20 U.S.C. § 7515
The Secretary is authorized to make direct grants to, or enter into contracts with-
to carry out programs that meet the purposes of this part.
In awarding grants or contracts to carry out activities described in paragraph (3), the Secretary shall give priority to entities proposing projects that are designed to address-
Activities provided through programs carried out under this part may include-
Not more than 5 percent of funds provided to a recipient of a grant or contract under subsection (a) for any fiscal year may be used for administrative purposes.
There are authorized to be appropriated to carry out this section and section 7514 of this title $32,397,000 for each of fiscal years 2017 through 2020.
Of the funds appropriated under this subsection, the Secretary shall reserve $500,000 for each of fiscal years 2017 through 2020 to make a direct grant to the Education Council to carry out section 7514 of this title.
Funds appropriated under this subsection shall remain available until expended.
20 U.S.C. § 7515
EDITORIAL NOTES
REFERENCES IN TEXTThe Individuals with Disabilities Education Act, referred to in subsec. (a)(3)(D)(iii), is title VI of Pub. L. 91-230, Apr. 13, 1970, 84 Stat. 175, which is classified generally to chapter 33 (§1400 et seq.) of this title. For complete classification of this Act to the Code, see section 1400 of this title and Tables.
PRIOR PROVISIONSA prior section 7515, Pub. L. 89-10, title VII, §7205, as added Pub. L. 103-382, title I, §101, Oct. 20, 1994, 108 Stat. 3738, related to elementary school foreign language incentive program, prior to the general amendment of former subchapter VII of this chapter by Pub. L. 107-110.
AMENDMENTS2015-Subsec. (a)(1)(D), (E). Pub. L. 114-95, §6003(c)(1)(A), added subpar. (D) and redesignated former subpar. (D) as (E).Subsec. (a)(3)(C). Pub. L. 114-95, §6003(c)(1)(B)(i), substituted "grade 3" for "third grade" and "grades 5 and 6" for "fifth and sixth grade".Subsec. (a)(3)(D)(ii). Pub. L. 114-95, §6003(c)(1)(B)(ii), substituted "of such students" for "of those students".Subsec. (a)(3)(E)(ii). Pub. L. 114-95, §6003(c)(1)(B)(iii), substituted "educational progress of such students" for "students' educational progress".Subsec. (a)(3)(G)(ii). Pub. L. 114-95, §6003(c)(1)(B)(iv), substituted "high concentrations of Native Hawaiian students to meet the unique needs of such students; and" for "concentrations of Native Hawaiian students to meet those students' unique needs; and".Subsec. (a)(3)(H). Pub. L. 114-95, §6003(c)(1)(B)(v)(I), substituted "students, parents, families," for "families" in introductory provisions.Subsec. (a)(3)(H)(i). Pub. L. 114-95, §6003(c)(1)(B)(v)(II), substituted "early childhood education programs" for "preschool programs".Subsec. (a)(3)(H)(ii). Pub. L. 114-95, §6003(c)(1)(B)(v)(III), added cl. (ii) and struck out former cl. (ii) which read as follows: "after-school programs;".Subsec. (a)(3)(H)(iii). Pub. L. 114-95, §6003(c)(1)(B)(v)(IV), substituted "career and technical education programs" for "vocational and adult education programs". Subsec. (a)(3)(I). Pub. L. 114-95, §6003(c)(1)(B)(vi), added cls. (i) and (ii) and struck out former cls. (i) to (v) which read as follows:"(i) provision of full or partial scholarships for undergraduate or graduate study that are awarded to students based on their academic promise and financial need, with a priority, at the graduate level, given to students entering professions in which Native Hawaiians are underrepresented;"(ii) family literacy services; "(iii) counseling and support services for students receiving scholarship assistance;"(iv) counseling and guidance for Native Hawaiian secondary students who have the potential to receive scholarships; and"(v) faculty development activities designed to promote the matriculation of Native Hawaiian students;". Subsec. (a)(4). Pub. L. 114-95, §6003(c)(1)(C), struck out par. (4). Text read as follows:"(A) INSTITUTIONS OUTSIDE HAWAII.-The Secretary shall not establish a policy under this section that prevents a Native Hawaiian student enrolled at a 2- or 4-year degree granting institution of higher education outside of the State of Hawaii from receiving a scholarship pursuant to paragraph (3)(I)."(B) SCHOLARSHIP CONDITIONS.-The Secretary shall establish conditions for receipt of a scholarship awarded under paragraph (3)(I). The conditions shall require that an individual seeking such a scholarship enter into a contract to provide professional services, either during the scholarship period or upon completion of a program of postsecondary education, to the Native Hawaiian community."Subsec. (c)(1). Pub. L. 114-95, §6003(c)(2)(A), substituted "$32,397,000 for each of fiscal years 2017 through 2020" for "such sums as may be necessary for fiscal year 2002 and each of the 5 succeeding fiscal years". Pub. L. 114-95, §6001(b)(10)(A), made technical amendment to reference in original act which appears in text as reference to section 7514 of this title. Subsec. (c)(2). Pub. L. 114-95, §6003(c)(2)(B), substituted "for each of fiscal years 2017 through 2020" for "for fiscal year 2002 and each of the 5 succeeding fiscal years". Pub. L. 114-95, §6001(b)(10)(B), made technical amendment to reference in original act which appears in text as reference to section 7514 of this title.
