Summary:
Educator Preparation Reform Act

This bill amends the Higher Education Act of 1965 to add as purposes of teacher quality partnership grants: (1) recruiting profession ready individuals, including minorities and individuals from other occupations, as teachers, principals, and other educators; and (2) meeting the staffing needs of high-need local education agencies and high-need schools through close partnerships with educator preparation programs within institutions of higher education.

An eligible partnership that receives a partnership grant shall use grant funds to carry out a program for the pre-baccalaureate or post-baccalaureate preparation of teachers, a teaching residency program (as in current law) or a principal residency program, or a combination of such programs.

An eligible partnership carrying out a principal residency program must perform specified activities for high-need schools.

The bill revises requirements for teacher residency programs and prescribes requirements for the establishment of principal residency programs.

An eligible partnership that receives a partnership grant may carry out, instead of a leadership development program, effective educator development programs for other educators besides teachers and principals.

The bill revises requirements for state reporting on the quality of teacher preparation.

As a condition for receiving funds under this Act or under title II of the Elementary and Secondary Education Act of 1965, a state must conduct an assessment to identify at-risk (as well as low-performing) teacher preparation programs.

educator preparation reform_act bill amends higher education act add purposes teacher_quality_partnership grants recruiting profession ready individuals including minorities individuals occupations teachers principals educators meeting staffing needs high need local education agencies high need schools close partnerships educator preparation programs institutions higher education eligible partnership receives partnership grant shall use grant funds carry program pre baccalaureate post baccalaureate preparation teachers teaching residency program current law principal residency program combination programs eligible partnership carrying principal residency program perform specified activities high need schools bill revises requirements teacher residency programs prescribes requirements establishment principal residency programs eligible partnership receives partnership grant carry instead leadership development program effective educator development programs educators teachers principals bill revises requirements state reporting quality teacher preparation condition receiving funds act title elementary secondary education act state conduct assessment identify risk low performing teacher preparation programs


Summary:
Interstate Teaching Mobility Act

This bill amends the Elementary and Secondary Education Act of 1965 to establish a voluntary interstate teaching application program for participating states. To participate in the program, a state must require sufficiently rigorous assessments in awarding a teaching license or certification.

In carrying out the program, the Department of Education shall:

 create an electronic application process for eligible teachers who are licensed or certified in a participating state to apply for teaching positions in another participating state; require a participating state to recognize the teaching licensure or certification of each such teacher without the teacher having to complete additional licensure or certification requirements; ensure that a participating state maintains specified eligibility requirements; and provide technical assistance. A teacher seeking to participate in the program must submit an application containing: (1) proof of active licensure or certification in a participating state, and (2) the teacher's results on specified assessments.

interstate teaching mobility act bill amends elementary secondary education act establish voluntary interstate teaching application program participating states participate program state require sufficiently rigorous assessments awarding teaching license certification carrying program department_of_education shall create electronic application process eligible teachers licensed certified participating state apply teaching positions participating state require participating state recognize teaching licensure certification teacher teacher having complete additional licensure certification requirements ensure participating state maintains specified eligibility requirements provide technical assistance teacher seeking participate program submit application containing proof active licensure certification participating state teacher results specified assessments


Summary:
Pre-College Engineering Education Act

This bill establishes a grant program to encourage, through public-private partnerships, the development and implementation by states and local educational agencies of sustainable engineering education programs in elementary and secondary schools. The National Science Foundation (NSF) shall administer the program.

Grantees may use funds to:

 research, review, and analyze the effectiveness of existing research-based instructional materials; select or develop new research-based instructional materials; teach students the overall analytical approached used in engineering; prepare students who may pursue engineering studies in college or enter careers related to science, technology, engineering, and mathematics; increase participation of underrepresented student groups in the engineering pipeline; and provide professional development for teachers to teach pre-college engineering. The NSF shall study and report on program activities and results.

pre college engineering education act bill establishes grant program encourage public private partnerships development implementation states local educational agencies sustainable engineering education programs elementary secondary schools national_science_foundation nsf shall administer program grantees use funds research review analyze effectiveness existing research based instructional materials select develop new research based instructional materials teach students overall analytical engineering prepare students pursue engineering studies college enter careers related science technology engineering mathematics increase participation underrepresented student groups engineering pipeline provide professional development teachers teach pre college engineering nsf shall study report program activities results


Summary:
Stronger Together School Diversity Act of 2016

This bill amends the Elementary and Secondary Education Act of 1965 to establish the Stronger Together Program, through which the Department of Education (ED) shall award competitive grants for the development or implementation of plans to improve diversity or eliminate socioeconomic or racial isolation in public schools and publicly funded early education programs. The grants are available to local educational agencies, a consortium of such agencies, educational service agencies, or other regional educational authorities that have significant achievement gaps and socioeconomic or racial segregation within or across the school districts served by the entity.

ED may give priority to an eligible entity that proposes to use funds to support a program that extends beyond one local educational agency.

Each recipient of an implementation grant shall implement a high-quality plan that includes:

 a comprehensive set of strategies designed to improve academic outcomes by increasing diversity, evidence of strong family and community support for these strategies, ambitious but achievable goals to increase diversity over the grant period, collection and analysis of data to provide transparency and support continuous improvement throughout the grant period, and a rigorous evaluation of the proposed project's effectiveness. ED shall establish performance measures to track the progress of each grant recipient.

stronger school diversity act bill amends elementary secondary education act establish stronger program department_of_education shall award competitive grants development implementation plans improve diversity eliminate socioeconomic racial isolation public schools publicly funded early education programs grants available local educational agencies consortium agencies educational service agencies regional educational authorities significant achievement gaps socioeconomic racial segregation school districts served entity priority eligible entity proposes use funds support program extends local educational agency recipient implementation grant shall implement high quality plan includes comprehensive set strategies designed improve academic outcomes increasing diversity evidence strong family community support strategies ambitious achievable goals increase diversity grant period collection analysis data provide transparency support continuous improvement grant period rigorous evaluation proposed project effectiveness shall establish performance measures track progress grant recipient


Summary:
Partnerships for the Future Act of 2016

This bill directs the Department of Labor to establish a competitive grant pilot program to award grants to eligible entities for developing, offering, improving, or providing science, technology, education, and mathematics (STEM) education or career training programs for workers.

"Eligible entity" means one of the following in partnership with employers or an association of employers:

 a junior or community college; a postsecondary vocational institution; a four-year public institution of higher education that offers two-year degrees, will use provided funds for activities at the certificate and associate degree levels, and is not reasonably close to a community college; a tribal college or university; at Labor's discretion, a private, not-for-profit, two-year institution of higher education in a specified U.S. territory or possession; or a consortium of any such entities. An eligible entity may partner with an adult education provider or institution of higher education, an entity with a demonstrated record of successfully meeting student and family needs, or a joint labor-management partnership.

The bill sets forth criteria and priorities for awarding grants.

Grants shall be used for:

 the development, offering, improvement, or provision of STEM academic programs or training programs that provide relevant job training for skilled occupations that will meet the needs of employers in in-demand industry sectors; the development and implementation of policies and programs to expand opportunities for students to earn a recognized postsecondary STEM credential or degree in such sectors and in-demand occupations; the creation of workforce programs that provide a sequence of education and occupational training that leads to a recognized postsecondary STEM credential or degree; and/or the support of regional or national in-demand industry sectors to develop skills consortia that will identify pressing workforce needs and develop solutions.

partnerships future act bill directs department_of_labor establish competitive grant pilot program award grants eligible entities developing offering improving providing science technology education mathematics stem education career training programs workers eligible entity means following partnership employers association employers junior community college postsecondary vocational institution year public institution higher education offers year degrees use provided funds activities certificate associate degree levels reasonably close community college tribal_college university labor discretion private profit year institution higher education specified territory possession consortium entities eligible entity partner adult_education provider institution higher education entity demonstrated record successfully meeting student family needs joint labor management partnership bill sets forth criteria priorities awarding grants grants shall development offering improvement provision stem academic programs training programs provide relevant job training skilled occupations meet needs employers demand industry sectors development implementation policies programs expand opportunities students earn recognized postsecondary stem credential degree sectors demand occupations creation workforce programs provide education occupational training leads recognized postsecondary stem credential degree support regional national demand industry sectors develop skills consortia identify pressing workforce needs develop solutions


Summary:
Computer Science for All Act of 2016

This bill establishes a program through which the Department of Education (ED) shall award grants to states, local educational agencies, and eligible tribal schools to serve as models for national replication of computer education expansion efforts. A grant application shall include specified plans that demonstrate the applicant's ability to carry out an ambitious expansion effort for all students, including traditionally underrepresented students.

