PlainBillCongress, translated.Legislation. Context. Public interest.
H.R.2211 / 112th Congress

Great Teaching for Great Schools Act of 2011

Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education.

Official summary

Version 00 · Introduced in House · Jun 16, 2011

Great Teaching for Great Schools Act of 2011 - Amends title II of the Elementary and Secondary Education Act of 1965 (ESEA) to create a new part E (Building School and System Capacity for Effective Teaching).

Directs the Secretary of Education to allot funds to states for subgrants to local educational agencies (LEAs) to implement a comprehensive professional learning system in their schools that: (1) fosters collective responsibility for improved student performance; (2) comprises professional learning that primarily occurs several times or hours each week among established teams of teachers, principals, and other instructional staff; and (3) may be supported by activities such as courses, workshops, institutes, networks, and conferences.

Requires states to give subgrant priority to LEAs that demonstrate the greatest need for such funds by reason of their serving: (1) a population of children 40% of whom are eligible for free and reduced price meals under the school lunch program; (2) a school identified, under title I of the ESEA, as needing corrective action; and (3) schools having an average graduation rate below 65%.

Showing the opening paragraphs of the official summary.

Read full official summaryShow less

Allows LEA subgrantees to use school improvement funds received under title I of the ESEA for professional learning activities under this Act, which are to be integrated and aligned with their state's school improvement efforts under title I.

Requires LEA subgrantees to conduct formal evaluations of their professional learning systems.

Read the summary on Congress.gov
PlainBill analysis is coming later. This page presents official source data. We have not yet published a PlainBill explanation for this bill.

Who introduced it

Rep. Polis, Jared [D-CO-2] · D–CO

Committees

  • Education and Workforce Committee
6 cosponsorship records, including any withdrawals

Actions

A procedural vote is different from passage. Passage in one chamber does not establish enactment. Explore the glossary.

  1. Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education.

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

  3. Introduced in House

  4. Introduced in House

Bill text & related measures

Text links open the official source. We currently store references to these documents.

Related bills identified by Congress.gov

No related bills are listed in this snapshot. This does not establish whether the proposal has appeared in earlier Congresses.

Source last updated: Mar 23, 2026. Consult Congress.gov for the current record.

Explore the bill from different angles

Choose a perspective, copy a prompt, and paste it into your preferred AI. Each prompt includes the bill version and available official source links, and asks for counterarguments as well as supporting evidence.

Neutral evidence review

Objective

Analyze H.R.2211 as objectively as possible. Explain its main provisions, who would be affected, possible benefits and harms, implementation, exceptions, and uncertainties. Present the strongest arguments for and against it, and identify evidence needed to assess its public impact.

View full prompt & sources
Fairness and public impact

Progressive lens

Examine H.R.2211 through a progressive lens, focusing on fairness, access, economic inequality, and effects on vulnerable communities. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and distinguish stated goals from demonstrated outcomes.

View full prompt & sources
Institutions and government scope

Conservative lens

Examine H.R.2211 through a conservative lens, focusing on fiscal responsibility, institutional stability, federalism, and the scope of government. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and any provisions that challenge this perspective.

View full prompt & sources
Individual rights and government power

Liberty lens

Examine H.R.2211 through a civil-liberties and limited-government lens. Consider individual rights, privacy, voluntary choice, accountability, and government power. Explain tradeoffs, possible safeguards, and the strongest counterarguments without assuming the proposal is beneficial or harmful.

View full prompt & sources