Increasing Student Achievement by Increasing Student Support Act
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Transcript of Increasing Student Achievement by Increasing Student Support Act
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ROM14364 S.L.C.
113TH CONGRESS2D SESSION S.
llTo increase the recruitment and retention of school counselors, school social
workers, and school psychologists by low-income local educational agencies.
IN THE SENATE OF THE UNITED STATES
llllllllll
introduced the following bill; which was read twiceand referred to the Committee onllllllllll
A BILL
To increase the recruitment and retention of school coun-
selors, school social workers, and school psychologists
by low-income local educational agencies.
Be it enacted by the Senate and House of Representa-1
tives of the United States of America in Congress assembled,2
SECTION 1. SHORT TITLE.3
This Act may be cited as the Increasing Student4
Achievement by Increasing Student Support Act.5
SEC. 2. FINDINGS.6
Congress finds the following:7
(1) Research shows that socioeconomic status8
and family background characteristics are highly9
correlated with educational outcomes, with a con-10
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centration of low-performing schools in low-income1
and under-served communities.2
(2) Teachers cite poor working conditions, stu-3
dent behavior, lack of student motivation, and lack4
of administrative support as key reasons why they5
choose to leave the teaching profession.6
(3) Teachers and principals working for low-in-7
come local educational agencies are increasingly8
tasked with addressing not only the academic needs9
of a child, but also the social, emotional, and behav-10
ioral needs of a child that require the services of a11
school counselor, school social worker, and school12
psychologist, and these needs often interfere with de-13
livering quality instruction and raising student14
achievement.15
(4) Only 16 percent of children who need men-16
tal health services receive such services. 70 to 8017
percent of these children access mental health serv-18
ices at school.19
(5) Students are more likely to seek help when20
they need it if school-based mental health services21
are available.22
(6) Rates of abuse and neglect of young chil-23
dren in military families have doubled with the in-24
creased military involvement of the United States25
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ROM14364 S.L.C.
abroad since October 2002; likewise, adolescents1
with deployed parents report increased perceptions2
of uncertainty and loss, role ambiguity, negative3
changes in mental and behavioral health, and in-4
creased relationship conflict, raising concerns about5
the impact of deployment on military personnel and6
their families and whether schools that serve a large7
number of children with deployed parents have suffi-8
cient staff and expertise to meet these challenges.9
(7) Children of military families in rural com-10
munities are often geographically isolated, and11
schools that were already experiencing understaffing12
of school counselors, school social workers, and13
school psychologists face even greater challenges14
meeting the increased needs of students enduring15
the stress that comes along with having a deployed16
parent or parents.17
(8) Schools served by low-income local edu-18
cational agencies suffer disproportionately from a19
lack of services, with many schools sharing a single20
school counselor, school social worker, or school psy-21
chologist with neighboring schools.22
(9) Too few school counselors, school social23
workers, and school psychologists per student means24
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that such personnel are often unable to effectively1
address the needs of students.2
(10) The American School Counselor Associa-3
tion and American Counseling Association rec-4
ommend having at least 1 school counselor for every5
250 students.6
(11) The School Social Work Association of7
America recommends having at least 1 school social8
worker for every 400 students.9
(12) The National Association of School Psy-10
chologists recommends having at least 1 school psy-11
chologist for every 500700 students.12
(13) Recent research of victimization of chil-13
dren ages 2 to 17 suggests that more than one-half14
of the children experienced a physical assault in the15
study year. More than 1 in 4 experienced a property16
offense, more than 1 in 8 experienced a form of17
child maltreatment, 1 in 12 experienced a sexual vic-18
timization, and more than 1 in 3 had been a witness19
to violence or experienced another form of indirect20
victimization. Only 29 percent of the children had no21
direct or indirect victimization.22
(14) Principals and teachers see signs of trau-23
ma-related stress in many students including hostile24
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outbursts, sliding grades, poor test performance, and1
the inability to pay attention.2
(15) There were more than 423,000 children in3
foster care in 2009, and studies have revealed these4
children to have higher rates of placement in special5
education, dropping out of school, discipline prob-6
lems, and poorer academic skills than their non-fos-7
ter care peers.8
SEC. 3. PURPOSE.9
The purpose of this Act is to increase the recruitment10
and retention of school counselors, school social workers,11
and school psychologists by low-income local educational12
agencies in order to13
(1) support all students who are at risk of neg-14
