; (B) effective practices for developing in students the competencies of— (i) the ability to acquire and use deep content knowledge to solve problems; (ii) critical thinking; (iii) effective communication; (iv) self-direction; and (v) the ability to collaborate; (C) academic interventions for adolescent English learners; (D) school improvement programs and strategies for closing the academic achievement gap between the different groups described in section 1111(b)(2)(B)(xi) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6311(b)(2)(B)(xi) ), and for decreasing rates of suspension and expulsion; (E) evidence-based or, when available, scientifically valid professional development planning targeted to improve pedagogy and student academic achievement and student engagement; and (F) the effects of decreased class size or increased instructional and support staff. (4) Strengthen the work of the existing national research and development centers under section 133(c) of the Education Sciences Reform Act of 2002 ( 20 U.S.C. 9533(c) ), as of the date of enactment of this Act, by adding an educational research and development center dedicated to addressing— (A) curricular, instructional, and assessment issues pertinent to the middle grades (such as mathematics, science, technological fluency, and the needs of English learners and students with disabilities); (B) comprehensive reforms for low-performing middle grades; and (C) other topics pertinent to improving the academic achievement of middle grades students. (5) Provide grants to nonprofit organizations, for-profit organizations, institutions of higher education, and others to partner with State educational agencies and local educational agencies to develop, adapt, or replicate effective models for turning around low-performing schools serving middle grades students. 203. Authorization of appropriations