A grant recipient shall use the grant funds to:

 train teachers to teach computer science; expand access to high-quality learning materials and online learning options; create plans for expanding overall access to science, technology, engineering, arts, and mathematics (STEAM) classes; utilize computer science as a catalyst for increased interest in STEAM more broadly; reduce course equity gaps for all students; and ensure additional support and resources. A grantee may also use grant funds to:

 build effective regional collaborations, recruit and hire instructional personnel, prepare for effectively sustaining project activities after the grant period ends, and disseminate information about effective practices. At least semi-annually, a grantee must report to ED on specified data related to the number of students served through program activities.

computer science act bill establishes program department_of_education shall award grants states local educational agencies eligible tribal schools serve models national replication computer education expansion efforts grant application shall include specified plans demonstrate applicant ability carry ambitious expansion effort students including traditionally underrepresented students grant recipient shall use grant funds train teachers teach computer science expand access high quality learning materials online learning options create plans expanding overall access science technology engineering arts mathematics steam classes utilize computer science catalyst increased interest steam broadly reduce course equity gaps students ensure additional support resources grantee use grant funds build effective regional collaborations recruit hire instructional personnel prepare effectively sustaining project activities grant period ends disseminate information effective practices semi annually grantee report specified data related number students served program activities


Summary:
Early STEM Achievement Act

This bill requires the Department of Education to award competitive grants to eligible entities for the purpose of assisting early childhood education programs in carrying out science, technology, engineering, and mathematics (STEM) programs and activities.

A grant recipient must use the grant for necessary materials and equipment or for specified activities related to professional development in early childhood STEM activities.

early stem achievement act bill requires department_of_education award competitive grants eligible entities purpose assisting early childhood education programs carrying science technology engineering mathematics stem programs activities grant recipient use grant necessary materials equipment specified activities related professional development early childhood stem activities


Summary:
Partnerships for Progress and Prosperity Act or the P3 Act

This bill requires the Department of Education (ED) to award grants to local educational agencies (LEAs) and institutions of higher education for the improvement of students' education in science, technology, engineering, and mathematics (STEM).

Each grantee shall partner with an employer in a STEM field to:

 assist students in obtaining internships or apprenticeships, develop STEM coursework curricula and metrics, carry out dual-credit courses, provide tutoring and mentoring, enable students and teachers to attend STEM events outside of the classroom, provide after-school and summer STEM programs, and purchase educational materials or equipment to facilitate STEM instruction. In awarding grants under the program, ED shall give special consideration to applicants that:

 promote in-classroom engagement between STEM professionals and students; use technology-based materials and content; pair mentors and tutors with students struggling to meet curriculum benchmarks; in the case of LEA applicants, serve schools in which most students are eligible for free or reduced-price lunch; and propose to use grant funds to target interventions for populations that are traditionally underrepresented in STEM fields. Each grantee shall provide matching funds equal to 50% of the grant amount.

partnerships progress prosperity act act bill requires department_of_education award grants local educational agencies leas institutions higher education improvement students education science technology engineering mathematics stem grantee shall partner employer stem field assist students obtaining internships apprenticeships develop stem coursework curricula metrics carry dual credit courses provide tutoring mentoring enable students teachers attend stem events outside classroom provide school summer stem programs purchase educational materials equipment facilitate stem instruction awarding grants program shall special consideration applicants promote classroom engagement stem professionals students use technology based materials content pair mentors students struggling meet curriculum benchmarks case lea applicants serve schools students eligible free reduced price lunch propose use grant funds target interventions populations traditionally underrepresented stem fields grantee shall provide matching funds equal grant


Summary:
Raising Accountability to Improve School Excellence Act

This bill amends the Elementary and Secondary Education Act of 1965 to: (1) require a charter school grant application to include additional information and assurances related to oversight of authorizing activity by a public chartering agency; and (2) expand grant selection criteria and priorities to include consideration of the number of times a state entity has applied for, and been denied, such a grant.

raising accountability improve school excellence act bill amends elementary secondary education act require charter_school grant application include additional information assurances related oversight authorizing activity public chartering agency expand grant selection criteria priorities include consideration number times state entity applied denied grant


Summary:
Teach to Lead Act of 2016

This bill authorizes the Department of Education to award competitive grants to nonprofit organizations for the development and implementation of teacher-led projects to improve outcomes in elementary and secondary schools. Grantee organizations shall use grant funds to make competitive subgrants to teachers and school leaders in partnership with the organization or a local educational agency.

teach lead act bill authorizes department_of_education award competitive grants nonprofit organizations development implementation teacher led projects improve outcomes elementary secondary schools grantee organizations shall use grant funds competitive subgrants teachers school leaders partnership organization local educational agency


Summary:
Teachers and Parents at the Table Act

This bill amends the Elementary and Secondary Education Act of 1965 (ESEA) to establish: (1) a Volunteer Teacher Advisory Committee to monitor the effects of the ESEA in classrooms, and (2) a Volunteer Parents and Families Advisory Committee to monitor the effects of the ESEA on children and families and to review and analyze the implementation of various family engagement activities.

teachers parents table act bill amends elementary secondary education act esea establish volunteer teacher advisory_committee monitor effects esea classrooms volunteer parents families advisory_committee monitor effects esea children families review analyze implementation family engagement activities


Summary:
After School for America's Children Act

Amends the 21st Century Community Learning Centers program under part B of title IV of the Elementary and Secondary Education Act of 1965 (ESEA). (21st Century Community Learning Centers provide students with before and after school programs to improve their academic performance.)

Requires the Centers to provide: (1) students with activities that are targeted to their academic needs and aligned with the instruction they receive during the school day, and (2) students' families with opportunities for active and meaningful engagement in their children's education.

Includes Indian tribes or organizations among the local public or private entities that are eligible for grants from states to establish the Centers.

Requires states to use at least 93% (currently 95%) of their allotment from the Secretary of Education to provide grants to those entities.

Allows states to use up to 5% (currently, 3%) of their allotment for certain state activities.

Requires states to: (1) award grants to local entities that serve students who primarily attend schools that are eligible for schoolwide programs under part A of title I of the ESEA, and (2) favor applicants that propose to serve students that have not achieved proficiency in accordance with state academic achievement standards.

Requires states to use a rigorous peer review process in reviewing grant applications.

Allows states to renew a grant under part B based on the grantee's performance during the original grant period.

Prohibits the Secretary or states from giving funding priority to applicants that propose to use the funds to extend the regular school day.

Includes among the activities grants may fund: (1) core academic subject education activities, including those that allow students to recover or attain credits; (2) literacy education programs; (3) programs that support a healthy, active lifestyle; (4) services for the disabled; (5) cultural programs; and (6) programs that build science, technology, engineering, and mathematics (STEM) skills and support innovative STEM teaching methods.

Reauthorizes the 21st Century Community Learning Centers program through FY2021.

school america children act amends 21st century community_learning_centers program title elementary secondary education act esea 21st century community_learning_centers provide students school programs improve academic performance requires centers provide students activities targeted academic needs aligned instruction receive school day students families opportunities active meaningful engagement children education includes indian tribes organizations local public private entities eligible grants states establish centers requires states use currently allotment secretary education provide grants entities allows states use currently allotment certain state activities requires states award grants local entities serve students primarily attend schools eligible schoolwide programs title esea favor applicants propose serve students achieved proficiency accordance state academic achievement standards requires states use rigorous peer_review process reviewing grant applications allows states renew grant based grantee performance original grant period prohibits secretary states giving funding priority applicants propose use funds extend regular school day includes activities grants fund core academic subject education activities including allow students recover attain credits literacy education programs programs support healthy active lifestyle services disabled cultural programs programs build science technology engineering mathematics stem skills support innovative stem teaching methods reauthorizes 21st century community_learning_centers program fy2021


Summary:
Strengthening Kids' Interest in Learning and Libraries Act or the SKILLS Act

Amends part A of title I of the Elementary and Secondary Education Act of 1965 (ESEA) to require the inclusion of effective school library programs in school improvement programs.

Defines an "effective school library program" as one that: (1) is staffed by a state sanctioned school librarian; (2) has up-to-date materials and technology, including broadband; (3) includes regular collaboration between teachers and school librarians concerning school reform efforts; and (4) supports the development of digital literacy skills.

Replaces the existing program under subpart 4 (Improving Literacy Through School Libraries) of part B of title I of the ESEA with a new program (Improving Literacy and College and Career Readiness Through Effective School Library Programs) awarding competitive three-year grants to local educational agencies (LEAs) to develop and enhance effective school library programs. Makes LEAs eligible for such grants only if at least 20% of their students are impoverished.

