House and Senate Appropriations Committee Bills, FY 2019 FY 2019

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1 and Appropriations Bills, TITLE I Improving the Academic Achievement of the Disadvantaged Grants to local educational agencies Title I-A 15,759,802 15,459,802 15,759,802 15,884,802 15,897, % 125, % H1, S1 Grants for state assessments Title I-B, sections , , , , , % 0 0.0% Education of migratory children Title I-C 374, , , , , % 0 0.0% s for children and youth who are neglected, delinquent, or at-risk Title I-D 47,614 47,614 47,614 47,614 47, % 0 0.0% Evaluation Sections 1002(e) and % 0 0.0% TITLE I 16,560,167 16,251,267 16,560,167 16,685,167 16,698, % 125, % TITLE II Preparing, Training, and Recruiting High-Quality Teachers, Principals, and Other School Leaders Supporting effective instruction state grants Title II-A 2,055, ,055,830 2,055,830 2,295, % 0 0.0% Teacher and school leader incentive grants Title II-B-1 200, , , , % 0 0.0% Comprehensive literacy development grants Title II-B-2, section , , , , % 0 0.0% Innovative approaches to literacy Title II-B-2, section , ,000 27,000 /a 0 0.0% 0 0.0% S2 American history and civics education Title II-B-3 3, ,700 3,515 6,568 1, % 0 0.0% Presidential and congressional academies (non-add) Title II-B-3, section , ,815 /b -1, % 0 0.0% National activities (non-add) Title II-B-3, section , ,700 1,700 /b 3, % 0 0.0% H2 s of national significance Title II-B-4 75, ,000 75,000 72, % 0 0.0% Supporting effective educator development (SEED) (non-add) Title II-B-4, section , ,000 75,000 /c 0 0.0% 0 0.0% S3 School leader recruitment and support (non-add) Title II-B-4, section /c 0 0.0% 0 0.0% Technical assistance and national evaluation (non-add) Title II-B-4, section /c 0 0.0% 0 0.0% STEM master teacher corps (non-add) Title II-B-4, section /c 0 0.0% 0 0.0% TITLE II 2,551, ,552,530 2,551,345 2,764,998 1, % 0 0.0% TITLE III Language Instruction for English Learners and Immigrant Students Grants for english language acquisition and language enhancement Title III 737, , , , , % 0 0.0% S4 TITLE IV 21st Century Schools Student support and academic enrichment grants Title IV-A-1 1,100, ,200,000 1,225,000 1,600, , % 125, % /d,h3,s5 Well-rounded educational opportunities (non-add) Title IV-A-1, section /e Safe and healthy students (non-add) Title IV-A-1, section /e Effective use of technology (non-add) Title IV-A-1, section /e st century community learning centers state grants Title IV-B 1,211, ,211,673 1,211,673 1,100, % 0 0.0% Charter schools grants Title IV-C 400, , , , ,000 50, % 45, % H4,S6-8 Magnet schools assistance Title IV-D 105,000 97, , , , % 0 0.0% Grants for statewide family engagement centers Title IV-E 10, ,000 10,000 10, % 0 0.0% Opportunity grants Proposed legislation - 1,000, H5 Education innovation and research Title IV-F-1 120, , , ,000 90,611 25, % 15, % H6,S9

2 and Appropriations Bills, National activities: Community support for school success Title IV-F-2 95, ,754 95,754 69, % 0 0.0% Promise neighborhoods (non-add) Title IV-F-2, section , ,254 78,254 /f 0 0.0% 0 0.0% Full-service community schools (non-add) Title IV-F-2, section , ,500 17,500 /f 0 0.0% 0 0.0% National activities: National activities for school safety Title IV-F-3 90,000 43,000 90,000 95,000 /g 0 0.0% 5, % H7,S10 Project SERV (non-add) Title IV-F-3, section , ,000 5,000 5, % 0 0.0% H8 National activities: Academic enrichment Title IV-F-4 68, ,741 68,741 56, % 0 0.0% Assistance for arts education (non-add) Title IV-F-4, section , ,000 29,000 /h 0 0.0% 0 0.0% S11 Ready to learn programming (non-add) Title IV-F-4, section , ,741 27,741 /h 0 0.0% 0 0.0% Jacob K. Javits gifted and talented students education program (non-add) Title IV-F-4, section , ,000 12,000 /h 0 0.0% 0 0.0% TITLE IV 3,201,168 1,820,647 3,376,168 3,391,168 3,333, , % 190, % TITLE V Flexibility and Accountability Rural education Title V-B 180, , , , , % 0 0.0% /i TITLE VI Indian, Native Hawaiian, and Alaska Native Education Indian education: Grants to local educational agencies Title VI-A-1 105, , , , , % 0 0.0% Indian education: Special programs and projects Title VI-A-2 67,993 57,993 67,993 67,993 17, % 0 0.0% Indian education: National activities Title VI-A-3 6,865 6,565 6,865 6,865 5, % 0 0.0% S12 Native hawaiian education Title VI-B 36, ,397 36,397 32, % 0 0.0% S13 Alaska native education Title VI-C 35, ,453 35,453 31, % 0 0.0% S14 TITLE VI 252, , , , , % 0 0.0% TITLE VII Impact Aid Impact aid: Payments for federal property Title VII, section , ,313 74,313 66,813 2, % 1, % Impact aid: Basic support payments Title VII, section 7003(b) 1,270,242 1,189,233 1,320,242 1,294,242 1,151,233 50, % 24, % Impact aid: Payments for children with disabilities Title VII, section 7003(d) 48,316 48,316 48,316 48,316 48, % 0 0.0% Impact aid: Construction Title VII, section ,406 17,406 17,406 17,406 17, % 0 0.0% Impact aid: Facilities maintenance Title VII, section ,835 4,835 4,835 4,835 4, % 0 0.0% TITLE VII 1,414,112 1,259,790 1,466,112 1,439,112 1,288,603 52, % 25, % H9,S15 TITLE IX Education for the Homeless and Other Laws Education for homeless children and youths Title IX-A 85,000 77,000 85,000 93,500 85, % 8, % Preschool development grants Title IX-B, section , , , , % 0 0.0% /j TITLE IX 335,000 77, , , , % 8, % ESSA Total 25,232,121 20,486,883 25,460,306 25,580,621 25,566, , % 348, %

