United States 115th Congress Status: Died Bipartisan · 7 R · 1 I cosponsors

HR 5324 — Supporting Teachers and Safe Students Act

Last action — Referred to the House Committee on Education and the Workforce.

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  1. ✓
    Introduced
  2. ✓
    In Committee
  3. Died in session

This bill died with 115th Congress. It reached “In Committee” and never advanced before the session ended, so it can no longer move — a new version would have to be reintroduced in the current session.

This bill is no longer active — its legislative session has ended, so there is no live prognosis. It would have to be reintroduced in the current session to move again.

Summary

Supporting Teachers and Safe Students Act This bill allows state and local educational agencies to use certain federal funds for activities related to school safety, including professional development for school personnel in mental-health awareness and violence prevention.

Bill Text

Sections of law this bill changes

2 sections in 1 law

From the bill's own amending language, matched to the official United States Code (current through Public Law 119-124).

Strengthening and improvement of elementary and secondary schools · 20 U.S.C. ch. 70 2 sections
  • § 6611 Formula grants to States Amends

    20 U.S.C. § 6611 — at 6611(c)(4)(B)

    The law today

    (a) Reservation of funds From the total amount appropriated under section 6603(a) of this title for a fiscal year, the Secretary shall reserve— (1) one-half of 1 percent for allotments for the United States Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands, to be distributed among those outlying areas on the basis of their relative need, as determined by the Secretary, in accordance with the purpose of this subchapter; and (2) one-half of 1 percent for the Secretary of the Interior for programs under this part in schools operated or funded by the Bureau of Indian Education. (b) State allotments (1) Hold harmless (A) Fiscal years 2017 through 2022 For each of fiscal years 2017 through 2022, subject to paragraph (2) and subparagraph (C), from the funds appropriated under section 6603(a) of this title for a fiscal year that remain after the Secretary makes the reservations under subsection (a), the Secretary shall allot to each State an amount equal to the total amount that such State received for fiscal year 2001 under— (i) section 2202(b) of this Act (as in effect on the day before January 8, 2002); and (ii) section 306 of the Department of Education Appropriations Act, 2001 (as enacted into law by section 1(a)(1) of Public Law 106–554). (B) Ratable reduction If the funds described in subparagraph (A) are insufficient to pay the full amounts that all States are eligible to receive under subparagraph (A) for any fiscal year, the Secretary shall ratably reduce those amounts for the fiscal year. (C) Percentage reduction For each of fiscal years 2017 through 2022, the amount in subparagraph (A) shall be reduced by a percentage equal to the product of 14.29 percent and the number of years between the fiscal year for which the determination is being made and fiscal year 2016. (2) Allotment of additional funds (A) In general Subject to subparagraph (B), for any fiscal year for which the funds appropriated under section 6603(a) of this title and not reserved under subsection (a) exceed the total amount required to make allotments under paragraph (1), the Secretary shall allot to each State the sum of— (i) for fiscal year 2017— (I) an amount that bears the same relationship to 35 percent of the excess amount as the number of individuals aged 5 through 17 in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; and (II) an amount that bears the same relationship to 65 percent of the excess amount as the number of individuals aged 5 through 17 from families with incomes below the poverty line in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; (ii) for fiscal year 2018— (I) an amount that bears the same relationship to 30 percent of the excess amount as the number of individuals aged 5 through 17 in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; and (II) an amount that bears the same relationship to 70 percent of the excess amount as the number of individuals aged 5 through 17 from families with incomes below the poverty line in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; (iii) for fiscal year 2019— (I) an amount that bears the same relationship to 25 percent of the excess amount as the number of individuals aged 5 through 17 in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; and (II) an amount that bears the same relationship to 75 percent of the excess amount as the number of individuals...

    24 other bills also change this section · Follow it → Official text at uscode.house.gov ↗

  • § 6613 Local uses of funds Amends

    20 U.S.C. § 6613 — at 6613(b)(3)

    The law today

    (a) In general A local educational agency that receives a subgrant under section 6612 of this title shall use the funds made available through the subgrant to develop, implement, and evaluate comprehensive programs and activities described in subsection (b), which may be carried out— (1) through a grant or contract with a for-profit or nonprofit entity; or (2) in partnership with an institution of higher education or an Indian tribe or tribal organization (as such terms are defined under section 5304 of title 25). (b) Types of activities The programs and activities described in this subsection— (1) shall be in accordance with the purpose of this subchapter; (2) shall address the learning needs of all students, including children with disabilities, English learners, and gifted and talented students; and (3) may include, among other programs and activities— (A) developing or improving a rigorous, transparent, and fair evaluation and support system for teachers, principals, or other school leaders that— (i) is based in part on evidence of student achievement, which may include student growth; and (ii) shall include multiple measures of educator performance and provide clear, timely, and useful feedback to teachers, principals, or other school leaders; (B) developing and implementing initiatives to assist in recruiting, hiring, and retaining effective teachers, particularly in low-income schools with high percentages of ineffective teachers and high percentages of students who do not meet the challenging State academic standards, to improve within-district equity in the distribution of teachers, consistent with section 6311(g)(1)(B) of this title, such as initiatives that provide— (i) expert help in screening candidates and enabling early hiring; (ii) differential and incentive pay for teachers, principals, or other school leaders in high-need academic subject areas and specialty areas, which may include performance-based pay systems; (iii) teacher, paraprofessional, principal, or other school leader advancement and professional growth, and an emphasis on leadership opportunities, multiple career paths, and pay differentiation; (iv) new teacher, principal, or other school leader induction and mentoring programs that are designed to— (I) improve classroom instruction and student learning and achievement; and (II) increase the retention of effective teachers, principals, or other school leaders; (v) the development and provision of training for school leaders, coaches, mentors, and evaluators on how accurately to differentiate performance, provide useful feedback, and use evaluation results to inform decisionmaking about professional development, improvement strategies, and personnel decisions; and (vi) a system for auditing the quality of evaluation and support systems; (C) recruiting qualified individuals from other fields to become teachers, principals, or other school leaders, including mid-career professionals from other occupations, former military personnel, and recent graduates of institutions of higher education with records of academic distinction who demonstrate potential to become effective teachers, principals, or other school leaders; (D) reducing class size to a level that is evidence-based, to the extent the State (in consultation with local educational agencies in the State) determines that such evidence is reasonably available, to improve student achievement through the recruiting and hiring of additional effective teachers; (E) providing high-quality, personalized professional development that is evidence-based, to the extent the State (in consultation with local educational agencies in the State) determines that such evidence is reasonably available, for teachers, instructional leadership teams, principals, or other school leaders, that is focused on improving teaching and student learning and achievement, including supporting efforts to train teachers, principals, or other school leaders to— (i) effectively i...

