The first section of the bill states that it will be officially known as the “Advancing Research in Education Act” or simply the “AREA Act.”

The document outlines the table of contents for an Act focused on education, detailing different parts such as the Institute of Education Sciences, the National Center for Education Research, and other centers dedicated to specific areas within the field, along with regulations, duties, and guidelines for implementation. It covers topics from the establishment of these centers and their functions to data management, funding authorization, and evaluation standards.

The Education Sciences and Technical Assistance Act of 2002 outlines the structure and contents of various educational initiatives and reforms, including the establishment of multiple national centers for education research, statistics, evaluation, and special education research, as well as coordinating educational technical assistance and national assessments. The Act also includes sections on data management, evaluation priorities, and appropriations for continued educational progress.

This document outlines the "Education Sciences and Technical Assistance Act of 2002," detailing its structure, including titles and sections about education science reforms, the establishment of various national centers for research and evaluation, guidelines for technical assistance, and proposals for educational progress assessments. It also covers administrative provisions like amendments to existing laws, authorization of appropriations, and coordinating educational efforts nationwide.

Whenever this title mentions changing or removing a rule, it is referring to a rule in the Education Sciences Reform Act of 2002.

The Act (20 U.S.C. 9501 et seq.) is changed by renumbering sections 151 to 158, 171 to 174, 175 to 177, and 181 to 194 to become sections 141 to 148, 151 to 154, 161 to 163, and 171 to 184, respectively.

The section updates and clarifies definitions related to various educational terms used in U.S. education laws. It updates meanings for terms such as "dual enrollment programs," "special education," and "technical assistance," among others, aligning them with specific sections of existing laws like the Elementary and Secondary Education Act, the Individuals with Disabilities Education Act, and the Higher Education Act of 1965.

Section 111 amends a law to update the mission of an educational institute, focusing on leading research and providing reliable information about the state and progress of education in the U.S. This includes evaluating educational practices and programs while ensuring that their activities are high-quality, unbiased, and free from political influence.

The section proposes changes to the education research functions by emphasizing support for valid scientific research, collaboration among various stakeholders, dissemination of findings, and improving education outcomes. It also aims to expand participation in education research activities to include historically underrepresented groups and institutions like historically Black colleges and Tribal Colleges.

The amendments to Section 114 make various changes, including setting a 6-year term for the Director of the Office, clarifying the Board's role in recommending Director appointments, and enhancing the Director's duties related to spreading research, supporting diversity in education research, and ensuring high-quality, unbiased, and accessible information.

The section describes how the Director of the Institute must propose priorities every six years, working with various educational committees and stakeholders. It includes steps for public comment, identifying key education topics, and requiring Board approval, with a focus on ensuring consistency with the Institute's mission.

The Director must propose priorities for the Institute every six years after consulting with key stakeholders and reviewing public feedback. These priorities focus on long-term research and solving education issues, like improving teaching and learning, and must be approved by the Board before being made publicly available.

The bill proposes that the Director approve plans related to National Education Centers and ensure they align with mission goals, requiring public reports and briefings to Congress. It also aims to enhance research activities by creating fellowship programs, especially in underrepresented institutions, and promote diversity among participants.

The text outlines procedures for plan approval and reporting by the Director related to National Education Centers. The Director must approve submitted plans within 30 days, ensure they align with center missions, develop a comprehensive plan for the Institute addressing approved priorities, report to relevant committees, and make the report public. Additionally, the Director must brief certain Senate and House committees on the report's contents.

The text describes a bill section that aims to enhance the national capability for education research by increasing the number of education researchers and promoting diversity among researchers and institutions involved in Federal education research. It includes the establishment of fellowships for graduate and postdoctoral researchers, with a focus on attracting women and minorities, and ensures the coordination of activities within the National Education Centers.

The section outlines the responsibilities and structure of the National Board for Education Sciences, including its duties to advise on education research and development, its composition of voting and non-voting members, and its meeting and reporting requirements. The Board aims to ensure that educational research activities are scientifically valid, equitable, and inclusive, promoting evidence-based practices across different educational settings.

The section establishes the National Board for Education Sciences to oversee and advise on educational research and related activities. It outlines the duties, composition, appointment process, and operations of the Board, emphasizing its role in promoting scientifically valid research, supporting educational stakeholders, and ensuring diverse representation.

Section 117 of the bill makes changes to the rules about Commissioners of the National Education Centers. It removes an exception mentioned in the old rules and clarifies that each Commissioner has specific responsibilities, while also emphasizing the need for their work to be timely and helpful.

The revised Section 118 outlines that the Institute can collaborate with Federal agencies on research and statistical data projects of common interest, ensuring data from the National Center for Education Statistics is accurate and accessible, in line with specific provisions of the General Education Provisions Act.

The section outlines that the Institute can work on research projects with other Federal agencies if it follows specific guidelines. It also allows the Institute to manage and improve the quality and accessibility of statistical data in collaboration with these agencies.

