
        of data.

SEC. 157. COOPERATIVE EDUCATION STATISTICS [SYSTEMS]  PARTNERSHIPS.

  The Statistics Center may establish 1 or more [national 
cooperative education statistics systems] cooperative education 
statistics partnerships for the purpose of [producing and 
maintaining, with the cooperation] reviewing and improving, 
with the voluntary participation of the States, [comparable and 
uniform] data quality standards, which may include establishing 
voluntary guidelines to standardize information and data on 
early childhood education, elementary and secondary education, 
postsecondary education, [adult education, and libraries,] and 
adult education that are useful for policymaking at the 
Federal, State, and local levels. No student data shall be 
collected by the partnerships established under this section, 
nor shall such partnerships establish a national student data 
system.

           *       *       *       *       *       *       *


     PART D--NATIONAL CENTER FOR EDUCATION EVALUATION AND REGIONAL 
                               ASSISTANCE

SEC. 171. ESTABLISHMENT.

  (a) * * *
  (b) Mission.--The mission of the National Center for 
Education Evaluation and Regional Assistance shall be--
          [(1) to provide technical assistance;]
          [(2)] (1) to conduct evaluations of Federal education 
        programs administered by the Secretary (and as time and 
        resources allow, other education programs) to determine 
        the impact [of such programs (especially on student 
        academic achievement in the core academic areas of 
        reading, mathematics, and science)] and to evaluate the 
        implementation of such programs;
          [(3)] (2) to support synthesis [and wide 
        dissemination of results of] and, consistent with 
        section 114(j), the wide dissemination and utilization 
        of results of all evaluation, research, and products 
        developed; and
          [(4)] (3) to encourage the use of scientifically 
        valid education research and evaluation throughout the 
        United States.
  [(c) Grants, Contracts, and Cooperative Agreements.--In 
carrying out the duties under this part, the Director may award 
grants, enter into contracts and cooperative agreements, and 
provide technical assistance.]

SEC. 172. COMMISSIONER FOR EDUCATION EVALUATION AND REGIONAL 
                    ASSISTANCE.

  (a) In General.--The National Center for Education Evaluation 
and Regional Assistance shall be headed by a Commissioner for 
Education Evaluation and Regional Assistance (in this part 
referred to as the ``Evaluation and Regional Assistance 
Commissioner'') who is highly qualified and has demonstrated a 
capacity to carry out the mission of the Center and shall--
          (1) * * *
          [(2) widely disseminate information on scientifically 
        valid research, statistics, and evaluation on 
        education, particularly to State educational agencies 
        and local educational agencies, to institutions of 
        higher education, to the public, the media, voluntary 
        organizations, professional associations, and other 
        constituencies, especially with respect to information 
        relating to, at a minimum--
                  [(A) the core academic areas of reading, 
                mathematics, and science;
                  [(B) closing the achievement gap between 
                high-performing students and low-performing 
                students;
                  [(C) educational practices that improve 
                academic achievement and promote learning;
                  [(D) education technology, including 
                software; and
                  [(E) those topics covered by the Educational 
                Resources Information Center Clearinghouses 
                (established under section 941(f) of the 
                Educational Research, Development, 
                Dissemination, and Improvement Act of 1994 (20 
                U.S.C. 6041(f)) (as such provision was in 
                effect on the day before the date of enactment 
                of this Act);]
          (2) widely disseminate, consistent with section 
        114(j), all information on scientifically valid 
        research and statistics supported by the Institute and 
        all scientifically valid education evaluations 
        supported by the Institute, particularly to State 
        educational agencies and local educational agencies, to 
        institutions of higher education, to the public, the 
        media, voluntary organizations, professional 
        associations, and other constituencies, especially with 
        respect to the priorities described in section 115;
          (3) make such information accessible in a user-
        friendly, timely, and efficient manner, consistent with 
        section 114(j) (including through use of a searchable 
        Internet-based online database that shall include all 
        topics covered in paragraph (2)(E)) to schools, 
        institutions of higher education, educators (including 
        early childhood educators), parents, administrators, 
        policymakers, researchers, public and private entities 
        (including providers of early childhood services), 
        entities responsible for carrying out technical 
        assistance through the Department, and the general 
        public;
          (4) support the regional educational laboratories in 
        conducting applied research, the [development and 
        dissemination] development, dissemination, and 
        utilization of educational research, products and 
        processes, [the provision of technical assistance,] and 
        other activities to serve the educational needs of such 
        laboratories' regions;
          (5) manage the National Library of Education 
        described in subsection (d), and other sources of 
        digital information on education research; and
          (6) assist the [Director] Board in the [preparation 
        of a biennial report] preparation and dissemination of 
        each evaluation report, described in section [119; and] 
        116(d).
          [(7) award a contract for a prekindergarten through 
        grade 12 mathematics and science teacher 
        clearinghouse.]
  (b) Additional Duties.--In carrying out subsection (a), the 
Evaluation and Regional Assistance Commissioner shall--
          (1) ensure that all information disseminated under 
        this section is provided in a cost-effective, 
        nonduplicative manner that includes the most current 
        research findings[, which may include through the 
        continuation of individual clearinghouses authorized 
        under the Educational Research, Development, 
        Dissemination, and Improvement Act of 1994 (title IX of 
        the Goals 2000: Educate America Act; 20 U.S.C. 6001 et 
        seq.) (as such Act existed on the day before the date 
        of enactment of this Act)];

           *       *       *       *       *       *       *

  [(c) Continuation.--The Director shall continue awards for 
the support of the Educational Resources Information Center 
Clearinghouses and contracts for regional educational 
laboratories (established under subsections (f) and (h) of 
section 941 of the Educational Research, Development, 
Dissemination, and Improvement Act of 1994 (20 U.S.C. 6041(f) 
and (h)) (as such awards were in effect on the day before the 
date of enactment of this Act)) for the duration of those 
awards, in accordance with the terms and agreements of such 
awards.]
  (c) Plan.--The Evaluation and Regional Assistance 
Commissioner shall propose to the Director and, subject to the 
approval of the Director, implement a plan for the activities 
of the National Center for Education Evaluation and Regional 
Assistance that--
          (1) is consistent with the priorities and mission of 
        the Institute and the mission of the Center described 
        in section 171(b);
          (2) is carried out and, as appropriate, updated and 
        modified, including through the use of the results of 
        the Center's most recent evaluation report under 
        section 116(d); and
          (3) describes how the Center will use the performance 
        management system described in section 185 to assess 
        and improve the activities of the Center.
  (d) Grants, Contracts, and Cooperative Agreements.--
          (1) In general.--In carrying out the duties under 
        this part, the Evaluation and Regional Assistance 
        Commissioner may--
                  (A) award grants, contracts, or cooperative 
                agreements to eligible applicants to carry out 
                the activities under this part; and
                  (B) provide technical assistance.
          (2) Eligibility.--For purposes of this section, the 
        term ``eligible applicant'' means an applicant that has 
        the ability and capacity to carry out activities under 
        this part.
          (3) Entities to conduct evaluations.--In awarding 
        grants, contracts, or cooperative agreements under 
        paragraph (1) to carry out activities under section 
        173, the Evaluation and Regional Assistance 
        Commissioner shall make such awards to eligible 
        applicants with the ability and capacity to conduct 
        scientifically valid education evaluations.
          (4) Applications.--
                  (A) In general.--An eligible applicant that 
                wishes to receive a grant, contract, or 
                cooperative agreement under paragraph (1) shall 
                submit an application to the Evaluation and 
                Regional Assistance Commissioner at such time, 
                in such manner, and containing such information 
                as the Commissioner may require.
                  (B) Contents.--An application submitted under 
                subparagraph (A) shall describe how the 
                eligible applicant will address and demonstrate 
                progress on the requirements of the performance 
                management system described in section 185, 
                with respect to the activities carried out 
                under such grant, contract, or cooperative 
                agreement.
          (5) Duration.--Notwithstanding any other provision of 
        law, the grants, contracts, and cooperative agreements 
        under paragraph (1) may be awarded, on a competitive 
        basis, for a period of not more than 5 years, and may 
        be renewed at the discretion of the Evaluation and 
        Regional Assistance Commissioner for an additional 
        period of not more than 2 years if the recipient 
        demonstrates progress on the requirements of the 
        performance management system described in section 185, 
        with respect to the activities carried out under the 
        grant, contract, or cooperative agreement.
  [(d)] (e) National Library of Education.--
          (1) Establishment.--[There is established within the 
        National Center for Education Evaluation and Regional 
        Assistance] The Evaluation and Regional Assistance 
        Commissioner may establish a National Library of 
        Education that shall--
                  (A) * * *

           *       *       *       *       *       *       *

          (2) Information.--The information collected and 
        archived by the National Library of Education shall 
        include--
                  (A) all products and publications developed 
                through, or supported by, the Institute; and
                  (B) other relevant and useful education-
                related research, statistics, and evaluation 
                materials and other information, projects, and 
                publications that are--
                          (i) * * *
                          (ii) developed by the Department, 
                        other Federal agencies, or entities 
                        (including entities supported under the 
                        Educational Technical Assistance Act of 
                        [2002 and the Educational Resources 
                        Information Center Clearinghouses 
                        (established under section 941(f) of 
                        the Educational Research, Development, 
                        Dissemination, and Improvement Act of 
                        1994 (20 U.S.C. 6041(f)) (as such 
                        provision was in effect on the day 
                        before the date of enactment of this 
                        Act))).] 2002.

SEC. 173. EVALUATIONS.

  (a) In General.--
          (1) Requirements.--In carrying out its missions, the 
        National Center for Education Evaluation and Regional 
        Assistance [may] shall--
                  (A) conduct or support [evaluations] high-
                quality evaluations, including impact 
                evaluations that use rigorous methodologies 
                that permit the strongest possible causal 
                inferences, consistent with the Center's 
                mission as described in section 171(b);
                  (B) evaluate programs under title I of the 
                Elementary and Secondary Education Act of 1965 
                (20 U.S.C. 6301 et seq.), including programs 
                under part A of such title (20 U.S.C. 6311 et 
                seq.);
                  [(C) to the extent practicable, examine 
                evaluations conducted or supported by others in 
                order to determine the quality and relevance of 
                the evidence of effectiveness generated by 
                those evaluations, with the approval of the 
                Director;]
                  [(D)] (C) coordinate the activities of the 
                National Center for Education Evaluation and 
                Regional Assistance with other evaluation 
                activities in the Department;
                  [(E) review and, where feasible, supplement 
                Federal education program evaluations, 
                particularly those by the Department, to 
                determine or enhance the quality and relevance 
                of the evidence generated by those 
                evaluations;]
                  [(F)] (D) establish evaluation methodology; 
                and
                  (E) provide evaluation findings in an 
                understandable, easily accessible, and usable 
                format to support program improvement;
                  (F) support the evaluation activities 
                described in section 401 of the Strengthening 
                Education through Research Act that are carried 
                about by the Director; and
                  (G) to the extent feasible--
                          (i) examine evaluations conducted or 
                        supported by others to determine the 
                        quality and relevance of the evidence 
                        of effectiveness generated by those 
                        evaluations, with the approval of the 
                        Director;
                          (ii) review and supplement Federal 
                        education program evaluations, 
                        particularly such evaluations by the 
                        Department, to determine or enhance the 
                        quality and relevance of the evidence 
                        generated by those evaluations;
                          (iii) conduct implementation 
                        evaluations that promote continuous 
                        improvement and inform policymaking;
                          (iv) evaluate the short- and long-
                        term effects and cost efficiencies 
                        across programs assisted or authorized 
                        under Federal law and administrated by 
                        the Department; and
                          (v) synthesize the results of 
                        evaluation studies for and across 
                        Federal education programs, policies, 
                        and practices.
                  [(G)] (H) assist the Director in the 
                preparation of the biennial report, as 
                described in section 119.
          (2) Additional requirements.--Each evaluation 
        conducted by the National Center for Education 
        Evaluation and Regional Assistance pursuant to 
        paragraph (1) shall--
                  (A) adhere to the highest possible standards 
                of quality for conducting scientifically valid 
                education evaluation; [and]
                  (B) be subject to rigorous peer-review[.] 
                under section 114(h); and
                  (C) be widely disseminated, consistent with 
                section 114(j).
  (b) Administration of Evaluations Under Title I of the 
Elementary and Secondary Education Act of 1965.--The Evaluation 
and Regional Assistance Commissioner, consistent with the 
mission of the National Center for Education Evaluation and 
Regional Assistance under section 171(b), shall administer all 
operations and [contracts] grants, contracts, or cooperative 
agreements associated with evaluations authorized by part E of 
title I of the Elementary and Secondary Education Act of 1965 
(20 U.S.C. 6491 et seq.) and administered by the Department as 
of the date of enactment of this Act.