Amends part A (Teacher and Principal Training and Recruiting Fund) of title II of the ESEA to rename part A the Teacher, School Librarian, and Principal Training and Recruiting Fund. Requires states and LEAs to use funds under the program to train school librarians, and recruit and retain highly effective school librarians.

strengthening kids interest learning libraries act skills act amends title elementary secondary education act esea require inclusion effective school library programs school improvement programs defines effective school library program staffed state sanctioned school librarian date materials technology including broadband includes regular collaboration teachers school librarians concerning school reform efforts supports development digital literacy skills replaces existing program subpart improving literacy school libraries title esea new program improving literacy college career readiness effective school library programs awarding competitive year grants local educational agencies leas develop enhance effective school library programs makes leas eligible grants students impoverished amends teacher principal_training recruiting_fund title esea rename teacher school librarian principal_training recruiting_fund requires states leas use funds program train school librarians recruit retain highly effective school librarians


Summary:
STEM Master Teacher Corps Act of 2015

Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to award competitive matching grants to consortia of local educational agencies (LEAs) or states, acting in partnership with institutions of higher education or nonprofit organizations to establish a STEM (science, technology, engineering, and mathematics) Master Teacher Corps program.

Requires grantees to:

 select exemplary elementary and secondary school STEM teachers for membership in the STEM Master Teacher Corps; provide those teachers with compensation that supplements their base salaries, with higher compensation going to those teaching at high-need public schools; provide, and track the effectiveness of, research-based training for Corps members; provide discretionary resources for Corps members at high-need schools to use; help coordinate instructional leadership and mentoring roles for Corps members; and facilitate efforts by Corps members to inform STEM education policy at the national, state, and local levels. Gives grant priority to applicants that intend to include: (1) large numbers of teachers in the STEM Master Teacher Corps; and (2) rural schools, particularly high-need rural schools, in the area they serve.

Requires grantees to ensure that at least 75% of their STEM Master Teacher Corps are teachers at high-need schools.

Directs the Secretary, acting through the Director of the Institute of Education Sciences, to: (1) evaluate the STEM Master Teacher Corps program; (2) identify optimal strategies for designing and advancing such program; and (3) identify best practices for developing, supporting, and retaining STEM teachers based on lessons learned from the program.

stem master teacher corps act amends elementary secondary education act direct secretary education award competitive matching grants consortia local educational agencies leas states acting partnership institutions higher education nonprofit organizations establish stem science technology engineering mathematics master teacher corps program requires grantees select exemplary elementary secondary school stem teachers membership stem master teacher corps provide teachers compensation supplements base salaries higher compensation going teaching high need public schools provide track effectiveness research based training corps members provide discretionary resources corps members high need schools use help coordinate instructional leadership mentoring roles corps members facilitate efforts corps members inform stem education policy national state local levels gives grant priority applicants intend include large numbers teachers stem master teacher corps rural schools particularly high need rural schools area serve requires grantees ensure stem master teacher corps teachers high need schools directs secretary acting director institute_of_education_sciences evaluate stem master teacher corps program identify optimal strategies designing advancing program identify best practices developing supporting retaining stem teachers based lessons learned program


Summary:
STEM Support for Teachers in Education and Mentoring (STEM) Act or the STEM 2 Act

Amends the Elementary and Secondary Education Act of 1965 to direct the Secretary of Education to award competitive planning grants to states, Indian tribes or tribal organizations, nonprofit organizations, or institutions of higher education (IHEs) to develop effective state or tribal science, technology, engineering, and mathematics (STEM) networks that coordinate STEM education efforts by: (1) facilitating communication and collaboration among public and private STEM stakeholders, and (2) identifying STEM occupational skills needed in the future.

Directs the Secretary to award competitive grants to states, Indian tribes or tribal organizations, local educational agencies (LEAs), IHEs, or nonprofit organizations to develop, implement, and evaluate STEM education training programs for teachers and administrators in elementary, middle, and secondary schools and for preservice teachers in postsecondary schools.

Requires the Secretary to award competitive grants to states, Indian tribes or tribal organizations, LEAs, public charter schools, IHEs, or nonprofit organizations to support curriculum development, assessments, or related activities that enable states to adopt new mathematics and science academic standards.

Requires the Secretary to establish a national panel to identify and recommend the most effective STEM curricula models for kindergarten through grade 12.

stem support teachers education mentoring stem act stem act amends elementary secondary education act direct secretary education award competitive planning grants states indian tribes tribal organizations nonprofit organizations institutions higher education ihes develop effective state tribal science technology engineering mathematics stem networks coordinate stem education efforts facilitating communication collaboration public private stem stakeholders identifying stem occupational skills needed future directs secretary award competitive grants states indian tribes tribal organizations local educational agencies leas ihes nonprofit organizations develop implement evaluate stem education training programs teachers administrators elementary middle secondary schools preservice teachers postsecondary schools requires secretary award competitive grants states indian tribes tribal organizations leas public charter schools ihes nonprofit organizations support curriculum development assessments related activities enable states adopt new mathematics science academic standards requires secretary establish national panel identify recommend effective stem curricula models kindergarten grade


Summary:
Supporting Afterschool STEM Act

Requires the Director of the National Science Foundation (NSF) to establish an afterschool STEM (Science, Technology, Engineering, and Mathematics) grant program awarding competitive grants to afterschool or STEM networks to:

 develop quality standards for STEM programming in afterschool programs and provide those programs with technical assistance in implementing such standards, work with state education stakeholders to define and promote appropriate measurable outcomes for afterschool programs that include STEM content, provide technical assistance to afterschool programs to start or grow their afterschool STEM efforts and define appropriate learning outcomes for such efforts, coordinate professional development for afterschool program educators, help afterschool program providers form strategic partnerships to advance STEM learning in afterschool programs, create and disseminate tool kits to afterschool programs wanting to form partnerships and incorporate STEM professionals as mentors and role models, and provide technical assistance to federally funded STEM researchers and professionals who wish to engage with afterschool programs. Requires the Director to reserve 20% of the funds appropriated for such grant program to develop and support new afterschool or STEM networks in states or areas where they do not exist.

Defines: (1) an "afterschool program" as a structured program offered for elementary, middle, or secondary school students when school is not in session, such as before or after school, on the weekend, or during the summer; and (2) an "afterschool or STEM network" as a coalition that fosters partnerships and provides support to afterschool program providers and STEM education providers.

Includes as goals of the grant program: (1) to support the development and delivery of high-quality STEM education to populations underrepresented in STEM fields, and (2) to provide hands-on learning and exposure to STEM research facilities and businesses through in-person or virtual distance-learning experiences.

Requires the Director to provide each recipient of a STEM research grant who is under the Director's authority with information on opportunities to engage with students in out-of-school-time programs, such as through mentorships.

supporting afterschool stem act requires director national_science_foundation nsf establish afterschool stem science technology engineering mathematics grant program awarding competitive grants afterschool stem networks develop quality standards stem programming afterschool programs provide programs technical assistance implementing standards work state education stakeholders define promote appropriate measurable outcomes afterschool programs include stem content provide technical assistance afterschool programs start grow afterschool stem efforts define appropriate learning outcomes efforts coordinate professional development afterschool program educators help afterschool program providers form strategic partnerships advance stem learning afterschool programs create disseminate tool kits afterschool programs form partnerships incorporate stem professionals mentors role models provide technical assistance federally funded stem researchers professionals wish engage afterschool programs requires director reserve funds appropriated grant program develop support new afterschool stem networks states areas exist defines afterschool program structured program offered elementary middle secondary school students school session school weekend summer afterschool stem network coalition fosters partnerships provides support afterschool program providers stem education providers includes goals grant program support development delivery high quality stem education populations underrepresented stem fields provide hands learning exposure stem research facilities businesses person virtual distance learning experiences requires director provide recipient stem research grant director authority information opportunities engage students school time programs


Summary:
Enhancing Education Through Technology Act of 2015

Replaces part D (Enhancing Education Through Technology) of title II of the Elementary and Secondary Education Act of 1965 (ESEA) with a new part D (Achievement Through Technology and Innovation).

Directs the Secretary of Education to award matching grants to states and, through them, subgrants to local educational agencies (LEAs) to strengthen state and local technological infrastructure and professional learning that supports digital learning.

Allocates grant funds among states in proportion to each state's share of school improvement funds under part A of title I of the ESEA.

Requires states to use at least 90% of their grant to award subgrants to LEAs.

