This bill, titled the "Developing and Advancing Innovative Learning Models" Act, aims to significantly enhance educational practices by supporting the creation, research, and implementation of innovative learning models. Its core purpose is to ensure the Institute for Education Sciences actively supports the development, adoption, and study of these models, while also identifying and addressing policy barriers.

An innovative learning model is defined as a comprehensive program for elementary and secondary schools that bundles interconnected tools, resources, systems, and instructional practices. These models integrate instructional design, pedagogical practices, operational design (reimagining teacher workflow and time use), and technological design, including student data. They are not merely technological platforms but holistic approaches created with community input, potentially operating school-wide or focusing on specific subjects or support.

Title I of the bill authorizes competitive grants for the development and research of innovative learning models. These grants are structured in phases: early-phase grants for initial development and feasibility testing, mid-phase grants for rigorous evaluation of impact and cost-effectiveness, and expansion grants to replicate and sustain successful models. Additionally, research grants are available to conduct high-quality research on existing models or evaluate those developed under the program.

Grant activities under Title I must adhere to high standards of quality, integrity, and data privacy, and be objective, secular, and non-ideological. A peer review process, involving experts knowledgeable about innovative learning models and diverse student needs, will guide grant awards. The Director of the Institute of Education Sciences is also authorized to establish a training program for educational employees.

Title II focuses on investing in the early adoption of innovative learning models by providing formula grants to State educational agencies (SEAs) and subgrants to local educational agencies (LEAs). Funds are allocated based on student population and poverty levels, with reservations for outlying areas and schools funded by the Bureau of Indian Education. States must submit plans detailing how they will use funds to improve student achievement and collaborate with local communities.

States are required to reserve at least 95 percent of their allotment for subgrants to LEAs, which will then develop, implement, select, and evaluate innovative learning models in their schools. LEAs must prioritize schools engaged in comprehensive or targeted support and improvement activities, and collaborate meaningfully with teachers, principals, and other stakeholders. These models must address the learning needs of all students, including those with disabilities, English learners, and gifted students.

Both titles include robust reporting and evaluation requirements to ensure transparency and measure effectiveness. Grant recipients must submit activity summaries, and the Director and Secretary of Education will provide annual reports to Congress, including information on grant recipients, student outcomes, and policy recommendations. Independent evaluations will assess program effectiveness and individual learning models, with results made publicly available while protecting individual privacy.

The bill authorizes appropriations for these programs, with specific percentages reserved for development grants, research grants, evaluation, and technical assistance. Importantly, a rule of construction clarifies that nothing in the bill mandates or controls the adoption of any specific learning model by states, local agencies, or schools, ensuring local autonomy in educational decisions.