The section requires the Director to send a detailed report every two years to the President, Congress, and the public. This report should describe activities related to education research and how diverse participation is encouraged, along with any additional comments the Director finds important.

The Director is required to send a report every two years to the President, specific Senate and House Committees, and make it available to the public. This report includes details about research activities, efforts to increase diversity among researchers, and any additional comments or recommendations. Additionally, the Director must brief these committees on the report's contents.

The passage describes an amendment to Part A that requires the Director to create a user-friendly online database within one year of the Advancing Research in Education Act's enactment. This database will provide updated information on the recipients of grants or agreements, including the amount and duration of the awards, as well as the projects funded and their focus areas.

The Transparency section of the Advancing Research in Education Act requires the Director to create an easily accessible online database within a year. This database will show who received grants, contracts, or agreements, the amount and duration of these awards, and the activities they support, including research areas and methods.

The amendment to Section 131(b) focuses on enhancing educational research and practices to ensure that every student, especially underserved groups, gets access to high-quality education. It aims to improve teaching, boost evidence-based practices, and support lifelong learning by encouraging scientific research and the use of proven educational methods.

The amendment to Section 132 (20 U.S.C. 9532) involves adding the phrase "scientifically valid" before "research and research management" to emphasize that educational research and its management must meet scientific standards.

The proposed amendments to Section 133 outline the Research Commissioner's duties, which include developing and implementing a research plan to support high-quality education, ensuring research is scientifically valid and useful to educational stakeholders, and promoting collaborative, evidence-based research practices. The amendments also focus on increasing participation from underrepresented groups in federal education research, supporting research-practice partnerships, and emphasizing various research topics like early childhood education and educational technology.

The amendment to Section 134 (20 U.S.C. 9534) updates standards for research by replacing "scientifically based research standards" with "principles of scientifically valid research," emphasizing data accessibility and privacy, and enhancing the evaluation of research through high-quality procedures and fair reviews. The Director is tasked with ensuring that research is conducted promptly and evaluated on merit, possibly involving consultation with other federal research agencies.

Section 141 of the bill updates existing law to enhance educational reporting and research by emphasizing data usability from early childhood to postsecondary education. It aims to provide high-quality and accessible educational information while addressing biases based on race, religion, color, national origin, sex, or disability and including education system leaders as stakeholders.

The section amends the role of the Commissioner for Education Statistics, specifying that the commissioner must be highly qualified, knowledgeable about statistical methods and federal privacy laws, and act as the statistical official for the Department of Education.

The amended Section 143 outlines the responsibilities of the Statistics Commissioner in collecting and analyzing education data, including information on school completion rates, teacher qualifications, and education financing, while ensuring data privacy. It also emphasizes improving data systems, supporting student privacy, and developing alternative measures for identifying students from low-income backgrounds.

The section amends existing legislation to require grant recipients to submit plans on how they will manage and report data related to performance management, updates the terminology to include a wider range of educational programs and roles, and mandates efforts to develop an alternative method for measuring student poverty with the help of the Census Bureau to improve the understanding of educational needs.

Section 145 of 20 U.S.C. 9545 has been updated to improve the quality and timeliness of educational reports by ensuring they are objective and useful, requiring expedited surveys on urgent topics, and setting strict guidelines for public data reporting within two years, with explanations required for any delays.

The amended Section 146 makes changes to include federal officials, Indian Tribes, and Tribal organizations among entities receiving information. It also ensures that projects comply with student confidentiality laws and corrects a referenced section number from 183 to 173.

The bill allows the Statistics Center to create partnerships with states to develop high-quality, standardized data systems useful for making education policies. These partnerships are voluntary and cannot create a national student data system.

The section allows the Statistics Center to create partnerships with states to develop consistent and reliable education data standards and systems that help in policymaking. However, it prohibits these partnerships from creating a national student data system.

The section explains a grant program for creating statewide data systems that connect educational and workforce information over time. It outlines eligibility criteria for agencies to apply, how the funds can be used, how to ensure privacy, and the goals of improving access to education and job opportunities by effectively using the data.

The section establishes a grant program to help states build and improve data systems that combine educational and workforce information while protecting individual privacy. Grants are awarded competitively, focusing on enhancing data access and integration while involving the community and ensuring financial sustainability, and they can be used to connect data from preschool through postsecondary education and employment outcomes.

The section authorizes grants for public agencies, including the Bureau of Indian Education, to enhance their data management and analysis capabilities to make better decisions and improve educational outcomes. This includes improving data quality, tools, privacy, and security and considers alternative methods for measuring student poverty.

The bill section authorizes the Director to provide grants or agreements to public agencies to help them better use their collected data for making decisions and improving education. The grants can be used for improving data management, security, and transparency, as well as developing tools and techniques to better measure student poverty and enhance privacy.