Requires LEAs to use: (1) at least 40% of those funds to support the acquisition of technology that addresses their technology infrastructure and access needs; and (2) at least 40% of those funds to provide digital age professional learning opportunities for teachers, principals, school leaders, paraprofessionals, library and media personnel, specialized instructional support personnel, technology coordinators, and administrators.

Allows states to form purchasing consortia with other states, and allows LEAs to form purchasing consortia with other LEAs, to carry out grant and subgrant activities, including the purchase of technology.

enhancing education technology act replaces enhancing education technology title elementary secondary education act esea new achievement technology innovation directs secretary education award matching grants states subgrants local educational agencies leas strengthen state local technological infrastructure professional learning supports digital learning allocates grant funds states proportion state share school improvement funds title esea requires states use grant award subgrants leas requires leas use funds support acquisition technology addresses technology infrastructure access needs funds provide digital age professional learning opportunities teachers principals school leaders paraprofessionals library media personnel specialized instructional support personnel technology coordinators administrators allows states form purchasing consortia states allows leas form purchasing consortia leas carry grant subgrant activities including purchase technology


Summary:
No Child Left Inside Act of 2015

Amends the Elementary and Secondary Education Act of 1965 (ESEA) to direct the Secretary of Education to award grants to states and, through them, competitive subgrants to eligible partnerships to support the implementation of state environmental literacy plans that include environmental education standards and teacher training.

Includes in the eligible partnerships a local educational agency (LEA) and at least one institution of higher education, another LEA, an elementary or secondary school, or a government or nonprofit entity experienced in environmental literacy.

Requires use of the subgrants for one or more of the following activities:

 providing targeted, job-embedded professional development that improves teachers' environmental content knowledge and pedagogical skills; establishing and operating environmental education summer workshops or institutes for teachers; developing or redesigning more rigorous environmental education curricula; designing programs that prepare teachers to provide environmental education mentoring and training to other teachers in their school; establishing and operating programs to bring teachers and students into contact with working professionals in environmental fields; creating initiatives that incorporate environmental education within teacher training programs or accreditation standards; and promoting the integration of outdoor environmental education lessons into the regular school curriculum and schedule. Authorizes the Secretary to award competitive matching grants to eligible partnerships for one or more of the following activities:

 developing and implementing state curriculum frameworks for environmental education that meet challenging state academic content and achievement standards for environmental education, replicating or disseminating information about proven and tested model environmental education programs, and developing and implementing new approaches to advancing environmental education and the adoption and use of environmental education content standards. Amends part B (Mathematics and Science Partnerships) of title II of the ESEA to: (1) include nonprofit environmental education organizations and government science, environmental, or natural resource management agencies among the entities eligible to participate in part B partnerships; and (2) allow the use of part B funds to train teachers to use environmental education to enhance student understanding of science and mathematics.

Amends part B (21st Century Community Learning Centers) of title IV of the ESEA to include environmental literacy activities among the before and after school activities that such program funds at community learning centers.

Directs the Secretary to:

 request all federal agencies to provide information on any environmental literacy assistance program that they operate, sponsor, or support; make that information searchable and accessible through the Department of Education's website and cross-referenced with the United States Green Ribbon School application information; coordinate environmental literacy activities between the Department of Education, the Environmental Protection Agency, the Department of the Interior, and the Department of Commerce; and appoint an advisory panel of stakeholders to advise and support interagency environmental literacy planning and assessment activities.

child left inside act amends elementary secondary education act esea direct secretary education award grants states competitive subgrants eligible partnerships support implementation state environmental literacy plans include environmental education standards teacher training includes eligible partnerships local educational agency lea institution higher education lea elementary secondary school government nonprofit entity experienced environmental literacy requires use subgrants following activities providing targeted job embedded professional development improves teachers environmental content knowledge skills establishing operating environmental education summer workshops institutes teachers developing rigorous environmental education curricula designing programs prepare teachers provide environmental education mentoring training teachers school establishing operating programs bring teachers students contact working professionals environmental fields creating initiatives incorporate environmental education teacher training programs accreditation standards promoting integration outdoor environmental education lessons regular school curriculum schedule authorizes secretary award competitive matching grants eligible partnerships following activities developing implementing state curriculum frameworks environmental education meet challenging state academic content achievement standards environmental education replicating disseminating information proven tested model environmental education programs developing implementing new approaches advancing environmental education adoption use environmental education content standards amends mathematics science_partnerships title esea include nonprofit environmental education organizations government science environmental natural resource management agencies entities eligible participate partnerships allow use funds train teachers use environmental education enhance student understanding science mathematics amends 21st century community_learning_centers title esea include environmental literacy activities school activities program funds community_learning_centers directs secretary request federal agencies provide information environmental literacy assistance program operate sponsor support information searchable accessible department_of_education website cross referenced united_states green ribbon school application information coordinate environmental literacy activities department_of_education environmental_protection_agency department_of_the_interior department_of_commerce appoint advisory_panel stakeholders advise support interagency environmental literacy planning assessment activities


Summary:
Computer Science Education and Jobs Act of 2015

Amends the Elementary and Secondary Education Act of 1965 to define "computer science" as the study of computers and algorithmic processes, including the study of computing principles, computer hardware, software design, computer applications, and the impact of computers on society.

Redesignates "core academic subjects" as "priority subjects" and makes computer science a priority subject.

Includes computer science teachers in professional development activities.

Requires the Secretary of Education to give a priority in awarding advanced placement incentive program grants to entities focused on expanding access to advanced placement computer science programs.

Requires state: (1) plans for school improvement to describe how the state will consider including computer science in its academic standards, accountability system, and assessments; and (2) report cards to describe the 10 most in-demand occupations in the state and how the subjects being taught to public school students in the state are exposing them to the knowledge and skills that are, or will be, in demand.

Requires computer science teachers to be highly qualified by the end of the 2016-2017 school year.

Includes computer science in the program awarding grants to partnerships between states, institutions of higher education (IHEs), and high-need local educational agencies to: (1) train and recruit mathematics and science teachers, and (2) develop more rigorous science and mathematics curricula.

Authorizes the Secretary to award competitive five-year grants to IHEs to: (1) develop courses that prepare undergraduate students to teach elementary and secondary school computer science, and (2) develop and fund teacher mentoring programs to support new computer science teachers.

Amends the National Science Foundation Authorization Act of 2002 to include informatics and computer science majors and professionals in the Robert Noyce Teacher Scholarship Program (the Program recruits and prepares science, technology, engineering, and mathematics majors and professionals to become mathematics and science teachers).

computer science education jobs_act amends elementary secondary education act define computer science study computers processes including study computing principles computer hardware software design computer applications impact computers society redesignates core academic subjects priority subjects makes computer science priority subject includes computer science teachers professional development activities requires secretary education priority awarding advanced_placement incentive program grants entities focused expanding access advanced_placement computer science programs requires state plans school improvement describe state consider including computer science academic standards accountability system assessments report cards describe demand occupations state subjects taught public school students state knowledge skills demand requires computer science teachers highly qualified end school year includes computer science program awarding grants partnerships states institutions higher education ihes high need local educational agencies train recruit mathematics science teachers develop rigorous science mathematics curricula authorizes secretary award competitive year grants ihes develop courses prepare undergraduate students teach elementary secondary school computer science develop fund teacher mentoring programs support new computer science teachers amends national_science_foundation_authorization_act include informatics computer science majors professionals robert noyce teacher scholarship program program recruits prepares science technology engineering mathematics majors professionals mathematics science teachers


Summary:
STEM Education for the Global Economy Act of 2015

Amends title IV (21st Century Schools) of the Elementary and Secondary Education Act of 1965 to create a new part D (Improving Science, Technology, Engineering, and Mathematics Instruction and Student Achievement).

Directs the Secretary of Education, under subpart 1 (Improving STEM Instruction and Student Achievement) of part D, to allot formula grants to states and, through them, award competitive subgrants to high-need local educational agencies (LEAs), educational service agencies serving such LEAs, or certain outside partners of those entities to improve preschool and elementary and secondary school science, technology, engineering, and mathematics (STEM) education. Defines those "outside partners" as nonprofit or community based organizations, businesses, institutions of higher education (IHEs), or educational service agencies that have expertise and a demonstrated record of success in improving STEM learning and engagement.

Allots such grants to states pursuant to a formula that takes into account each state's share of elementary and secondary school students and each state's share of such students who are low-income students.

Awards the grants to states on a competitive basis if this subpart's funding falls below $300 million. Authorizes the Secretary to award capacity-building grants to states to help them qualify for competitive grants.