SEC. 174. REGIONAL EDUCATIONAL LABORATORIES FOR RESEARCH, DEVELOPMENT, 
                    DISSEMINATION, AND [TECHNICAL ASSISTANCE]  
                    EVALUATION.

  (a) Regional Educational Laboratories.--The [Director] 
Evaluation and Regional Assistance Commissioner shall enter 
into [contracts] grants, contracts, or cooperative agreements 
with entities to establish a networked system of not more than 
10 regional educational laboratories that serve the needs of 
each region of the United States in accordance with the 
provisions of this section. The amount of assistance allocated 
to each laboratory by the Evaluation and Regional Assistance 
Commissioner shall reflect the number of local educational 
agencies and the number of school-age children within the 
region served by such laboratory, as well as the cost of 
providing services within the geographic area encompassed by 
the region.

           *       *       *       *       *       *       *

  (c) Eligible Applicants.--[The Director]
          (1) In general.--The Evaluation and Regional 
        Assistance Commissioner may enter into [contracts under 
        this section with research organizations, institutions, 
        agencies, institutions of higher education,] grants, 
        contracts, or cooperative agreements under this section 
        with public or private, nonprofit or for-profit 
        research organizations, other organizations, or 
        institutions of higher education, or partnerships among 
        such entities, [or individuals,] with the demonstrated 
        ability or capacity to carry out the activities 
        described in this section[, including regional entities 
        that carried out activities under the Educational 
        Research, Development, Dissemination, and Improvement 
        Act of 1994 (as such Act existed on the day before the 
        date of enactment of this Act) and title XIII of the 
        Elementary and Secondary Education Act of 1965 (as such 
        title existed on the day before the date of enactment 
        of the No Child Left Behind Act of 2001 (Public Law 
        107-110))].
          (2) Definition.--For purposes of this section, the 
        term ``eligible applicant'' means an entity described 
        in paragraph (1).
  [(d) Applications.--
          [(1) Submission.--Each applicant desiring a contract 
        under this section shall submit an application at such 
        time, in such manner, and containing such information 
        as the Director may reasonably require.
          [(2) Plan.--Each application submitted under 
        paragraph (1) shall contain a 5-year plan for carrying 
        out the activities described in this section in a 
        manner that addresses the priorities established under 
        section 207 and addresses the needs of all States (and 
        to the extent practicable, of local educational 
        agencies) within the region to be served by the 
        regional educational laboratory, on an ongoing basis.
  [(e) Entering into Contracts.--
          [(1) In general.--In entering into contracts under 
        this section, the Director shall--
                  [(A) enter into contracts for a 5-year 
                period; and
                  [(B) ensure that regional educational 
                laboratories established under this section 
                have strong and effective governance, 
                organization, management, and administration, 
                and employ qualified staff.
          [(2) Coordination.--In order to ensure coordination 
        and prevent unnecessary duplication of activities among 
        the regions, the Evaluation and Regional Assistance 
        Commissioner shall--
                  [(A) share information about the activities 
                of each regional educational laboratory awarded 
                a contract under this section with each other 
                regional educational laboratory awarded a 
                contract under this section and with the 
                Department of Education, including the Director 
                and the Board;
                  [(B) oversee a strategic plan for ensuring 
                that each regional educational laboratory 
                awarded a contract under this section increases 
                collaboration and resource-sharing in such 
                activities;
                  [(C) ensure, where appropriate, that the 
                activities of each regional educational 
                laboratory awarded a contract under this 
                section also serve national interests; and
                  [(D) ensure that each regional educational 
                laboratory awarded a contract under this 
                section coordinates such laboratory's 
                activities with the activities of each other 
                regional technical assistance provider.
          [(3) Outreach.--In conducting competitions for 
        contracts under this section, the Director shall--
                  [(A) actively encourage eligible entities to 
                compete for such awards by making information 
                and technical assistance relating to the 
                competition widely available; and
                  [(B) seek input from the chief executive 
                officers of States, chief State school 
                officers, educators, and parents regarding the 
                need for applied research, wide dissemination, 
                training, technical assistance, and development 
                activities authorized by this title in the 
                regions to be served by the regional 
                educational laboratories and how those 
                educational needs could be addressed most 
                effectively.
          [(4) Objectives and indicators.--Before entering into 
        a contract under this section, the Director shall 
        design specific objectives and measurable indicators to 
        be used to assess the particular programs or 
        initiatives, and ongoing progress and performance, of 
        the regional educational laboratories, in order to 
        ensure that the educational needs of the region are 
        being met and that the latest and best research and 
        proven practices are being carried out as part of 
        school improvement efforts.
          [(5) Standards.--The Evaluation and Regional 
        Assistance Commissioner shall establish a system for 
        technical and peer review to ensure that applied 
        research activities, research-based reports, and 
        products of the regional educational laboratories are 
        consistent with the research standards described in 
        section 134 and the evaluation standards adhered to 
        pursuant to section 173(a)(2)(A).
  [(f) Central Mission and Primary Function.--Each regional 
educational laboratory awarded a contract under this section 
shall support applied research, development, wide 
dissemination, and technical assistance activities by--
          [(1) providing training (which may include supporting 
        internships and fellowships and providing stipends) and 
        technical assistance to State educational agencies, 
        local educational agencies, school boards, schools 
        funded by the Bureau as appropriate, and State boards 
        of education regarding, at a minimum--
                  [(A) the administration and implementation of 
                programs under the Elementary and Secondary 
                Education Act of 1965 (20 U.S.C. 6301 et seq.);
                  [(B) scientifically valid research in 
                education on teaching methods, assessment 
                tools, and high quality, challenging curriculum 
                frameworks for use by teachers and 
                administrators in, at a minimum--
                          [(i) the core academic subjects of 
                        mathematics, science, and reading;
                          [(ii) English language acquisition;
                          [(iii) education technology; and
                          [(iv) the replication and adaption of 
                        exemplary and promising practices and 
                        new educational methods, including 
                        professional development strategies and 
                        the use of educational technology to 
                        improve teaching and learning; and
                  [(C) the facilitation of communication 
                between educational experts, school officials, 
                and teachers, parents, and librarians, to 
                enable such individuals to assist schools to 
                develop a plan to meet the State education 
                goals;
          [(2) developing and widely disseminating, including 
        through Internet-based means, scientifically valid 
        research, information, reports, and publications that 
        are usable for improving academic achievement, closing 
        achievement gaps, and encouraging and sustaining school 
        improvement, to--
                  [(A) schools, districts, institutions of 
                higher education, educators (including early 
                childhood educators and librarians), parents, 
                policymakers, and other constituencies, as 
                appropriate, within the region in which the 
                regional educational laboratory is located; and
                  [(B) the National Center for Education 
                Evaluation and Regional Assistance;
          [(3) developing a plan for identifying and serving 
        the needs of the region by conducting a continuing 
        survey of the educational needs, strengths, and 
        weaknesses within the region, including a process of 
        open hearings to solicit the views of schools, 
        teachers, administrators, parents, local educational 
        agencies, librarians, and State educational agencies 
        within the region;
          [(4) in the event such quality applied research does 
        not exist as determined by the regional educational 
        laboratory or the Department, carrying out applied 
        research projects that are designed to serve the 
        particular educational needs (in prekindergarten 
        through grade 16) of the region in which the regional 
        educational laboratory is located, that reflect 
        findings from scientifically valid research, and that 
        result in user-friendly, replicable school-based 
        classroom applications geared toward promoting 
        increased student achievement, including using applied 
        research to assist in solving site-specific problems 
        and assisting in development activities (including 
        high-quality and on-going professional development and 
        effective parental involvement strategies);
          [(5) supporting and serving the educational 
        development activities and needs of the region by 
        providing educational applied research in usable forms 
        to promote school-improvement, academic achievement, 
        and the closing of achievement gaps and contributing to 
        the current base of education knowledge by addressing 
        enduring problems in elementary and secondary education 
        and access to postsecondary education;
          [(6) collaborating and coordinating services with 
        other technical assistance providers funded by the 
        Department of Education;
          [(7) assisting in gathering information on school 
        finance systems to promote improved access to 
        educational opportunities and to better serve all 
        public school students;
          [(8) assisting in gathering information on 
        alternative administrative structures that are more 
        conducive to planning, implementing, and sustaining 
        school reform and improved academic achievement;
          [(9) bringing teams of experts together to develop 
        and implement school improvement plans and strategies, 
        especially in low-performing or high poverty schools; 
        and
          [(10) developing innovative approaches to the 
        application of technology in education that are 
        unlikely to originate from within the private sector, 
        but which could result in the development of new forms 
        of education software, education content, and 
        technology-enabled pedagogy.
  [(g) Activities.--Each regional educational laboratory 
awarded a contract under this section shall carry out the 
following activities:
          [(1) Collaborate with the National Education Centers 
        in order to--
                  [(A) maximize the use of research conducted 
                through the National Education Centers in the 
                work of such laboratory;
                  [(B) keep the National Education Centers 
                apprised of the work of the regional 
                educational laboratory in the field; and
                  [(C) inform the National Education Centers 
                about additional research needs identified in 
                the field.
          [(2) Consult with the State educational agencies and 
        local educational agencies in the region in developing 
        the plan for serving the region.
          [(3) Develop strategies to utilize schools as 
        critical components in reforming education and 
        revitalizing rural communities in the United States.
          [(4) Report and disseminate information on overcoming 
        the obstacles faced by educators and schools in high 
        poverty, urban, and rural areas.
          [(5) Identify successful educational programs that 
        have either been developed by such laboratory in 
        carrying out such laboratory's functions or that have 
        been developed or used by others within the region 
        served by the laboratory and make such information 
        available to the Secretary and the network of regional 
        educational laboratories so that such programs may be 
        considered for inclusion in the national education 
        dissemination system.
  [(h) Governing Board and Allocation.--
          [(1) In general.--In carrying out its 
        responsibilities, each regional educational laboratory 
        awarded a contract under this section, in keeping with 
        the terms and conditions of such laboratory's contract, 
        shall--
                  [(A) establish a governing board that--
                          [(i) reflects a balanced 
                        representation of--
                                  [(I) the States in the 
                                region;
                                  [(II) the interests and 
                                concerns of regional 
                                constituencies; and
                                  [(III) technical expertise;
                          [(ii) includes the chief State school 
                        officer or such officer's designee of 
                        each State represented in such board's 
                        region;
                          [(iii) includes--
                                  [(I) representatives 
                                nominated by chief executive 
                                officers of States and State 
                                organizations of 
                                superintendents, principals, 
                                institutions of higher 
                                education, teachers, parents, 
                                businesses, and researchers; or
                                  [(II) other representatives 
                                of the organizations described 
                                in subclause (I), as required 
                                by State law in effect on the 
                                day before the date of 
                                enactment of this Act;
                          [(iv) is the sole entity that--
                                  [(I) guides and directs the 
                                laboratory in carrying out the 
                                provisions of this subsection 
                                and satisfying the terms and 
                                conditions of the contract 
                                award;
                                  [(II) determines the regional 
                                agenda of the laboratory;
                                  [(III) engages in an ongoing 
                                dialogue with the Evaluation 
                                and Regional Assistance 
                                Commissioner concerning the 
                                laboratory's goals, activities, 
                                and priorities; and
                                  [(IV) determines at the start 
                                of the contract period, subject 
                                to the requirements of this 
                                section and in consultation 
                                with the Evaluation and 
                                Regional Assistance 
                                Commissioner, the mission of 
                                the regional educational 
                                laboratory for the duration of 
                                the contract period;
                          [(v) ensures that the regional 
                        educational laboratory attains and 
                        maintains a high level of quality in 
                        the laboratory's work and products;
                          [(vi) establishes standards to ensure 
                        that the regional educational 
                        laboratory has strong and effective 
                        governance, organization, management, 
                        and administration, and employs 
                        qualified staff;
                          [(vii) directs the regional 
                        educational laboratory to carry out the 
                        laboratory's duties in a manner that 
                        will make progress toward achieving the 