The document establishes a National Center for Education Evaluation and Evidence Use, which is tasked with conducting and supporting research evaluations of federal education programs to improve outcomes and provide evidence-based recommendations to practitioners and policymakers. It details the roles and responsibilities of the Commissioner for Education Evaluation and Evidence Use, outlines the creation and maintenance of resources like the What Works Clearinghouse and the National Education Research Database, and describes the coordination of regional educational laboratories to enhance educational opportunities and improve teaching and learning.

The section establishes a National Center for Education Evaluation and Evidence Use within the Institute, aiming to boost the use of evidence among educators and policymakers. Its mission includes evaluating federal education programs to measure their impact, promoting innovative practices, and distributing research findings to foster continuous improvement in education.

The bill section establishes a position called the Commissioner for Education Evaluation and Evidence Use, who will lead an Evaluation and Evidence Use Center. This person must be skilled in education evaluation and able to connect researchers and policymakers to help use research and evidence for ongoing improvements. This commissioner also serves as the Chief Evaluation Officer for the Department.

The Evaluation and Evidence Use Commissioner is responsible for promoting the use of evidence in education, managing educational research resources, supporting regional education labs, and ensuring that research findings are widely shared and understandable. They must also create a plan to evaluate educational strategies and work with educational leaders to improve teaching and learning techniques. The Director can provide funding and assistance to fulfill these tasks.

The section outlines the responsibilities of the Evaluation and Evidence Use Commissioner, who must conduct and support evaluations of education programs, coordinate with other evaluation activities, and ensure evaluations meet high standards of quality and credibility. The Commissioner is also responsible for managing evaluations under the Elementary and Secondary Education Act of 1965.

The section outlines the responsibilities of the Evaluation and Evidence Use Commissioner in developing and maintaining both the National Education Research Database and the What Works Clearinghouse. The database aims to provide researchers with high-quality educational studies, while the clearinghouse offers evidence-based tools and recommendations for educators, policy makers, and regional educational laboratories to enhance teaching, learning, and student outcomes.

The section outlines the responsibilities of the Evaluation and Evidence Use Center, including promoting collaboration between researchers and educators, training practitioners in evidence-based practices, and establishing the National Library of Education to gather and provide education-related information. The library will serve as a central hub for educational resources, promoting cooperation among various information providers.

The section authorizes the creation of 10 regional educational laboratories in the U.S. to conduct research and provide evidence-based improvements in education. These labs will work in partnership with local and national education centers to address regional needs and share findings, ensuring they support effective and innovative educational practices and policies.

Section 161 of the bill makes several changes to an existing law, focusing on sustained research for infants, toddlers, children, and youth with disabilities. It aims to enhance evidence-based practices in special education, improve evidence use among educators and policymakers, and rename a national center to emphasize its role in evidence use.

The section makes two main changes: it adds the term "scientifically valid" to describe the type of research conducted and broadens the scope of individuals studied to include infants, toddlers, and youth with disabilities, in addition to children with disabilities.

The section outlines the duties of the Special Education Research Commissioner, including maintaining research standards, developing a special education research plan, conducting various research activities related to improving education for individuals with disabilities, and awarding grants or contracts for research. It also requires the dissemination of research findings, coordination with the Individuals with Disabilities Education Act, and the support of research-practice partnerships.

The new section 164 requires that research activities supported under this section meet high standards of quality and fairness, such as being unbiased and politically neutral. It also ensures that these activities follow guidelines set by the National Center for Education Research and are subject to important rules from an existing educational reform act.

The section outlines that all special education research activities must meet high standards of quality and be conducted objectively, without bias or political influence. It also states that specific standards from the Education Sciences Reform Act of 2002 apply to those overseeing these research activities.

The section outlines changes to Part F of title I of the United States Code. It removes sections 179 and 183 and renumbers sections 180, 181, 182, and 184 as 179, 180, 181, and 182, respectively.

The section outlines that the Director must ensure public access to research data and related materials, following privacy and security laws. Researchers seeking funding must include a plan for managing and preserving their data, and the Director is responsible for providing resources and training to help with this process.

Section 173 of the bill changes part of another section (20 U.S.C. 9572) by updating the wording. It replaces "individually" with "personally" in one subsection and corrects references to other sections while changing "nations" to "countries" in another part.

The section changes how certain information is described in the law, replacing "individually" with "personally" to refer to identifiable data. It also clarifies that data shared about educational programs or institutions should not include personal information that could identify someone.

The law changes Section 174, which is now labeled as Section 173, to update how information is shared electronically. Instead of just using the Internet, it specifies that data should be posted in a way that is easy to find on the Institute's website.

The amended Section 175 outlines that the Director is tasked with managing the performance of activities under this title to make sure federal funds are used effectively to support the Institute's mission. This includes creating measurable goals, making data and publications easy to access and understand, using modern technology for efficient information sharing, encouraging the use of this information to address educational challenges, improving management practices, and ensuring quick public access to information.

The section describes how the Director is responsible for setting up a performance management system to ensure federal funds are used effectively for activities under this title. This includes using measurable indicators to gauge progress, ensuring timely and accessible publication of information, and promoting engagement and evidence use of the Institute’s outputs while using modern technology for data collection and dissemination.