Requires the grants to be used to: (1) increase the access to STEM courses of students who belong to groups that are underrepresented in STEM fields, (2) implement evidence-based programs of instruction based on high-quality standards and assessments in the STEM subjects, (3) provide professional development and other support systems to STEM educators, and (4) provide technical assistance to subgrantees and other high-need schools and LEAs to improve students' STEM achievement and narrow achievement gaps.

Requires the subgrants to be used for activities that include: (1) recruiting, supporting, evaluating, and training STEM teachers; (2) developing and improving high-quality STEM curricula and instructional supports to improve student achievement in those subjects; and (3) integrating STEM instruction with instruction in reading, English language arts, or other academic subjects.

Directs states to require subgrantees to obtain a commitment from one or more outside partners to match, from nonfederal funds, at least 15% of the subgrant funds.

Directs the Secretary to establish performance metrics and use those metrics to evaluate subpart 1 activities and identify best practices to improve STEM instruction.

Directs the Secretary, under subpart 2 (STEM Master Teacher Corps Program) of part D, to award competitive matching grants to consortia of high-need LEAs or states, acting in partnership with IHEs or nonprofit organizations to establish a STEM Master Teacher Corps program.

Requires grantees to:

 select exemplary elementary and secondary school STEM teachers for membership in the STEM Master Teacher Corps; provide those teachers with compensation that supplements their base salaries, with higher compensation going to those teaching at high-need public schools; provide, and track the effectiveness of, research-based training for Corps members; provide discretionary resources for Corps members at high-need schools to use; help coordinate instructional leadership and mentoring roles for Corps members; facilitate efforts by Corps members to inform STEM education policy at the national, state, and local levels; and help defray the costs associated with affording Corps members the time to fulfill their duties. Gives grant priority to applicants that intend to include: (1) large numbers of teachers in the STEM Master Teacher Corps; and (2) rural schools, particularly high-need rural schools, in the area they serve.

Requires grantees to ensure that at least 75% of their STEM Master Teacher Corps are teachers at high-need schools.

Authorizes the Secretary to award planning grants to such consortia to make plans to establish the STEM Master Teacher Corps program.

Directs the Secretary to: (1) establish performance metrics to evaluate the program; (2) identify optimal strategies for designing and advancing the program; and (3) identify best practices for developing, supporting, and retaining STEM teachers based on lessons learned from the program.

stem education global economy act amends title 21st century schools elementary secondary education act create new improving science technology engineering mathematics instruction student achievement directs secretary education subpart improving stem instruction student achievement allot formula_grants states award competitive subgrants high need local educational agencies leas educational service agencies serving leas certain outside partners entities improve preschool elementary secondary school science technology engineering mathematics stem education defines outside partners nonprofit community based organizations businesses institutions higher education ihes educational service agencies expertise demonstrated record success improving stem learning engagement allots grants states pursuant formula takes account state share elementary secondary school students state share students low income students awards grants states competitive basis subpart funding falls million authorizes secretary award capacity building grants states help qualify competitive grants requires grants increase access stem courses students belong groups underrepresented stem fields implement evidence based programs instruction based high quality standards assessments stem subjects provide professional development support systems stem educators provide technical assistance subgrantees high need schools leas improve students stem achievement narrow achievement gaps requires subgrants activities include recruiting supporting evaluating training stem teachers developing improving high quality stem curricula instructional supports improve student achievement subjects integrating stem instruction instruction reading english language arts academic subjects directs states require subgrantees obtain commitment outside partners match nonfederal funds subgrant funds directs secretary establish performance metrics use metrics evaluate subpart activities identify best practices improve stem instruction directs secretary subpart stem master teacher corps program award competitive matching grants consortia high need leas states acting partnership ihes nonprofit organizations establish stem master teacher corps program requires grantees select exemplary elementary secondary school stem teachers membership stem master teacher corps provide teachers compensation supplements base salaries higher compensation going teaching high need public schools provide track effectiveness research based training corps members provide discretionary resources corps members high need schools use help coordinate instructional leadership mentoring roles corps members facilitate efforts corps members inform stem education policy national state local levels help defray costs associated corps members time fulfill duties gives grant priority applicants intend include large numbers teachers stem master teacher corps rural schools particularly high need rural schools area serve requires grantees ensure stem master teacher corps teachers high need schools authorizes secretary award planning grants consortia plans establish stem master teacher corps program directs secretary establish performance metrics evaluate program identify optimal strategies designing advancing program identify best practices developing supporting retaining stem teachers based lessons learned program


Summary:
Afterschool and Workforce Readiness Act

Amends part A (Teacher and Principal Training and Recruiting Fund) of title II of the Elementary and Secondary Education Act of 1965 (ESEA) to define a "workforce critical subject" as an academic or career and technical education subject, such as:

 any subject found in the science, technology, engineering, and mathematics fields; any other subject identified by a state as being critical to the state's current and emerging workforce needs. Requires a state's application for a grant under part A to recruit, train, and retain highly qualified teachers and principals to describe all of the subjects the state identifies as workforce critical subjects.

Amends part B (21st Century Community Learning Centers) of title IV of the ESEA to require states that receive a part B allotment to consider, in evaluating subgrant applications, the likelihood that a subgrant applicant's community learning center will help secondary school students achieve career competencies, complete internships or apprenticeships, or participate in work-based learning opportunities. (Subgrants are awarded on a competitive basis to local educational agencies, community-based organizations, and other public or private entities to establish or expand before school, after school, and summer recess community learning center programs.)

Authorizes subgrantees to establish community learning center programs that partner with in-demand fields of the local workforce or build career competencies and career readiness.

afterschool workforce readiness act amends teacher principal_training recruiting_fund title elementary secondary education act esea define workforce critical subject academic career technical education subject subject found science technology engineering mathematics fields subject identified state critical state current emerging workforce needs requires state application grant recruit train retain highly qualified teachers principals describe subjects state identifies workforce critical subjects amends 21st century community_learning_centers title esea require states receive allotment consider evaluating subgrant applications likelihood subgrant applicant community learning center help secondary school students achieve career competencies complete internships apprenticeships participate work based learning opportunities subgrants awarded competitive basis local educational agencies community based organizations public private entities establish expand school school summer community learning center programs authorizes subgrantees establish community learning center programs partner demand fields local workforce build career competencies career readiness


Summary:
Building Understanding, Investment, Learning, and Direction Career and Technical Education Act of 2015 or the BUILD Career and Technical Education Act of 2015

This bill directs the Department of Education to award competitive two-year grants to local educational agencies to support career and technical education exploration programs that provide middle and high school students with experiential learning opportunities that are connected to their education and career pathways.

Grant funds must be used for: (1) leasing, purchasing, upgrading, or adapting equipment related to program activities; (2) staff expenses in coordinating or implementing program activities; (3) consultation services that are directly aligned to program goals; (4) professional development programs that are aligned to program goals; (5) minor remodeling to accommodate program equipment; and/or (6) program evaluation.

The bill requires each grantee to develop a plan to evaluate specified outcomes.

building understanding investment learning direction career technical education act build career technical education act bill directs department_of_education award competitive year grants local educational agencies support career technical education exploration programs provide middle high school students experiential learning opportunities connected education career pathways grant funds leasing purchasing upgrading adapting equipment related program activities staff expenses coordinating implementing program activities consultation services directly aligned program goals professional development programs aligned program goals minor remodeling accommodate program equipment program evaluation bill requires grantee develop plan evaluate specified outcomes


Summary:
Computer Science Career Education Act of 2015

This bill directs the Department of Education to award competitive grants to consortia composed of at least one local educational agency, at least one institution of higher education (IHE), and community representatives for the development and operation of four- or six-year computer science career education programs.

Each such career education program must include the development of a computer science program for both secondary and postsecondary education that:

 is aligned with rigorous computer science standards for kindergarten through grade 12 computer science education; links secondary schools and IHEs through non-duplicative sequences of courses in computer science career fields; uses, if appropriate and available, experiential or work-based learning in collaboration with local or regional employers; uses educational technology and distance learning to involve all members of the consortium more fully in the development and operation of the programs; aligns with industry needs in the state or region; and creates innovative opportunities for students that lead to attainment of industry-recognized credentials. A program must also provide: (1) professional development for teachers, (2) career and academic counseling for students, and (3) equal access to the full range of career education programs to members of underrepresented groups and special populations.

computer science career education act bill directs department_of_education award competitive grants consortia composed local educational agency institution higher education ihe community representatives development operation year computer science career education programs career education program include development computer science program secondary postsecondary education aligned rigorous computer science standards kindergarten grade computer science education links secondary schools ihes non duplicative courses computer science career fields uses appropriate available experiential work based learning collaboration local regional employers uses educational technology distance learning involve members consortium fully development operation programs industry needs state region creates innovative opportunities students lead attainment industry recognized credentials program provide professional development teachers career academic counseling students equal_access range career education programs members underrepresented groups special populations


Summary:
Educating Tomorrow's Engineers Act of 2015

This bill amends the Elementary and Secondary Education Act of 1965 to allow states to incorporate engineering design skills and practices into their academic content standards and academic achievement standards and assessments in science.