                        State education goals and reforming 
                        schools and educational systems; and
                          [(viii) conducts a continuing survey 
                        of the educational needs, strengths, 
                        and weaknesses within the region, 
                        including a process of open hearings to 
                        solicit the views of schools and 
                        teachers; and
                  [(B) allocate the regional educational 
                laboratory's resources to and within each State 
                in a manner which reflects the need for 
                assistance, taking into account such factors as 
                the proportion of economically disadvantaged 
                students, the increased cost burden of service 
                delivery in areas of sparse populations, and 
                any special initiatives being undertaken by 
                State, intermediate, local educational 
                agencies, or Bureau-funded schools, as 
                appropriate, which may require special 
                assistance from the laboratory.
          [(2) Special rule.--If a regional educational 
        laboratory needs flexibility in order to meet the 
        requirements of paragraph (1)(A)(i), the regional 
        educational laboratory may select not more than 10 
        percent of the governing board from individuals outside 
        those representatives nominated in accordance with 
        paragraph (1)(A)(iii).
  [(i) Duties of Governing Board.--In order to improve the 
efficiency and effectiveness of the regional educational 
laboratories, the governing boards of the regional educational 
laboratories shall establish and maintain a network to--
          [(1) share information about the activities each 
        laboratory is carrying out;
          [(2) plan joint activities that would meet the needs 
        of multiple regions;
          [(3) create a strategic plan for the development of 
        activities undertaken by the laboratories to reduce 
        redundancy and increase collaboration and resource-
        sharing in such activities; and
          [(4) otherwise devise means by which the work of the 
        individual laboratories could serve national, as well 
        as regional, needs.
  [(j) Evaluations.--The Evaluation and Regional Assistance 
Commissioner shall provide for independent evaluations of each 
of the regional educational laboratories in carrying out the 
duties described in this section in the third year that such 
laboratory receives assistance under this section in accordance 
with the standards developed by the Evaluation and Regional 
Assistance Commissioner and approved by the Board and shall 
transmit the results of such evaluations to the relevant 
committees of Congress, the Board, and the appropriate regional 
educational laboratory governing board.]
  (d) Applications.--
          (1) Submission.--
                  (A) In general.--Each eligible applicant 
                desiring a contract grant, contract, or 
                cooperative agreement under this section shall 
                submit an application at such time, in such 
                manner, and containing such information as the 
                Evaluation and Regional Assistance Commissioner 
                may reasonably require.
                  (B) Input.--To ensure that applications 
                submitted under this paragraph are reflective 
                of the needs of the regions to be served, each 
                eligible applicant submitting such an 
                application shall seek input from State 
                educational agencies and local educational 
                agencies in the region that the award will 
                serve, and other individuals with knowledge of 
                the region's needs. Such individuals may 
                include members of the regional advisory 
                committee for the region under section 206(a).
          (2) Plan.--
                  (A) In general.--Each application submitted 
                under paragraph (1) shall contain a plan for 
                the activities of the regional educational 
                laboratory to be established under this 
                section, which shall be updated, modified, and 
                improved, as appropriate, on an ongoing basis, 
                including by using the results of the 
                laboratory's interim evaluation under 
                subsection (i)(3).
                  (B) Contents.--A plan described in 
                subparagraph (A) shall address--
                          (i) the priorities for applied 
                        research, development, evaluations, and 
                        wide dissemination established under 
                        section 207;
                          (ii) the needs of State educational 
                        agencies and local educational 
                        agencies, on an ongoing basis, using 
                        available State and local data, 
                        including the relevant results of the 
                        region's assessment under section 
                        206(e); and
                          (iii) if available, demonstrated 
                        support from State educational agencies 
                        and local educational agencies in the 
                        region, such as letters of support or 
                        signed memoranda of understanding.
          (3) Non-federal support.--In conducting a competition 
        for grants, contracts, or cooperative agreements under 
        subsection (a), the Evaluation and Regional Assistance 
        Commissioner shall give priority to eligible applicants 
        that will provide a portion of non-Federal funds to 
        maximize support for activities of the regional 
        educational laboratories to be established under this 
        section.
  (e) Awarding Grants, Contracts, or Cooperative Agreements.--
          (1) Assurances.--In awarding grants, contracts, or 
        cooperative agreements under this section, the 
        Evaluation and Regional Assistance Commissioner shall--
                  (A) make such an award for not more than a 5-
                year period;
                  (B) ensure that regional educational 
                laboratories established under this section 
                have strong and effective governance, 
                organization, management, and administration, 
                and employ qualified staff; and
                  (C) ensure that each such laboratory has the 
                flexibility to respond in a timely fashion to 
                the needs of the laboratory's region, 
                including--
                          (i) through using the results of the 
                        laboratory's interim evaluation under 
                        subsection (i)(3) to improve and modify 
                        the activities of the laboratory before 
                        the end of the award period; and
                          (ii) through sharing preliminary 
                        results of the laboratory's research, 
                        as appropriate, to increase the 
                        relevance and usefulness of the 
                        research.
          (2) Coordination.--To ensure coordination and prevent 
        unnecessary duplication of activities among the 
        regions, the Evaluation and Regional Assistance 
        Commissioner shall--
                  (A) share information about the activities of 
                each regional educational laboratory with each 
                other regional educational laboratory, the 
                Department, the Director, and the National 
                Board for Education Sciences;
                  (B) ensure, where appropriate, that the 
                activities of each regional educational 
                laboratory established under this section also 
                serve national interests;
                  (C) ensure each such regional educational 
                laboratory establishes strong partnerships 
                among practitioners, policymakers, researchers, 
                and others, so that such partnerships are 
                continued in the absence of Federal support; 
                and
                  (D) enable, where appropriate, for such a 
                laboratory to work in a region being served by 
                another laboratory or to carry out a project 
                that extends beyond the region served by the 
                laboratory.
          (3) Collaboration with technical assistance 
        providers.--Each regional educational laboratory 
        established under this section shall, on an ongoing 
        basis, coordinate its activities, collaborate, and 
        regularly exchange information with the comprehensive 
        centers (established in section 203) in the region in 
        which the center is located, and with comprehensive 
        centers located outside of its region, as appropriate.
          (4) Outreach.--
                  (A) In general.--In conducting competitions 
                for grants, contracts, or cooperative 
                agreements under this section, the Evaluation 
                and Regional Assistance Commissioner shall--
                          (i) by making information and 
                        technical assistance relating to the 
                        competition widely available, actively 
                        encourage eligible applicants to 
                        compete for such an award; and
                          (ii) seek input from the chief 
                        executive officers of States, chief 
                        State school officers, educators, 
                        parents, superintendents, and other 
                        individuals with knowledge of the needs 
                        of the regions to be served by the 
                        awards, regarding--
                                  (I) the needs in the regions 
                                for applied research, 
                                evaluation, development, and 
                                wide-dissemination activities 
                                authorized by this title; and
                                  (II) how such needs may be 
                                addressed most effectively.
                  (B) Regional advisory committees.--The 
                individuals described in subparagraph (A)(ii) 
                may include members of the regional advisory 
                committees established under section 206(a).
          (5) Performance management.--Before the Evaluation 
        and Regional Assistance Commissioner awards a grant, 
        contract, or cooperative agreement under this section, 
        the Director shall establish measurable performance 
        indicators for assessing the ongoing progress and 
        performance of the regional educational laboratories 
        established with such awards that address--
                  (A) the requirements of the performance 
                management system described in section 185; and
                  (B) the relevant results of the regional 
                assessments under section 206(e).
          (6) Standards.--The Evaluation and Regional 
        Assistance Commissioner shall adhere to the Institute's 
        system for technical and peer review under section 
        114(h) in reviewing the applied research activities and 
        research-based reports of the regional educational 
        laboratories.
          (7) Required consideration.--In determining whether 
        to award a grant, contract, or cooperative agreement 
        under this section to an eligible applicant that 
        previously established a regional educational 
        laboratory under this section, the Evaluation and 
        Regional Assistance Commissioner shall consider the 
        results of such laboratory's summative evaluation under 
        subsection (i)(2).
  (f) Mission.--Each regional educational laboratory 
established under this section shall--
          (1) conduct applied research, development, and 
        evaluation activities with State educational agencies, 
        local educational agencies, and, as appropriate, 
        schools funded by the Bureau;
          (2) widely disseminate such work, consistent with 
        section 114(j); and
          (3) develop the capacity of State educational 
        agencies, local educational agencies, and, as 
        appropriate, schools funded by the Bureau to carry out 
        the activities described in paragraphs (1) and (2).
  (g) Activities.--To carry out the mission described in 
subsection (f), each regional educational laboratory 
established under this section shall carry out the following 
activities:
          (1) Conduct, widely disseminate, and promote 
        utilization of applied research, development 
        activities, evaluations, and other scientifically valid 
        research.
          (2) Develop and improve the plan for the laboratory 
        under subsection (d)(2) for serving the region of the 
        laboratory, and as appropriate, national needs, on an 
        ongoing basis, which shall include seeking input and 
        incorporating feedback from the representatives of 
        State educational agencies and local educational 
        agencies in the region, and other individuals with 
        knowledge of the region's needs. Such representatives 
        and other individuals may include members of the 
        regional advisory committee for the region established 
        under section 206(a).
          (3) Ensure research and related products are relevant 
        and responsive to the needs of the region, including by 
        using the relevant results of the region's assessment 
        under section 206(e).
  (h) Governing Board.--
          (1) In general.--Each regional educational laboratory 
        established under this section may establish a 
        governing board to improve the management of activities 
        that the laboratory carries out under this section.
          (2) Board duties.--A Board established under 
        paragraph (1) shall coordinate and align its work with 
        the work of the regional advisory committee for the 
        region established under section 206.
  (i) Evaluations.--
          (1) In general.--The Evaluation and Regional 
        Assistance Commissioner shall--
                  (A) provide for ongoing summative and interim 
                evaluations described in paragraphs (2) and 
                (3), respectively, of each of the regional 
                educational laboratories established under this 
                section in carrying out the full range of 
                duties described in this section; and
                  (B) transmit the results of such evaluations, 
                through appropriate means, to the appropriate 
                congressional committees, the Director, and the 
                public.
          (2) Summative evaluations.--The Evaluation and 
        Regional Assistance Commissioner shall ensure each 
        regional educational laboratory established under this 
        section is evaluated by an independent entity at the 
        end of the period of the grant, contract, or 
        cooperative agreement that established such laboratory, 
        which shall--
                  (A) be completed in a timely fashion;
                  (B) assess how well the laboratory is meeting 
                the measurable performance indicators 
                established under subsection (e)(5); and
                  (C) consider the extent to which the 
                laboratory ensures that the activities of such 
                laboratory are relevant and useful to the work 
                of State and local practitioners and 
                policymakers.
          (3) Interim evaluations.--The Evaluation and Regional 
        Assistance Commissioner shall ensure each regional 
        educational laboratory established under this section 
        is evaluated at the midpoint of the period of the 
        grant, contract, or cooperative agreement that 
        established such laboratory, which shall--
                  (A) assess how well such laboratory is 
                meeting the performance indicators described in 
                subsection (e)(5); and
                  (B) be used to improve the effectiveness of 
                such laboratory in carrying out its plan under 
                subsection (d)(2).
  (j) Continuation of Awards; Recompetition.--
          (1) Continuation of awards.--The Evaluation and 
        Regional Assistance Commissioner shall continue awards 
        made to each eligible applicant for the support of 
        regional educational laboratories established under 
        this section prior to the date of enactment of the 
        Strengthening Education through Research Act, as such 
        awards were in effect on the day before the date of 
        enactment of the Strengthening Education through 
        Research Act, for the duration of those awards, in 
        accordance with the terms and agreements of such 
        awards.
          (2) Recompetition.--Not later than the end of the 
        period of the awards described in paragraph (1), the 
        Evaluation and Regional Assistance Commissioner shall--
                  (A) hold a competition to make grants, 
                contracts, or cooperative agreements under this 
                section to eligible applicants, which may 
                include eligible applicants that held awards 
                described in paragraph (1); and
                  (B) in determining whether to select an 
                eligible applicant that held an award described 
                in paragraph (1) for an award under 
                subparagraph (A) of this paragraph, consider 
                the results of the summative evaluation under 
                subsection (i)(2) of the laboratory established 
                with the eligible applicant's award described 
                in paragraph (1).