The bill amends Section 177 by removing the first sentence and changing "section 188" to "section 178".

The section amends public law to specify that scientific or technical employees can include experts in privacy, information security, and cybersecurity. It also allows the Director to temporarily appoint professionals, such as researchers and technical personnel, from various institutions, including those serving minority communities, to work with the Institute.

Section 179 updates the funding details for a specific program, allowing for necessary amounts of money to be used from the fiscal year 2024 to the next five years. It also changes the allocation for program administration salaries and modifies existing financial provisions to reflect current needs.

The section outlines amendments to various acts, including the General Education Provisions Act, the Elementary and Secondary Education Act of 1965, and the Individuals with Disabilities Education Act. These amendments involve updating specific section references within the acts to new section numbers, like changing references from "section 153" to "section 143".

The Educational Technical Assistance Act of 2002 is updated to improve educational opportunities for all students by coordinating technical assistance efforts. It involves setting up national and regional centers to provide support and resources to educational systems and practitioners, ensuring better implementation of various educational laws, and encouraging the use of evidence-based practices.

The section states that this part of the bill can be referred to as the "Educational Technical Assistance Act of 2002."

The section defines specific terms related to education, including "child with a disability" and "school leader" as defined in other acts, as well as terms like "comprehensive center" and "focus center," which are types of technical assistance centers for educational support.

The purpose of this section is to enhance educational opportunities and outcomes by coordinating technical assistance for various education laws, including those for disabilities and higher education. The Secretary provides support to educators, schools, agencies, and families through promoting evidence-based practices and minimizing redundant efforts, focusing on high-quality, timely information to address educational challenges.

The section outlines how the Secretary of Education must coordinate regional comprehensive centers with regional educational laboratories to prevent overlapping work and improve satisfaction among clients. It requires these centers and labs to collaborate on local needs assessments, understand each other's plans, help local education agencies efficiently, create a shared governing board, and address challenges in the region, while aligning the duration of their grants and contracts.

The section requires the Secretary to set priorities for regional educational laboratories and comprehensive centers, using input from regional governing boards to guide the decision-making process.

Each regional comprehensive center and regional educational laboratory serving the same area must share a governing board to guide their work and divide related costs equally. These regional boards will advise on educational activities, identify challenges, and ensure quality and accessibility. They are composed of chief State school officers and up to 10 other regional education representatives. Additionally, there is a governing board for the National Comprehensive Center that includes members from regional boards and other education stakeholders to enhance technical assistance and address national education issues.

The section outlines provisions for the establishment of national and regional comprehensive centers through awarded grants, contracts, or cooperative agreements by the Secretary. These centers are intended to support education systems by providing technical assistance, addressing educational challenges, and prioritizing support for regions with high needs, such as schools with large numbers of students from low-income backgrounds.

The Secretary of Education is allowed to give up to three grants or contracts to groups that set up focus centers to address important educational topics. These centers will work on increasing the use of evidence in schools and creating helpful tools, while the Secretary consults with education experts to pick topics that need urgent attention.

The section outlines that the Secretary must ensure that both comprehensive centers and focus centers receiving assistance are independently evaluated by the National Center for Education Evaluation and Evidence Use. These evaluations should assess the quality and impact of the technical assistance and services provided, how well they meet objectives, and how they support decision-making for education leaders. Results of the evaluations will be shared with various congressional committees and the public. Additionally, an independent entity must evaluate comprehensive centers to further ensure their effectiveness.

The section allows for money to be set aside as needed to implement this law for the year 2024 and each of the five years that follow.

Whenever this title talks about changing or removing a section, it means changing or removing a part of the National Assessment of Educational Progress Authorization Act.

The National Assessment Governing Board section of the bill amends certain parts of the existing law by removing specific paragraphs and revising others, particularly relating to the schedule and implementation of educational assessments and the Department’s responsibilities and budget concerning these assessments. The changes ensure that the assessment schedule is developed in consultation with education statistics experts and considers both technical and cost feasibility.

The National Assessment of Educational Progress is updated to change the frequency and reporting of its reading and mathematics assessments to replace previous timelines with new ones starting in 2024 and continuing every other year. Additionally, changes are made to reporting standards, committee roles, and the terminology for Indian Education schools, aiming for a more consensus-based approach and clearer communication to the public.

The section modifies the definitions in a U.S. Code by changing the order of paragraphs, specifying meanings for terms like 'elementary school' and 'Secretary' based on another law, and adding designations for 'Director' and 'State' to the existing definitions.

In Section 305, Congress authorizes the availability of funds needed to implement sections 302 and 303 for fiscal year 2024 and the next five years. The exact amount of money is not specified and may vary based on what is necessary to achieve the goals of these sections.

The first section of the bill states that the official name of the legislation is the “Advancing Research in Education Act” or simply the “AREA Act”.

