20 U.S.C. § 5886
Section 5886 · State improvement plans
Amended 3 times on record
Except as provided in section 5885(c)(2) of this title and consistent with the requirements of this section, any State educational agency that wishes to receive an allotment under this subchapter after its first year of participation shall develop and implement a State improvement plan for the improvement of elementary and secondary education in the State.
A State improvement plan under this subchapter shall be developed by a broad-based State panel in cooperation with the State educational agency and the Governor.
Each State educational agency, with broad-based classroom teacher input, shall establish and include in its State improvement plan strategies for meeting the National Education Goals by improving teaching and learning and students’ mastery of basic and advanced skills in core content areas, such as English, mathematics, science (including physics), history, geography, foreign languages, the arts, civics and government, and economics. Such strategies—
(1) shall include—
(A) a process for developing or adopting State content standards and State student performance standards for all students, which process shall include coordinating the standards developed pursuant to section 115 of the Carl D. Perkins Vocational and Applied Technology Education Act [20 U.S.C. 2325];
(B) a process for developing and implementing valid, nondiscriminatory, and reliable State assessments—
(i) which assessments shall—
(I) be aligned with such State's content standards;
(II) involve multiple measures of student performance;
(III) provide for—
(aa) the participation in such assessments of all students with diverse learning needs; and
(bb) the adaptations and accommodations necessary to permit such participation;
(IV) be consistent with relevant, nationally recognized professional and technical standards for such assessments;
(V) be capable of providing coherent information about student attainments relative to the State content standards; and
(VI) support effective curriculum and instruction; and
(ii) which process shall provide for monitoring the implementation of such assessments and the impact of such assessments on improved instruction for all students;
(C) a process for aligning State or local curricula, instructional materials, and State assessments with the State content standards and State student performance standards; and
(D) a process for familiarizing teachers with the State content standards and State student performance standards and developing the capability of teachers to provide high quality instruction within the content areas described in the matter preceding paragraph (1) of this subsection;
(2) may include strategies such as—
(A) a process for providing assistance and support to local educational agencies and schools to strengthen the capacity of such agencies and schools to provide all students the opportunity to increase educational achievement and meet State content standards and State student performance standards;
(B) assessing the effectiveness and equity of the school finance program of the State to identify disparities in the resources available to each local educational agency and school in such State and how such disparities affect the ability of the State educational agency and local educational agencies to develop and implement plans under this subchapter;
(C) a process for developing, selecting, or recommending instructional materials, including gender equitable and multicultural materials, and technology to support and assist local educational agencies and schools to provide all students the opportunity to meet State content standards and State student performance standards;
(D) a process for providing appropriate and effective professional development, including the use of technology, distance learning, and gender-equitable methods, necessary for teachers, school administrators, and others to help all students meet State content standards and State student performance standards; and
(E) a process for improving the State's system of teacher and school administrator preparation and licensure, and of continuing professional development programs, including the use of technology at both the State and local levels, so that all teachers, related services personnel, and administrators develop the subject matter and pedagogical expertise needed to prepare all students to meet State content standards and State student performance standards.
Each State improvement plan shall establish strategies for improved governance, accountability and management of the State's education system, such as—
(1) aligning responsibility, authority, and accountability throughout the education system, so that decisions regarding the means for achieving State content standards and State student performance standards are made closest to the learners; and
(2) creating an integrated and coherent approach to recruiting, retaining and supporting the continued professional development of teachers (including vocational teachers), and other educators, giving special attention to the recruitment into and retention of qualified minorities in the education profession.
Each State improvement plan shall describe strategies for how the State educational agency will involve parents and other community representatives in planning, designing, and implementing the State improvement plan, including strategies such as—
(1) focusing public and private community resources and public school resources on prevention and early intervention to address the needs of all students by identifying and removing unnecessary regulations and obstacles to coordination; and
(2) increasing the access of all students to social services, health care, nutrition, related services, and child care services, and locating such services in schools, cooperating service agencies, community-based centers, or other convenient sites designed to provide “one-stop shopping” for parents and students.
