No CRS summary available for this bill.
This section states the purposes of the Act to expand access to advanced courses and programs at under-resourced elementary and secondary schools, advance equitable enrollment practices so all ready students can participate, and equip more students—especially from historically underrepresented groups—with STEM skills for college and the workforce.
This section finds that Black, Latino, Native American, low-income, disabled, and English learner students are underrepresented in advanced courses and programs. It states that AP participation is 1 in 6 overall but 1 in 14 for Black students and under 1 in 10 for Latino students; dual enrollment rates are lower for these groups and for English learners and disabled students; only 60 percent of top-quintile Black students take Algebra I in grade 8 compared with 84 percent of Asian students; low-income and Black students are half as likely to receive gifted services as peers with equal achievement; subjective criteria limit access; and just 1 in 14 U.S. students scored in the top two PISA math levels in 2022, below the OECD average.
This section defines terms used in the Act by reference to the Elementary and Secondary Education Act of 1965, including early college high school, elementary school, English learner, gifted and talented, institution of higher education, parent, school leader, secondary school, State educational agency, local educational agency (including public charter schools), and subgroup of students. It also defines open enrollment as permitting any student to join advanced courses without regard to prior academic performance or test scores, and universal screening as requiring all students in a grade to be assessed with at least two objective measures for automatic enrollment in advanced courses unless a parent opts out.
This section authorizes the Secretary to conduct three grant programs that allocate at least 80 percent of appropriated funds to state educational agencies for subgrants to local educational agencies and public charter schools, at least 15 percent directly to local educational agencies, and up to 4 percent to institutions of higher education or nonprofits with demonstrated effectiveness to deliver advanced coursework to rural students and those lacking access. It reserves up to 1 percent for Department of Education administration, technical assistance, evaluation, and dissemination, and requires grant applications that include assurances of memoranda of understanding covering at least 50 percent of local educational agencies and students, plans for advisory councils of underrepresented students and parents, data collection disaggregated by race, ethnicity, sex, disability, socioeconomic status, and English learner status, and three-year enrollment and performance goals to reduce inequities in advanced courses and STEM postsecondary pathways.
This section directs state educational agencies to award subgrants to local educational agencies, allocating at least 65 percent of funds to those with high student poverty ratios or schools offering fewer advanced courses than the state average. Recipient agencies must (1) set 3-year enrollment and performance goals with annual targets to reduce subgroup inequities in advanced coursework and STEM, (2) use open enrollment or universal screening, (3) train staff on bridging inequities, (4) form advisory councils with at least two members from each underrepresented subgroup, (5) communicate enrollment processes in multiple languages and formats, and (6) carry out section 7 activities.
This section requires local educational agencies receiving grants or subgrants to use funds for at least two of six activities, including community engagement on advanced course changes, training school staff on bridging participation inequities by race, sex, disability, and English learner status within one year, implementing universal screening or open enrollment for programs such as 8th grade Algebra I, Advanced Placement, International Baccalaureate, and dual enrollment, and providing tutoring to underrepresented students. It permits additional uses such as covering low-income students' exam fees, purchasing materials, and implicit bias training. Nonprofit entities may use funds for comparable services targeting rural and underserved students.
This section requires states, local educational agencies, and nonprofit entities receiving grants to submit annual reports within 60 days after each grant year on training conducted, advanced courses offered, student enrollment and academic outcomes disaggregated by race, ethnicity, sex, disability status, socioeconomic status, and English learner status, budgets, progress toward equity targets, and family outreach. It awards a 5 percent bonus of the original grant amount to the state or local educational agency with the greatest growth in equitable enrollment and performance at the end of the first or second year, directing at least half the bonus to high-performing subgrantees or schools, and directs the Secretary to evaluate the program after three years and report findings and recommendations to Congress.