           *       *       *       *       *       *       *

  [(l) Advance Payment System.--Each regional educational 
laboratory awarded a contract under this section shall 
participate in the advance payment system at the Department of 
Education.]
  [(m)] (l) Additional Projects.--In addition to activities 
authorized under this section, the Director is authorized to 
enter into contracts or agreements with a regional educational 
laboratory for the purpose of carrying out additional projects 
to enable such regional educational laboratory to assist in 
efforts to achieve State and local education goals and for 
other purposes.
  [(n) Annual Report and Plan.--Not later than July 1 of each 
year, each regional educational laboratory awarded a contract 
under this section shall submit to the Evaluation and Regional 
Assistance Commissioner--
          [(1) a plan covering the succeeding fiscal year, in 
        which such laboratory's mission, activities, and scope 
        of work are described, including a general description 
        of the plans such laboratory expects to submit in the 
        remaining years of such laboratory's contract; and
          [(2) a report of how well such laboratory is meeting 
        the needs of the region, including a summary of 
        activities during the preceding year, a list of 
        entities served, a list of products, and any other 
        information that the regional educational laboratory 
        may consider relevant or the Evaluation and Regional 
        Assistance Commissioner may require.]
  (m) Annual Report.--Each regional educational laboratory 
established under this section shall submit to the Evaluation 
and Regional Assistance Commissioner an annual report 
containing such information as the Commissioner may require, 
but which shall include, at a minimum, the following:
          (1) A summary of the laboratory's activities and 
        products developed during the previous year.
          (2) A listing of the State educational agencies, 
        local educational agencies, and schools the laboratory 
        assisted during the previous year.
          (3) Using the measurable performance indicators 
        established under subsection (e)(5), a description of 
        how well the laboratory is meeting educational needs of 
        the region served by the laboratory.
          (4) Any changes to the laboratory's plan under 
        subsection (d)(2) to improve its activities in the 
        remaining years of the grant, contract, or cooperative 
        agreement.
  [(o)] (n) Construction.--Nothing in this section shall be 
construed to require any modifications in a regional 
educational laboratory contract in effect on the day before the 
date of enactment of this Act.
  (o) Appropriations Reservation.--Of the amounts appropriated 
under section 194(a), the Evaluation and Regional Assistance 
Commissioner shall reserve 16.13 percent of such funds to carry 
out this section, of which the Commissioner shall use not less 
than 25 percent to serve rural areas (including schools funded 
by the Bureau which are located in rural areas).

         PART E--NATIONAL CENTER FOR SPECIAL EDUCATION RESEARCH

SEC. 175. ESTABLISHMENT.

  (a) * * *
  (b) Mission.--The mission of the Special Education Research 
Center is--
          (1) to sponsor research to expand knowledge and 
        understanding of the needs of infants, toddlers, [and 
        children] children, and youth with disabilities in 
        order to improve the developmental, educational, and 
        transitional results of such individuals;
          (2) to sponsor research to improve services provided 
        under, and support the implementation of, the 
        Individuals with Disabilities Education Act (20 U.S.C. 
        1400 et seq.); [and]
          (3) to evaluate the implementation and effectiveness 
        of the Individuals with Disabilities Education Act in 
        coordination with the National Center for Education 
        Evaluation and Regional Assistance[.];
          (4) to promote quality and integrity through the use 
        of accepted practices of scientific inquiry to obtain 
        knowledge and understanding of the validity of 
        education theories, practices, or conditions with 
        respect to special education research and evaluation 
        described in paragraphs (1) through (3); and
          (5) to promote scientifically valid research findings 
        in special education that may provide the basis for 
        improving academic instruction and lifelong learning.

           *       *       *       *       *       *       *


SEC. 176. COMMISSIONER FOR SPECIAL EDUCATION RESEARCH.

  The Special Education Research Center shall be headed by a 
Commissioner for Special Education Research (in this part 
referred to as the ``Special Education Research Commissioner'') 
who shall have substantial knowledge of the Special Education 
Research Center's activities, including a high level of 
expertise in the fields of research, research management, and 
the education of children and youth with disabilities.

SEC. 177. DUTIES.

  (a) General Duties.--The Special Education Research Center 
shall carry out research activities under this part consistent 
with the mission described in section 175(b), such as 
activities that--
          (1) improve services provided under the Individuals 
        with Disabilities Education Act in order to improve--
                  (A) academic achievement, functional 
                outcomes, and educational results for children 
                and youth with disabilities; and

           *       *       *       *       *       *       *

          (2) identify [scientifically based educational 
        practices] educational practices, including the use of 
        technology based on scientifically valid research, that 
        support learning and improve academic achievement, 
        functional outcomes, and educational results for all 
        students with disabilities;

           *       *       *       *       *       *       *

          (4) identify scientifically [based] valid related 
        services and interventions that promote participation 
        and progress in the general education curriculum and 
        general education settings;

           *       *       *       *       *       *       *

          (10) examine and improve secondary and postsecondary 
        education and transitional outcomes and results for 
        children with disabilities, including how secondary 
        school credentials are related to postsecondary and 
        employment outcomes;
          (11) examine the participation and outcomes of 
        students with disabilities in secondary and 
        postsecondary career and technical education programs;
          [(11)] (12) examine methods of early intervention for 
        children with disabilities, including children with 
        multiple or complex developmental delays;
          [(12)] (13) examine and incorporate universal design 
        concepts in the development of standards, assessments, 
        curricula, and instructional methods to improve 
        educational and transitional results for children with 
        disabilities;
          [(13)] (14) improve the preparation and professional 
        development of personnel, including early intervention 
        personnel, who provide educational and related services 
        to children with disabilities to increase the academic 
        achievement and functional performance of students with 
        disabilities;
          [(14)] (15) examine the excess costs of educating a 
        child with a disability and expenses associated with 
        high cost special education and related services;
          [(15) help parents] (16) examine the methods by which 
        parents may improve educational results for their 
        children, particularly related to transition issues;
          (17) assist the Board in the preparation and 
        dissemination of each evaluation report under section 
        116(d);
          [(16)] (18) address the unique needs of children with 
        significant cognitive disabilities; [and]
          [(17) examine the special needs of limited English 
        proficient children with disabilities.]
          (19) examine the needs of children with disabilities 
        who are English learners, gifted and talented, or who 
        have other unique learning needs; and
          (20) examine innovations in the field of special 
        education, such as multi-tiered systems of support.

           *       *       *       *       *       *       *

  (c) Plan.--The Special Education Research Commissioner shall 
propose to the Director a research plan for the activities of 
the Special Education Research Center, developed in 
collaboration with the Assistant Secretary for Special 
Education and Rehabilitative Services and, subject to the 
approval of the Director, implement such plan, that--
          (1) is consistent with the priorities and mission of 
        the Institute and the mission of the Special Education 
        Research Center described in section 175(b);
          [(2) is carried out, updated, and modified, as 
        appropriate;]
          (2) is carried out, and, as appropriate, updated and 
        modified, including by using the results of the Special 
        Education Research Center's most recent evaluation 
        report under section 116(d);
          (3) provides for research that addresses significant 
        questions of practice where such research is lacking;
          [(3)] (4) is consistent with the purposes of the 
        Individuals with Disabilities Education Act;
          [(4)] (5) contains an appropriate balance across all 
        age ranges [and types of children with], student 
        subgroups, and types of disabilities;
          [(5) provides for research that is objective and uses 
        measurable indicators to assess its progress and 
        results; and]
          (6) describes how the Special Education Research 
        Center will use the performance management system 
        described in section 185 to assess and improve the 
        activities of the Center; and
          [(6)] (7) is coordinated with the comprehensive plan 
        developed under section 681 of the Individuals with 
        Disabilities Education Act.
  (d) Grants, Contracts, and Cooperative Agreements.--
          (1) In general.--In carrying out the duties under 
        this section, the [Director] Special Education Research 
        Commissioner may award grants to, or enter into 
        contracts or cooperative agreements with, eligible 
        applicants.

           *       *       *       *       *       *       *

          [(3) Applications.--An eligible applicant that wishes 
        to receive a grant, or enter into a contract or 
        cooperative agreement, under this section shall submit 
        an application to the Director at such time, in such 
        manner, and containing such information as the Director 
        may require.]
          (3) Applications.--
                  (A) In general.--An eligible applicant that 
                wishes to receive a grant, or enter into a 
                contract or cooperative agreement, under this 
                section shall submit an application to the 
                Special Education Research Commissioner at such 
                time, in such manner, and containing such 
                information as the Special Education Research 
                Commissioner may require.
                  (B) Contents.--An application submitted under 
                subparagraph (A) shall describe how the 
                eligible applicant will address and demonstrate 
                progress on the requirements of the performance 
                management system described in section 185, 
                with respect to the activities that will be 
                carried out under such grant, contract, or 
                cooperative agreement.
          (4) Duration.--Notwithstanding any other provision of 
        law, the grants, contracts, and cooperative agreements 
        under this section may be awarded, on a competitive 
        basis, for a period of not more than 5 years, and may 
        be renewed at the discretion of the Special Education 
        Research Commissioner for an additional period of not 
        more than 2 years if the recipient demonstrates 
        progress on the requirements of the performance 
        management system described in section 185, with 
        respect to the activities carried out under the grant, 
        contract, or cooperative agreement received under this 
        section.
  [(e) Dissemination.--The Special Education Research Center 
shall--
          [(1) synthesize and disseminate, through the National 
        Center for Education Evaluation and Regional 
        Assistance, the findings and results of special 
        education research conducted or supported by the 
        Special Education Research Center; and
          [(2) assist the Director in the preparation of a 
        biennial report, as described in section 119.]
  (e) Dissemination.--The Special Education Research Center 
shall synthesize and, consistent with section 114(j), widely 
disseminate and promote utilization of the findings and results 
of special education research conducted or supported by the 
Special Education Research Center.
  (f) Authorization of Appropriations.--There are authorized to 
be appropriated to carry out this [part such sums as may be 
necessary for each of fiscal years 2005 through 2010.] part--
          (1) for fiscal year 2015, $54,000,000;
          (2) for fiscal year 2016, $54,108,000;
          (3) for fiscal year 2017, $55,298,376;
          (4) for fiscal year 2018, $56,625,537;
          (5) for fiscal year 2019, $58,154,426; and
          (6) for fiscal year 2020, $65,645,169.

PART F--GENERAL PROVISIONS

           *       *       *       *       *       *       *


SEC. 182. PROHIBITIONS.

  (a) * * *
  (b) Federal Government and Use of Federal Funds.--Nothing in 
this title may be construed to authorize an officer or employee 
of the Federal Government to mandate, direct, [or control] 
control, or coerce the curriculum, specific academic standards 
or assessments, program of instruction, or allocation of State 
or local resources of a State, local educational agency, or 
school, or to mandate a State, or any subdivision thereof, to 
spend any funds or incur any costs not provided for under this 
title.
  (c) Endorsement of Curriculum.--Notwithstanding any other 
provision of Federal law, no funds provided under this title to 
the Institute, including any office, board, committee, or 
center of the Institute, may be used by the Institute to 
endorse, approve, coerce, or sanction any curriculum designed 
to be used in [an elementary school or secondary school] early 
education, or in an elementary school, secondary school, or 
institution of higher education.

           *       *       *       *       *       *       *


SEC. 183. CONFIDENTIALITY.

  (a) * * *
  (b) Student Information.--The Director shall ensure that all 
individually identifiable information about students, their 
academic achievements, [their families, and information with 
respect to individual schools,] and their families shall remain 
confidential in accordance with section 552a of title 5, United 
States Code, the confidentiality standards of subsection (c) of 
this section, and sections 444 and 445 of the General Education 
Provisions Act (20 U.S.C. 1232g, 1232h), and that any disclosed 
information with respect to individual schools not reveal such 
individually identifiable information.

           *       *       *       *       *       *       *

  (d) Administration.--
          (1) * * *
          (2) Employee or staff violations.--Whoever, being or 
        having been an employee or staff member of the 
        Department, having taken or subscribed the oath of 
        office, or having sworn to observe the limitations 
        imposed by subsection (c)(2), knowingly publishes or 
        communicates any individually identifiable information 
        (as defined in paragraph (5)(A)), the disclosure of 
        which is prohibited by subsection (c)(2), and that 
        comes into such employee or staff's possession by 
        reason of employment (or otherwise providing services, 
        including voluntary and uncompensated services under 
        section 190) under this title, shall be found guilty of 
        a class E felony and imprisoned for not more than five 
        years, or fined as specified in section 3571 of title 
        18, United States Code, or both.

           *       *       *       *       *       *       *

  (e) Investigation and Prosecution of Terrorism.--
          (1) In General.--Notwithstanding subsections (a) and 
        (b), the Attorney General (or any Federal officer or 
        employee, in a position not lower than an Assistant 
        Attorney General, designated by the Attorney General) 
        may submit a written application to a court of 
        competent jurisdiction for an ex parte order requiring 
        the Secretary and Director to permit the Attorney 
        General (or his designee) to--
                  (A) * * *

           *       *       *       *       *       *       *


SEC. 184. AVAILABILITY OF DATA.