3 and Appropriations Bills, funding notes: /a The Secretary may also award grants competitively to support the Innovative Approaches to Literacy program. /b From the amount available, the Secretary must reserve not less than 26 percent for Presidential and Congressional Academies; and, not more than 74 percent for national activities. /c From the amount available, the Secretary must use not less than 74 percent for the Supporting Effective Educator Development program; not less than 22 percent for the School Leader Recruitment and Support program; not less than 2 percent for technical assistance and evaluation; and, not more than 2 percent for the STEM Master Teacher Corps program. /d For 2017, Congress included language in the final appropriations bill allowing grants to be distributed within a state on a competitive basis at the state's discretion. /e Local educational agencies (LEAs) receiving an allocation of $30,000 or more must use not less than 20 percent of the funds to support one or more activities under Well-Rounded Educational Opportunities; not less than 20 percent of the funds to support one or more activities under Safe and Healthy Students; and, a portion of the funds to support one or more activities under Effective Use of Technology, although not more than 15 percent of the funds may be used for technology infrastructure. LEAs receiving an allocation less than $30,000 must meet only one of the requirements above. /f The Secretary must use not less than 95 percent of the available amount to award grants competitively for the Promise Neighborhoods and Full-Service Community Schools programs. For each fiscal year, the Secretary must award not fewer than 3 grants under Promise Neighborhoods, and not fewer than 10 grants under Full-Service Community Schools. /g The Secretary must use a portion of the funds made available for the Project SERV program. /h The Secretary must make awards annually for each of three programs: Assistance for Arts Education; Ready to Learn ming; and, Javits Gifted and Talented Students Education. /i Includes the Small, Rural School Achievement (subpart 1) and the Rural and Low-Income School (subpart 2). /j Is jointly administered by the U.S. Department of Health and Human Services (HHS) and the U.S. Department of Education, and is now part of HHS' budget. notes with potential policy implications: H1 The notes, within the fiscal year 2019 budget request, the inclusion of legislative proposals as well as grants to local educational agencies to implement weighted per-pupil funding systems, including open enrollment systems that allow students to enroll in a public school selected by their parents. However, the notes that such a program has not been authorized. Accordingly, the has not provided funding for such a program. H2 The recognizes the importance of improving the quality of instruction in American history, civics, and geography, particularly for schools in underserved rural and urban communities. The funding will support multiple grantees in making available a menu of innovative, effective approaches to teaching American history, civics and government, and geography. These validated approaches will be available to schools and school districts for their consideration and voluntary use, based on the approach that best meets the needs of the students and community. H3 Non-cognitive factors: the notes that programs designed to support non-cognitive factors such as critical thinking skills, social skills, work ethic, problem solving, and community responsibility are an eligible use of funds supporting a well-rounded education. School-based mental health services: school districts are encouraged to consider using grant funds for services that promote mental wellness for all students while assessing and addressing students with more complex needs, including those who may be on the pathway to violence. The is aware that access to school mental and behavioral health services contribute to improved student learning, a more positive school climate, and increased school safety. The notes that the program permits districts to