The Table of Contents section provides an overview of the different titles and sections included in this Act. It lists various parts, such as reforms to educational sciences, technical assistance for education, and evaluation processes for educational progress.

The document outlines the contents and structure of the Education Sciences and Technical Assistance Act of 2002. It includes various titles and sections that address the establishment and functions of educational institutions and centers, coordination of technical assistance, national assessment, and amendatory provisions related to educational programs and research.

The document provides an outline for the "Education Sciences and Technical Assistance Act of 2002," including various titles and sections related to education reform, technical assistance, educational progress assessment, and amendments to existing laws. It details the establishment and functions of several education-related centers and offices, as well as provisions for data use, research standards, and appropriations.

Whenever this title mentions changing or removing a rule, it is referring to a rule in the Education Sciences Reform Act of 2002.

The Act (20 U.S.C. 9501 et seq.) is changed by renumbering sections 151 to 158, 171 to 174, 175 to 177, and 181 to 194 to become sections 141 to 148, 151 to 154, 161 to 163, and 171 to 184, respectively.

In this section, definitions for terms used in education legislation are updated and expanded. The amendments clarify meanings related to various educational programs, institutions, and processes such as dual enrollment, disabilities, evidence-based practices, and minority-serving institutions, aligning them with existing federal acts.

The amendment to Section 111 establishes the mission of the Institute to lead and expand understanding of education across all levels in the U.S. It aims to provide reliable information about education conditions, effective practices, and program effectiveness, ensuring that research activities are high-quality, objective, and free from bias. Additionally, the amendment updates a reference to the National Center for Education Evaluation and Evidence Use.

The section updates regulations related to research in education by changing references to a specific section and outlines the roles of supporting and spreading scientifically valid research, encouraging collaboration among different stakeholders, improving student outcomes with this research, and boosting involvement from underrepresented institutions and communities.

The section amends rules about the Director of the Institute of Education Sciences, including setting a six-year term with an optional one-year extension if no successor is appointed. It also adds responsibilities such as promoting research based on scientific principles, increasing the involvement of historically underrepresented groups in research, and ensuring clear communication and widespread dissemination of educational research findings.

The section outlines how the Director must set priorities for the Institute every six years by engaging with various committees and the public, reviewing feedback, and identifying important research topics related to education policies and issues. The Institute's Board is responsible for approving these priorities, ensuring they align with the Institute's mission, and making them publicly accessible.

The Director is required to propose priorities for the Institute every six years after consulting with various committees and stakeholders, reviewing public comments, and identifying important topics needing research. These priorities must be approved by the Board and made publicly available, ensuring they align with the Institute's mission and focus on improving education.

The text outlines plans for the approval process of commissioners' education plans and how these plans integrate with the overall priorities of the National Education Center. The section also highlights initiatives to expand the education researcher pipeline, focusing on increasing diversity among researchers, including fellowships for historically underrepresented groups and institutions.

The text outlines procedures for plan approval and reporting by the Director related to National Education Centers. The Director must approve submitted plans within 30 days, ensure they align with center missions, develop a comprehensive plan for the Institute addressing approved priorities, report to relevant committees, and make the report public. Additionally, the Director must brief certain Senate and House committees on the report's contents.

The section establishes programs to boost the number of skilled researchers in education by expanding opportunities and encouraging diversity, especially among groups previously underrepresented in federal research. It mandates creating fellowships for graduate and postdoctoral studies, particularly targeting women, minorities, and people with disabilities, and ensures effective coordination with the National Education Centers.

The section outlines the establishment and duties of the National Board for Education Sciences, which advises on policies, priorities, and activities of the Institute of Education Sciences. It details the board's composition, including qualifications for members, their term lengths, duties, and the requirement to provide biennial reports and briefings on its activities and recommendations to Congress.

The National Board for Education Sciences is established to advise the Institute of Education Sciences on research priorities, policies, and activities. It consists of nine voting members with specific qualifications, supported by nonvoting ex officio members, and is responsible for providing ongoing evaluations, recommendations, and reports regarding education research and the effective use of evidence-based practices.

The section amends the rules for appointing Commissioners of the National Education Centers by removing a previous exception and updating their duties. It requires each Commissioner to ensure their actions are timely and aligned with the goals of the Institute, as supervised by the Director.

The section allows the Institute to work with Federal agencies on research and statistical data projects of mutual interest, ensuring the data from the National Center for Education Statistics is high quality and accessible, as per specific sections of the General Education Provisions Act.

The Institute is allowed to work with Federal agencies on research and statistical data projects that both parties are interested in. These efforts should ensure that educational data is high quality, useful, timely, and easy to access, following specific guidelines in the General Education Provisions Act.

The revised Section 119 requires the Director to send a report every two years to various government officials and committees. This report will summarize the activities of the National Education Centers, describe efforts to include underrepresented researchers in education research, and may include any other relevant comments.