  Subject to section 183, data collected by the Institute, 
including any office, board, committee, or center of the 
Institute, in carrying out the priorities and mission of the 
Institute, shall be made available to the public, including 
through [use of the Internet] electronic means, such as posting 
to the Institute's website in an easily accessible manner.

[SEC. 185. PERFORMANCE MANAGEMENT.

   [The Director shall ensure that all activities conducted or 
supported by the Institute or a National Education Center make 
customer service a priority. The Director shall ensure a high 
level of customer satisfaction through the following methods:
          [(1) Establishing and improving feedback mechanisms 
        in order to anticipate customer needs.
          [(2) Disseminating information in a timely fashion 
        and in formats that are easily accessible and usable by 
        researchers, practitioners, and the general public.
          [(3) Utilizing the most modern technology and other 
        methods available, including arrangements to use data 
        collected electronically by States and local 
        educational agencies, to ensure the efficient 
        collection and timely distribution of information, 
        including data and reports.
          [(4) Establishing and measuring performance against a 
        set of indicators for the quality of data collected, 
        analyzed, and reported.
          [(5) Continuously improving management strategies and 
        practices.
          [(6) Making information available to the public in an 
        expeditious fashion.]

SEC. 185. PERFORMANCE MANAGEMENT.

  The Director shall establish a system for managing the 
performance of all activities authorized under this title to 
promote continuous improvement of the activities and to ensure 
the effective use of Federal funds by--
          (1) developing and using measurable performance 
        indicators, including timelines, to evaluate and 
        improve the effectiveness of the activities;
          (2) using the performance indicators described in 
        paragraph (1) to inform funding decisions, including 
        the awarding and continuation of all grants, contracts, 
        and cooperative agreements under this title;
          (3) establishing and improving formal feedback 
        mechanisms to--
                  (A) anticipate and meet stakeholder needs; 
                and
                  (B) incorporate, on an ongoing basis, the 
                feedback of such stakeholders into the 
                activities authorized under this title; and
          (4) promoting the wide dissemination and utilization, 
        consistent with section 114(j), of all information, 
        products, and publications of the Institute.

SEC. 186. AUTHORITY TO PUBLISH.

  (a) * * *
  (b) Advance Copies.--The Director shall provide the Secretary 
and other relevant offices with an advance copy of [any 
information to be published under this section before 
publication] publications under this section before the public 
release of such publications.

           *       *       *       *       *       *       *


[SEC. 187. VACANCIES.

  [Any member appointed to fill a vacancy on the Board 
occurring before the expiration of the term for which the 
member's predecessor was appointed shall be appointed only for 
the remainder of that term. A vacancy in an office, board, 
committee, or center of the Institute shall be filled in the 
manner in which the original appointment was made. This section 
does not apply to employees appointed under section 188.]

           *       *       *       *       *       *       *


SEC. 189. FELLOWSHIPS.

  In order to strengthen the national capacity to carry out 
high-quality research, evaluation, and statistics related to 
education and the mission of each National Education Center 
authorized under this title, the Director shall establish and 
maintain research, evaluation, and statistics fellowships in 
institutions of higher education (which may include the 
establishment of such fellowships in [historically Black 
colleges and universities] minority-serving institutions and 
other institutions of higher education with large numbers of 
minority students) that support graduate and postdoctoral study 
onsite at the Institute or at the institution of higher 
education. In establishing the fellowships, the Director shall 
ensure that women and minorities are actively recruited for 
participation.

           *       *       *       *       *       *       *


SEC. 194. AUTHORIZATION OF APPROPRIATIONS.

  [(a) In General.--There are authorized to be appropriated to 
administer and carry out this title (except section 174) 
$400,000,000 for fiscal year 2003 and such sums as may be 
necessary for each of the 5 succeeding fiscal years, of which--
          [(1) not less than the amount provided to the 
        National Center for Education Statistics (as such 
        Center was in existence on the day before the date of 
        enactment of this Act) for fiscal year 2002 shall be 
        provided to the National Center for Education 
        Statistics, as authorized under part C; and
          [(2) not more than the lesser of 2 percent of such 
        funds or $1,000,000 shall be made available to carry 
        out section 116 (relating to the National Board for 
        Education Sciences).
  [(b) Regional Educational Laboratories.--There are authorized 
to be appropriated to carry out section 174 $100,000,000 for 
fiscal year 2003 and such sums as may be necessary for each of 
the 5 succeeding fiscal years. Of the amounts appropriated 
under the preceding sentence for a fiscal year, the Director 
shall obligate not less than 25 percent to carry out such 
purpose with respect to rural areas (including schools funded 
by the Bureau which are located in rural areas).]
  (a) In General.--There are authorized to be appropriated to 
administer and carry out this title (except part E)--
          (1) for fiscal year 2015, $337,343,000;
          (2) for fiscal year 2016, $338,017,686;
          (3) for fiscal year 2017, $345,454,075;
          (4) for fiscal year 2018, $353,744,974;
          (5) for fiscal year 2019, $363,296,087; and
          (6) for fiscal year 2020, $368,745,528.
  (b) Reservations.--Of the amounts appropriated under 
subsection (a) for each fiscal year--
          (1) not less than the amount provided to the National 
        Center for Education Statistics (as such Center was in 
        existence on the day before the date of enactment of 
        the Strengthening Education through Research Act) for 
        fiscal year 2014 shall be provided to the National 
        Center for Education Statistics, as authorized under 
        part C; and
          (2) not more than the lesser of 2 percent of such 
        funds or $2,000,000 shall be made available to carry 
        out section 116 (relating to the National Board for 
        Education Sciences).

           *       *       *       *       *       *       *


               TITLE II--EDUCATIONAL TECHNICAL ASSISTANCE

SEC. 201. SHORT TITLE.

  This title may be cited as the ``Educational Technical 
Assistance Act of 2002''.

SEC. 202. DEFINITIONS.

  In this title:
          (1) * * *

           *       *       *       *       *       *       *

          (2) School leader.--The term ``school leader'' has 
        the meaning given the term in section 102.
          [(2)] (3) Secretary.--The term ``Secretary'' means 
        the Secretary of Education.

           *       *       *       *       *       *       *


SEC. 203. COMPREHENSIVE CENTERS.

