II 

117TH CONGRESS 

2D SESSION S. 5204 

To strengthen student achievement and graduation rates and prepare children 

and youth for college, careers, and citizenship through innovative partnerships that meet the comprehensive needs of children and youth. 

IN THE SENATE OF THE UNITED STATES 

DECEMBER 7, 2022 

Mr. BOOKER introduced the following bill; which was read twice and referred 

to the Committee on Health, Education, Labor, and Pensions 

A BILL 

To strengthen student achievement and graduation rates and 

prepare children and youth for college, careers, and citizenship through innovative partnerships that meet the 

comprehensive needs of children and youth. 

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled, 

3 SECTION 1. SHORT TITLE; TABLE OF CONTENTS. 

4 (a) SHORT TITLE.—This Act may be cited as the 

5 ‘‘Developing Innovative Partnerships and Learning Op6 portunities that Motivate Achievement Act’’ or the ‘‘DI7 PLOMA Act’’. 


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1 (b) TABLE OF CONTENTS.—The table of contents for 

2 this Act is as follows: 

Sec. 1. Short title; table of contents. 

Sec. 2. Findings. 

Sec. 3. Purposes. 

Sec. 4. Definitions. 

Sec. 5. Demonstration program authorized; allotment to States. 

Sec. 6. Demonstration competitive program authorized. 

Sec. 7. State child and youth strategy. 

Sec. 8. Coordinating body; State applications. 

Sec. 9. State use of funds. 

Sec. 10. Local consortium application; local child and youth strategy. 

Sec. 11. Local use of funds. 

Sec. 12. Construction. 

Sec. 13. Accountability and transparency. 

Sec. 14. Authorization of appropriations. 

3 SEC. 2. FINDINGS. 

4 Congress finds the following: 

5 (1) The future strength of the Nation’s democ6 racy, as well as the Nation’s economy, is dependent 

7 upon the investments made in children and youth 

8 today. 

9 (2) Evidence demonstrates that effective part10 nerships among schools and communities increase 

11 student achievement by addressing the academic 

12 needs of students as well as the challenges the stu13 dents face outside the classroom. For example: 

14 (A) Chicago public schools lead one of the 

15 Nation’s largest community school initiatives 

16 and found that students in grades 9 through 12 

17 who attend a community school have 61 percent 

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1 munity school counterparts. When compared to 

2 non-community school counterparts— 

3 (i) students in grades 9 through 12 

4 were found to have more positive edu5 cational experiences; 

6 (ii) students in grades 4 through 8 

7 had higher emotional health scores on the 

8 survey; and 

9 (iii) students in kindergarten through 

10 grade 3 had 53 percent fewer suspensions 

11 and 55 percent fewer misconducts. 

12 (B) In a 7-year study of 200 Chicago pub13 lic schools, sociologist Anthony Bryk found that 

14 in schools where grassroots organizations forge 

15 strong connections with their schools, trust lev16 els and parent involvement are greater. 

17 (C) United Way of Salt Lake’s Promise 

18 Partnership, an initiative across multiple school 

19 districts in the Salt Lake, Utah area, has 

20 helped increase student achievement and grad21 uation rates. Since the program’s launch in 

22 2014, 5 out of the 8 targeted indicators have 

23 improved, even in light of the challenges posed 

24 by COVID–19. Kindergarten readiness in 

25 numeracy increased by 3 percent, 8th grade 


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1 math proficiency improved by 8 percent, high 

2 school graduation rose by 5 percent, postsec3 ondary readiness grew by 4 percent, and post4 secondary completion increased by 5 percent. 

5 To overcome pandemic-related learning loss in 

6 literacy, Promise Partnership school Mill Creek 

7 Elementary collaborated with 80 volunteers 

8 from organizations including Goldman Sachs 

9 and Dominion Energy to offer tutoring support 

10 through the iReady program. By the end of the 

11 2020–2021 school year, the number of 3rd 

12 grade students participating in the program 

13 testing at or above grade level tripled. 

14 (D) From 2015 to 2018, the New York 

15 City Community School Initiative improved at16 tendance, on-time grade progression, and grad17 uation rates across elementary and secondary 

18 students. During the same 3-year period, this 

19 initiative led to a reduction in disciplinary inci20 dents for elementary and middle school stu21 dents while also improving math achievement 

22 scores. Middle school students attending com23 munity schools scored 4.2 percentage points 

24 higher on math exams compared their peers at 

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1 dents attending community schools earned 12 

2 percent more credits per academic year than 

3 students enrolled at non-community schools. 

4 (E) In Wisconsin, where formal partner5 ships with community agencies are required for 

6 grant programs, non-traditional partners have 

7 proven to be instrumental for smaller commu8 nities to enrich after school programs. Those 

9 partners have included— 

10 (i) local trucking companies; 

11 (ii) statewide nonprofit organizations, 

12 such as The Grange; 

13 (iii) Farm Bureau; 

14 (iv) small retailers; and 

15 (v) retirees. 

16 (F) The Union City Public Schools school 

17 district in New Jersey proves that by breaking 

18 down institutional ‘‘silos’’ and creating deep 

19 partnerships, through collaboration and munic20 ipal involvement, schools can be vibrant places 

21 of hope despite poverty, unemployment, and 

22 lack of affordable housing. 

23 (G) Six family resource centers housed in 

24 community schools in Redwood City, California 

25 promote school readiness among children while 


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1 also providing parents with educational services, 

2 community resources, and leadership opportuni3 ties. A 2017 report indicates that with the as4 sistance of English language proficiency sup5 ports, 70 percent of Redwood City community 

6 school parents were able to participate in their 

7 children’s school meetings, attend professional 

8 development programs, and engage in family-to9 family education and outreach. Over the course 

10 of a 3-year period, students whose parents par11 ticipated in family engagement programs had a 

12 40 percent increase in attendance and were 

13 more likely to see improvement in their math 

14 and English language test scores. 

15 (H) By meeting the comprehensive needs 

16 of students, Communities In Schools, a national 

17 dropout prevention organization, found that 99 

18 percent of participating students stayed in 

19 school, 78 percent of participating students met 

20 or made progress toward their attendance goals, 

21 90 percent met or made progress toward their 

22 behavior goals, and 88 percent met or made 

23 progress toward their academic improvement 

24 goals. 


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1 (3) In adopting the Every Student Succeeds 

2 Act (Public Law 114–95), Congress recognized com3 munity schools as a strategy to significantly improve 

4 the coordination and integration, accessibility, and 

5 effectiveness of services for children and families, 

6 particularly for children attending high-poverty 

7 schools, including high-poverty rural schools. Con8 gress recognized community schools as an effective 

9 use of funds for school districts in the American 

10 Rescue Plan Act of 2021 (Public Law 117–2). 

11 (4) Approximately 86 percent of 9th graders 

12 graduate from high school within 4 years. Of stu13 dents who graduate from high school, 63 percent en14 roll in a 2- or 4-year college in the fall after com15 pleting high school. Only about half (64 percent) of 

16 first-time, full-time college freshmen seeking a 4- 

17 year degree receive a bachelor’s degree within 6 

18 years or less. 