To help provide all students throughout the State the opportunity to meet State standards, each State improvement plan shall describe strategies, such as strategies that—
(1) provide for the availability of curricular materials, learning technologies, including distance learning, and professional development in a manner that ensures equal access by all local educational agencies in the State; and
(2) develop partnerships with Indian tribes and schools funded by the Bureau, where appropriate, to improve consistency and compatibility in curriculum among public elementary and secondary schools, and such schools funded by the Bureau at all grade levels.
Each State improvement plan shall include strategies for ensuring that comprehensive, systemic reform is promoted from the bottom up in communities, local educational agencies, and schools, as well as guided by coordination and facilitation from State leaders, including strategies such as—
(1) providing flexibility to individual schools and local educational agencies to enable such schools and agencies to adapt and integrate State content standards into courses of study appropriate for individual schools and communities; and
(2) facilitating the provision of waivers from State rules and regulations that impede the ability of local educational agencies or schools to carry out local improvement plans.
Each State improvement plan shall include strategies for assisting local educational agencies and schools to enable such agencies and schools—
(1) to meet the needs of school-aged children who have dropped out of school;
(2) to bring such children into the education system; and
(3) to help such students meet State content standards and State student performance standards.
If a State has received Federal assistance for the purpose of planning for, expanding, or establishing a school-to-work program, then a State shall include in the State improvement plan a description of how such school-to-work program will be incorporated into the school reform efforts of the State. In particular, the State improvement plan shall include a description of how secondary schools will be modified in order to provide career guidance, the integration of academic and vocational education, and work-based learning, if such programs are proposed in the State's school-to-work plan.
Each State improvement plan shall include specific benchmarks of improved student performance and of progress in implementing such plan, and timelines against which the progress of the State in carrying out such plan, including the elements described in subsections (c) through (j) of this section, can be measured.
Each State plan shall include strategies for coordinating the integration of academic and vocational instruction pursuant to the Carl D. Perkins Vocational and Applied Technology Education Act [20 U.S.C. 2301 et seq.].
Each State improvement plan shall describe—
(1) how the State will monitor progress towards implementing the State and local improvement plans; and
(2) procedures the State plans to use, consistent with State law, to improve schools that are not meeting the State content standards voluntarily adopted by the State within the established timelines.
(1) In general
(A) The Secretary shall review, within a reasonable period of time, each State improvement plan prepared under this section, and each application submitted under section 5885 of this title, through a peer review process involving the assistance and advice of State and local education policymakers, educators, classroom teachers, related services personnel, experts on educational innovation and improvement, parents, advocates, and other appropriate individuals. Such peer review process shall be representative of the diversity of the United States with regard to geography, race, ethnicity, gender and disability characteristics. Such peer review process shall include at least 1 site visit to each State, except during the period when a State improvement plan is being developed.
(B) Notwithstanding the provisions of subparagraph (A), in the first year that a State educational agency submits an application for development of a State improvement plan under this subchapter the Secretary shall not be required to—
(i) review such application through a peer review process; and
(ii) conduct a site visit.
(2) Approval
The Secretary shall approve a State improvement plan if such plan is submitted to the Secretary not later than 2 years after the date the State educational agency receives its first allotment under section 5884(b) of this title, and when the Secretary determines, after considering the peer reviewers’ comment, that such plan—
(A) reflects a widespread commitment within the State;
(B) holds reasonable promise of helping all students to achieve at the high levels called for by this chapter;
(C) meets the requirements of subsections (a) through (k) of this section; and
(D) allows local schools, local educational agencies and communities the flexibility to implement local improvement plans in a manner which reflects local needs and requirements in order to promote a “bottom up” system of school reform.
(3) Disapproval
The Secretary shall not disapprove a State improvement plan, or any State application submitted under section 5885 of this title, before offering the State—
(A) an opportunity to revise such plan or application; and
(B) a hearing.