States and local educational agencies (LEAs) must use grants and subgrants under the Teacher and Principal Training and Recruiting Fund program to develop and provide professional development and instructional materials for science, technology, engineering, and mathematics (STEM) subject areas, including computer science and engineering.

 The bill changes current references to the mathematics and science partnerships program to references to the STEM partnerships program, which provides funding to states, institutions of higher education, and high-need LEAs to recruit and train STEM teachers and improve STEM curricula.

STEM activities (currently, mathematics and science activities) are included within the before- and after-school activities funded under the 21st century community learning centers program.

Professional development in engineering education is included among the uses of the funds provided under the rural and low-income school program to rural LEAs.

The Department of Education, under the Education Sciences Reform Act of 2002, must support research on engineering education and use that research to provide information to the public, and technical assistance to states, on best practices and promising innovations in K-12 engineering education.

 The National Center for Education Research must sponsor and conduct research geared toward improving STEM, rather than just mathematics and science, teaching and learning.

educating tomorrow engineers act bill amends elementary secondary education act allow states incorporate engineering design skills practices academic content standards academic achievement standards assessments science states local educational agencies leas use grants subgrants teacher principal_training recruiting_fund program develop provide professional development instructional materials science technology engineering mathematics stem subject areas including computer science engineering bill changes current references mathematics science_partnerships program references stem partnerships program provides funding states institutions higher education high need leas recruit train stem teachers improve stem curricula stem activities currently mathematics science activities included before- school activities funded 21st century community_learning_centers program professional development engineering education included uses funds provided rural low income school program rural leas department_of_education education_sciences reform_act support research engineering education use research provide information public technical assistance states best practices promising innovations k-12 engineering education national_center_for_education_research sponsor conduct research improving stem mathematics science teaching learning


Summary:
Digital Learning Act of 2015

This bill amends the Elementary and Secondary Education Act of 1965 to establish a digital learning equity demonstration program that awards grants for developing, implementing, and evaluating strategies and methods to increase students' home access to the Internet and digital learning resources. This may include such practices as: (1) providing a targeted distribution of technology, such as a modem, that provides out-of-school Internet access to eligible students; (2) educating and training students, parents, and educators regarding the appropriate use of that technology outside of the classroom; and (3) evaluating the effectiveness of relevant strategies and methods.

The Director of the Institute of Education Sciences must complete and publicly disseminate the finding of a national study on the educational trends and behaviors associated with access to digital learning resources outside of the classroom.

digital learning act bill amends elementary secondary education act establish digital learning equity demonstration program awards grants developing implementing evaluating strategies methods increase students home access internet digital learning resources include practices providing targeted distribution technology provides school internet access eligible students educating training students parents educators appropriate use technology outside classroom evaluating effectiveness relevant strategies methods director institute_of_education_sciences complete publicly disseminate finding national study educational trends behaviors associated access digital learning resources outside classroom


Summary:
Incentives to Educate American Children Act of 2015 or the I Teach Act of 2015

Amends the Internal Revenue Code to permit a refundable tax credit of $1,000 for: (1) teachers in public kindergartens or elementary or secondary schools or elementary or secondary schools operated or funded by the Bureau of Indian Education in rural areas or areas with high poverty, and (2) teachers certified by the National Board for Professional Teaching Standards. Increases such credit to $2,000 for a teacher meeting both requirements.

incentives educate american children act teach act amends_the_internal_revenue_code permit refundable tax credit teachers public elementary secondary schools elementary secondary schools operated funded bureau_of_indian_education rural areas areas high poverty teachers certified national_board_for_professional_teaching_standards increases credit teacher meeting requirements


Summary:
Educator Preparation Reform Act

This bill amends the Higher Education Act of 1965 to add as purposes of teacher quality partnership grants: (1) recruiting profession ready individuals, including minorities and individuals from other occupations, as teachers, principals, and other educators; and (2) meeting the staffing needs of high-need local education agencies and high-need schools through close partnerships with educator preparation programs within institutions of higher education.

An eligible partnership that receives a partnership grant shall use grant funds to carry out a program for the pre-baccalaureate or post-baccalaureate preparation of teachers, a teaching residency program (as in current law) or a principal residency program, or a combination of such programs.

An eligible partnership carrying out a principal residency program must perform specified activities for high-need schools.

The bill revises requirements for teacher residency programs and prescribes requirements for the establishment of principal residency programs.

An eligible partnership that receives a partnership grant may carry out, instead of a leadership development program, effective educator development programs for other educators besides teachers and principals.

The bill revises requirements for state reporting on the quality of teacher preparation.

As a condition for receiving funds under this Act or under title II of the Elementary and Secondary Education Act of 1965, a state must conduct an assessment to identify at-risk (as well as low-performing) teacher preparation programs.

educator preparation reform_act bill amends higher education act add purposes teacher_quality_partnership grants recruiting profession ready individuals including minorities individuals occupations teachers principals educators meeting staffing needs high need local education agencies high need schools close partnerships educator preparation programs institutions higher education eligible partnership receives partnership grant shall use grant funds carry program pre baccalaureate post baccalaureate preparation teachers teaching residency program current law principal residency program combination programs eligible partnership carrying principal residency program perform specified activities high need schools bill revises requirements teacher residency programs prescribes requirements establishment principal residency programs eligible partnership receives partnership grant carry instead leadership development program effective educator development programs educators teachers principals bill revises requirements state reporting quality teacher preparation condition receiving funds act title elementary secondary education act state conduct assessment identify risk low performing teacher preparation programs


Summary:
Innovation for Tomorrow's Workforce Act

This bill amends the Carl D. Perkins Career and Technical Education Act of 2006 to authorize the Department of Education to award early-phase, mid-phase, or expansion grants to eligible entities, including local educational agencies and area career and technical education (CTE) schools, to:

 create, develop, implement, or take to scale evidence-based, field initiated innovations, including through a pay for success initiative to improve CTE student outcomes; and evaluate such innovations rigorously. Funding under the Act may be used by eligible agencies for state leadership activities and by eligible recipients for local uses to support CTE programs to:

 make all forms of instructional content widely available, which may include the use of open educational resources; and support pay for success initiatives. Funding under the Act may also be used by eligible agencies for state leadership activities to provide or support work-based learning opportunities for students, which may include employer-led training resulting in recognized credential and apprenticeship programs for such students. Funds received for local use shall be used for such activities.

innovation tomorrow workforce act bill amends carl perkins career technical education act authorize department_of_education award early phase mid phase expansion grants eligible entities including local educational agencies area career technical education schools create develop implement scale evidence based field initiated innovations including pay success initiative improve student outcomes evaluate innovations funding act eligible agencies state leadership activities eligible recipients local uses support programs forms instructional content widely available include use open educational resources support pay success initiatives funding act eligible agencies state leadership activities provide support work based learning opportunities students include employer led training resulting recognized credential apprenticeship programs students funds received local use shall activities


Summary: Commission to Study Reparation Proposals for African Americans Act - Establishes the Commission to Study Reparation Proposals for African Americans to examine slavery and discrimination in the colonies and the United States from 1619 to the present and recommend appropriate remedies.