STATUTORY NOTES AND RELATED SUBSIDIARIES
EFFECTIVE DATE OF 2015 AMENDMENT Amendment by Pub. L. 114-95 effective Dec. 10, 2015, except with respect to certain noncompetitive programs and competitive programs, see section 5 of Pub. L. 114-95 set out as a note under section 6301 of this title.
- Secretary
- The term "Secretary" means the Secretary of Education.
- State
- The term "State" means each of the 50 States, the District of Columbia, the Commonwealth of Puerto Rico, and each of the outlying areas.
- elementary school
- The term "elementary school" means a nonprofit institutional day or residential school, including a public elementary charter school, that provides elementary education, as determined under State law.
- expanded learning time
- The term "expanded learning time" means using a longer school day, week, or year schedule to significantly increase the total number of school hours, in order to include additional time for-(A) activities and instruction for enrichment as part of a well-rounded education; and(B) instructional and support staff to collaborate, plan, and engage in professional development (including professional development on family and community engagement) within and across grades and subjects.
- family literacy services
- The term "family literacy services" means services provided to participants on a voluntary basis that are of sufficient intensity in terms of hours, and of sufficient duration, to make sustainable changes in a family, and that integrate all of the following activities:(A) Interactive literacy activities between parents and their children.(B) Training for parents regarding how to be the primary teacher for their children and full partners in the education of their children.(C) Parent literacy training that leads to economic self-sufficiency.(D) An age-appropriate education to prepare children for success in school and life experiences.
- professional development
- The term "professional development" means activities that-(A) are an integral part of school and local educational agency strategies for providing educators (including teachers, principals, other school leaders, specialized instructional support personnel, paraprofessionals, and, as applicable, early childhood educators) with the knowledge and skills necessary to enable students to succeed in a well-rounded education and to meet the challenging State academic standards; and(B) are sustained (not stand-alone, 1-day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused, and may include activities that-(i) improve and increase teachers'-(I) knowledge of the academic subjects the teachers teach;(II) understanding of how students learn; and(III) ability to analyze student work and achievement from multiple sources, including how to adjust instructional strategies, assessments, and materials based on such analysis;(ii) are an integral part of broad schoolwide and districtwide educational improvement plans;(iii) allow personalized plans for each educator to address the educator's specific needs identified in observation or other feedback;(iv) improve classroom management skills;(v) support the recruitment, hiring, and training of effective teachers, including teachers who became certified through State and local alternative routes to certification;(vi) advance teacher understanding of-(I) effective instructional strategies that are evidence-based; and(II) strategies for improving student academic achievement or substantially increasing the knowledge and teaching skills of teachers;(vii) are aligned with, and directly related to, academic goals of the school or local educational agency;(viii) are developed with extensive participation of teachers, principals, other school leaders, parents, representatives of Indian tribes (as applicable), and administrators of schools to be served under this chapter;(ix) are designed to give teachers of English learners, and other teachers and instructional staff, the knowledge and skills to provide instruction and appropriate language and academic support services to those children, including the appropriate use of curricula and assessments;(x) to the extent appropriate, provide training for teachers, principals, and other school leaders in the use of technology (including education about the harms of copyright piracy), so that technology and technology applications are effectively used in the classroom to improve teaching and learning in the curricula and academic subjects in which the teachers teach;(xi) as a whole, are regularly evaluated for their impact on increased teacher effectiveness and improved student academic achievement, with the findings of the evaluations used to improve the quality of professional development;(xii) are designed to give teachers of children with disabilities or children with developmental delays, and other teachers and instructional staff, the knowledge and skills to provide instruction and academic support services, to those children, including positive behavioral interventions and supports, multi-tier system of supports, and use of accommodations;(xiii) include instruction in the use of data and assessments to inform and instruct classroom practice;(xiv) include instruction in ways that teachers, principals, other school leaders, specialized instructional support personnel, and school administrators may work more effectively with parents and families;(xv) involve the forming of partnerships with institutions of higher education, including, as applicable, Tribal Colleges and Universities as defined in section 316(b) of the Higher Education Act of 1965 ( 20 U.S.C. 1059c(b) ), to establish school-based teacher, principal, and other school leader training programs that provide prospective teachers, novice teachers, principals, and other school leaders with an opportunity to work under the guidance of experienced teachers, principals, other school leaders, and faculty of such institutions;(xvi) create programs to enable paraprofessionals (assisting teachers employed by a local educational agency receiving assistance under part A of subchapter I) to obtain the education necessary for those paraprofessionals to become certified and licensed teachers;(xvii) provide follow-up training to teachers who have participated in activities described in this paragraph that are designed to ensure that the knowledge and skills learned by the teachers are implemented in the classroom; and(xviii) where practicable, provide jointly for school staff and other early childhood education program providers, to address the transition to elementary school, including issues related to school readiness.