ative educational outcomes;15
(2) improve student achievement, which may be16
measured by growth in academic achievement on17
tests required by the applicable State educational18
agency, persistence rates, graduation rates, and19
other appropriate measures;20
(3) improve retention of teachers who are high-21
ly qualified;22
(4) increase and improve outreach and collabo-23
ration between school counselors, school social work-24
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ers, and school psychologists and parents and fami-1
lies served by low-income local educational agencies;2
(5) increase and improve collaboration among3
teachers, principals, school counselors, school social4
workers, and school psychologists and improve pro-5
fessional development opportunities for teachers and6
principals in the area of strategies related to improv-7
ing classroom climate and classroom management;8
and9
(6) improve working conditions for all school10
personnel.11
SEC. 4. GRANT PROGRAM TO INCREASE THE NUMBER OF12
SCHOOL COUNSELORS, SCHOOL SOCIAL13
WORKERS, AND SCHOOL PSYCHOLOGISTS EM-14
PLOYED BY LOW-INCOME LOCAL EDU-15
CATIONAL AGENCIES.16
(a) GRANT PROGRAM AUTHORIZED.The Secretary17
of Education shall award grants on a competitive basis18
to eligible partnerships that receive recommendations from19
the peer review panel established under subsection (d), to20
enable such partnerships to carry out pipeline programs21
to increase the number of school counselors, school social22
workers, and school psychologists employed by low-income23
local educational agencies by carrying out any of the ac-24
tivities described by subsection (g).25
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(b) GRANT PERIOD.A grant awarded under this1
section shall be for a 5-year period and may be renewed2
for additional 5-year periods upon a showing of adequate3
progress, as the Secretary determines appropriate.4
(c) APPLICATION.To be eligible to receive a grant5
under this section, an eligible graduate institution, on be-6
half of an eligible partnership, shall submit to the Sec-7
retary a grant application, including8
(1) an assessment of the existing ratios of9
school counselors, school social workers, and school10
psychologists to students enrolled in schools in each11
low-income local educational agency that is part of12
the eligible partnership; and13
(2) a detailed description of14
(A) a plan to carry out a pipeline program15
to train, place, and retain school counselors,16
school social workers, or school psychologists, or17
any combination thereof, as applicable, in low-18
income local educational agencies; and19
(B) the proposed allocation and use of20
grant funds to carry out activities described by21
subsection (g).22
(d) PEER REVIEW PANEL.23
(1) ESTABLISHMENT OF PANEL.The Sec-24
retary shall establish a peer review panel to evaluate25
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applications for grants under subsection (c) and1
make recommendations to the Secretary regarding2
such applications.3
(2) EVALUATION OF APPLICATIONS.In mak-4
ing its recommendations, the peer review panel shall5
take into account the purpose of this Act and the6
application requirements under subsection (c), in-7
cluding the quality of the proposed pipeline program.8
(3) RECOMMENDATION OF PANEL.The Sec-9
retary may award grants under this section only to10
eligible partnerships whose applications receive a11
recommendation from the peer review panel.12
(4) MEMBERSHIP OF PANEL.13
(A) IN GENERAL.The peer review panel14
shall include at a minimum the following mem-15
bers:16
(i) One clinical, tenured, or tenure17
track faculty member at an institution of18
higher education with a current appoint-19
ment to teach courses in the subject area20
of school counselor education.21
(ii) One clinical, tenured, or tenure22
track faculty member at an institution of23
higher education with a current appoint-24
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ment to teach courses in the subject area1
of school social worker education.2
(iii) One clinical, tenured, or tenure3
track faculty member at an institution of4
higher education with a current appoint-5
ment to teach courses in the subject area6
of school psychology education.7
(iv) One clinical, tenured, or tenure8
track faculty member at an institution of9
higher education with a current appoint-10
ment to teach courses in the subject area11
of teacher education.12
(v) One individual with expertise in13
school counseling who works or has worked14
in public schools.15
(vi) One individual with expertise in16
school social work who works or has17
worked in public schools.18
(vii) One individual with expertise in19
school psychology who works or has20
worked in public schools.21
(viii) One administrator who works or22
has worked for a low-income local edu-23
cational agency.24
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cy and eligible partnerships that include a rural low-1
income local educational agency, with, at a min-2
imum, a percentage of the funds, equal to the per-3
centage of low-income children in the United States4
who are served by rural local educational agencies5
(based on the Small Area Income and Poverty Esti-6
mates of the Bureau of Census, for the most recent7
year such information is available), awarded to eligi-8
ble partnerships that include a rural low-income9
local educational agency.10
(f) PRIORITY.The Secretary shall give priority to11
eligible partnerships that12
(1) propose to use the grant funds to carry out13