use portions of their allocations to invest in technology solutions that could assist school-based mental health professionals in identifying, assessing, and tracking treatment for students with mental health issues, including monitoring students for signs that they are a potential danger to themselves or others. School safety measures: school districts should consider utilizing funds for security hardening measures. These security measures can include bullet resistant doors and glass with hinge-locking mechanisms, immediate notification systems to emergency 911, mechanisms that provide real time actionable intelligence direct to law enforcement and first responders, or installation of distraction devices or other countermeasures administered by law enforcement and first responders. H4 The recommends an allocation of funds within this program that aligns with ESSA. In the reauthorization of the ESEA, Congress determined that 65 percent of the funding for charter schools should go to State grants and, in doing so, expanded the use of funds to include replication and expansion of high quality charter schools. The recommends that the Secretary issue clarifying guidance to ensure States understand the flexibility they have to use charter school funds to support the growth of high-quality charter schools with a demonstrated track record of academic achievement. Guidance should clarify that States may look at how to meet strong parent demand for new or replicated or expanded charter school models when awarding subgrants. The Secretary should also make every effort to help States improve authorizing by providing guidance to States on utilizing the technical assistance funds. H5 The is aware of the proposal to include $1,000,000,000 for grants to local educational agencies and nonprofit organizations to implement a program of awarding scholarship to students of low-income families to attend a private or public school selected by their families. The notes that such a program has not been authorized. Accordingly, the has not provided funding for such a program. H6 The funding will support a competition to promote innovation and reform in science, technology, engineering, and mathematics (STEM) education, including computer science. In addition, The Department is encouraged to work with institutions of higher learning or other relevant stakeholders who can partner with rural school districts on STEM education, including efforts to bring makerspace opportunities to schools. Also, the notes that funds available under this program may be used by States and school districts to provide or strengthen instruction in STEM fields, including computer science. The recognizes the importance of funding Pre K 12 computer science education that addresses the enrollment and achievement gap for underrepresented students such as minorities, girls, and youth from families living at or below the poverty line. Supporting education in the science, technology, engineering, arts, and mathematics fields, particularly computer science, is critical to ensure that our nation continues to lead in innovation. As computer science is a basic skill in the 21st century global economy, the encourages the Department to support Pre K 12 computer science education to schools across the country. H7 The funding will support a new cohort of School Climate Transformation Grants which will enable State or local educational agencies to develop, adopt, or expand to more schools, and support the implementation of evidence-based practices to improve behavior and school climates. This cohort of grants will be used to focus on some of the effects of the opioid epidemic in schools. could support evidence-based strategies for prevention of opioid abuse by students, we all as addressing the mental health needs of students adversely impacted by opioid use in their family or community. The urges the Department to prioritize communities that have experienced high levels of trauma due to the opioid crisis. H8 The directs the Department to report to the on Appropriations of the of Representatives and the within 180 days of enactment of this Act on how fiscal years 2017 and 2018 grant recipients used Project SERV funds; recommendations from grant recipients on how the program could be improved; and, information on how these funds helped them recover from a violent or traumatic crisis. H9 The notes that documents supporting the Department s budget proposal references the possibility of a high-quality evaluation which could be used to better understand the economic effects of the Federal presence in participating school districts. The requests to be kept informed of any steps taken in the planning for or development of such a study.