(4) Alternative submission
(A) In general
Notwithstanding any other provision of this subchapter, any State educational agency that wishes to receive an allotment under this subchapter after the first year such State educational agency receives such an allotment may, in lieu of submitting its State improvement plan for approval by the Secretary under this subsection and section 5885(c)(2) of this title, or submitting major amendments to the Secretary under subsection (p) of this section, provide the Secretary, as part of an application under section 5885(c) of this title or as an amendment to a previously approved application—
(i) an assurance, from the Governor and the chief State school officer of the State, that—
(I) the State has a plan that meets the requirements of this section and that is widely available throughout the State; and
(II) any amendments the State makes to the plan will meet the requirements of this section; and
(ii) the State's benchmarks of improved student performance and of progress in implementing the plan, and the timelines against which the State's progress in carrying out the plan can be measured.
(B) Annual report
Any State educational agency that chooses to use the alternative method described in paragraph (1) shall annually report to the public summary information on the use of funds under this subchapter by the State and local educational agencies in the State, as well as the State's progress toward meeting the benchmarks and timelines described in subparagraph (A)(ii).
Each State improvement plan shall include a process for periodically reviewing and updating any State content standards, State student performance standards, and State assessments.
(1) In general
Each State educational agency shall periodically review its State improvement plan and revise such plan, as appropriate, in accordance with the process described in subsection (b) of this section.
(2) Review
The Secretary shall review any major amendment to a State improvement plan and shall not disapprove any such amendment before offering a State educational agency—
(A) an opportunity to revise such amendment; and
(B) a hearing.
(1) In general
If a State has developed a comprehensive and systemic State improvement plan to help all students meet State standards or any component of such plan, that meets the intent and purposes of this section, then the Secretary may approve such plan or component notwithstanding that such plan was not developed in accordance with subsection (b) of this section if the Secretary determines that such approval would further the purposes of State systemic education improvement.
(2) Special rule
(A) 1 If, before March 31, 1994, a State has made substantial progress in developing a plan that meets the intent and purposes of this section, but was developed by a panel that does not meet the requirements of paragraphs (1) through (3) 2 of subsection (b) of this section, the Secretary may, at the request of the Governor and the State educational agency, treat such panel as meeting the requirements of this subchapter if the Secretary determines that there has been statewide involvement of educators, parents, students, advocacy groups, and other interested members of the public in the development of the plan.
Editorial notes U.S. Code · Office of the Law Revision Counsel
References in Text
The Carl D. Perkins Vocational and Applied Technology Education Act, referred to in subsec. (l), is Pub. L. 88–210, Dec. 18, 1963, 77 Stat. 403, as amended, which is classified generally to chapter 44 (§2301 et seq.) of this title. For complete classification of this Act to the Code, see Short Title note set out under section 2301 of this title and Tables.
Subsection (b) of this section, referred to in subsec. (q)(2)(A), was amended generally by Pub. L. 104–134, title I, §101(d) [title VII, §702(a)(1)(A)], Apr. 26, 1996, 110 Stat. 1321–211, 1321–251; renumbered title I, Pub. L. 104–140, §1(a), May 2, 1996, 110 Stat. 1327, and, as so amended, no longer contains pars. (1) through (3).
Amendments
1996—Subsec. (b). Pub. L. 104–134, §101(d) [title VII, §702(a)(1)(A)], amended subsec. (b) generally, substituting present provisions for former provisions relating to plan development and consisting of pars. (1) to (9).
Subsec. (d). Pub. L. 104–134, §101(d) [title VII, §702(a)(1)(B)], struck out subsec. (d) which related to opportunity-to-learn standards and strategies.
Subsec. (n)(4). Pub. L. 104–134, §101(d) [title VII, §705(a)], added par. (4).
Subsec. (o). Pub. L. 104–134, §101(d) [title VII, §703(a)(9)], struck out “State opportunity-to-learn standards or strategies,” after “performance standards,”.