the activities described under paragraphs (1)14
through (3) of subsection (g) in schools that have15
higher numbers or percentages of low-income stu-16
dents and students not meeting the proficient level17
of achievement (as described by section 1111 of the18
Elementary and Secondary Education Act of 196519
(20 U.S.C. 6311)) in comparison to other schools20
that are served by the low-income local educational21
agency that is part of the eligible partnership;22
(2) include 1 or more low-income local edu-23
cational agencies that have fewer school counselors,24
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school social workers, and school psychologists per1
student than other eligible partnerships;2
(3) include 1 or more eligible graduate institu-3
tions that offer graduate programs in the greatest4
number of the following areas:5
(A) school counseling;6
(B) school social work; and7
(C) school psychology; and8
(4) propose to collaborate with other institu-9
tions of higher education with similar programs, in-10
cluding sharing facilities, faculty members, and ad-11
ministrative costs.12
(g) USE OF GRANT FUNDS.Grant funds awarded13
under this section may be used14
(1) to pay the administrative costs (including15
supplies, office and classroom space, supervision,16
mentoring, and transportation stipends as necessary17
and appropriate) related to18
(A) having graduate students of school19
counseling, school social work, and school psy-20
chology placed in schools served by partici-21
pating low-income local educational agencies to22
complete required field work, credit hours, in-23
ternships, or related training as applicable for24
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the degree, license, or credential program of1
each such student; and2
(B) offering required graduate course work3
for graduate students of school counseling,4
school social work, and school psychology on the5
site of a participating low-income local edu-6
cational agency;7
(2) for not more than the first 3 years after8
participating graduates receive a masters or other9
graduate degree or obtain a State license or creden-10
tial in school counseling, school social work, or11
school psychology, to hire and pay all or part of the12
salaries of such participating graduates to work as13
school counselors, school social workers, and school14
psychologists in schools served by participating low-15
income local educational agencies;16
(3) to increase the number of school counselors,17
school social workers, and school psychologists per18
student in schools served by participating low-income19
local educational agencies to work towards the stu-20
dent support personnel target ratios;21
(4) to recruit, hire, and retain culturally or lin-22
guistically under-represented graduate students in23
school counseling, school social work, and school psy-24
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chology for placement in schools served by partici-1
pating low-income educational agencies;2
(5) to recruit, hire, and pay faculty as nec-3
essary to increase the capacity of a participating eli-4
gible graduate institution to train graduate students5
in the fields of school counseling, school social work,6
and school psychology;7
(6) to develop coursework that will8
(A) encourage a commitment by graduate9
students in school counseling, school social10
work, or school psychology to work for low-in-11
come local educational agencies;12
(B) give participating graduates the knowl-13
edge and skill sets necessary to meet the needs14
of15
(i) students and families served by16
low-income local educational agencies; and17
(ii) teachers, administrators, and18
other staff who work for low-income local19
educational agencies;20
(C) enable participating graduates to meet21
the unique needs of students at-risk of negative22
educational outcomes, including students who23
(i) are English language learners;24
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(viii) are foster care youth, youth1
aging out of foster care, or former foster2
youth; and3
(D) utilize best practices determined by the4
American School Counselor Association, Na-5
tional Association of Social Workers, School So-6
cial Work Association of America, and National7
Association of School Psychologists;8
(7) to provide tuition credits to graduate stu-9
dents participating in the program;10
(8) for student loan forgiveness for partici-11
pating graduates who are employed as school coun-12
selors, school social workers, or school psychologists13
by participating low-income local educational agen-14
cies for a minimum of 5 consecutive years; and15
(9) for similar activities to fulfill the purpose of16
this Act, as the Secretary determines appropriate.17
(h) SUPPLEMENT NOT SUPPLANT.Funds made18
available under this section shall be used to supplement,19
not supplant, other Federal, State, or local funds for the20
activities described in subsection (g).21
(i) REPORTING REQUIREMENTS.Each eligible part-22
nership that receives a grant under this section shall sub-23
mit an annual report to the Secretary on the progress of24
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such partnership in carrying out the purpose of this Act.1
Such report shall include a description of2
(1) actual service delivery provided through3
grant funds, including4
(A) characteristics of the participating eli-5
gible graduate institution, including descriptive6
information on the model used and actual pro-7
gram performance;8
(B) characteristics of graduate students9
participating in the program, including per-10