4 and Appropriations Bills, notes with potential policy implications: S1 The requests that GAO initiate a review of school improvement activities being undertaken with funding available in this program. The envisions a multi-phase process that would allow GAO to conduct a comprehensive examination, looking at, among other issues, the allocation and use of funds; selection and oversight of technical assistance; application of evidentiary requirements from ESSA; implementation of provisions related to resource inequities; State and local monitoring; and sustainability of effective practices implemented in schools. The also directs the Department to make publicly available on its website a request from a State Education Agency to waive the 1-percent alternate assessment cap under section 1111(b)(2)(D)(i)(I) of the Elementary and Secondary Education Act and its implementing regulations at 34 CFR 200.6(c) and the Department s response to any such request. S2 The continues to direct the Department to reserve no less than 50 percent of funds under this program for grants to develop and enhance effective school library programs, which may include providing professional development to school librarians, books, and up-to-date materials to high-need schools. Further, the continues to direct the Department to ensure that grants are distributed among eligible entities that will serve geographically diverse areas, including rural areas. S3 The directs the Department to ensure that SEED grants are awarded to diverse set of eligible entities, including National non-profit organizations implementing evidence-based activities (as defined in section 8101(21)(A)(i) of the Elementary and Secondary Education Act) across a number of sites which can help bring to scale evidence-based programs of National significance across the country. The is aware that students in rural public schools and public schools serving high percentages of Native students have inequitable access to accomplished teachers. Therefore, the strongly encourages the Department to establish a priority for SEED projects addressing this issue. The intends for funds to be awarded to increase the number of teachers in such schools who have earned a nationally recognized advanced credential. There are a number of ways to support these teachers in pursuing an advanced credential, including financial support, training, mentorship, and access to online exemplars of accomplished teaching practice as part of a program of support; financial incentives for those who earn the credential and continue to teach in a rural or Native student classroom; and training for principals to encourage and support their teachers in earning such advanced credentials. S4 The continues to encourage the Department to ensure States are aware of the availability of funding for English language learners, including emergency supplemental funding made available in response to hurricanes and other natural disasters, as well as current guidance in this area, to help States and school districts access and make the best use of available funding. S5 The notes that funds available to school districts within the SSAE program for promoting safe and supportive learning environments may be used for a wide range of activities, including but not limited to expanding access to or coordinating resources for school-based mental health services and supports, which may include trauma-informed practices and school counseling; preventing bullying and harassment; and professional development for personnel in crisis management and school-based violence prevention strategies. S6 Within the total, the recommendation includes $235,000,000 for grants to State entities to support high-quality charter schools, including for grants directly to charter school developers in a State if no State entity receives a grant; $140,000,000 for grants for the replication and expansion of high-quality charter schools; $55,000,000 for facilities financing assistance, of which not less than $45,000,000 shall be for the Credit Enhancement program; and $15,000,000 for national activities to provide technical assistance, disseminate best practices, and evaluate the impact of the charter school program. The recommendation includes a $20,000,000 increase for grants to charter management organizations for the replication and expansion of high-quality charter schools as authorized by ESSA. The recommendation also includes a $20,000,000 increase for State-entity grants to support State s efforts to open and prepare for the operation of new charter schools and replicate and expand high-quality charter schools. The recommendation also includes a $4,000,000 increase for the Credit Enhancement program to support the financing of charter school facilities, and a $1,000,000 increase for national activities. S7 The notes that ESSA requires State entities receiving grants funds to allocate not less than 7 percent of funding received under the program to improve authorizing quality, including developing capacity for, and conducting, fiscal oversight and auditing of charter schools. These funds, combined with investments through national activities including the national dissemination grant competition being administered this year, allow for continued improvements in authorizing quality. The requests the Department include in its budget request, starting with its submission for fiscal year 2020, a thorough discussion of how these investments are improving authorizing quality. Additionally, the notes that the Department s Inspector General issued the Nationwide Assessment of Charter and Education Management Organizations audit report in September The requests the Department to include in its fiscal year 2020 budget request a description of actions it has taken or plans to take in response to the report s findings and recommendations. S8 Within the total for grants to State entities to support high quality charter schools, the recommendation includes no less than $7,500,000, the same as the fiscal year 2018 level, for developer grants to establish or expand charter schools in underserved, high-poverty, rural