19 (5) Over the past 4 decades, the United States 

20 has slipped from being first in the world in high 

21 school and college graduation rates to 21st and 

22 14th, respectively, putting the Nation at a growing 

23 competitive disadvantage with other countries. 

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1 sults indicate that between 2020 and 2022, students 

2 experienced a 5-percent drop in reading scores, the 

3 largest drop since 1990, and a 7-percent decrease, 

4 the first ever drop, in math scores. Black student 

5 scores in math fell by 13 percent as compared to a 

6 5-percent decrease by their White peers, thus ex7 panding the achievement gap from 25 percentage 

8 points to 33 percent percentage points in just 2 

9 years. 

10 (7) In a study conducted by Hanover Research, 

11 data showed that quality partnerships between 

12 schools and their communities can result in im13 proved attendance, motivation, conduct, and aca14 demic achievement. Community-level strategies like 

15 focusing on parental involvement, community build16 ing, and cultural competence were shown to con17 tribute to decreases in the achievement gap between 

18 lower- and upper-income students. 

19 (8) Research from the Government Account20 ability Office found that students who change 

21 schools less frequently are more likely to perform at 

22 grade level and less likely to repeat a grade than 

23 their less stable peers. 

24 (9) In research studies in psychology, health, 

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1 versity, school ‘‘connectedness’’ is identified as im2 portant to student learning, achievement, and well3 being. When students feel a sense of connection with 

4 the larger world and community institutions, they 

5 are more engaged in instructional activities and ex6 press greater commitment to school. 

7 (10) It has been learned from successful experi8 ences that hundreds of thousands of arts, cultural, 

9 service, sports, college, and other youth organiza10 tions, as well as civic and faith-based groups, want 

11 to partner with schools and educators to reinforce 

12 learning, but far too often, neither the school nor 

13 the community know how to effectively connect with 

14 each other. 

15 (11) In order for the United States to compete 

16 in a global economy, the co-partnering efforts of gov17 ernment, social services, business, arts, home, com18 munity-based organizations, and philanthropy need 

19 to concentrate their efforts where they are most 

20 needed: in our schools. 

21 (12) Research from Johns Hopkins University 

22 has shown that access to summer learning opportu23 nities leads to significant student learning gains not 

24 experienced by students who cannot access summer 

25 learning opportunities. 


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1 (13) A 2011 study conducted by the RAND 

2 Corporation found that students who attend summer 

3 learning programs, particularly those featuring indi4 vidualized instruction, parental involvement, and 

5 small class sizes, experience clear benefits in over6 coming the achievement gap between low- and 

7 upper-income students. 

8 (14) Research from the Community School 

9 Partnership found that community schools see a re10 turn of $7.11 for every dollar of investment in com11 munity schools coordinators. 

12 (15) A 2017 report from the Learning Policy 

13 Institute found that teacher retention has a direct 

14 impact on student learning and academic perform15 ance. Implementing strategies such as teacher resi16 dency programs, high-quality mentoring, grow your 

17 own models, principal training and State leadership 

18 academies can lead to higher rates of educator re19 tention and career satisfaction. For example, Cali20 fornia’s Paraprofessional Teacher Training Program 

21 has prepared more than 2,200 paraprofessionals to 

22 become fully certified teachers with 92 percent of 

23 graduates obtaining teaching positions in California 

24 public schools. 


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1 (16) According to the National Center for Edu2 cation Statistics, 44 percent of public schools re3 ported having at least 1 full-time or part-time va4 cant teaching position in the spring of 2022. Of 

5 those schools with reported unfilled teaching posi6 tions, 51 percent cited resignation as the leading 

7 cause of vacancies. 

8 SEC. 3. PURPOSES. 

9 The purposes of this Act are— 

10 (1) to create engaging learning experiences 

11 that— 

12 (A) strengthen academic achievement, 

13 build civic capacity, and provide a continuum of 

14 supports and opportunities for children, youth, 

15 and families; and 

16 (B) prepare children and youth for college, 

17 careers, and citizenship through results-focused 

18 partnerships that mobilize and coordinate 

19 school and community resources; 

20 (2) to ensure the academic, physical, social, 

21 emotional, health, mental health, and civic develop22 ment of disadvantaged children and youth and there23 by strengthen their families and communities; 


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1 (3) to engage and support parents, care givers, 

2 and families in their role as first educators of their 

3 children; 

4 (4) to promote community and family engage5 ment in education; 

6 (5) to leverage and integrate the human and fi7 nancial assets of local communities, schools, State 

8 governments, the Federal Government, and the nat9 ural assets of communities— 

10 (A) toward better results for children, 

11 youth, and families; and 

12 (B) for sustained civic capacity; 

13 (6) to develop school improvement strategies 

14 that incorporate approaches that meet the com15 prehensive needs of children and youth, such as full 

16 service community schools, community-based, inte17 grated student services, and related approaches; 

18 (7) to ensure that schools and neighborhoods 

19 are safe and provide a positive climate for learning; 

20 and 

21 (8) to address learning loss as a result of the 

22 COVID–19 pandemic. 

23 SEC. 4. DEFINITIONS. 

24 In this Act: 


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1 (1) CHILD WITH A DISABILITY.—The term 

2 ‘‘child with a disability’’ has the meaning given the 

3 term in section 602 of the Individuals with Disabil4 ities Education Act (20 U.S.C. 1401). 

5 (2) CHRONICALLY ABSENT.—The term ‘‘chron6 ically absent’’, when used with respect to a student, 

7 means a student who misses not less than 10 per8 cent or not less than 20 days of school days in an 

9 academic year. 

10 (3) COMMUNITY-BASED, INTEGRATED STUDENT

11 SERVICES.—The term ‘‘community-based, integrated 

12 student services’’ means interventions, coordinated 

13 through a single point of contact, that improve stu14 dent achievement by connecting community re15 sources with the academic and social service needs 

16 of students. 

17 (4) COMMUNITY ENGAGEMENT IN EDU18 CATION.—The term ‘‘community engagement in edu19 cation’’— 

20 (A) means systematic efforts to involve, en21 gage, and collaborate with parents, community 

22 residents, members of school communities, com23 munity partners, and other stakeholders in ex24 ploring the needs of their students and schools, 


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1 developing plans to address those needs, and 

2 working together to address those needs; and 

3 (B) includes effective community engage4 ment in an ongoing process to develop a wel5 coming school and school system, mobilize the 

6 community’s assets to support student achieve7 ment and growth, engage those individuals and 

8 stakeholders who traditionally have not partici9 pated in the school or school system, improve 

10 working relationships, and deepen the commit11 ment to student success. 

12 (5) DIGITAL LEARNING.—The term ‘‘digital 

13 learning’’— 

14 (A) means instructional practices that ef15 fectively use technology to strengthen the stu16 dent learning experience; and 

17 (B) may include online and formative as18 sessments, instructional resources, online con19 tent and courses, applications of technology in 

20 the classroom and school building, adaptive 

21 software for children with disabilities, learning 

22 platforms, and online professional communities 

23 of practice. 