  [(a) Authorization.--
          [(1) In general.--Subject to paragraph (2), beginning 
        in fiscal year 2004, the Secretary is authorized to 
        award not less than 20 grants to local entities, or 
        consortia of such entities, with demonstrated expertise 
        in providing technical assistance and professional 
        development in reading, mathematics, science, and 
        technology, especially to low-performing schools and 
        districts, to establish comprehensive centers.
          [(2) Regions.--In awarding grants under paragraph 
        (1), the Secretary--
                  [(A) shall ensure that not less than 1 
                comprehensive center is established in each of 
                the 10 geographic regions served by the 
                regional educational laboratories established 
                under section 941(h) of the Educational 
                Research, Development, Dissemination, and 
                Improvement Act of 1994 (as such provision 
                existed on the day before the date of enactment 
                of this Act); and
                  [(B) after meeting the requirements of 
                subparagraph (A), shall consider, in awarding 
                the remainder of the grants, the school-age 
                population, proportion of economically 
                disadvantaged students, the increased cost 
                burdens of service delivery in areas of sparse 
                population, and the number of schools 
                identified for school improvement (as described 
                in section 1116(b) of the Elementary and 
                Secondary Education Act of 1965 (20 U.S.C. 
                6316(b)) in the population served by the local 
                entity or consortium of such entities.]
  (a) Authorization.--
          (1) In general.--Subject to paragraph (3), the 
        Secretary is authorized to award not more than 17 
        grants, contracts, or cooperative agreements to 
        eligible applicants to establish comprehensive centers.
          (2) Mission.--The mission of the comprehensive 
        centers is to provide State educational agencies and 
        local educational agencies technical assistance, 
        analysis, and training to build their capacity in 
        implementing the requirements of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 6301 et 
        seq.) and other Federal education laws, and research-
        based practices.
          (3) Regions.--In awarding grants, contracts, or 
        cooperative agreements under paragraph (1), the 
        Secretary--
                  (A) shall establish at least one 
                comprehensive center for each of the 10 
                geographic regions served by the regional 
                educational laboratories established under 
                section 941(h) of the Educational Research, 
                Development, Dissemination, and Improvement Act 
                of 1994 (as such provision existed on the day 
                before the date of enactment of this Act); and
                  (B) may establish additional comprehensive 
                centers--
                          (i) for one or more of the regions 
                        described in subparagraph (A); or
                          (ii) to serve the Nation as a whole 
                        by providing technical assistance on a 
                        particular content area of importance 
                        to the Nation, as determined by the 
                        Secretary with the advice of the 
                        regional advisory committees 
                        established under section 206(a).
          (4) Nation.--In the case of a comprehensive center 
        established to serve the Nation as described in 
        paragraph (3)(B)(ii), the Nation shall be considered to 
        be a region served by such Center.
          (5) Award period.--A grant, contract, or cooperative 
        agreement under this section may be awarded, on a 
        competitive basis, for a period of not more than 5 
        years.
          (6) Responsiveness.--The Secretary shall ensure that 
        each comprehensive center established under this 
        section has the ability to respond in a timely fashion 
        to the needs of State educational agencies and local 
        educational agencies, including through using the 
        results of the center's interim evaluation under 
        section 204(c), to improve and modify the activities of 
        the center before the end of the award period.
  (b) Eligible applicants.--
          (1) In general.--Grants, contracts, or cooperative 
        agreements under this section may be made with 
        [research organizations, institutions, agencies, 
        institutions of higher education,] public or private, 
        nonprofit or for-profit research organizations, other 
        organizations, or institutions of higher education, or 
        partnerships among such entities[, or individuals,] 
        with the demonstrated ability or capacity to carry out 
        the activities described in [subsection (f)] subsection 
        (e) [, including regional entities that carried out 
        activities under the Educational Research, Development, 
        Dissemination, and Improvement Act of 1994 (as such Act 
        existed on the day before the date of enactment of this 
        Act) and title XIII of the Elementary and Secondary 
        Education Act of 1965 (as such title existed on the day 
        before the date of enactment of the No Child Left 
        Behind Act of 2001 (Public Law 107-110))].
          [(2) Outreach.--In conducting competitions for grants 
        under this section, the Secretary shall actively 
        encourage potential applicants to compete for such 
        awards by making widely available information and 
        technical assistance relating to the competition.
          [(3) Objectives and indicators.--Before awarding a 
        grant under this section, the Secretary shall design 
        specific objectives and measurable indicators, using 
        the results of the assessment conducted under section 
        206, to be used to assess the particular programs or 
        initiatives, and ongoing progress and performance, of 
        the regional entities, in order to ensure that the 
        educational needs of the region are being met and that 
        the latest and best research and proven practices are 
        being carried out as part of school improvement 
        efforts.]
          (2) Outreach.--
                  (A) In general.--In conducting competitions 
                for grants, contracts, or cooperative 
                agreements under this section, the Secretary 
                shall--
                          (i) by making widely available 
                        information and technical assistance 
                        relating to the competition, actively 
                        encourage eligible applicants to 
                        compete for such awards; and
                          (ii) seek input from chief executive 
                        officers of States, chief State school 
                        officers, educators, parents, 
                        superintendents, and other individuals 
                        with knowledge of the needs of the 
                        regions to be served by the awards, 
                        regarding--
                                  (I) the needs in the regions 
                                for technical assistance 
                                authorized under this title; 
                                and
                                  (II) how such needs may be 
                                addressed most effectively.
                  (B) Regional advisory committees.--The 
                individuals described in subparagraph (A)(ii) 
                may include members of the regional advisory 
                committees established under section 206(a).
          (3) Performance management.--Before awarding a grant, 
        contract, or cooperative agreement under this section, 
        the Secretary shall establish measurable performance 
        indicators to be used to assess the ongoing progress 
        and performance of the comprehensive centers to be 
        established under this title that address--
                  (A) paragraphs (1) through (3) of the 
                performance management system described in 
                section 185; and
                  (B) the relevant results of the regional 
                assessments under section 206(e).
          (4) Required consideration.--In determining whether 
        to award a grant, contract, or cooperative agreement 
        under this section to an eligible applicant that 
        previously established a comprehensive center under 
        this section, the Secretary shall consider the results 
        of such center's summative evaluation under section 
        204(b).
          (5) Continuation of awards.--
                  (A) Continuation of awards.--The Secretary 
                shall continue awards made to each eligible 
                applicant for the support of comprehensive 
                centers established under this section prior to 
                the date of enactment of the Strengthening 
                Education through Research Act, as such awards 
                were in effect on the day before the date of 
                enactment of the Strengthening Education 
                through Research Act, for the duration of those 
                awards, in accordance with the terms and 
                agreements of such awards.
                  (B) Recompetition.--Not later than the end of 
                the period of the awards described in 
                subparagraph (A), the Secretary shall--
                          (i) hold a competition to make 
                        grants, contracts, or cooperative 
                        agreements under this section to 
                        eligible applicants, which may include 
                        eligible applicants that held awards 
                        described in subparagraph (A); and
                          (ii) in determining whether to select 
                        an eligible applicant that held an 
                        award described in subparagraph (A) for 
                        an award under clause (i) of this 
                        subparagraph, consider the results of 
                        the summative evaluation under section 
                        204(b) of the center established with 
                        the eligible applicant's award 
                        described in subparagraph (A).
          (6) Eligible applicant defined.--For purposes of this 
        section, the term ``eligible applicant'' means an 
        entity described in paragraph (1).
  [(c) Application.--
          [(1) Submission.--Each local entity, or consortium of 
        such entities, seeking a grant under this section shall 
        submit an application at such time, in such manner, and 
        containing such additional information as the Secretary 
        may reasonably require.
          [(2) Plan.--Each application submitted under 
        paragraph (1) shall contain a 5-year plan for carrying 
        out the activities described in this section in a 
        manner that addresses the priorities established under 
        section 207 and addresses the needs of all States (and 
        to the extent practicable, of local educational 
        agencies) within the region to be served by the 
        comprehensive center, on an ongoing basis.]
  (c) Applications.--
          (1) Submission.--
                  (A) In general.--Each eligible applicant 
                seeking a grant, contract, or cooperative 
                agreement under this section shall submit an 
                application at such time, in such manner, and 
                containing such additional information as the 
                Secretary may reasonably require.
                  (B) Input.--To ensure that applications 
                submitted under this paragraph are reflective 
                of the needs of the regions to be served, each 
                eligible applicant submitting such an 
                application shall seek input from State 
                educational agencies and local educational 
                agencies in the region that the award will 
                serve, and other individuals with knowledge of 
                the region's needs. Such individuals may 
                include members of the regional advisory 
                committee for the region under section 206(a).
          (2) Plan.--
                  (A) In general.--Each application submitted 
                under paragraph (1) shall contain a plan for 
                the comprehensive center to be established 
                under this section, which shall be updated, 
                modified, and improved, as appropriate, on an 
                ongoing basis, including by using the results 
                of the center's interim evaluation under 
                section 204(c).
                  (B) Contents.--A plan described in 
                subparagraph (A) shall address--
                          (i) the priorities for technical 
                        assistance established under section 
                        207;
                          (ii) the needs of State educational 
                        agencies and local educational 
                        agencies, on an ongoing basis, using 
                        available State and local data, 
                        including the relevant results of the 
                        regional assessments under section 
                        206(e); and
                          (iii) if available, demonstrated 
                        support from State educational agencies 
                        and local educational agencies, such as 
                        letters of support or signed memoranda 
                        of understanding.
          (3) Non-federal support.--In conducting a competition 
        for grants, contracts, or cooperative agreements under 
        subsection (a), the Secretary shall give priority to 
        eligible applicants that will provide a portion of non-
        Federal funds to maximize support for activities of the 
        comprehensive centers to be established under this 
        section.
  (d) Allocation.--Each comprehensive center established under 
this section shall allocate such center's resources to and 
within each State in a manner which reflects the need for 
assistance, taking into account such factors as the proportion 
of economically disadvantaged students, the number of low-
performing schools in the region, the increased cost burden of 
service delivery in areas of sparse populations, and any 
special initiatives being undertaken by State, intermediate, 
local educational agencies, or Bureau-funded schools, as 
appropriate, which may require special assistance from the 
center.
  [(e) Scope of Work.--Each comprehensive center established 
under this section shall work with State educational agencies, 
local educational agencies, regional educational agencies, and 
schools in the region where such center is located on school 
improvement activities that take into account factors such as 
the proportion of economically disadvantaged students in the 
region, and give priority to--
          [(1) schools in the region with high percentages or 
        numbers of students from low-income families, as 
        determined under section 1113(a)(5) of the Elementary 
        and Secondary Education Act of 1965 (20 U.S.C. 
        6313(a)(5)), including such schools in rural and urban 
        areas, and schools receiving assistance under title I 
        of that Act (20 U.S.C. 6301 et seq.);
          [(2) local educational agencies in the region in 
        which high percentages or numbers of school-age 
        children are from low-income families, as determined 
        under section 1124(c)(1)(A) of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 
        6333(c)(1)(A)), including such local educational 
        agencies in rural and urban areas; and
          [(3) schools in the region that have been identified 
        for school improvement under section 1116(b) of the 
        Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 6316(b)).]
  [(f)] (e) Activities.--
          (1) In general.--A comprehensive center established 
        under this section shall [support dissemination and 
        technical assistance activities by] support State 
        educational agencies and local educational agencies, 
        including by--
                  (A) providing training, professional 
                development, and technical assistance 
                regarding, at a minimum--
                          (i) the administration and 
                        implementation of programs under the 
                        Elementary and Secondary Education Act 
                        of 1965 (20 U.S.C. 6301 et seq.) and 
                        other Federal education laws;
                          (ii) the use of scientifically valid 
                        teaching methods [and assessment 
                        tools], assessment tools, and other 
                        educational strategies for use by 
                        teachers and administrators in, at a 
                        minimum--
                                  (I) the core academic 
                                subjects of [mathematics, 
                                science,] mathematics and 
                                science, which may include 
                                computer science or 
                                engineering, and reading or 
                                language arts;
                                  (II) English language 
                                acquisition; and
                                  (III) education technology, 
                                including innovative tools and 
                                methods; and
                          [(iii) the facilitation of 
                        communication between education 
                        experts, school officials, teachers, 
                        parents, and librarians, as 
                        appropriate; and]
                          (iii) the replication and adaptation 
                        of exemplary practices and innovative 
                        methods that have an evidence base of 
                        effectiveness; and
                  (B) disseminating, consistent with section 
                114(j), and providing information, reports, and 
                publications that are usable for improving 
                academic achievement, closing achievement gaps, 
                and encouraging and sustaining school 
                improvement [(as described in section 1116(b) 
                of the Elementary and Secondary Education Act 
                of 1965 (20 U.S.C. 6316(b))), to schools, 
                educators, parents, and policymakers within the 
                region in which the center is located]; and
                  [(C) developing teacher and school leader 
                inservice and preservice training models that 
                illustrate best practices in the use of 
                technology in different content areas.]
                  (C) ensuring activities carried out under 
                this section are relevant and responsive to the 
                needs of the region being served, including by 
                using the relevant results of the regional 
                assessments under section 206(e).
          (2) Coordination and collaboration.--Each 
        comprehensive center established under this section 
        shall, on an ongoing basis, coordinate its activities, 
        collaborate, and regularly exchange information with 
        the regional educational laboratory in the region in 
        which the center is located, or other regional 
        educational laboratories or comprehensive centers, as 
        appropriate, the National Center for Education 
        Evaluation and Regional Assistance, the Office of the 
        Secretary, the State service agency, and other 
        technical assistance providers in the region.
  [(g) Comprehensive Center Advisory Board.--
          [(1) Establishment.--Each comprehensive center 
        established under this section shall have an advisory 
        board that shall support the priorities of such center.
          [(2) Duties.--Each advisory board established under 
        paragraph (1) shall advise the comprehensive center--
                  [(A) concerning the activities described in 
                subsection (d);
                  [(B) on strategies for monitoring and 
                addressing the educational needs of the region, 
                on an ongoing basis;
                  [(C) on maintaining a high standard of 
                quality in the performance of the center's 
                activities; and
                  [(D) on carrying out the center's duties in a 
                manner that promotes progress toward improving 
                student academic achievement.
          [(3) Composition.--
                  [(A) In general.--Each advisory board shall 
                be composed of--
                          [(i) the chief State school officers, 
                        or such officers' designees or other 
                        State officials, in each State served 
                        by the comprehensive center who have 
                        primary responsibility under State law 
                        for elementary and secondary education 
                        in the State; and
                          [(ii) not more than 15 other members 
                        who are representative of the 
                        educational interests in the region 
                        served by the comprehensive center and 
                        are selected jointly by the officials 
                        specified in clause (i) and the chief 
                        executive officer of each State served 
                        by the comprehensive center, including 
                        the following:
                                  [(I) Representatives of local 
                                educational agencies and 
                                regional educational agencies, 
                                including representatives of 
                                local educational agencies 
                                serving urban and rural areas.
                                  [(II) Representatives of 
                                institutions of higher 
                                education.
                                  [(III) Parents.
                                  [(IV) Practicing educators, 
                                including classroom teachers, 
                                principals, and administrators.
                                  [(V) Representatives of 
                                business.
                                  [(VI) Policymakers, expert 
                                practitioners, and researchers 
                                with knowledge of, and 
                                experience using, the results 
                                of research, evaluation, and 
                                statistics.
                  [(B) Special rule.--In the case of a State in 
                which the chief executive officer has the 
                primary responsibility under State law for 
                elementary and secondary education in the 
                State, the chief executive officer shall 
                consult, to the extent permitted by State law, 
                with the State educational agency in selecting 
                additional members of the board under 
                subparagraph (A)(i).
  [(h) Report to Secretary.--Each comprehensive center 
established under this section shall submit to the Secretary an 
annual report, at such time, in such manner, and containing 
such information as the Secretary may require, which shall 
include the following:
          [(1) A summary of the comprehensive center's 
        activities during the preceding year.
          [(2) A listing of the States, local educational 
        agencies, and schools the comprehensive center assisted 
        during the preceding year.]
  (f) Comprehensive Center Advisory Board.--A comprehensive 
center established under this section may establish an advisory 
board to support and monitor the priorities and activities of 
such center. An advisory board established under this 
subsection shall coordinate and align its work with the work of 
the regional advisory committee of the region served by such 
center established under section 206.
  (g) Report to the Secretary.--Each comprehensive center 
established under this section shall submit to the Secretary an 
annual report, at such time, in such manner, and containing 
such information as the Secretary may require, which shall 
include the following:
          (1) A summary of the center's activities and products 
        developed during the previous year.
          (2) A listing of the State educational agencies, 
        local educational agencies, and schools the center 
        assisted during the previous year.
          (3) Using the measurable performance indicators 
        established under subsection (b)(3), a description of 
        how well the center is meeting educational needs of the 
        region served by the center.
          (4) Any changes to the center's plan under subsection 
        (c)(2) to improve its activities in the remaining years 
        of the grant, contract, or cooperative agreement.

           *       *       *       *       *       *       *


[SEC. 204. EVALUATIONS.

  [The Secretary shall provide for ongoing independent 
evaluations by the National Center for Education Evaluation and 
Regional Assistance of the comprehensive centers receiving 
assistance under this title, the results of which shall be 
transmitted to the appropriate congressional committees and the 
Director of the Institute of Education Sciences. Such 
evaluations shall include an analysis of the services provided 
under this title, the extent to which each of the comprehensive 
centers meets the objectives of its respective plan, and 
whether such services meet the educational needs of State 
educational agencies, local educational agencies, and schools 
in the region.

[SEC. 205. EXISTING TECHNICAL ASSISTANCE PROVIDERS.

  [The Secretary shall continue awards for the support of the 
Eisenhower Regional Mathematics and Science Education Consortia 
established under part M of the Educational Research, 
Development, Dissemination, and Improvement Act of 1994 (as 
such part existed on the day before the date of enactment of 
this Act), the Regional Technology in Education Consortia under 
section 3141 of the Elementary and Secondary Education Act of 
1965 (as such section existed on the day before the date of 
enactment of the No Child Left Behind Act of 2001 (Public Law 
107-110)), and the Comprehensive Regional Assistance Centers 
established under part K of the Educational Research, 
Development, Dissemination, and Improvement Act of 1994 (as 
such part existed on the day before the date of enactment of 
this Act), in accordance with the terms of such awards, until 
the comprehensive centers authorized under section 203 are 
established.]