The Director is required to send a report every two years to specific government officials and make it available to the public. This report includes details about research and activities related to education, efforts to include historically underrepresented researchers, and any additional comments the Director finds necessary. Additionally, the Director must brief certain Senate and House committees about the report’s contents.

The section outlines that within one year of the Advancing Research in Education Act becoming law, the Director must create a user-friendly online database. This database will provide information about who received grants, contracts, or agreements, how much money they received, and what projects or research areas those funds supported.

The Transperancy section of the Advancing Research in Education Act requires the Director to create an easy-to-access database within a year of the Act's passage. This database will provide information on individuals or entities who received funding under the title, the amounts awarded, the award periods, and details about the supported activities or research areas.

The amended Section 131(b) focuses on sponsoring research to improve educational outcomes and opportunities for all students, emphasizing evidence-based practices, promoting quality through scientific inquiry, and encouraging engagement in educational research to address challenges in education and support lifelong learning.

The amendment to Section 132 (20 U.S.C. 9532) involves adding the phrase "scientifically valid" before "research and research management" to emphasize that educational research and its management must meet scientific standards.

The amendments to Section 133 outline the responsibilities of the Research Commissioner at the Research Center, including maintaining research standards, developing and executing a research plan, supporting evidence-based practices, and fostering collaboration among researchers and educators. The section also details the creation of research-practice partnerships, grant cycles, and prioritizing various research topics such as school improvement, student well-being, and innovative educational practices.

The amendments to Section 134 focus on updating standards for research by replacing “scientifically based research standards” with “principles of scientifically valid research,” expanding dissemination activities to include evidence use, making research data publicly accessible while ensuring privacy, and emphasizing confidentiality and privacy in preventing misconduct. Additionally, the Director must ensure research funded by the Institute maintains high quality through efficient procedures and a fair review process that includes consulting with other federal agencies.

The amendments to Section 141 aim to improve educational standards and information. They update research requirements to cover a broader educational range, ensure education reports are high-quality and accessible, and clarify that bias should not be tolerated in any form within education, including race, religion, color, national origin, sex, or disability.

The section amends the role of the Commissioner for Education Statistics, specifying that the commissioner must be highly qualified, knowledgeable about statistical methods and federal privacy laws, and act as the statistical official for the Department of Education.

The amended Section 143 of the bill outlines the duties of the Statistics Commissioner in gathering and sharing education-related data, such as student performance and educational resources, from early childhood to postsecondary education. It aims to enhance data collection, ensure privacy, support state agencies in developing data systems, and develop new methods for measuring student poverty to better identify students from low-income backgrounds.

The section outlines amendments to Section 144, focusing on agreements for data management plans, updating language to address educational challenges, developing an alternative poverty measurement with the Census Bureau, and ensuring accurate counts and statistics for Native American students by coordinating with various federal entities and stakeholders.

Section 145 outlines amendments to ensure that education reports are of high quality and free from bias. It emphasizes the timely and accessible reporting of statistical data and establishes procedures for expedited data collection on urgent education topics.

The amended Section 146 makes changes to include federal officials, Indian Tribes, and Tribal organizations among entities receiving information. It also ensures that projects comply with student confidentiality laws and corrects a referenced section number from 183 to 173.

The section allows for the creation of cooperative education statistics partnerships to develop and maintain high-quality data standards and systems with the voluntary cooperation of states, but it prohibits the establishment of a national student data system.

The section allows the Statistics Center to create partnerships with different states to improve data quality and systems for education statistics. However, these partnerships cannot create a national student data system.

The section describes a program that gives grants to certain state agencies to help them develop and improve data systems that track student information from early education to jobs. These data systems must protect privacy and help researchers, policymakers, and others use the data to make better educational decisions.

The section describes a grant program that provides funding to state agencies and organizations to create and improve statewide data systems linking education and workforce data. These systems aim to protect privacy while enabling better decision-making and educational outcomes by making data accessible and usable for public agencies, researchers, and policymakers.

The bill allows the Director to grant funds to public agencies to improve their ability to manage and use data for better decision-making and educational outcomes. The funds can be used for activities like improving data quality, developing tools for data transparency, enhancing privacy and security, and creating new ways to measure student poverty.

The bill allows the Director to give grants or make agreements with public agencies to improve their ability to manage and use data, thereby enhancing educational opportunities and outcomes. The grants can be used for improving data quality, developing privacy and security measures, and creating tools that make data more accessible, while also ensuring measures are in place to protect individual privacy.

The National Center for Education Evaluation and Evidence Use is established to enhance the use of evidence in education, conduct evaluations of federal education programs, and promote improvement in educational practices. It is led by a Commissioner who manages the What Works Clearinghouse, regional educational laboratories, and other resources to support practitioners, leaders, and policymakers in using evidence-based practices to improve educational outcomes.

The section establishes a National Center for Education Evaluation and Evidence Use within the Institute, aiming to boost the use of evidence among educators and policymakers. Its mission includes evaluating federal education programs to measure their impact, promoting innovative practices, and distributing research findings to foster continuous improvement in education.