24 (6) EVIDENCE-BASED.—The term ‘‘evidence25 based’’, when used with respect to a goal or service, 


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1 means a goal or service that meets an evidence level 

2 described in subclause (I), (II), or (III) of section 

3 8101(21)(A)(i) of the Elementary and Secondary 

4 Education Act of 1965 (20 U.S.C. 

5 7801(21)(A)(i)(I), (II), and (III)) or section 

6 8101(21)(A)(ii) of such Act. 

7 (7) FAMILY ENGAGEMENT IN EDUCATION.— 

8 The term ‘‘family engagement in education’’ means 

9 a shared responsibility of families and schools for 

10 student success, in which schools and community11 based organizations are committed to reaching out 

12 to engage families in meaningful ways that— 

13 (A) encourages the families to actively sup14 port their children’s learning and development, 

15 as well as the learning and development of 

16 other children; and 

17 (B) is continuous from birth through 

18 young adulthood and reinforces learning that 

19 takes place in the home, school, and commu20 nity. 

21 (8) FULL SERVICE COMMUNITY SCHOOL.—The 

22 term ‘‘full service community school’’ means a public 

23 elementary school or secondary school that— 

24 (A) participates in a community-based ef25 fort to coordinate educational, developmental, 


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1 family, health, and other comprehensive services 

2 through community-based organizations, spe3 cialized instructional support personnel em4 ployed by the school or the local educational 

5 agency, and public and private partnerships; 

6 and 

7 (B) provides access to such services to stu8 dents, families, and the community, including 

9 access during the school year (including before10 and after-school hours), and during the sum11 mer. 

12 (9) LOCAL CONSORTIUM.—The term ‘‘local con13 sortium’’ means a consortium consisting of commu14 nity partners that— 

15 (A) shall include— 

16 (i) a local educational agency; and 

17 (ii) not less than one community part18 ner that is independent of the local edu19 cational agency, such as— 

20 (I) a community-based organiza21 tion; 

22 (II) a child and youth serving or23 ganization or agency; 

24 (III) an institution of higher edu25 cation; 


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1 (IV) a foundation; 

2 (V) a business; 

3 (VI) a teacher organization; 

4 (VII) an organization rep5 resenting education professionals; 

6 (VIII) a local government, includ7 ing a government agency serving chil8 dren and youth, such as a child wel9 fare and juvenile justice agency; 

10 (IX) an organization representing 

11 students; or 

12 (X) an organization representing 

13 parents; and 

14 (B) may include additional community 

15 partners from other communities. 

16 (10) LOCAL EDUCATIONAL AGENCY.—The term 

17 ‘‘local educational agency’’ has the meaning given 

18 the term in section 8101 of the Elementary and Sec19 ondary Education Act of 1965 (20 U.S.C. 7801). 

20 (11) OUTLYING AREA.—The term ‘‘outlying 

21 area’’ has the meaning given the term in section 

22 8101 of the Elementary and Secondary Education 

23 Act of 1965 (20 U.S.C. 7801). 

24 (12) SECRETARY.—The term ‘‘Secretary’’ 

25 means the Secretary of Education. 


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1 (13) SPECIALIZED INSTRUCTIONAL SUPPORT

2 PERSONNEL.—The term ‘‘specialized instructional 

3 support personnel’’ means— 

4 (A) school counselors, school social work5 ers, and school psychologists; and 

6 (B) other qualified professional personnel, 

7 such as school nurses, speech language patholo8 gists, community school coordinators, and 

9 school librarians, involved in providing assess10 ment, diagnosis, and counseling, and edu11 cational, therapeutic, and other necessary serv12 ices (including related services as that term is 

13 defined in section 602 of the Individuals with 

14 Disabilities Education Act (20 U.S.C. 1401)) as 

15 part of a comprehensive program to meet stu16 dent needs. 

17 (14) SPECIALIZED INSTRUCTIONAL SUPPORT

18 SERVICES.—The term ‘‘specialized instructional sup19 port services’’ means the services provided by spe20 cialized instructional support personnel. 

21 (15) STATE.—The term ‘‘State’’ means each of 

22 the several States of the United States, the District 

23 of Columbia, and the Commonwealth of Puerto Rico. 

24 (16) STATE EDUCATIONAL AGENCY.—The term 

25 ‘‘State educational agency’’ has the meaning given 


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1 the term in section 8101 of the Elementary and Sec2 ondary Education Act of 1965 (20 U.S.C. 7801). 

3 (17) TARGET SCHOOLS.—The term ‘‘target 

4 schools’’ means schools that are identified by the 

5 State for comprehensive support and improvement in 

6 accordance with section 1111(c)(4)(D)(i) of the Ele7 mentary and Secondary Education Act of 1965 (20 

8 U.S.C. 6311(c)(4)(D)(i)). 

9 SEC. 5. DEMONSTRATION PROGRAM AUTHORIZED; ALLOT10 MENT TO STATES. 

11 (a) FORMULA GRANTS AUTHORIZED.— 

12 (1) IN GENERAL.—From allotments made 

13 under subsection (c), the Secretary is authorized to 

14 award grants to States having applications approved 

15 under section 8(b) to enable the States to award 

16 subgrants to local consortia to leverage and inte17 grate human and financial assets at all levels in 

18 order to— 

19 (A) ensure the academic, physical, social, 

20 emotional, and civic development of disadvan21 taged youth; and 

22 (B) strengthen the families and commu23 nities of the disadvantaged youth and achieve 

24 the results developed pursuant to section 

25 7(c)(1). 


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1 (2) DURATION.—The Secretary shall award a 

2 grant under this subsection for a period of 5 years. 

3 (3) RENEWAL.—The Secretary may renew a 

4 grant under this subsection for a period of 5 years. 

5 (b) RESERVATION.—From the funds appropriated 

6 under section 14 for any fiscal year, the Secretary shall 

7 reserve— 

8 (1) not more than 2 percent for national activi9 ties, which the Secretary may carry out directly or 

10 through grants and contracts, such as— 

11 (A) providing training technical assistance 

12 to local consortia and organizations partnering 

13 with local consortia to carry out services under 

14 this Act; or 

15 (B) conducting the national evaluation 

16 pursuant to section 13(a)(3); and 

17 (2) not more than 1 percent for payments to 

18 the outlying areas and the Bureau of Indian Affairs, 

19 to be allotted in accordance with their respective 

20 needs for assistance under this Act, as determined 

21 by the Secretary, to enable the outlying areas and 

22 the Bureau of Indian Affairs to carry out the pur23 poses of this Act. 

24 (c) STATE ALLOTMENTS.— 


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1 (1) DETERMINATION.—From the funds appro2 priated under section 14 for any fiscal year that are 

3 equal to or greater than $200,000,000 that remain 

4 after the Secretary makes the reservations under 

5 subsection (b), the Secretary shall allot to each State 

6 for the fiscal year an amount that bears the same 

7 relationship to the remainder as the amount the 

8 State received under subpart 2 of part A of title I 

9 of the Elementary and Secondary Education Act of 

10 1965 (20 U.S.C. 6331 et seq.) for the preceding fis11 cal year bears to the amount all States received 

12 under that subpart for the preceding fiscal year, ex13 cept that no State shall receive less than an amount 

equal to 1 14 ⁄2 of 1 percent of such remainder. 