areas. This could include grants to institutions of higher education, or non-profit organizations in partnership with institutions of higher education, which are located in the region and committed to improving educational outcomes for underserved rural students. Institutions of higher education may be uniquely suited to help address challenges faced by charter schools in rural areas, and to give students opportunities to learn in non-traditional settings. The also notes that establishing charter schools in rural, particularly underserved areas, will likely require more start-up costs than in some other areas, and encourages the Department to consider these factors in determining grant award levels. S9 Within the total, the recommendation includes $65,000,000 for STEM education activities, including computer science education. The continues to direct the Department to work with other Federal agencies that issue grants in this area, including the National Science Foundation, to avoid duplication and ensure that activities funded under this program build on existing evidence or provide a unique benefit to the field. Further, within this amount, the directs the Department to include funding to expand access to STEM education in rural areas, including grants to institutions of higher education, in partnership with rural school districts, to utilize virtual and remote access to makerspace technologies, such as 3D printers, to expand opportunities for students in rural areas where such tools are often cost prohibitive. Further, the notes the importance of STEM knowledge and skills for individuals in and outside of the STEM workforce, including the workforce of national laboratories, for ensuring U.S. competitiveness globally. Finally, the directs the Department to provide a briefing within 60 days of enactment to the s on Appropriations of the of Representatives and the on the Department s current and planned STEM education activities within EIR and across the Department. The encourages the Department to include funding for programs authorized under EIR that address the birth to 3rd grade continuum and provide services for children and families from early childhood through early elementary school, including two generational approaches, and that propose evidence-based strategies to mitigate the impacts of adverse childhood experiences. S10 The encourages the Department, in awarding School Climate Transformation Grants, to prioritize funding for applicants that propose to promote the social and emotional learning of students. In addition, the encourages the Department to prioritize applicants that propose projects to prevent opioid abuse by students, and address the mental health needs of students, families, and communities affected by opioid use disorder. The encourages the Department to fund a demonstration program to test and evaluate innovative partnerships between institutions of higher education and high-needs State or local educational agencies to train school counselors, social workers, psychologists, or other mental health professionals. This could help demonstrate innovative ideas to foster a pipeline between graduate programs that train these professionals and local educational agencies, to expand access to such professionals in high-need schools and ultimately improve student outcomes. S11 The recommendation includes funding for each activity within this program at no less than the fiscal year 2018 level. S12 The continues to note that there are significant cognitive, psychological, and academic benefits that result from Native American language immersion programs and that language education programs are essential for tribal self-determination. Within the total, the recommendation includes no less than $2,026,000, the same as the fiscal year 2018 level and the budget request, for Native American language immersion programs authorized under section 6133 of ESEA. The intends that these funds be allocated to all types of eligible entities, including both new and existing language immersion programs and schools, to support the most extensive possible geographical distribution and language diversity. Further, the directs the Department to give the same consideration to applicants that propose to provide partial immersion schools and programs as to full immersion, as the local tribes, schools, and other applicants know best what type of program will most effectively assist their youth to succeed.

5 and Appropriations Bills, S13 The bill continues a provision that allows funding provided by this program to be used for construction. The recommendation includes $650,000 for the Native Hawaiian Education Council. S14 The continues language that allows funding provided by this program to be used for construction and overriding the authorizing statute s requirement to make noncompetitive awards to certain organizations. The directs the Department to make every effort to ensure that Alaska Native organizations and tribal representatives are able to fully engage in tribal consultation as part of the development of regulations intended to clarify changes made to this program by the ESSA. The further directs the Department to consult with Congress throughout the regulatory process. Finally, the continues to direct the Department to ensure that Alaska Native tribes, Alaska Native regional non-profits and Alaska Native corporations have the maximum opportunity to successfully compete for grants under this program by providing these entities multiple opportunities for technical assistance in developing successful applications for these funds, both in Alaska and via various forms of telecommunications. S15 The has serious concerns about the effect on school districts of sudden changes to decades-long practice of how the Department calculates local tax efforts for Impact Aid eligibility purposes. The expects to work with the Department on this issue and requests a briefing within 30 days of enactment. For more information, contact Tom Zembar at or TZembar@nea.org. July 11, 2018 Education Policy & Practice Department CENTER FOR GREAT PUBLIC SCHOOLS