Civil rights and liberties, minority issues

commission study proposals african americans act establishes_the_commission study proposals african americans examine slavery discrimination united_states present recommend appropriate remedies


Summary: Emmett Till Unsolved Civil Rights Crime Act of 2007 - Directs the Attorney General to designate a Deputy Chief in the Criminal Section of the Civil Rights Division of the Department of Justice (DOJ). Makes the Deputy Chief responsible for investigating and prosecuting violations of criminal civil rights statutes in which the alleged violation occurred before January 1, 1970 and resulted in death. (Sec. 4) Directs the Attorney General to designate a Supervisory Special Agent in the Civil Rights Unit of the Federal Bureau of Investigation (FBI) of the DOJ to investigate violations of criminal civil rights statutes that occurred before January 1, 1970 and resulted in a death. (Sec. 5) Authorizes the Attorney General to award grants to state or local law enforcement agencies for the investigation and prosecution of such cases. (Sec. 6) Authorizes appropriations. (Sec. 8) Terminates the effectiveness of the above provisions at the end of FY2017. (Sec. 9) Amends the Crime Control Act of 1990 to authorize staff of an Inspector General to assist the National Center for Missing and Exploited Children by conducting reviews of inactive case files to develop recommendations for further investigations and engaging in similar activities.

emmett till unsolved civil rights crime act directs attorney general designate deputy chief criminal section civil rights division department_of_justice doj makes deputy chief responsible investigating prosecuting violations criminal civil rights statutes alleged violation occurred january resulted death sec directs attorney general designate supervisory special agent civil rights unit federal_bureau_of_investigation fbi doj investigate violations criminal civil rights statutes occurred january resulted death sec authorizes attorney general award grants state local law enforcement agencies investigation prosecution cases sec authorizes appropriations sec terminates effectiveness provisions end fy2017 sec amends crime_control_act authorize staff inspector_general assist national_center_for_missing exploited_children conducting reviews inactive case files develop recommendations investigations engaging similar activities


Summary: Hope Fund Act of 2007 - Directs the Secretary of Housing and Urban Development to make a grant to the National Council of La Raza to provide technical and financial assistance to local non-profit organizations to undertake community development and affordable housing projects and programs serving low- and moderate-income households, particularly through organizations located in neighborhoods with substantial populations of income-disadvantaged households of Hispanic origin. Authorizes the National Council of La Raza, or the Raza Development Fund, to use such funds to: (1) provide technical and financial assistance for site acquisition and development, construction financing, and short- and long-term financing for housing, community facilities, and economic development; (2) leverage capital from private entities, including private financial institutions, insurance companies, and private philanthropic organizations; and (3) provide technical assistance, training, support, and advice to develop the management, financial, and administrative capabilities of housing development organizations serving low-income households, including Hispanic households.

hope fund act directs secretary housing_and_urban_development grant national council provide technical financial assistance local non profit organizations undertake community development affordable housing projects programs serving low- moderate income households particularly organizations located neighborhoods substantial populations income disadvantaged households hispanic origin authorizes national council development fund use funds provide technical financial assistance site acquisition development construction financing short- long term financing housing community facilities economic development leverage capital private entities including private financial institutions insurance companies private philanthropic organizations provide technical assistance training support advice develop management financial administrative capabilities housing development organizations serving low income households including hispanic households


Summary: 1901 Missouri African American Expulsion Commission Act of 2007 - Establishes the 1901 Missouri African American Expulsion Commission to: (1) investigate the expulsion of any African-American resident in or around the Missouri cities of Aurora, Monett, Newburg, Pierce City, Cassville, or Webb City from his or her home or farm between August 1894 and August 1901; (2) identify any person who is a relative of such resident or whom the Commission determines sustained an identifiable loss (including a loss to the personal relations, real property, or personal property of such person) because of the expulsion, whether or not it has previously been the subject of a legal proceeding; (3) research and develop a historical record of the expulsion; and (4) make recommendations regarding the feasibility of providing reparations to the person and the appropriate method to provide it.

missouri african american expulsion commission act establishes missouri african american expulsion commission investigate expulsion african american resident missouri cities aurora city city home farm august august identify person relative resident commission determines sustained identifiable loss including loss personal relations real property personal property person expulsion previously subject legal proceeding research develop historical record expulsion recommendations feasibility providing person appropriate method provide


Summary: End Racial Profiling Act of 2007 or ERPA - Prohibits law enforcement agents or agencies from engaging in racial profiling. Defines "racial profiling" as the practice of a law enforcement agent or agency relying, to any degree, on race, ethnicity, national origin, or religion in selecting which individual to subject to routine or spontaneous investigatory activities or in deciding upon the scope and substance of law enforcement activity following the initial investigatory procedure. Allows the United States, or individuals injured by racial profiling, to bring civil actions for declaratory or injunctive relief. Requires federal law enforcement agencies to: (1) maintain adequate policies and procedures for eliminating racial profiling; and (2) cease existing practices that permit racial profiling. Requires states, local governments, and Indian tribes applying for federal law enforcement assistance grants to certify that they: (1) maintain adequate policies and procedures for eliminating racial profiling; (2) have eliminated any existing practices of racial profiling; and (3) have established an administrative complaint procedure and independent auditor program for addressing complaints of racial profiling. Requires the Attorney General to: (1) carry out a two-year demonstration project to collect data on hit rates for stops and searches by law enforcement agents; (2) make grants to develop and implement best practice devices and systems to eliminate racial profiling; and (3) issue regulations for data collection and make reports on racial profiling.

end racial act prohibits law enforcement agents agencies engaging racial defines racial practice law enforcement agent agency relying degree race ethnicity national origin religion selecting individual subject routine spontaneous investigatory activities deciding scope substance law enforcement activity following initial investigatory procedure allows united_states individuals injured racial bring civil actions declaratory injunctive relief requires federal law enforcement agencies maintain adequate policies procedures eliminating racial cease existing practices permit racial requires states local governments indian tribes applying federal law enforcement assistance grants certify maintain adequate policies procedures eliminating racial eliminated existing practices racial established administrative complaint procedure independent auditor program addressing complaints racial requires attorney general carry year demonstration project collect data hit rates stops searches law enforcement agents grants develop implement best practice devices systems eliminate racial issue regulations data collection reports racial


Summary: Justice Integrity Act of 2008 - Requires the Attorney General to: (1) establish a pilot program in 10 U.S. districts to promote fairness and the perception of fairness in the federal criminal justice system and to determine whether legislation is required; and (2) designate a U.S. attorney in each of the districts to implement a plan for carrying out such pilot program.Requires each U.S. attorney designated to implement a pilot program to appoint an advisory group consisting of judges, prosecutors, defense attorneys, and other individuals and entities who play an important role in the criminal justice system. Requires each advisory group to: (1) collect and analyze data on the race and ethnicity of defendants at each stage of a criminal proceeding; (2) seek to determine causes of racial and ethnic disparities in the criminal justice process; and (3) submit to the U.S. attorney a report and proposed plan for addressing such disparities. Requires each U.S. attorney to annually evaluate the efficacy of a plan submitted by an advisory group. Requires the Attorney General to: (1) prepare a comprehensive report on all advisory group plans and submit such report and plans to Congress; and (2) exercise continuing oversight of the criminal justice system to reduce unwarranted racial and ethnic disparities and improve such system.

justice integrity act requires attorney general establish pilot program districts promote fairness perception fairness federal criminal justice system determine legislation required designate attorney districts implement plan carrying pilot program requires attorney designated implement pilot program appoint advisory group consisting judges prosecutors defense attorneys individuals entities play important role criminal justice system requires advisory group collect analyze data race ethnicity defendants stage criminal proceeding seek determine causes racial ethnic disparities criminal justice process submit attorney report proposed plan addressing disparities requires attorney annually evaluate efficacy plan submitted advisory group requires attorney general prepare comprehensive report advisory group plans submit report plans congress exercise continuing oversight criminal justice system reduce unwarranted racial ethnic disparities improve system


Summary: Noose Hate Crime Act of 2008 - Amends the federal criminal code to impose a fine and/or prison term of up to two years on anyone who, with intent to harass or intimidate any person because of that person's race, religion, or national origin, displays a noose in public.

hate crime act amends federal criminal code impose fine prison term years intent intimidate person person race religion national origin displays public


Summary: National Language Act of 2008 - Requires: (1) English to be the national language of the federal government; and (2) the federal government to preserve and enhance the role of English as the national language.Provides that no person has a right, entitlement, or claim to have the federal government act, communicate, perform or provide services, or provide materials in any language other than English, unless specifically provided by statute.Makes the English language version of a government form issued in a language other than English the sole authority for legal purposes.Declares that this Act does not prohibit the use of a language other than English.

national language act requires english national language federal_government federal_government preserve enhance role english national language provides person right entitlement claim federal_government act communicate perform provide services provide materials language english specifically provided statute makes english language version government form issued language english sole authority legal purposes declares act prohibit use language english