15 (2) REALLOTMENT OF UNUSED FUNDS.—If a 

16 State does not receive an allotment under this sub17 section for a fiscal year, the Secretary shall reallot 

18 the amount of the State’s allotment to the remaining 

19 States in accordance with this section. 

20 SEC. 6. DEMONSTRATION COMPETITIVE PROGRAM AU21 THORIZED. 

22 (a) IN GENERAL.—For any fiscal year for which the 

23 amount appropriated under section 14 is less than 

24 $200,000,000, the Secretary shall award grants, on a 

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1 sortia to carry out local strategies in accordance with sec2 tions 10 and 11. 

3 (b) APPLICATION.—A local consortium desiring to re4 ceive a grant under this section shall submit an application 

5 to the Secretary at such time, in such manner, and con6 taining such information as the Secretary may require. 

7 The application shall demonstrate the capacity for suc8 cessful implementation of the local strategies in accord9 ance with sections 10 and 11 through a history of success10 ful collaboration and effectiveness in strengthening out11 comes for children and youth. 

12 (c) TARGETED LOCAL CONSORTIA.— 

13 (1) IN GENERAL.—The Secretary shall award a 

14 grant to a local consortium under this section only 

15 if the local consortium submits an application that 

16 proposes— 

17 (A) to serve children and youth in schools 

18 or communities with the highest proportions of 

19 students from low-income families; and 

20 (B) to provide a comprehensive continuum 

21 of services, including not less than 1 service 

22 from each of not less than 3 categories of serv23 ices described in paragraphs (3) through (11) 

24 of section 11(b). 


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1 (2) LOW-INCOME FAMILIES.—In this sub2 section, the term ‘‘low-income family’’ means a fam3 ily with an income that is not more than 138 per4 cent of the poverty line (as defined in section 673(2) 

5 of the Community Services Block Grant Act (42 

6 U.S.C. 9902(2))) applicable to a family of the size 

7 involved. 

8 (d) ACCOUNTABILITY AND TRANSPARENCY.—The 

9 Secretary shall apply those provisions of section 13 that 

10 the Secretary determines applicable to local consortia re11 ceiving funds under this section. 

12 SEC. 7. STATE CHILD AND YOUTH STRATEGY. 

13 (a) IN GENERAL.—A State that receives a grant 

14 under this Act shall use the grant funds to develop and 

15 implement a State child and youth strategy (referred to 

16 in this Act as the ‘‘State strategy’’). 

17 (b) STRATEGY REQUIREMENTS.—The State strat18 egy— 

19 (1) shall be developed by the State educational 

20 agency in consultation with the Governor of the 

21 State; 

22 (2) shall include the components described in 

23 subsection (c); and 


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1 (3) may include other components as the State 

2 educational agency determines necessary to strength3 en results for children and youth. 

4 (c) REQUIRED COMPONENTS.—The State strategy 

5 components required under subsection (b) are the fol6 lowing: 

7 (1) STATE RESULTS FRAMEWORK.—The State 

8 strategy shall contain comprehensive, evidence-based 

9 annual goals and aligned quantifiable indicators 

10 demonstrating continuous improvement with respect 

11 to children and youth, particularly disadvantaged 

12 children and youth, that shall serve as targets for 

13 each year with respect to which the State strategy 

14 applies. The State’s annual goals shall include the 

15 following: 

16 (A) Children and youth are ready for 

17 school. 

18 (B) Students are engaged and achieving in 

19 school. 

20 (C) Schools and neighborhoods are safe 

21 and provide a positive climate for learning. 

22 (D) Families and communities are sup23 portive and engaged in their children’s edu24 cation as equal partners. 


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1 (E) Graduates are ready for postsecondary 

2 education and 21st-century careers. 

3 (F) Students are contributing to their 

4 communities. 

5 (G) Students are not chronically absent. 

6 (H) Additional annual goals set forth by 

7 the State in alignment with the purposes of this 

8 Act. 

9 (2) NEEDS AND ASSETS ASSESSMENT.—The 

10 State strategy shall contain an assessment of the 

11 children and youth’s needs, and of assets within the 

12 State that can be mobilized, coordinated, and inte13 grated to achieve the State strategy’s annual goals, 

14 which may include data collected by the Federal 

15 Interagency Forum on Child and Family Statistics. 

16 Such needs and assets assessment shall identify pop17 ulations of underserved children and youth across 

18 the State, based on the State’s evidence-based goals 

19 and aligned quantifiable indicators for the goals. 

20 (3) STATE CHILD AND YOUTH PLAN.—The 

21 State strategy shall include a description of the 

22 State’s plan to achieve the goals described in para23 graph (1) for children and youth from birth through 

24 the transition to adulthood, including the following: 


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1 (A) LEVERAGE AND INTEGRATION.—A de2 scription of how funds received under this Act 

3 will be coordinated and integrated with other 

4 Federal and State funds in order to achieve the 

5 State’s annual goals developed pursuant to 

6 paragraph (1). 

7 (B) ELIMINATION OF STATE BARRIERS TO

8 COORDINATION AND INTEGRATION.—A descrip9 tion of how funds received under this Act will 

10 be used to identify and eliminate State barriers 

11 to the coordination and integration of pro12 grams, initiatives, and funding streams to 

13 achieve the State’s annual goals developed pur14 suant to paragraph (1). 

15 (C) COMMUNITY ENGAGEMENT IN EDU16 CATION.—A description of the State’s plan to 

17 increase community engagement in education. 

18 (D) FAMILY ENGAGEMENT IN EDU19 CATION.—A description of the State’s plan to 

20 increase family engagement in education. 

21 (d) EXISTING PLANS, STRATEGIES, AND ASSESS22 MENTS.—Existing plans, strategies, needs assessments, or 

23 assets assessments may be used to satisfy the require24 ments of this section if such existing plans, strategies, 

25 needs assessments, or assets assessments include the inVerDate Sep 11 2014 20:55 Dec 12, 2022 Jkt 039200 PO 00000 Frm 00026 Fmt 6652 Sfmt 6201 E:\BILLS\S5204.IS S5204

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1 formation required by this section, or can be modified to 

2 do so, and are submitted to and accepted by the Secretary 

3 with such modifications. 

4 SEC. 8. COORDINATING BODY; STATE APPLICATIONS. 

5 (a) COORDINATING BODY.— 

6 (1) IN GENERAL.—In order for a State to be el7 igible to receive a grant under this Act, the State 

8 educational agency shall designate or establish a co9 ordinating body for student learning and develop10 ment that shall— 

11 (A) administer funds provided under this 

12 Act; 

13 (B) facilitate communication between the 

14 public and the State educational agency per15 taining to issues impacting children and youth 

16 from birth through the transition to adulthood, 

17 including issues pertaining to service coordina18 tion and integration; 

19 (C) identify and eliminate State barriers to 

20 the coordination and integration of programs, 

21 initiatives, and funding streams, and facilitate 

22 coordination and collaboration among State 

23 agencies serving children and youth; 

24 (D) strengthen the capacity of State and 

25 local organizations to achieve positive outcomes 


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1 for children and youth through training, tech2 nical assistance, professional development, and 

3 other means; 

4 (E) assist the State educational agency in 

5 developing and carrying out the State strategy; 

6 and 

7 (F) coordinate the submission of the State 

8 application under subsection (b). 