formance on any tests required by the State11
educational agency for credentialing or licens-12
ing, demographic characteristics, and graduate13
student retention rates;14
(C) characteristics of students of the par-15
ticipating low-income local educational agency,16
including performance on any tests required by17
the State educational agency, demographic18
characteristics, and promotion, persistence, and19
graduation rates, as appropriate;20
(D) an estimate of the annual implementa-21
tion costs of the program; and22
(E) the numbers of students, schools, and23
graduate students participating in the program;24
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(2) outcomes that are consistent with the pur-1
pose of the grant program, including2
(A) internship and post-graduation place-3
ment;4
(B) graduation and professional career5
readiness indicators; and6
(C) characteristics of the participating low-7
income local educational agency, including8
changes in hiring and retention of highly quali-9
fied teachers and school counselors, school psy-10
chologists, and school social workers;11
(3) the instruction, materials, and activities12
being funded under the grant program; and13
(4) the effectiveness of any training and ongo-14
ing professional development provided15
(A) to students and faculty in the appro-16
priate departments or schools of the partici-17
pating eligible graduate institution;18
(B) to the faculty, administration, and19
staff of the participating low-income local edu-20
cational agency; and21
(C) to the broader community of providers22
of social, emotional, behavioral, and related23
support to students and to those who train such24
providers.25
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(j) EVALUATIONS.1
(1) INTERIM EVALUATIONS.The Secretary2
may conduct interim evaluations to determine3
whether each eligible partnership receiving a grant is4
making adequate progress as the Secretary considers5
appropriate. The contents of the annual report sub-6
mitted to the Secretary under subsection (i) may be7
used by the Secretary to determine whether an eligi-8
ble partnership receiving a grant is demonstrating9
adequate progress.10
(2) FINAL EVALUATION.The Secretary shall11
conduct a final evaluation to12
(A) determine the effectiveness of the13
grant program in carrying out the purpose of14
this Act; and15
(B) compare the relative effectiveness of16
each of the various activities described by sub-17
section (g) for which grant funds may be used.18
(k) REPORT.Not earlier than 5 years nor later than19
6 years after the date of enactment of this Act, the Sec-20
retary shall submit to Congress a report containing the21
findings of the evaluation conducted under subsection22
(j)(2), and such recommendations as the Secretary con-23
siders appropriate.24
(l) AUTHORIZATION OFAPPROPRIATIONS.25
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(1) IN GENERAL.There is authorized to be1
appropriated to the Secretary to carry out the pro-2
gram under this section, $30,000,000 for fiscal year3
2015 and for each succeeding fiscal year.4
(2) RESERVATION FOR EVALUATION.From5
the total amount appropriated to carry out this sec-6
tion each fiscal year, the Secretary shall reserve not7
more than 3 percent for evaluations under sub-8
section (j).9
SEC. 5. STUDENT LOAN FORGIVENESS FOR INDIVIDUALS10
WHO ARE EMPLOYED FOR 5 OR MORE CON-11
SECUTIVE SCHOOL YEARS AS SCHOOL COUN-12
SELORS, SCHOOL SOCIAL WORKERS, SCHOOL13
PSYCHOLOGISTS, OR OTHER QUALIFIED PSY-14
CHOLOGISTS OR PSYCHIATRISTS BY LOW-IN-15
COME LOCAL EDUCATIONAL AGENCIES.16
(a) ESTABLISHMENT OF PROGRAM.The Secretary17
shall establish a program to provide student loan forgive-18
ness to individuals who are not and have never been par-19
ticipants in the grant program established under section20
4 and who have been employed for 5 or more consecutive21
school years as school counselors, school social workers,22
school psychologists, other qualified psychologists, or child23
and adolescent psychiatrists by low-income local edu-24
cational agencies.25
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(b) AUTHORIZATION OF APPROPRIATIONS.There1
are authorized to be appropriated to the Secretary such2
sums as may be necessary to carry out the program under3
this section.4
SEC. 6. FUTURE DESIGNATION STUDY.5
(a) IN GENERAL.The Secretary shall conduct a6
study to identify a formula for future designation of re-7
gions with a shortage of school counselors, school social8
workers, and school psychologists to use in implementing9
grant programs and other programs such as the programs10
established under this Act or for other purposes related11
to any such designation, based on the latest available data12
on13
(1) the number of residents under the age of 1814
in an area served by a low-income local educational15
agency;16
(2) the percentage of the population of an area17
served by a low-income local educational agency with18
incomes below the poverty line;19
(3) the percentage of residents age 18 or older20
in an area served by a low-income local educational21
agency with secondary school diplomas;22
(4) the percentage of students identified as eli-23
gible for special education services in an area served24
by a low-income local educational agency;25
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(5) the youth crime rate in an area served by1
a low-income local educational agency;2
(6) the current number of full-time-equivalent3
and active school counselors, school social workers,4