    25 other bills also change this section · Follow it → Official text at uscode.house.gov ↗

How this bill changes current law

5 changes Share ↗

Compared against current U.S. Code AI-generated reading aid — verify against the official bill.

The bill adds provisions related to mental health support and violence prevention to the existing law governing the use of funds by local educational agencies.

  • 20 U.S.C. 6611(c)(4)(B)

    (xxi) Supporting efforts to increase the professional development that is evidence-based (to the extent the State, in consultation with local educational agencies in the State, determines that such evidence is reasonably available) for teachers, principals, school leaders, and other school personnel in mental health awareness, violence prevention, crisis response, de-escalation and anger management techniques, positive behavioral interventions and supports, bullying and harassment prevention, and other similar programs designed to reduce and prevent school violence.

    This change introduces a new focus on professional development in mental health and violence prevention for educators.

  • 20 U.S.C. 6611(c)(4)(B)

    (xxii) Assisting local educational agencies in-- (I) developing and implementing professional development that is evidence-based (to the extent the State, in consultation with local educational agencies in the State, determines that such evidence is reasonably available) on violence prevention programs and emergency response and notification systems; and (II) improving school climate.

    This change mandates assistance for developing violence prevention and emergency response training for local educational agencies.

  • 20 U.S.C. 6611(c)(4)(B)

    (xxiii) Developing agreements between local educational agencies, law enforcement agencies, and health agencies, including nonprofit, public, and private mental health agencies and institutions, to improve coordination of services and to identify, respond to, and prevent threats to the safety of students and school personnel.

    This change encourages the establishment of collaborative agreements for safety and mental health support among schools and agencies.

  • 20 U.S.C. 6613(b)(3)

    (P) reducing the ratio of students to counselors to improve the ability of schools to address the needs of students through the recruiting and hiring of school-based mental health services providers, as defined in section 4102(6);

    This change requires efforts to lower the student-to-counselor ratio to enhance mental health service delivery in schools.

  • 20 U.S.C. 6613(b)(3)

    (Q) developing and implementing professional development that is evidence-based (to the extent the State, in consultation with local educational agencies in the State, determines that such evidence is reasonably available) for teachers, specialized instructional support personnel, principals, school leaders, and other school personnel in violence prevention, mental health awareness, threat de-escalation methods, and positive behavioral interventions and supports, and supporting bullying and harassment prevention programs, and other similar programs designed to reduce and prevent school violence and improve the school climate for all students;

    This change emphasizes the need for evidence-based professional development focused on violence prevention and mental health for school staff.

Action History

  1. Introduced in House

  2. Introduced in House

  3. Referred to the House Committee on Education and the Workforce.

Sponsors

Sponsorship breakdown

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1 sponsors · 7 co-sponsors · 539 not signed on

Sponsors (1)

Co-sponsors (7)

Not signed on (539)

539 members have not signed on to this bill.

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"Not signed on" means a member has not sponsored or co-sponsored this bill — it does not imply opposition. Members flagged Voted No have a recorded No vote on this bill.

Whip count is in markup. Polling the chamber and every recorded vote this session. Only the first open is slow. It’s instant for you after this. Calling the roll · Tallying · Engrossing

Subjects

public-safety education
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Frequently asked questions

What does HR 5324 do?
Supporting Teachers and Safe Students Act This bill allows state and local educational agencies to use certain federal funds for activities related to school safety, including professional development for school personnel in mental-health awareness and violence prevention.
Who sponsors HR 5324?
HR 5324 is sponsored by Stefanik, Elise M. (Republican), Roe, David P. (Republican), Mitchell, Paul (Independent), Hudson, Richard (Republican), Rooney, Thomas J. (Republican), Noem, Kristi L. (Republican), Brooks, Susan W. (Republican), and Ferguson, A. Drew (Republican).
What is the current status of HR 5324?
This bill died with 115th Congress. It reached “In Committee” and never advanced before the session ended, so it can no longer move — a new version would have to be reintroduced in the current session.
Where can I track HR 5324?
Track HR 5324 free on One Click Politics — get push/email alerts when it moves.

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Last checked for changes 3 months ago · updated continuously

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