Summary: Durban Taxpayer Refund Act of 2009 - Finds that the goals of the 2001 United Nations World Conference Against Racism held in Durban, South Africa, and commonly referred to as the Durban Conference, were undermined by hateful, anti-Jewish rhetoric and anti-Israel political agendas, prompting both Israel and the United States to withdraw their delegations from the Conference. States that it shall be U.S. policy to lead a diplomatic effort to: (1) encourage other countries to not fund any portion of the Durban Review Conference; and (2) explore alternative forums for combating racism and related intolerance. Directs the Secretary of State to withhold from the U.S. contribution to the regularly assessed biennial budget of the United Nations an amount equal to the percentage of such contribution that the Secretary determines would be or has been allocated by the United Nations for the Durban Review Conference or its preparatory or follow-on activities. Provides that: (1) until the Secretary makes a specified certification to the appropriate congressional committees the United States shall withhold from its contribution to such budget an amount equal to the percentage of such contribution that the Secretary determines has been allocated by the United Nations for any conference, other multilateral forum, or related preparatory or follow-on activity of any conference or other multilateral forum under U.N. aegis; and (2) withheld appropriations shall revert to the Treasury if no such certification is made within one year after the appropriation.

taxpayer refund act finds goals united_nations world conference held south_africa commonly referred conference anti jewish anti-israel political israel united_states withdraw delegations conference states shall policy lead diplomatic effort encourage countries fund portion review conference explore alternative forums combating related directs secretary state withhold contribution regularly assessed biennial budget united_nations equal percentage contribution secretary determines allocated united_nations review conference preparatory follow activities provides secretary makes specified certification appropriate congressional committees united_states shall withhold contribution budget equal percentage contribution secretary determines allocated united_nations conference multilateral forum related preparatory follow activity conference multilateral forum aegis withheld appropriations shall revert treasury certification year appropriation


Summary: Amends the Food, Conservation, and Energy Act of 2008 to make it unlawful for a person to knowingly commit specified fraudulent acts relating to a Pigford claim (relating to racial discrimination by the Department of Agriculture). Subjects a violator to criminal fine and/or up to five years in prison. Provides for: (1) access to the permanent judgment fund for additional claims payments or debt relief after the expenditure of amounts otherwise made available for claims payments; and (2) reasonable attorney fees, administrative costs, and expenses to be paid from such fund.

amends food conservation energy act unlawful person knowingly commit specified fraudulent acts relating claim relating racial discrimination department_of_agriculture subjects violator criminal fine years prison provides access permanent judgment fund additional claims payments debt relief expenditure amounts available claims payments reasonable attorney fees administrative costs expenses paid fund


Summary: Noose Hate Crime Act of 2011 - Amends the federal criminal code to impose a fine and/or prison term of up to two years on anyone who, with intent to harass or intimidate any person because of that person's race, religion, or national origin, displays a noose in public.


Summary: Justice Integrity Act of 2011 - Requires the Attorney General to: (1) establish a pilot program in 10 U.S. districts to promote fairness and the perception of fairness in the federal criminal justice system and to determine whether legislation is required, and (2) designate a U.S. attorney in each of the districts to implement a plan for carrying out such pilot program.Requires each U.S. attorney designated to implement a pilot program to appoint an advisory group consisting of judges, prosecutors, defense attorneys, and other individuals and entities who play an important role in the criminal justice system. Requires each advisory group to: (1) collect and analyze data on the race and ethnicity of defendants at each stage of a criminal proceeding, (2) seek to determine causes of racial and ethnic disparities in the criminal justice process, and (3) submit to the U.S. attorney a report and proposed plan for addressing such disparities. Requires each U.S. attorney to annually evaluate the efficacy of a plan submitted by an advisory group. Requires the Attorney General to: (1) prepare a comprehensive report on all advisory group plans and submit such report and plans to Congress, and (2) exercise continuing oversight of the criminal justice system to reduce unwarranted racial and ethnic disparities and improve such system.


Summary: Byrne/JAG Program Accountability Act - Amends the Omnibus Crime Control and Safe Streets Act of 1968 to require states and local governments receiving grants under the Edward Byrne Memorial Justice Assistance Grant Program to implement policy, practice, and system improvement strategies to identify and reduce racial and ethnic disparities among individuals who come into contact with or are under the supervision of the criminal justice system, without establishing or requiring numerical standards or quotas.

byrne jag program accountability act_-_amends omnibus_crime_control_and_safe_streets_act require states local governments receiving grants edward_byrne_memorial_justice assistance grant program implement policy practice system improvement strategies identify reduce racial ethnic disparities individuals come contact supervision criminal justice system establishing requiring numerical standards quotas


Summary: End Racial Profiling Act of 2011 - Prohibits any law enforcement agent or agency from engaging in racial profiling. Defines "racial profiling" to mean the practice of a law enforcement agent or agency relying, to any degree, on race, ethnicity, national origin, gender, or religion in selecting which individual to subject to routine or spontaneous investigatory activities, or in deciding upon the scope and substance of law enforcement activity following the initial investigatory activity, except when there is trustworthy information relevant to the locality and timeframe that links a person of a particular race, ethnicity, national origin, gender, or religion to an identified criminal incident or scheme. Authorizes the United States or an individual injured by racial profiling to enforce this Act in a civil action for declaratory or injunctive relief. Requires: (1) federal law enforcement agencies to maintain adequate policies and procedures to eliminate racial profiling and to cease existing practices that permit racial profiling; and (2) state or local governmental entities or state, local, or tribal law enforcement agencies that apply for grants under the Edward Byrne Memorial Justice Assistance Grant Program and the Cops on the Beat Program to certify that they maintain adequate policies and procedures for eliminating racial profiling and have eliminated any existing practices that permit or encourage racial profiling. Requires the Attorney General to issue regulations to ensure that administrative complaint procedures and independent audit programs provide an appropriate response to allegations of racial profiling by law enforcement agents or agencies. Authorizes the Attorney General to award grants and contracts for the collection of data relating to racial profiling and for the development of best practices and systems to eliminate racial profiling. Requires: (1) the Attorney General to issue regulations for the collection and compilation of data on racial profiling, and (2) the Department of Justice Bureau of Justice Statistics to analyze the data collected for any statistically significant disparities. Requires the Attorney General to submit annual reports on racial profiling by law enforcement agencies.

end racial act prohibits law enforcement agent agency engaging racial defines racial mean practice law enforcement agent agency relying degree race ethnicity national origin gender religion selecting individual subject routine spontaneous investigatory activities deciding scope substance law enforcement activity following initial investigatory activity information relevant locality timeframe links person particular race ethnicity national origin gender religion identified criminal incident scheme authorizes united_states individual injured racial enforce act civil action declaratory injunctive relief requires federal law enforcement agencies maintain adequate policies procedures eliminate racial cease existing practices permit racial state local governmental entities state local tribal law enforcement agencies apply grants edward_byrne_memorial_justice assistance grant program cops beat program certify maintain adequate policies procedures eliminating racial eliminated existing practices permit encourage racial requires attorney general issue regulations ensure administrative complaint procedures independent audit programs provide appropriate response allegations racial law enforcement agents agencies authorizes attorney general award grants contracts collection data relating racial development best practices systems eliminate racial requires attorney general issue regulations collection compilation data racial department_of_justice bureau_of_justice_statistics analyze data collected statistically significant disparities requires attorney general submit annual reports racial law enforcement agencies


Summary: Racial Profiling Prevention Act - Directs the Secretary of Transportation (DOT) to make a grant to a state that: (1) has enacted and is enforcing a law that prohibits a state or local law enforcement officer from using the race or ethnicity (racial profiling) of the driver or passengers in making routine or spontaneous law enforcement decisions, such as ordinary traffic stops on federal-aid highways; and (2) allows and maintains public inspection statistical information for each motor vehicle stop made by a law enforcement officer on a federal-aid highway regarding the race and ethnicity of the driver and any passengers. Requires grant-receiving states to provide assurances to the Secretary that they are undertaking activities to comply with such requirements. Requires a state to use such grants for the costs of: (1) collecting, maintaining, and evaluating the results of data on traffic stops; and (2) activities to comply with the requirements of this Act. Declares that nothing in this Act shall alter the manner in which a state or local law enforcement officer considers race or ethnicity whenever there is trustworthy information that links persons of a particular race or ethnicity to an identified criminal incident, scheme, or organization.

racial prevention act_-_directs secretary transportation dot grant state enacted enforcing law prohibits state local law enforcement officer race ethnicity racial driver passengers making routine spontaneous law enforcement decisions ordinary traffic stops federal aid highways allows maintains public inspection statistical information motor vehicle stop law enforcement officer federal aid highway race ethnicity driver passengers requires grant receiving states provide assurances secretary undertaking activities comply requirements requires state use grants costs collecting maintaining evaluating results data traffic stops activities comply requirements act declares act shall alter manner state local law enforcement officer considers race ethnicity information links persons particular race ethnicity identified criminal incident scheme organization