and school psychologists employed by a low-income5
local educational agency;6
(7) the number of students in an area served by7
a low-income local education agency in military fam-8
ilies (active duty and reserve duty) with parents who9
have been alerted for deployment, are currently de-10
ployed, or have returned from a deployment in the11
previous school year; and12
(8) such other criteria as the Secretary con-13
siders appropriate.14
(b) REPORT.Not later than 2 years after the date15
of enactment of this Act, the Secretary shall submit to16
Congress a report containing the findings of the study17
conducted under subsection (a).18
SEC. 7. DEFINITIONS.19
In this Act:20
(1) SCHOOL COUNSELING PROGRAM DEFINI-21
TIONS.The terms child and adolescent psychia-22
trist, school counselor, school psychologist,23
school social worker, and other qualified psychol-24
ogist have the meaning given the terms in section25
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5421 of the Elementary and Secondary Education1
Act of 1965 (20 U.S.C. 7245).2
(2) ESEA GENERAL DEFINITIONS.The terms3
State educational agency, local educational agen-4
cy, and highly qualified have the meaning given5
the terms in section 9101 of the Elementary and6
Secondary Education Act of 1965 (20 U.S.C. 7801).7
(3) BEST PRACTICES.The term best prac-8
tices means a technique or methodology that,9
through experience and research related to the prac-10
tice of school counseling, school psychology, or11
school social work, has proven to reliably lead to a12
desired result.13
(4) ELIGIBLE GRADUATE INSTITUTION.The14
term eligible graduate institution means an insti-15
tution of higher education that offers a program of16
study that leads to a masters or other graduate de-17
gree18
(A) in school psychology that is accredited19
or nationally recognized by the National Asso-20
ciation of School Psychologists Program Ap-21
proval Board and that prepares students in22
such program for the State licensing or certifi-23
cation exam in school psychology;24
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(B) in school counseling that prepares stu-1
dents in such program for the State licensing or2
certification exam in school counseling;3
(C) in school social work that is accredited4
by the Council on Social Work Education and5
that prepares students in such program for the6
State licensing or certification exam in school7
social work; or8
(D) in any combination of study described9
in subparagraphs (A), (B), or (C).10
(5) ELIGIBLE PARTNERSHIP.The term eligi-11
ble partnership means12
(A) a partnership between 1 or more low-13
income local educational agencies and 1 or more14
eligible graduate institutions; or15
(B) in regions in which local educational16
agencies may not have a sufficient elementary17
school and secondary school student population18
to support the placement of all participating19
graduate students, a partnership between a20
State educational agency, on behalf of 1 or21
more low-income local educational agencies, and22
1 or more eligible graduate institutions.23
(6) INSTITUTION OF HIGHER EDUCATION.The24
term institution of higher education has the25
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meaning given such term in section 102 of the High-1
er Education Act of 1965 (20 U.S.C. 1002), but ex-2
cludes any institution of higher education described3
in section 102(a)(1)(C) of such Act.4
(7) LOW-INCOME LOCAL EDUCATIONAL AGEN-5
CY.The term low-income local educational agen-6
cy means a local educational agency7
(A) in which not less than 20 percent of8
the students served by such agency are from9
families with incomes below the poverty line as10
determined by the Bureau of the Census on the11
basis of the most recent satisfactory data avail-12
able;13
(B) that has existing ratios of school coun-14
selors, school social workers, and school psy-15
chologists to students served by the agency that16
are not more than 1 school counselor per 27517
students, not more than 1 school psychologist18
per 770 students, and not more than 1 school19
social worker per 440 students.20
(8) PARTICIPATING ELIGIBLE GRADUATE INSTI-21
TUTION.The term participating eligible graduate22
institution means an eligible graduate institution23
that is part of an eligible partnership awarded a24
grant under section 4.25
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(9) PARTICIPATING GRADUATE.The term1
participating graduate means an individual who2
(A) has received a masters or other grad-3
uate degree in elementary or secondary school4
counseling, school social work, or school psy-5
chology from a participating eligible graduate6
institution and has obtained a State license or7
credential in school counseling, school social8
work, or school psychology; and9
(B) as a graduate student of school coun-10
seling, school social work, or school psychology11
was placed in a school served by a participating12
low-income local educational agency to complete13
required field work, credit hours, internships, or14
related training as applicable.15
(10) PARTICIPATING LOW-INCOME LOCAL EDU-16
CATIONAL AGENCY.The term participating low-in-17
come local educational agency means a low-income18
local educational agency that is part of an eligible19
partnership awarded a grant under section 4.20
(11) SECRETARY.The term Secretary21
means the Secretary of Education.22
(12) STUDENT SUPPORT PERSONNEL TARGET23
RATIOS.The term student support personnel tar-24
get ratios means the ratios of school counselors,25
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