9 (2) DESIGNATION OF COORDINATING BODY.— 

10 The State educational agency may designate an ex11 isting agency, Children’s Cabinet, P–20 Council, 

12 child and youth development partnership, or other 

13 organization as the coordinating body for student 

14 learning and development described in paragraph (1) 

15 if the agency, cabinet, council, partnership, or orga16 nization— 

17 (A) performs duties similar to the duties 

18 described in paragraph (1); or 

19 (B) if the duties of the agency, cabinet, 

20 council, partnership, or organization can be 

21 modified to include the duties described in 

22 paragraph (1). 

23 (b) STATE APPLICATION.— 

24 (1) IN GENERAL.—Each State desiring a grant 

25 under this Act shall submit to the Secretary an apVerDate Sep 11 2014 20:55 Dec 12, 2022 Jkt 039200 PO 00000 Frm 00028 Fmt 6652 Sfmt 6201 E:\BILLS\S5204.IS S5204

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1 plication at such time, in such manner, and con2 taining such information as the Secretary may re3 quire. 

4 (2) CONTENTS.—Each application submitted 

5 under this subsection shall include the following: 

6 (A) STATE STRATEGY.—A description of 

7 how the State will develop the State strategy, 

8 including how the State will— 

9 (i) coordinate with the State edu10 cational agency; 

11 (ii) consult with potential community 

12 partners; and 

13 (iii) allow for the meaningful partici14 pation of parents. 

15 (B) GRANTS TO LOCAL CONSORTIA.—A de16 scription of how subgrants to local consortia 

17 will be awarded pursuant to section 9, including 

18 the criteria used by the State in such deter19 minations and how the subgrants will facilitate 

20 community planning and effective service co21 ordination, integration, and provision at the 

22 local level to achieve the goals developed by the 

23 State pursuant to section 7(c)(1) within the 

24 context of local needs and priorities. Such cri25 teria shall include a priority for applications 


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1 from local consortia intending to serve target 

2 schools with the greatest needs. 

3 (C) CAPACITY BUILDING.—A description of 

4 how grant funds received under this Act will be 

5 used to provide professional development, train6 ing, and technical assistance opportunities for 

7 staff for the purpose of building State and local 

8 capacity. 

9 (D) ACCOUNTABILITY FOR RESULTS.—A 

10 description of the State’s plans to adhere to the 

11 accountability and transparency requirements 

12 described in section 13(b). 

13 (3) REVISED APPLICATION.—Each State desir14 ing to renew a grant under this Act shall submit a 

15 revised application to the Secretary every 5 years 

16 based on an assessment of the activities conducted 

17 under this Act. Such renewal application shall up18 date the State’s annual goals based on such assess19 ment. 

20 SEC. 9. STATE USE OF FUNDS. 

21 (a) IN GENERAL.—From the grant funds made avail22 able to a State under this Act for any fiscal year— 

23 (1) the State shall use not less than 93 percent 

24 to award subgrants to local consortia under sub25 section (b); 


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1 (2) the State may use not less than 5 percent 

2 for educator and specialized instructional support 

3 personnel recruitment and retention, evaluation and 

4 capacity building activities, including training, tech5 nical assistance, and professional development; and 

6 (3) the State may use not more than 2 percent 

7 for the administrative costs of carrying out respon8 sibilities under this Act. 

9 (b) SUBGRANTS TO LOCAL CONSORTIA.— 

10 (1) IN GENERAL.— 

11 (A) IN GENERAL.—A State that receives a 

12 grant under this Act shall use the portion of 

13 the grant funds described in subsection (a)(1) 

14 to award subgrants to local consortia. 

15 (B) RESERVATION FOR RURAL AREAS.— 

16 (i) IN GENERAL.—From the total 

17 amount of funds available under subpara18 graph (A) to award subgrants to local con19 sortia for a fiscal year, the State may re20 serve 5 percent to award subgrant to rural 

21 local consortia for such fiscal year. 

22 (ii) RURAL LOCAL CONSORTIUM.—In 

23 this subsection the term ‘‘rural local con24 sortium’’ means a local consortium serving 


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1 an area of the State that has a locale code 

2 of 41, 42, or 43. 

3 (2) PRIORITY.—In awarding subgrants to local 

4 consortia, a State shall give priority to applications 

5 from local consortia— 

6 (A) that propose to serve children and 

7 youth in target schools; or 

8 (B) that submit a proposal with a plan to 

9 provide a comprehensive continuum of services, 

10 including not less than 1 service from each of 

11 not less than 3 categories of services described 

12 in paragraphs (3) through (11) of section 

13 11(b), and which application— 

14 (i) is submitted by local consortia 

15 comprised of a broad representation of 

16 stakeholders and decision makers in the 

17 community, including a multitude of com18 munity partners described in section 4(9); 

19 or 

20 (ii) demonstrates the capacity for suc21 cessful implementation through a history 

22 of successful collaboration and effective23 ness in strengthening outcomes for chil24 dren and youth. 


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1 (3) DURATION OF GRANT.—Each subgrant 

2 awarded under this section shall be for a period of 

3 5 years and shall be renewable based on progress to4 ward achieving the results described in section 

5 10(b)(2)(A). 

6 (c) PLANNING GRANTS.—A State that receives a 

7 grant under this Act may award planning grants to local 

8 consortia to enable the local consortia to develop the local 

9 strategy described in section 10(b). Such planning grants 

10 shall be for a duration of— 

11 (1) not more than 6 months and in an amount 

12 of not more than $50,000; or 

13 (2) not more than 1 year and in an amount of 

14 not more than $100,000. 

15 (d) SUPPLEMENT, NOT SUPPLANT.—A State that re16 ceives a grant under this Act shall use the grant funds 

17 to supplement, not supplant, Federal and non-Federal 

18 funds available to carry out activities described in this Act. 

19 SEC. 10. LOCAL CONSORTIUM APPLICATION; LOCAL CHILD 

20 AND YOUTH STRATEGY. 

21 (a) LOCAL CONSORTIUM APPLICATION.— 

22 (1) IN GENERAL.—A local consortium that de23 sires a subgrant under section 9 shall submit an ap24 plication to the State at such time, in such manner, 


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1 and containing such information as the State may 

2 require. 

3 (2) CONTENTS.—An application submitted 

4 under this section shall include— 

5 (A) a description of the local consortium, 

6 including which public or nonprofit entity par7 ticipating in the local consortium shall serve as 

8 the fiscal agent for the local consortium; 

9 (B) the local child and youth strategy (re10 ferred to in this Act as the ‘‘local strategy’’) de11 scribed in subsection (b); 

12 (C) a description of how the local strategy 

13 will be coordinated with the local educational 

14 agency plan required under section 1112 of the 

15 Elementary and Secondary Education Act of 

16 1965 (20 U.S.C. 6312); and 

17 (D) a list of schools identified by the local 

18 consortium to receive comprehensive, coordi19 nated continuum of services and support in ac20 cordance with the local strategy. 