SEC. 204. EVALUATIONS.--

  (a) In General.--The Secretary shall--
          (1) provide for ongoing summative and interim 
        evaluations described in subsections (b) and (c), 
        respectively, of each of the comprehensive centers 
        established under this title in carrying out the full 
        range of duties of the center under this title; and
          (2) transmit the results of such evaluations, through 
        appropriate means, to the appropriate congressional 
        committees, the Director of the Institute of Education 
        Sciences, and the public.
  (b) Summative Evaluation.--The Secretary shall ensure each 
comprehensive center established under this title is evaluated 
by an independent entity at the end of the period of the grant, 
contract, or cooperative agreement that established such 
center, which shall--
          (1) be completed in a timely fashion;
          (2) assess how well the center is meeting the 
        measurable performance indicators established under 
        section 203(b)(3); and
          (3) consider the extent to which the center ensures 
        that the technical assistance of such center is 
        relevant and useful to the work of State and local 
        practitioners and policymakers.
  (c) Interim Evaluation.--The Secretary shall ensure that each 
comprehensive center established under this title is evaluated 
at the midpoint of the period of the grant, contract, or 
cooperative agreement that established such center, which 
shall--
          (1) assess how well such center is meeting the 
        measurable performance indicators established under 
        section 203(b)(3); and
          (2) be used to improve the effectiveness of such 
        center in carrying out its plan under section 
        203(c)(2).

SEC. 206. REGIONAL ADVISORY COMMITTEES.

  (a) Establishment.--[Beginning in 2004, the] The Secretary 
shall establish a regional advisory committee for each region 
described in section 174(b) [of the Education Sciences Reform 
Act of 2002].
  (b) Mission.--The mission of each regional advisory committee 
established under subsection (a) shall be to--
          (1) support, strengthen, and, as appropriate, align 
        the work of the regional educational laboratories 
        established under section 174 and the comprehensive 
        centers established under this title; and
          (2) ensure that the regional educational laboratories 
        and comprehensive centers are meeting the needs of 
        their regions.
  (c) Duties.--Each advisory committee established under 
subsection (a) shall--
          (1) conduct, on at least a biennial basis, a needs 
        assessments of the region served by the committee, as 
        described in subsection (e);
          (2) to ensure the activities of the regional 
        educational laboratory and comprehensive centers 
        serving the region of the committee are responsive to 
        the needs of such region, provide ongoing input to the 
        laboratory and centers on planning and carrying out 
        their activities under section 174 and this title, 
        respectively;
          (3) maintain a high standard of quality in the 
        performance of the activities of the laboratory and 
        centers, respectively; and
          (4) support the continuous improvement of the 
        laboratory and centers in the region served by the 
        committee, especially in meeting the measurable 
        performance indicators established under sections 
        174(e)(4) and 203(b)(3), respectively.
  [(b) Membership.--
          [(1) Composition.--The membership of each regional 
        advisory committee shall--
                  [(A) not exceed 25 members;
                  [(B) contain a balanced representation of 
                States in the region; and
                  [(C) include not more than one representative 
                of each State educational agency geographically 
                located in the region.
          [(2) Eligibility.--The membership of each regional 
        advisory committee may include the following:
                  [(A) Representatives of local educational 
                agencies, including rural and urban local 
                educational agencies.
                  [(B) Representatives of institutions of 
                higher education, including individuals 
                representing university-based education 
                research and university-based research on 
                subjects other than education.
                  [(C) Parents.
                  [(D) Practicing educators, including 
                classroom teachers, principals, administrators, 
                school board members, and other local school 
                officials.
                  [(E) Representatives of business.
                  [(F) Researchers.
          [(3) Recommendations.--In choosing individuals for 
        membership on a regional advisory committee, the 
        Secretary shall consult with, and solicit 
        recommendations from, the chief executive officers of 
        States, chief State school officers, and education 
        stakeholders within the applicable region.
          [(4) Special rule.--
                  [(A) Total number.--The total number of 
                members on each committee who are selected 
                under subparagraphs (A), (C), and (D) of 
                paragraph (2), collectively, shall exceed the 
                total number of members who are selected under 
                paragraph (1)(C) and subparagraphs (B), (E), 
                and (F) of paragraph (2), collectively.
                  [(B) Dissolution.--Each regional advisory 
                committee shall be dissolved by the Secretary 
                after submission of such committee's report 
                described in subsection (c)(2) to the 
                Secretary, but each such committee may be 
                reconvened at the discretion of the Secretary.
  [(c) Duties.--Each regional advisory committee shall advise 
the Secretary on the following:
          [(1) An educational needs assessment of its region 
        (using the results of the assessment conducted under 
        subsection (d)), in order to assist in making decisions 
        regarding the regional educational priorities.
          [(2) Not later than 6 months after the committee is 
        first convened, a report based on the assessment 
        conducted under subsection (d).]
  (d) Membership.--
          (1) Composition.--The membership of each regional 
        advisory committee shall--
                  (A) not exceed 25 members;
                  (B) include the chief State school officer, 
                or such officer's designee, or other State 
                official, of States within the region of the 
                committee who have primary responsibility under 
                State law for elementary and secondary 
                education in the State;
                  (C) include representatives of local 
                educational agencies, including rural and urban 
                local educational agencies, that represent the 
                geographic diversity of the region; and
                  (D) include researchers.
          (2) Eligibility.--The membership of each regional 
        advisory committee may include the following:
                  (A) Representatives of institutions of higher 
                education.
                  (B) Parents.
                  (C) Practicing educators, including classroom 
                teachers, school leaders, administrators, 
                school board members, and other local school 
                officials.
                  (D) Representatives of business.
                  (E) Policymakers.
                  (F) Representatives from the regional 
                educational laboratory and comprehensive 
                centers in the region.
          (3) Recommendations.--In choosing individuals for 
        membership on a regional advisory committee, the 
        Secretary shall consult with, and solicit 
        recommendations from, the chief executive officers of 
        States, chief State school officers, local educational 
        agencies, and other education stakeholders within the 
        applicable region.
          (4) Special rule.--The total number of members on 
        each committee who are selected under subparagraphs (B) 
        and (C) of paragraph (1), in the aggregate, shall 
        exceed the total number of members who are selected 
        under paragraph (2), collectively.
  [(d)] (e) Regional Assessments.--Each regional advisory 
committee shall--
          (1) assess, at least on a biennial basis, the 
        educational needs, strengths, and weaknesses within the 
        region to be served;
          (2) in conducting the assessment under paragraph (1), 
        seek input from chief executive officers of States, 
        chief [State school officers, educators, and parents 
        (including through a process of open hearings to 
        solicit the views and needs of schools (including 
        public charter schools), teachers, administrators, 
        members of the regional educational laboratory 
        governing board, parents, local educational agencies, 
        librarians, businesses, State educational agencies, and 
        other customers (such as adult education programs) 
        within the region)] State school officers, local 
        educational agencies, representatives of public charter 
        schools, educators, parents, and others within the 
        region regarding the need for the activities described 
        in section 174 [of the Education Sciences Reform Act of 
        2002 and section 203 of this title] and section 203 and 
        how those needs would be most effectively addressed; 
        [and]
          (3) use available State and local data, consistent 
        with privacy protections under section 183, to 
        determine regional educational needs; and
          [(3)] (4) submit the assessment to the Secretary and 
        to the Director of the Institute of Education Sciences, 
        at such time, in such manner, and containing such 
        information as the Secretary may require.

           *       *       *       *       *       *       *


SEC. 207. PRIORITIES.

  The Director and Secretary shall establish priorities for the 
regional educational laboratories (established under section 
174 [of the Education Sciences Reform Act of 2002]) and 
comprehensive centers (established under section 203 [of this 
title]) [to address, taking onto account], respectively, using 
the results of the regional assessments conducted under section 
206 and other [relevant regional surveys of educational needs, 
to the extent the Secretary deems appropriate] relevant 
regional and national surveys of educational needs.

SEC. 208. GRANT PROGRAM FOR STATEWIDE, LONGITUDINAL DATA SYSTEMS.

  (a) Grants Authorized.--The Secretary is authorized to award 
grants, on a competitive basis, to State educational agencies 
to enable such agencies to design, develop, and implement 
statewide, longitudinal data systems to efficiently and 
accurately manage, analyze, disaggregate, and use individual 
student data, consistent with the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6301 et seq.), the Higher 
Education Act of 1965 (20 U.S.C. 1001 et seq.), and the 
Individuals with Disabilities Education Act (20 U.S.C. 1400 et 
seq.). State educational agencies receiving a grant under this 
section may provide subgrants to local educational agencies to 
improve the capacity of local educational agencies to carry out 
the activities authorized under this section.

           *       *       *       *       *       *       *

  (c) Performance Management.--Before awarding a grant under 
this section, the Secretary shall establish measurable 
performance indicators--
          (1) to be used to assess the ongoing progress and 
        performance of State educational agencies receiving a 
        grant under this section; and
          (2) that address paragraphs (1) through (3) of the 
        performance management system described in section 185.
  [(c)] (d) Awarding of Grants.--In awarding grants under this 
section, the Secretary shall use a peer review process that--
          (1) ensures technical quality (including validity and 
        reliability)[, promotes linkages across States,] and 
        protects student privacy consistent with section 183;
          (2) promotes the generation and accurate and timely 
        use of data that supports school improvement and is 
        needed--
                  (A) for States and local educational agencies 
                to comply with the Elementary and Secondary 
                Education Act of 1965 (20 U.S.C. 6301 et seq.) 
                [and other reporting requirements and close 
                achievement gaps; and], other reporting 
                requirements, close achievement gaps, and 
                improve teaching;
                  (B) to facilitate research to improve student 
                academic achievement [and close achievement 
                gaps], close achievement gaps, and improve 
                teaching; and
                  (C) to align statewide longitudinal data 
                systems from early education through 
                postsecondary education (including pre-service 
                preparation programs), and the workforce, 
                consistent with privacy protections under 
                section 183;
          [(3) gives priority to applications that meet the 
        voluntary standards and guidelines described in section 
        153(a)(5).]
          (3) ensures the protection of student privacy, and 
        includes a review of how State educational agencies, 
        local educational agencies, and others that will have 
        access to the statewide data systems under this section 
        will adhere to Federal privacy laws and protections, 
        consistent with section 183, in the building, 
        maintenance, and use of such data systems;
          (4) ensures State educational agencies receiving a 
        grant under this section support professional 
        development that builds the capacity of teachers and 
        school leaders to use data effectively; and
          (5) gives priority to State educational agencies that 
        leverage the use of longitudinal data systems to 
        improve student achievement and growth, including such 
        State educational agencies that--
                  (A) meet the voluntary standards and 
                guidelines described in section 153(a)(5);
                  (B) define the roles of State educational 
                agencies, local educational agencies, and 
                others in providing timely access to data under 
                the statewide data systems, consistent with 
                privacy protections in section 183; and
                  (C) demonstrate the capacity to share teacher 
                and school leader performance data, including 
                student achievement and growth data, with local 
                educational agencies and teacher and school 
                leader preparation programs.
  [(d)] (e) Supplement Not Supplant.--Funds made available 
under this section shall be used to supplement, and not 
supplant, other State or local funds used for developing State 
data systems.
  (f) Renewal of Awards.--The Secretary may renew a grant 
awarded to a State educational agency under this section for a 
period not to exceed 3 years, if the State educational agency 
has demonstrated progress on the measurable performance 
indicators established under subsection (c).
  [(e) Report.--Not later than 1 year after the date of 
enactment of the Educational Technical Assistance Act of 2002, 
and again 3 years after such date of enactment, the Secretary, 
in consultation with the National Academies Committee on 
National Statistics, shall make publicly available a report on 
the implementation and effectiveness of Federal, State, and 
local efforts related to the goals of this section, including--
          [(1) identifying and analyzing State practices 
        regarding the development and use of statewide, 
        longitudinal data systems;
          [(2) evaluating the ability of such systems to manage 
        individual student data consistent with the Elementary 
        and Secondary Education Act of 1965 (20 U.S.C. 6301 et 
        seq.), promote linkages across States, and protect 
        student privacy consistent with section 183; and
          [(3) identifying best practices and areas for 
        improvement.]
  (g) Reports.--
          (1) First report.--Not later than 1 year after the 
        date of enactment of the Strengthening Education 
        through Research Act, the Secretary shall prepare and 
        make publicly available a report on the implementation 
        and effectiveness of the activities carried out by 
        State educational agencies receiving a grant under this 
        section, including--
                  (A) information on progress in the 
                development and use of statewide longitudinal 
                data systems described in this section;
                  (B) information on best practices and areas 
                for improvement in such development and use; 
                and
                  (C) how the State educational agencies are 
                adhering to Federal privacy laws and 
                protections in the building, maintenance, and 
                use of such data systems.
          (2) Succeeding reports.--Every succeeding 3 years 
        after the report is made publicly available under 
        paragraph (1), the Secretary shall prepare and make 
        publicly available a report on the implementation and 
        effectiveness of the activities carried out by State 
        educational agencies receiving a grant under this 
        section, including--
                  (A) information on the requirements of 
                subparagraphs (A) through (C) of paragraph (1); 
                and
                  (B) the progress, in the aggregate, State 
                educational agencies are making on the 
                measurable performance indicators established 
                under subsection (c).