The bill section establishes a position called the Commissioner for Education Evaluation and Evidence Use, who will lead an Evaluation and Evidence Use Center. This person must be skilled in education evaluation and able to connect researchers and policymakers to help use research and evidence for ongoing improvements. This commissioner also serves as the Chief Evaluation Officer for the Department.

The section states that the Evaluation and Evidence Use Commissioner is responsible for conducting evaluations, promoting evidence use, managing educational resources, and ensuring effective communication and dissemination of research findings to improve education from early childhood through postsecondary levels. Additionally, the Commissioner must create a plan outlining evaluation strategies and collaboration efforts, and the Director has the authority to award grants and partnerships to support these duties.

The Evaluation and Evidence Use Commissioner is tasked with conducting and supporting education evaluations, examining existing evaluations for quality, and enhancing federal education program evaluations. They must also establish evaluation policies and administer evaluations under the Elementary and Secondary Education Act, ensuring all evaluations meet high standards and undergo rigorous peer review.

The What Works Clearinghouse and the National Education Research Database are developed and maintained by the Evaluation and Evidence Use Commissioner to provide evidence-based practices and scientifically valid research to support educators, policymakers, and researchers. The clearinghouse and database aim to improve education outcomes by offering accessible evidence and evaluations, and they are periodically evaluated for effectiveness and reach, particularly in underserved areas.

The section outlines the roles of the Commissioner of the Evaluation and Evidence Use Center, focusing on promoting cooperation among researchers and educators to use research for continuous improvement. It also establishes a National Library of Education to collect and provide access to educational information and promote resource sharing across the United States.

The section outlines the establishment of a network of 10 regional educational laboratories across the United States, which will focus on applied research and development to meet local educational needs. These laboratories will be run by qualified entities selected through a competitive process, coordinate with national and regional centers, and regularly update their strategic plans, with evaluations conducted to ensure their effectiveness in providing evidence-based improvements in education.

Section 161 of the bill makes several changes to an existing law, focusing on sustained research for infants, toddlers, children, and youth with disabilities. It aims to enhance evidence-based practices in special education, improve evidence use among educators and policymakers, and rename a national center to emphasize its role in evidence use.

The section makes two main changes: it adds the term "scientifically valid" to describe the type of research conducted and broadens the scope of individuals studied to include infants, toddlers, and youth with disabilities, in addition to children with disabilities.

The text outlines the duties and responsibilities of the Special Education Research Commissioner, focusing on maintaining research standards, developing a special education research plan, and improving educational outcomes for individuals with disabilities through evidence-based practices. It also highlights the importance of collaboration with stakeholders, funding opportunities for capable applicants, and the dissemination of research findings, while addressing the needs of children with various disabilities.

The amendment to Part E of title I establishes standards for conducting and evaluating research specifically in the field of special education. It requires that all related activities adhere to high-quality standards, maintain transparency and objectivity, and be free from partisan and biased influences, ensuring integrity and reliability in research supported under this section.

The section sets standards for research activities assisted by the Special Education Research Commissioner, ensuring they are of high quality, fair, unbiased, and follow established guidelines. It also specifies that certain standards and peer review procedures apply to involved officials.

The section outlines changes to Part F of title I of the United States Code. It removes sections 179 and 183 and renumbers sections 180, 181, 182, and 184 as 179, 180, 181, and 182, respectively.

The amended section states that the Secretary must make sure public access to research products, like data and software, is secure and legally compliant. It also requires researchers seeking funding to include detailed plans for managing and preserving access to their research data, with additional support and training provided to ensure quality.

Section 173 of the bill changes part of another section (20 U.S.C. 9572) by updating the wording. It replaces "individually" with "personally" in one subsection and corrects references to other sections while changing "nations" to "countries" in another part.

The section changes how certain information is described in the law, replacing "individually" with "personally" to refer to identifiable data. It also clarifies that data shared about educational programs or institutions should not include personal information that could identify someone.

Section 175 modifies Section 174 of the U.S. Code to change references from "section 183" to "section 173" and updates the method of data availability from simply using the Internet to using "electronic means" that include easily accessible postings on the Institute's website.

The updated Section 175 outlines a system for managing how federal funds are used to support educational activities, ensuring they meet specific goals. It includes setting performance indicators, timely sharing of information, using modern technology for data collection, promoting widespread and effective use of educational materials, improving management methods, and providing public access to information quickly.

The section outlines that the Director must set up a performance management system to ensure efficient use of federal funds and alignment with the Institute's mission by using measurable indicators to improve effectiveness, ensuring timely and accessible dissemination of information, utilizing modern technology to minimize data collection burdens, engaging with and disseminating evidence, continuously improving management, and rapidly making information available to the public.

The bill amends Section 177 by removing the first sentence and changing "section 188" to "section 178".

The section amends public law to specify that scientific or technical employees can include experts in privacy, information security, and cybersecurity. It also allows the Director to temporarily appoint professionals, such as researchers and technical personnel, from various institutions, including those serving minority communities, to work with the Institute.