21 (b) LOCAL STRATEGY.— 

22 (1) IN GENERAL.—The local strategy— 

23 (A) shall be developed by the local consor24 tium; 


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1 (B) shall include the components described 

2 in paragraph (2); and 

3 (C) may include such other components as 

4 the local consortium determines necessary to 

5 strengthen outcomes for children and youth 

6 from birth through the transition to adulthood. 

7 (2) COMPONENTS.—The local strategy compo8 nents required under paragraph (1)(B) are the fol9 lowing: 

10 (A) LOCAL RESULTS FRAMEWORK.—Com11 prehensive, evidence-based goals and aligned 

12 quantifiable indicators for the goals, with re13 spect to youth, particularly disadvantaged chil14 dren and youth, that shall serve as targets for 

15 the year with respect to which the local strategy 

16 applies. The goals shall be set forth annually 

17 and include the following: 

18 (i) Children are ready for school. 

19 (ii) Students are engaged and achiev20 ing in school. 

21 (iii) Schools and neighborhoods are 

22 safe and provide a positive climate for 

23 learning. 

24 (iv) Families are supportive and en25 gaged in their children’s education. 


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1 (v) Students are ready for postsec2 ondary education and 21st-century careers. 

3 (vi) Students are contributing to their 

4 communities. 

5 (vii) Students are not chronically ab6 sent. 

7 (viii) Additional annual goals set forth 

8 by the local consortium in alignment with 

9 the purposes of this Act. 

10 (B) ASSETS ASSESSMENT.—An assessment 

11 of potential resources, services, and opportuni12 ties available within or near the community and 

13 schools identified by the local consortium to re14 ceive support under the subgrant that children 

15 and youth, their families, and resources in the 

16 community may be able to access in order to 

17 meet the needs identified under subparagraph 

18 (C), to help achieve the goals and indicators 

19 under subparagraph (A), and to support stu20 dents to achieve the challenging State academic 

21 standards (described in section 1111 of the Ele22 mentary and Secondary Education Act of 1965 

23 (20 U.S.C. 6311)), including the variety of 

24 services that can be integrated— 

25 (i) into a community school site; and 


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1 (ii) through the presence of special2 ized instructional support personnel and 

3 local educational agency liaisons for home4 less children and youth designated pursu5 ant to section 722(g)(1)(J)(ii) of the 

6 McKinney-Vento Homeless Assistance Act 

7 (42 U.S.C. 11432(g)(1)(J)(ii)). 

8 (C) NEEDS ASSESSMENT.—An analysis of 

9 the comprehensive needs of the students served 

10 by the local consortium, their families, and the 

11 community that— 

12 (i) includes input from students, par13 ents, and community members, including 

14 input from such individuals connected to 

15 schools identified by the local consortium 

16 to receive support under the subgrant; 

17 (ii) identifies populations of under18 served children and youth, based on the 

19 State’s evidence-based goals and aligned 

20 quantifiable indicators for the goals; 

21 (iii) assesses the academic, physical, 

22 social, emotional, health, mental health, 

23 and civic needs of students and their fami24 lies enrolled in schools identified by the 


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1 local consortium to receive support under 

2 the subgrant; and 

3 (iv) may impact students’ ability to 

4 meet the challenging State student aca5 demic achievement standards. 

6 (D) SERVICE INTEGRATION AND PROVI7 SION.—A plan to coordinate and integrate serv8 ices and provide services in order to meet the 

9 needs identified under subparagraph (C) and 

10 achieve the results and aligned quantifiable in11 dicators described in subparagraph (A), includ12 ing— 

13 (i) a description of the services admin14 istered by members of the local consortium 

15 that are funded through grants provided 

16 under the Elementary and Secondary Edu17 cation Act of 1965 (20 U.S.C. 6301 et 

18 seq.) that will be coordinated as part of the 

19 subgrant provided under section 9; and 

20 (ii) if applicable, a description of the 

21 coordination among services provided by 

22 community-based organizations and serv23 ices provided by specialized instructional 

24 support personnel serving local educational 


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1 agencies participating in the local consor2 tium. 

3 (E) COMMUNITY ENGAGEMENT IN EDU4 CATION.—A plan to increase community en5 gagement in education. 

6 (F) FAMILY ENGAGEMENT IN EDU7 CATION.—A plan to increase family engagement 

8 in education. 

9 (3) EXISTING PLANS, STRATEGIES, AND AS10 SESSMENTS.—Existing plans, strategies, needs as11 sessments, or assets assessments may be used to 

12 satisfy the requirements of this section if such exist13 ing plans, strategies, needs assessments, or assets 

14 assessments include the information required by this 

15 section, or can be modified to do so, and are sub16 mitted to the Secretary with such modifications. 

17 SEC. 11. LOCAL USE OF FUNDS. 

18 (a) MANDATORY USE OF FUNDS.—A local consor19 tium that receives a subgrant under section 9 or a grant 

20 under section 6 shall use the subgrant or grant funds— 

21 (1) to integrate services into a comprehensive, 

22 coordinated continuum that meets the holistic needs 

23 of children and youth; 

24 (2) to implement the comprehensive, coordi25 nated continuum of services described in paragraph 


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1 (1) through evidence-based services producing quan2 tifiable results that align with the local results 

3 framework described in section 10(b)(2)(A); 

4 (3) to address the needs identified in the needs 

5 assessment carried out pursuant to section 

6 10(b)(2)(C) by leveraging the assets identified in the 

7 assets assessment carried out pursuant to section 

8 10(b)(2)(B); and 

9 (4) if applicable, to coordinate efforts with the 

10 teachers, school leaders, paraprofessionals, and spe11 cialized instructional support personnel serving local 

12 educational agencies participating in the local con13 sortium, and promote capacity building activities 

14 with the local educational agency. 

15 (b) PERMISSIBLE USE OF FUNDS.—A local consor16 tium that receives a subgrant under section 9 or a grant 

17 under section 6 may use the subgrant or grant funds to 

18 coordinate, integrate, and enhance existing services, and 

19 provide new services, in order to provide children and 

20 youth with research-based, comprehensive services at, or 

21 that are connected to, schools, including— 

22 (1) community-based, integrated student serv23 ices; 

24 (2) full service community schools; 


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1 (3) high-quality early childhood learning and 

2 development, including— 

3 (A) early childhood education; 

4 (B) programs under the Head Start Act 

5 (42 U.S.C. 9831 et seq.), including Early Head 

6 Start programs; 

7 (C) early reading first programs; 

8 (D) child care services; 

9 (E) early childhood-school transition serv10 ices; 

11 (F) home visiting; 

12 (G) parenting education; and 

13 (H) services for children with disabilities; 

14 (4) academic support services for students (in15 cluding children with disabilities), including— 

16 (A) tutoring; 

17 (B) extended day programs, afterschool 

18 programs, or both such programs, which shall 

19 include services provided through 21st Century 

20 Community Learning Centers under part B of 

21 title IV of the Elementary and Secondary Edu22 cation Act of 1965 (20 U.S.C. 7171 et seq.); 

23 (C) academic support services for English24 language learners; 