           *       *       *       *       *       *       *


[SEC. 209. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated to carry out this 
title $80,000,000 for fiscal year 2003 and such sums as may be 
necessary for each of the 5 succeeding fiscal years.]

SEC. 209. AUTHORIZATION OF APPROPRIATIONS.

  There are authorized to be appropriated to carry out this 
title--
          (1) for fiscal year 2015, $82,984,000;
          (2) for fiscal year 2016, $83,149,968;
          (3) for fiscal year 2017, $84,979,268;
          (4) for fiscal year 2018, $87,018,769;
          (5) for fiscal year 2019, $89,368,277; and
          (6) for fiscal year 2020, $90,708,801.

           *       *       *       *       *       *       *


         TITLE III--NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS

SEC. 301. SHORT TITLE.

  This title may be referred to as the ``National Assessment of 
Educational Progress Authorization Act''.

SEC. 302. NATIONAL ASSESSMENT GOVERNING BOARD.

  (a) Establishment.--There is established the National 
Assessment Governing Board (hereafter in this title referred to 
as the ``Assessment Board''), which [shall formulate policy 
guidelines] shall oversee and set policies, in a manner 
consistent with subsection (e) and accepted professional 
standards, for the National Assessment (carried out under 
section 303).
  (b) Membership.--
          (1) Appointment and composition.--The Assessment 
        Board shall be appointed by the Secretary and be 
        composed as follows:
                  (A) * * *

           *       *       *       *       *       *       *

                  (L) Two school [principals] leaders, of whom 
                one shall be an elementary school [principal] 
                leader and one shall be a secondary school 
                [principal] leader.

           *       *       *       *       *       *       *

  (c) Terms.--
          (1) * * *

           *       *       *       *       *       *       *

          [(4) Conforming provision.--Members of the Assessment 
        Board previously granted 3 year terms, whose terms are 
        in effect on the date of enactment of the Department of 
        Education Appropriations Act, 2001, shall have their 
        terms extended by 1 year.]
  (d) Vacancies.--
          (1) In general.--
                  (A) Organizations.--The Secretary shall 
                appoint new members to fill vacancies on the 
                Assessment Board from among individuals who are 
                nominated by the Assessment Board after 
                consultation with organizations representing 
                the type of individuals described in subsection 
                (b)(1) with respect to which the vacancy 
                exists.
                  (B) Nominations.--[Each organization 
                submitting nominations to the Secretary with] 
                With respect to a particular vacancy, the 
                Assessment Board shall nominate for such 
                vacancy six individuals who are qualified by 
                experience or training to fill the particular 
                Assessment Board vacancy.

           *       *       *       *       *       *       *

          (2) Additional nominations.--The Secretary may 
        request [that each organization described in paragraph 
        (1)(A) submit additional nominations] additional 
        nominations from the Assessment Board or each 
        organization described in paragraph (1)(A) if the 
        Secretary determines that none of the individuals 
        nominated by [such organization] the Assessment Board 
        have appropriate knowledge or expertise.
  (e) Duties.--
          (1) In general.--In carrying out its functions under 
        this section the Assessment Board shall--
                  (A) in consultation with the Commissioner for 
                Education Statistics, select the subject areas 
                and grades or ages to be assessed, and 
                determine the year in which such assessments 
                will be conducted (consistent with section 
                303(b));

           *       *       *       *       *       *       *

                  (D) develop a process for review of the 
                assessment which includes the active 
                participation of teachers, school leaders, 
                curriculum specialists, local school 
                administrators, parents, and concerned members 
                of the public;
                  (E) [design] provide input on the methodology 
                of the assessment to ensure that assessment 
                items are valid and reliable, in consultation 
                with appropriate technical experts in 
                measurement and assessment, content and subject 
                matter, sampling, and other technical experts 
                who engage in large scale surveys;

           *       *       *       *       *       *       *

                  (J) provide input to the Director on annual 
                budget requests for the National Assessment of 
                Educational Progress; and
                  [(J) plan and execute the initial public 
                release of] (K) release the initial National 
                Assessment of Educational Progress reports.
        The National Assessment of Educational Progress data 
        shall not be released prior to the release of the 
        reports described in [subparagraph (J)] subparagraph 
        (K).

           *       *       *       *       *       *       *


SEC. 303. NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS.

  (a) Establishment.--The Commissioner for Education Statistics 
shall, [with the advice of the Assessment Board established 
under section 302] in a manner consistent with accepted 
professional standards and the policies set forth by the 
Assessment Board under section 302(a), carry out, through 
grants, contracts, or cooperative agreements with one or more 
qualified organizations, or consortia thereof, a National 
Assessment of Educational Progress, which collectively refers 
to a national assessment, State assessments, and a long-term 
trend assessment in reading and mathematics.
  (b) Purpose; State Assessments.--
          (1) * * *
          (2) Measurement and reporting.--The Commissioner for 
        Education Statistics, in carrying out the measurement 
        and reporting described in paragraph (1), shall--
                  (A) * * *

           *       *       *       *       *       *       *

                  (D) to the extent time and resources allow 
                and consistent with section 302(e)(1)(A), and 
                after the requirements described in 
                subparagraph (B) are implemented and the 
                requirements described in subparagraph (C) are 
                met, conduct additional national assessments 
                and collect and report assessment data, 
                including achievement data trends, in a valid 
                and reliable manner on student academic 
                achievement in grades 4, 8, and 12 in public 
                and private elementary schools and secondary 
                schools in regularly scheduled intervals in 
                additional subject matter, including writing, 
                science, history, geography, civics, economics, 
                foreign languages, and arts, and the trend 
                assessment described in subparagraph (F);

           *       *       *       *       *       *       *

                  (G) include information on special groups, 
                including, whenever feasible, information 
                collected, cross tabulated, compared, and 
                reported by race, ethnicity, socioeconomic 
                status, gender, disability and limited English 
                proficiency; [and]
                  (H) ensure that achievement data are made 
                available on a timely basis following official 
                reporting, in a manner that facilitates further 
                analysis and that includes trend lines[.]; and
                  (I) determine, after taking into account 
                section 302(e)(1)(I), the content of initial 
                and subsequent reports of all assessments 
                authorized under this section and ensure that 
                such reports are valid and reliable.

           *       *       *       *       *       *       *

  (c) Access.--
          (1) * * *
          (2) Complaints.--
                  (A) * * *
                  (B) Forwarding of complaints.--The Assessment 
                Board shall forward such complaints to the 
                Commissioner for Education Statistics, the 
                Secretary [of Education], and the State and 
                local educational agency from within which the 
                complaint originated within 30 days of receipt 
                of such complaint.

           *       *       *       *       *       *       *

                  (D) Report.--The Secretary shall submit a 
                summary report of all complaints received 
                pursuant to subparagraph (A) and responses by 
                the Assessment Board pursuant to subparagraph 
                (C) to the [Chairman of the House] Committee on 
                Education and the Workforce of the House of 
                Representatives, and the [Chairman of the 
                Senate] Committee on Health, Education, Labor, 
                and Pensions of the Senate.

           *       *       *       *       *       *       *

  (d) Participation.--
          (1) Voluntary participation.--Participation in any 
        assessment authorized under this section shall be 
        voluntary for students, schools, and local educational 
        agencies, except as required under section 
        1112(b)(1)(F) of the Elementary and Secondary Education 
        Act of 1965 (20 U.S.C. 6312(b)(1)(F)).

           *       *       *       *       *       *       *

  (e) Student Achievement Levels.--
          (1) Achievement levels.--The Assessment Board shall 
        develop appropriate student achievement levels for each 
        grade [or age] in each subject area to be tested under 
        assessments authorized under this section, except the 
        trend assessment described in subsection (b)(2)(F).
          (2) Determination of levels.--
                  (A) In general.--Such levels [shall--
                          [(i) be] shall be determined by--
                          [(I)] (i) identifying the knowledge 
                        that can be measured and verified 
                        objectively using widely accepted 
                        professional assessment standards; and
                          [(II)] (ii) developing achievement 
                        levels that are consistent with 
                        relevant widely accepted professional 
                        assessment standards and based on the 
                        appropriate level of subject matter 
                        knowledge for grade levels to be 
                        assessed[, or the age of the students, 
                        as the case may be].
                  (B) National consensus approach.--[After the 
                determinations described in subparagraph (A), 
                devising] The Assessment Board shall, in making 
                the determination described in subparagraph 
                (A), use a national consensus approach, 
                providing for the active participation of 
                teachers, school leaders, curriculum 
                specialists, local school administrators, 
                parents, and concerned members of the general 
                public.

           *       *       *       *       *       *       *

                  (D) Status.--The Commissioner for Education 
                Statistics and the Assessment Board shall 
                ensure that reports using such levels on a 
                trial basis do so in a manner that makes clear 
                the status of such levels.

           *       *       *       *       *       *       *

  (g) Coverage Agreements.--
          (1) * * *
          (2) Bureau of indian [affairs]  education schools.--
        The Secretary and the Secretary of the Interior may 
        enter into an agreement, including such terms as are 
        mutually satisfactory, to include in the National 
        Assessment schools for Indian children operated or 
        supported by the Bureau of Indian [Affairs] Education.

SEC. 304. DEFINITIONS.

   In this title:
          (1) In general.--The terms ``elementary school'', 
        ``local educational agency'', and ``secondary school'' 
        have the meanings given those terms in section 9101 of 
        the Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 7801).
          [(1)] (2) Director.--The term ``Director'' means the 
        Director of the Institute of Education Sciences.
          (3) School leader.--The term ``school leader'' has 
        the meaning given the term in section 102.
          (4) Secretary.--The term ``Secretary'' means the 
        Secretary of Education.
          [(2)] (5) State.--The term ``State'' means each of 
        the 50 States, the District of Columbia, and the 
        Commonwealth of Puerto Rico.

SEC. 305. AUTHORIZATION OF APPROPRIATIONS.

  [(a) In General.--There are authorized to be appropriated--
          [(1) for fiscal year 2003--
                  [(A) $4,600,000 to carry out section 302, as 
                amended by section 401 of this Act (relating to 
                the National Assessment Governing Board); and
                  [(B) $107,500,000 to carry out section 303, 
                as amended by section 401 of this Act (relating 
                to the National Assessment of Educational 
                Progress); and
          [(2) such sums as may be necessary for each of the 5 
        succeeding fiscal years to carry out sections 302 and 
        303, as amended by section 401 of this Act.]
  (a) In General.--There are authorized to be appropriated--
          (1) for fiscal year 2015--
                  (A) $8,235,000 to carry out section 302 
                (relating to the National Assessment Governing 
                Board); and
                  (B) $132,000,000 to carry out section 303 
                (relating to the National Assessment of 
                Educational Progress);
          (2) for fiscal year 2016--
                  (A) $8,251,470 to carry out section 302 
                (relating to the National Assessment Governing 
                Board); and
                  (B) $132,264,000 to carry out section 303 
                (relating to the National Assessment of 
                Educational Progress);
          (3) for fiscal year 2017--
                  (A) $8,433,002 to carry out section 302 
                (relating to the National Assessment Governing 
                Board); and
                  (B) $135,173,808 to carry out section 303 
                (relating to the National Assessment of 
                Educational Progress);
          (4) for fiscal year 2018--
                  (A) $8,635,395 to carry out section 302 
                (relating to the National Assessment Governing 
                Board); and
                  (B) $138,417,979 to carry out section 303 
                (relating to the National Assessment of 
                Educational Progress);
          (5) for fiscal year 2019--
                  (A) $8,868,550 to carry out section 302 
                (relating to the National Assessment Governing 
                Board); and
                  (B) $142,155,266 to carry out section 303 
                (relating to the National Assessment of 
                Educational Progress); and
          (6) for fiscal year 2020--
                  (A) $9,001,578 to carry out section 302 
                (relating to the National Assessment Governing 
                Board); and
                  (B) $144,287,595 to carry out section 303 
                (relating to the National Assessment of 
                Educational Progress).

           *       *       *       *       *       *       *