“To create a grant program to support the development of innovative learning models, and for other purposes.”
No CRS summary available for this bill.
This section states the purposes of the Act, which are to (1) ensure that the Institute for Education Sciences supports the development and adoption of innovative learning models through research, data collection and dissemination, and policy recommendations on barriers; (2) invest in the development of innovative learning models and the organizational capacity of their providers; and (3) support adoption of such models by states, local school districts, schools, and school communities.
This section defines terms for purposes of the Act, including "Department" (i.e., Department of Education), "Director" (i.e., Director of the Institute of Education Sciences), various terms given their meanings in section 8101 of the Elementary and Secondary Education Act of 1965 (i.e., elementary school, high school, local educational agency, outlying area, poverty line, secondary school, State, and State educational agency), "evidence-based" (i.e., for an innovative learning model, demonstrating statistically significant effects or a research-based rationale), "innovative learning model" (i.e., a comprehensive, interconnected program of tools, instructional practices, and designs for student learning that schools may adopt), and "innovative learning model provider" (i.e., an organization designing such models and partnering with schools while sharing accountability for student outcomes).
This section authorizes the Director to award competitive development grants, from amounts reserved under section 104(c)(1), and research grants, from amounts reserved under section 104(c)(2), to eligible entities (i.e., innovative learning model providers, as defined in section 3) for creating, developing, implementing, replicating, or scaling entrepreneurial and evidence-based innovative learning models to improve student outcomes. Development grants support (1) early-phase activities (development, implementation, and feasibility testing of promising models); (2) mid-phase activities (implementation and rigorous evaluation of proven models, including impact and cost effectiveness); and (3) expansion activities (implementation, replication, and evaluation to confirm sustained impacts and effectiveness for subgroups of students); research grants support high-quality studies of existing models or evaluations of grant-developed models. The section prioritizes early-phase development grants; requires grants to meet high standards of quality, data privacy, and neutrality; ensures sufficient size, scope, and duration (not more than six years); establishes a peer review process with practitioners and experts; permits a training and fellowship program using technical assistance funds; requires funds to supplement, not supplant, other federal or state funds; and clarifies that randomized control trials are not required to measure model impacts.
This section establishes reporting and evaluation requirements for the grant program. It requires each eligible entity to submit to the Director a summary of grant-assisted activities not later than two years after grant receipt and annually thereafter; directs the Director to submit to Congress and publicly release an annual report on program implementation, including recipient information (e.g., application details, activity summaries, and award amounts), student outcomes from innovative learning models, and recommendations on federal policy barriers; and requires the Director to conduct and publicly release an independent evaluation of program effectiveness using funds reserved under section 104(b)(1). It further requires public availability of all reports and evaluations while prohibiting disclosure of personally identifiable information.
This section authorizes appropriations of such sums as necessary to carry out this title for FY2026 through FY2035 and establishes reservations and allotments of appropriated funds as follows: (1) up to 1% for evaluations required under section 204(c); (2) up to 1% for technical assistance to eligible entities (e.g., pre-application workshops, web-based seminars, evaluation support) and dissemination of best practices on innovative learning models; with the remainder allotted such that at least 93% is for grants under section 103(a)(1) and at least 5% is for grants under section 103(a)(2).
This section states the purpose of this title as providing grants to state educational agencies and subgrants to local educational agencies to increase the adoption and expansion of innovative learning models in elementary and secondary schools.
This section establishes formula grants to states from funds appropriated under section 205 to support state-level activities designed to improve student achievement and innovative learning models in schools. From such funds, the Secretary reserves 0.5% for outlying areas (based on relative need) and 0.5% for Bureau of Indian Education schools. Remaining funds are allotted to states as (1) 20% pro rata according to the state's share of the population aged 5 through 17 and (2) 80% pro rata according to such population living in poverty (using most recent satisfactory data), subject to a minimum allotment of 0.5% of total post-reservation funds, ratable reductions if funds are insufficient, and reallotment of unused amounts. To receive funds, a state must submit a plan describing intended uses, expected student achievement gains, collaboration with local educational agencies (LEAs) and communities on innovative models, and assurances of resource coordination, monitoring and technical assistance, and equitable access compliant with federal civil rights laws. A state must reserve at least 95% of its allotment for subgrants to LEAs under section 203, may use up to 1% for administration, and may use the remainder for state activities such as monitoring and capacity building for LEAs, removing state barriers to innovative models, and supporting LEA adoption of such models. The section prohibits federal mandates, directives, or incentives regarding specific learning models, curricula, or instructional programs and requires funds to supplement, not supplant, other federal or state funds.
This section requires states to subgrant funds reserved under section 202(d)(1) to eligible local educational agencies (LEAs) using an allocation formula that distributes 20% based on the total number of individuals ages 5 through 17 served by each LEA and 80% based on the number of such individuals living in poverty (with a minimum allocation of $10,000 per LEA and ratable reductions if funds are insufficient); permits LEAs to reserve up to 1% of allotments for direct administrative costs; and requires LEAs to submit applications describing proposed activities, prioritization of funds for schools implementing comprehensive support and improvement activities or targeted support and improvement activities under ESEA section 1111(d), use of data and stakeholder consultation to improve activities, and collaboration with teachers, principals, paraprofessionals, and other stakeholders. LEAs must use subgrant funds to develop, implement, select, and evaluate innovative learning models addressing the needs of all students—including children with disabilities, English learners, gifted and talented students, and at-risk students—which may be carried out through grants or contracts with for-profit or nonprofit entities or in partnership with institutions of higher education or Indian Tribes or Tribal organizations. Funds must supplement, not supplant, other federal, state, or local funds.
This section establishes reporting and evaluation requirements for the program under this title, including (1) annual reports from each state educational agency (SEA) to the Secretary describing grant fund uses and other required information, annual reports from each local educational agency (LEA) to its SEA on the same, public availability of the reports, and privacy protections; (2) annual reports from the Secretary to Congress on program implementation, including information from state applications, state and outlying area allotments, and student academic and growth data from participating schools; and (3) authority for the Secretary to reserve up to 1% of title funds for technical assistance and an independent evaluation measuring the program's effectiveness and individual learning models in improving student academic achievement and growth.