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1 (D) programs for students and parents to 

2 learn together, including opportunities in such 

3 fields as technology, art, music, and language 

4 acquisition; 

5 (E) multiple pathways toward attaining a 

6 high school diploma and preparing students for 

7 college, including— 

8 (i) dual enrollment programs; 

9 (ii) early college high schools; 

10 (iii) strategies for preventing at-risk 

11 youth from dropping out of high school; 

12 (iv) dropout recovery strategies, in13 cluding strategies that award credit based 

14 on student performance instead of instruc15 tional time; and 

16 (v) other activities that combine rig17 orous coursework, personalized learning 

18 environments, practical applications, and 

19 comprehensive support services; and 

20 (F) summer enrichment and learning expe21 riences; 

22 (5) health services, including— 

23 (A) primary health care; 

24 (B) dental care; 

25 (C) vision care; 


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1 (D) speech and hearing care; 

2 (E) mental health services; 

3 (F) nutrition services; 

4 (G) health education; and 

5 (H) developmental and habilitation serv6 ices; 

7 (6) youth development, including— 

8 (A) mentoring and other youth develop9 ment programs, including programs that engage 

10 older adults; 

11 (B) recreation and physical education; 

12 (C) service learning, civic education, lead13 ership development, entrepreneurship, and com14 munity service opportunities; 

15 (D) job training, career counseling, and in16 ternship opportunities; 

17 (E) career and technical education; 

18 (F) college preparation and counseling 

19 services; 

20 (G) positive behavioral interventions and 

21 supports; 

22 (H) financial literacy and Federal financial 

23 aid awareness activities; and 

24 (I) social and emotional learning; 


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1 (7) social services for students and families, in2 cluding— 

3 (A) family support programs, including 

4 housing assistance, counseling, financial edu5 cation, crisis intervention, and related services; 

6 (B) programs that provide assistance to 

7 students who have been truant, suspended, or 

8 expelled; 

9 (C) programs or efforts intended to iden10 tify young people without a high school diploma 

11 and reengage the young people in school so that 

12 the young people may attain a high school di13 ploma; 

14 (D) strategies that engage older adults as 

15 resources to students and families; and 

16 (E) services for homeless students, foster 

17 children and youth, students previously under 

18 the custody of the juvenile justice system, and 

19 students who are pregnant and parenting; 

20 (8) parent and adult education programs, in21 cluding— 

22 (A) programs that promote family literacy, 

23 including family literacy programs for English24 language learners; 


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1 (B) parent and caregiver leadership and 

2 parent and caregiver education activities; 

3 (C) translation services; 

4 (D) adult education, including instruction 

5 in English as a second language, and job train6 ing; and 

7 (E) citizenship preparation for individuals 

8 choosing to become United States citizens; 

9 (9) juvenile crime prevention and rehabilitation 

10 programs, including— 

11 (A) youth courts, teen courts, peer juries, 

12 and drug courts; and 

13 (B) tribal youth programs; 

14 (10) specialized instructional support services, 

15 including specialized instructional support personnel; 

16 (11) service coordination staffing that ensures 

17 young people receive comprehensive services to meet 

18 the holistic needs of the young people; 

19 (12) training, technical assistance, and profes20 sional development for school-based and community21 based personnel to build capacity and skills to edu22 cate English-language learners; 

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1 based personnel providing comprehensive services to 

2 children and youth; 

3 (14) subgrants to nonprofit and other organiza4 tions to implement the requirements and allowable 

5 services under this section; 

6 (15) reasonable program administration and 

7 planning associated with the activities required 

8 under this section, including— 

9 (A) recruiting teachers and specialized in10 structional support personnel; and 

11 (B) developing programs designed to retain 

12 and promote school-based personnel, includ13 ing— 

14 (i) mentoring programs; 

15 (ii) grow your own programs; and 

16 (iii) leadership and career advance17 ment programs; 

18 (16) access to and training on digital learning; 

19 and 

20 (17) other services consistent with this section. 

21 SEC. 12. CONSTRUCTION. 

22 Nothing in this Act shall be construed to alter or oth23 erwise affect the rights, remedies, and procedures afforded 

24 school or school district employees under Federal, State, 

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1 ders) or under the terms of collective bargaining agree2 ments, memoranda of understanding, or other agreements 

3 between such employees and their employers. 

4 SEC. 13. ACCOUNTABILITY AND TRANSPARENCY. 

5 (a) FEDERAL ACCOUNTABILITY AND TRANS6 PARENCY.— 

7 (1) ANNUAL REPORT.—On an annual basis, the 

8 Secretary shall report to the public, Congress, and 

9 the President— 

10 (A) the collective progress made by— 

11 (i) States in achieving the goals estab12 lished within the State results frameworks 

13 described in section 7(c)(1); and 

14 (ii) communities in achieving the goals 

15 established within the local results frame16 works pursuant to section 10(b)(2)(A); 

17 (B) how funds under this Act were used by 

18 States and local consortia to improve the lives 

19 of children, youth, and families, including— 

20 (i) the characteristics of the children 

21 and youth and families served by the ac22 tivities and services assisted under this 

23 Act; 

24 (ii) the services and supports provided 

25 under this Act; and 


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1 (iii) outcomes resulting from the ac2 tivities and services funded under this Act; 

3 (C) actions taken pursuant to paragraph 

4 (2) regarding misuse or ineffective use of funds; 

5 and 

6 (D) other information the Secretary deter7 mines to be of interest to the public. 

8 (2) CORRECTION OF DEFICIENCIES.—If the 

9 Secretary determines, based on a review of State an10 nual reports, State strategies, State data submis11 sions, evaluations, or other documentation, that a 

12 State or entity that receives funds through a grant 

13 or contract made under this Act makes insufficient 

14 progress toward achieving the goals established with15 in the State results framework pursuant to section 

16 7(c)(1) within 3 years of receiving a grant under 

17 section 5(a), or is misusing, ineffectively using, or 

18 otherwise not complying with the requirements of 

19 this Act, the Secretary shall— 

20 (A) notify the State of the deficiencies that 

21 require correction and request that the State 

22 submit a plan to correct the deficiencies within 

23 6 months; 

24 (B) negotiate a plan to correct the defi25 ciencies, and provide appropriate training or 


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1 technical assistance designed to assist the State 

2 in complying with the requirements of this Act; 

3 and 

4 (C) in the case that the State fails to sub5 mit or negotiate a plan to correct the defi6 ciencies or fails to make substantial efforts, 

7 within 6 months after the date of the notifica8 tion described in paragraph (1), to correct the 

9 deficiencies and comply with the requirements 

10 of this Act— 

11 (i) terminate the provision of funds 

12 under this Act to the State or entity for 

13 the remainder of the period of the grant or 

14 contract; and 

15 (ii) redistribute the terminated fund16 ing in the manner described in section 

17 5(c). 

18 (3) INDEPENDENT ONGOING EVALUATION.— 

19 (A) IN GENERAL.—The Secretary shall 

20 carry out an ongoing evaluation of the activities 

21 conducted under this Act and shall submit the 

22 evaluation results to Congress and the public by 

23 not later than June 30, 2023, and June 30, 

24 2025. 


