Page:United States Statutes at Large Volume 122.djvu/3420

 12 2 STA T .3 3 97PUBLIC LA W 11 0– 31 5— AU G .1 4, 200 8‘ ‘ (D)secondary sc h oo l s tu dent attendance and other f actors de m onstrated to b e assoc i ated w ith enrollment into p ostsecondary education ‘‘( E ) the use of data systems by the local educational a g ency and the S tate to measure postsecondary education enrollment rates and the incenti v es in place to motivate the efforts of faculty and students to improve student and schoolwide outcomes; and ‘‘( F ) strategies to mobili z e student leaders to build a college - bound culture; and ‘‘( 3 ) to provide comprehensive services to improve the schoolwide postsecondary education enrollment rates of each of not less than ten local educational agencies and States , with the federally funded portion of each pro j ect declining by not less than 20 percent each year beginning in the second year of the comprehensive services, that — ‘‘( A ) participated in the needs assessment described in paragraph (2); and ‘‘( B ) demonstrated a willingness and commitment to improving the postsecondary education enrollment rates of the local educational agency or State, respectively . ‘‘(b) GRANTRECIP IENT C RITERIA.— T he recipient of the grant awarded under subsection (a) shall be a nonprofit organization with demonstrated e x pertise— ‘‘( 1 ) in increasing schoolwide postsecondary enrollment rates in low-income communities nationwide by providing cur- riculum, training, and technical assistance to secondary school staff and student peer influencers; and ‘‘(2) in a postsecondary education transition data manage- ment system. ‘‘(c) A U T HO RI Z ATION O F APPROPRIATION S .—There are authorized to be appropriated to carry out this section such sums as may be necessary for fiscal year 200 9 and each of the five succeeding fiscal years. ‘ ‘ PARTI—E AR LYCH IL D H O OD ED U CATIO N PRO F E S SIONAL DE V ELOP M ENT AND CA - REER TAS K FORCE ‘ ‘ SEC.81 1. PUR P O SE. ‘‘The purposes of this part are— ‘‘(1) to improve the q uality of the early childhood education wor k force by creating a statewide early childhood education professional development and career task force for early child- hood education program staff, directors, administrators, and faculty; and ‘‘(2) to create— ‘‘(A) a coherent system of core competencies, pathways to qualifications, credentials, degrees, quality assurances, access, and outreach, for early childhood education program staff, directors, administrators, and faculty that is linked to compensation commensurate with experience and quali- fications; ‘‘(B) articulation agreements that enable early child- hood education professionals to transition easily among degrees; and 20USC1 1 6 1 i.

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