The bill modifies Section 182 to adjust funding for educational purposes, specifying that funds needed for each fiscal year between 2024 and 2029 will be determined as necessary. Additionally, it prohibits funding to entities receiving financial support from certain foreign nations or those promoting antisemitism, aligning with guidelines from the International Holocaust Remembrance Alliance.

The section outlines changes to various education-related laws by updating references to specific sections. These changes affect the General Education Provisions Act, the Elementary and Secondary Education Act of 1965, and the Individuals with Disabilities Education Act by replacing some section numbers with new ones to ensure consistency and accuracy.

The Educational Technical Assistance Act of 2002 is updated to define and organize several educational support centers and programs. These changes include establishing comprehensive and focus centers to provide technical assistance for improving education, as well as outlining priorities, evaluation procedures, and rules for funding to ensure educational laws are effectively implemented and coordinated.

The section states that this part of the bill can be referred to as the "Educational Technical Assistance Act of 2002."

This section provides definitions for several terms used in the title, including those related to education laws like the Elementary and Secondary Education Act of 1965 and the Education Sciences Reform Act. It explains the meaning of specific terms such as “comprehensive center,” which refers to a technical assistance center, and distinguishes between national and regional comprehensive centers, as well as defining a “focus center” as another type of technical assistance center.

The purpose of this section is to improve education for all students, especially those in different subgroups, by coordinating technical help to effectively implement various federal education laws. The Secretary is required to provide assistance to educators, schools, and agencies to improve educational outcomes using evidence-based practices, and to organize efforts across the Department of Education for better efficiency and satisfaction. The assistance may involve evaluating programs and improving data collection and analysis at different government levels.

The section outlines how regional comprehensive centers and educational laboratories should work together to avoid overlapping work and better serve their areas. They must coordinate local efforts, understand each other's plans, respond quickly to schools and agencies, maintain a shared governing board, and identify local educational challenges.

The section requires the Secretary to set priorities for regional educational laboratories and comprehensive centers, using input from regional governing boards to guide the decision-making process.

Each region in the United States will have a shared governing board for its regional educational centers and laboratories, consisting of state officials and representatives from education-related fields. The board's role is to guide and support these centers and labs in addressing local education challenges and improving educational outcomes. Additionally, there will be a national governing board to help coordinate efforts across regions and tackle national educational issues.

The section authorizes the Secretary to award grants or contracts to set up national or regional comprehensive centers that provide technical assistance and support to educational agencies, schools, and students. These centers focus on improving educational outcomes through activities like capacity-building, training, and facilitating communication among educational stakeholders while giving priority to schools and agencies serving low-income or disadvantaged students.

The Secretary is allowed to give up to three grants, contracts, or agreements for creating focus centers that tackle important educational issues. These centers will work on increasing the use of evidence in education and produce resources for teachers and policymakers. The topics for these centers will be chosen together with regional educational boards and the Institute of Education Sciences based on urgent educational challenges.

The section outlines that the National Center for Education Evaluation and Evidence Use will conduct independent evaluations of both comprehensive and focus centers receiving assistance, with results shared with various Senate and House committees and the public. These evaluations will examine the quality and impact of the centers' services, their ability to meet objectives, collaborate effectively, and support decision-making by education professionals, with an additional independent assessment for comprehensive centers.

The section authorizes funding for certain programs for the years 2024 and beyond, with restrictions. It prohibits funding to entities receiving money from certain countries or those promoting antisemitism, defining antisemitism using a specific international definition.

Whenever this title talks about changing or removing a section, it means changing or removing a part of the National Assessment of Educational Progress Authorization Act.

The National Assessment Governing Board section of the bill amends certain parts of the existing law by removing specific paragraphs and revising others, particularly relating to the schedule and implementation of educational assessments and the Department’s responsibilities and budget concerning these assessments. The changes ensure that the assessment schedule is developed in consultation with education statistics experts and considers both technical and cost feasibility.

The section amends the National Assessment of Educational Progress by adjusting assessment schedules for grades 4, 8, and 12, specifying that some assessments should occur every few years with planned breaks, and clarifies reporting and procedure adjustments for accuracy and relevance. It also updates language related to legislative committees and Indian Education terminology.

The section modifies the definitions in a U.S. Code by changing the order of paragraphs, specifying meanings for terms like 'elementary school' and 'Secretary' based on another law, and adding designations for 'Director' and 'State' to the existing definitions.

In Section 305, Congress authorizes the availability of funds needed to implement sections 302 and 303 for fiscal year 2024 and the next five years. The exact amount of money is not specified and may vary based on what is necessary to achieve the goals of these sections.

The section amends existing law to restrict funding to certain entities: it prohibits providing funds to entities that receive money from specific foreign nations or promote antisemitism on their campuses. It defines key terms, including 'antisemitism,' as per the definition by the International Holocaust Remembrance Alliance, and outlines which types of educational entities are included.