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1 (B) RIGOROUS AND INDEPENDENT EVAL2 UATION.—The Secretary shall enter into a con3 tract with an entity independent of the Depart4 ment of Education to carry out the evaluation 

5 required under this paragraph. To the extent 

6 the Secretary determines feasible, the evalua7 tion shall include large-scale, longitudinal, ran8 domized studies to identify the most effective 

9 combinations of academic and nonacademic 

10 interventions, including interventions adminis11 tered by community-based organizations, to 

12 achieve improvements in academic and other 

13 outcomes for students. 

14 (C) EVALUATION OUTCOMES.— 

15 (i) IN GENERAL.—The evaluation re16 quired under this paragraph shall measure 

17 the process of developing and imple18 menting effective partnerships among 

19 schools, school districts, families, students, 

20 and community partners, as well as the im21 pact of activities conducted under this Act, 

22 which may include impacts on the fol23 lowing outcomes: 

24 (I) Student achievement as meas25 ured by assessment data, classroom 


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1 grades, and other means of measuring 

2 student performance. 

3 (II) Graduation rates. 

4 (III) School readiness. 

5 (IV) Numbers of detentions, sus6 pensions, and expulsions and the use 

7 of seclusion and physical restraint. 

8 (V) Enrollment in postsecondary 

9 education. 

10 (VI) The degree of communica11 tion between schools and families. 

12 (VII) The degree of parental par13 ticipation in school activities. 

14 (VIII) Student health, including 

15 mental health and risk factors at 

16 birth. 

17 (IX) Student civic participation. 

18 (X) Attendance. 

19 (XI) The number of students and 

20 families receiving services. 

21 (XII) Other outcome areas as de22 termined by the Secretary in consulta23 tion with State educational agencies, 

24 local educational agencies, teacher or25 ganizations, secondary students, and 


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1 nonprofit organizations providing 

2 services to children and youth. 

3 (ii) DISAGGREGATION.—The outcomes 

4 described in clause (i) shall be 

5 disaggregated by all subgroups identified 

6 in section 1111(b)(2)(B)(xi) of the Ele7 mentary and Secondary Education Act of 

8 1965 (20 U.S.C. 6311(b)(2)(B)(xi)), and 

9 family income. 

10 (b) STATE ACCOUNTABILITY AND TRANSPARENCY.— 

11 (1) ANNUAL REPORT.—On an annual basis, 

12 each State shall report to the public and the Sec13 retary such information as the Secretary may rea14 sonably require, including— 

15 (A) progress made toward achieving— 

16 (i) the goals established within the 

17 State results framework pursuant to sec18 tion 7(c)(1) disaggregated in the same 

19 manner as information is disaggregated 

20 under subsection (a)(3)(C)(ii); and 

21 (ii) the goals established within the 

22 local results frameworks pursuant to sec23 tion 10(b)(2)(A); 


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1 (B) how funds under this Act were used by 

2 States and local consortia to improve the lives 

3 of children, youth, and families, including— 

4 (i) the characteristics of children, 

5 youth, and families served by the activities 

6 and services assisted under this Act; 

7 (ii) the services and supports provided 

8 under this Act; and 

9 (iii) outcomes resulting from the ac10 tivities and services funded under this Act; 

11 (C) information on Federal and State bar12 riers to effective State and local coordination; 

13 (D) the extent of coordination between 

14 State departments and agencies providing chil15 dren and youth services in place to achieve the 

16 goals within the State results framework pursu17 ant to section 7(c)(1); 

18 (E) the extent to which the objectives and 

19 budgets of State departments and agencies pro20 viding child and youth services were consistent 

21 with the recommendations of the State strategy 

22 for the preceding year; 

23 (F) the efficiency and adequacy of State 

24 and local programs and policies with respect to 

25 child and youth services; 


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1 (G) actions taken pursuant to paragraph 

2 (2) regarding misuse or ineffective use of funds; 

3 and 

4 (H) other information the State determines 

5 to be of interest to the public. 

6 (2) CORRECTION OF DEFICIENCIES.—If the 

7 State determines, based on a review of annual re8 ports submitted in accordance with subsection (c), 

9 data submissions, evaluations, or other documenta10 tion, that a local consortium or organization that re11 ceives funds through a subgrant made under this 

12 Act makes insufficient progress toward achieving the 

13 goals established within the local results framework 

14 pursuant to section 9(b)(2)(A) within 3 years of re15 ceiving a subgrant under section 8, or is misusing, 

16 ineffectively using, or otherwise not complying with 

17 the requirements of this Act, the State shall— 

18 (A) notify the local consortium of the defi19 ciencies within 6 months that require correction 

20 and request that the consortium submit a plan 

21 to correct the deficiencies; 

22 (B) negotiate a plan to correct the defi23 ciencies, and provide appropriate training or 

24 technical assistance designed to assist the local 

25 consortium in complying with the requirements 


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1 of this Act and make progress in achieving the 

2 goals established within the local results frame3 work pursuant to section 10(b)(2)(A); and 

4 (C) in the case that the local consortium 

5 fails to submit or negotiate a plan to correct 

6 the deficiencies or fails to make substantial ef7 forts, within 6 months after the date of the no8 tification described in subparagraph (A), to cor9 rect the deficiencies and comply with the re10 quirements of this Act, terminate the provision 

11 of funds under this Act to the local consortium 

12 or organization for the remainder of the period 

13 of the subgrant and redistribute the terminated 

14 funding in a manner determined by the State to 

15 be in the best interests of the children and 

16 youth in such State in accordance with this Act. 

17 (c) LOCAL ACCOUNTABILITY AND TRANSPARENCY.— 

18 On an annual basis, each local consortium shall report to 

19 the public and submit to the State a report containing 

20 such information as the State may reasonably require, in21 cluding— 

22 (1) progress made toward achieving the goals 

23 established within the local results framework pursu24 ant to section 10(b)(2)(A) disaggregated in the same 


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1 manner as information is disaggregated under sub2 section (a)(3)(C)(ii); 

3 (2) how funds under this Act were used by the 

4 local consortium and subgrant recipients to improve 

5 the lives of children, youth, and families, including— 

6 (A) the characteristics of the children and 

7 youth and families served by the activities and 

8 services assisted under this Act; 

9 (B) the services and supports provided 

10 under this Act; 

11 (C) the capacity building efforts provided 

12 under this Act, including the types of profes13 sional development provided to staff of the local 

14 educational agency in the local consortia; and 

15 (D) outcomes resulting from the activities 

16 and services funded under this Act, in accord17 ance with the State’s annual goals; 

18 (3) information on State barriers to effective 

19 local coordination of private and public services; 

20 (4) the extent of coordination between local 

21 agencies and organizations providing services to 

22 achieve the goals within the local results framework 

23 pursuant to section 10(b)(2)(A); and 

24 (5) other information the local consortium de25 termines to be of interest to the public. 


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1 SEC. 14. AUTHORIZATION OF APPROPRIATIONS. 

2 There are authorized to be appropriated to carry out 

3 this Act such sums as may be necessary for each of fiscal 

4 years 2023 through 2026. 

Æ 


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