39–010 

Calendar No. 200 

109TH CONGRESS REPORT " ! SENATE 1st Session 109–131 

HEAD START IMPROVEMENTS FOR SCHOOL READINESS 

ACT 

AUGUST 31, 2005.—Ordered to be printed 

Filed, under authority of the order of the Senate of July 29, 2005 

Mr. ENZI, from the Committee on Health, Education, Labor, and 

Pensions, submitted the following 

R E P O R T 

[To accompany S. 1107] 

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

which was referred the bill (S. 1107) to reauthorize the Head Start 

Act, and for other purposes, having considered the same, reports 

favorably and recommends that the bill (as amended) do pass. 

CONTENTS 

Page 

I. Purpose and summary of the bill ................................................................. 1 

II. Background and need for legislation ............................................................ 2 

III. Legislative history and committee action .................................................... 4 

IV. Explanation of bill and committee views ..................................................... 6 

V. Cost Estimate ................................................................................................. 41 

VI. Application of law to the legislative branch ................................................ 44 

VII. Regulatory impact statement ........................................................................ 44 

VIII. Section-by-section analysis ............................................................................ 44 

IX. Changes in existing law ................................................................................ 64 

I. PURPOSE AND SUMMARY OF THE BILL

The Head Start Improvements for School Readiness Act of 2005 

reauthorizes and makes improvements in the Head Start program 

in order to ensure that children in the program make measurable 

progress toward developing the skills they need to enter school 

ready to learn. In order to accomplish this, the bill focuses on four 

areas: (1) improved academic, developmental, and educational outcomes for children, (2) improved teacher competencies and high 

quality opportunities for professional development, (3) better coordination and collaboration with other programs in the State (including child care, State preschool programs, and the local public 

2 

schools), and (4) greater accountability for the management of 

Head Start programs; and (5) enhanced support for infants and 

toddlers through the Early Head Start program. The bill authorizes $7.2 billion for fiscal year 2006, $7.5 billion for fiscal year 2007, $7.8 billion for fiscal year 2008, and such sums 

as may be necessary for subsequent years. Each year, 13 percent 

of Head Start funding is set-aside for the Secretary to allocate 

funds for Migrant and Seasonal Head Start programs, Indian Head 

Start programs, training and technical assistance for Head Start 

grantees, improvement in the PRISM reviews through increased 

inter-rater reliability training, and other purposes. For research 

and evaluation each year, $20 million is reserved. The set-aside for 

Early Head Start is increased from 10 percent currently to 18 percent in fiscal year 2010. 

II. BACKGROUND AND NEED FOR LEGISLATION

Head Start was created in 1965 and today stands as one of the 

nation’s most well regarded domestic programs. Head Start’s mission to promote school readiness among the Nation’s low-income 

children reflects a comprehensive approach to supporting children 

and families. Because school readiness depends upon the interdependent relationship between cognitive, intellectual, physical, social and emotional, and other areas of development, Head Start 

programs provide a broad array of services determined to be necessary, based on an assessment of the child and family’s needs. 

Children in Head Start enter the program with a number of factors that put them at risk of school failure, such as extreme poverty, family economic and housing instability, and limited family 

education attainment. The overwhelming majority of Head Start 

children are from families earning less than 100 percent of the 

Federal poverty level, $18,850 for a family of four (2004 HHS Poverty Guidelines), and in most Head Start families, neither parent 

hold more than a high school degree or general equivalency degree 

(GED). Research shows that Head Start clearly makes a difference 

for children living in poverty, yet experience has shown that the 

program itself cannot eradicate the overwhelming effects of poverty 

on children and their families. 

By its nature, Head Start requires community input in order to 

be responsive to community needs. Head Start programs have successfully reached out to community partners to help foster school 

readiness and transitions to school, provide health care, increase 

access to social services for families, and provide full-day, full-year 

services for children. Local programs may adapt their services to 

serve Indian tribes or migrant and seasonal farm worker communities, target homeless children or children of drug-addicted parents or help families transitioning off welfare. Built on the premise 

that effective intervention in the lives of children can be best accomplished through family and community involvement, Head 

Start attempts to involve communities and families in both the design and implementation of the program at the local level. 

Today, Head Start provides educational and other comprehensive 

support services to close to 1 million low-income preschool children 

in order to help prepare for and increase the success of Head Start 

participants in school. Head Start program currently provides services to children from a diverse population of eligible families, inVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00002 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
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cluding migrant and Native American children, through nearly 

19,000 centers and 829 home-based programs in all 50 States, the 

District of Columbia, Puerto Rico, and the United States territories. 

The committee encourages consideration of this diversity to meet 

the goals of Head Start programs. 

Unlike other Federal social service programs that are funded 

through States the Department of Health and Human Services 

awards Head Start grants directly to local agencies, called grantees, which deliver program services. Grantees, estimated at 2,100, 

may contract with other organizations, called delegate agencies, to 

run all or part of their programs. Grantees had contracts with approximately 622 delegate agencies in fiscal year 2004. Grantees 

and delegate agencies include public and private school systems, 

community action agencies, faith-based organizations and other 

private nonprofit and for profit organizations, local governments, 

and Indian tribes. 

Since the inception of the program, Head Start has continuously 

improved the quality of the services it provides. As the needs of 

children and families changed, so has Head Start. Head Start was 

first enacted into law in 1965 as a summer program with a budget 

of $352 million. In 1995, an appropriation of $3.3 billion allowed 

more than 2,000 locally run Head Start programs to serve more 

than 730,000 children and their families. By fiscal year 2004, Head 

Start was funded at more than double that of 1995, where it received $6.8 billion in funding and supported programs in every 

State. 

The committee also recognizes that the face of poverty has 

changed dramatically since Head Start was created 40 years ago. 

Single parent families headed by women accounted for about onethird of the poor in 1966; now they represent more than half of 

those living in poverty. Children have now replaced the elderly as 

the group most likely to be poor. One child in five in the United 

States lives in poverty. Disadvantaged children who are part of a 

racial or ethnic minority group face even harsher realities; 36 percent of all African American children, and 30 percent of all Hispanic children, come from families earning less that the Federal 

poverty threshold (U.S. Census, 2003). 

Recognizing the harmful impacts of poverty on later educational 

attainment it is critical we prepare all children to enter school 

ready to learn in order to provide for their later success in school 

and to close the achievement gap. Studies document a wide gap between lower and higher income children before they enter kindergarten which, if unaddressed, often persists into later years in 

schooling and despite significant Federal investment, this gap persists. Research also shows that lower-income children are far less 

likely than their higher-income peers to participate in early childhood education programs before beginning elementary school. If we 

do not prepare all children to succeed and become lifelong learners, 

our global competitiveness in the 21st century economy will be 

jeopardized. 

The research shows that, on average Head Start helps to narrow 

the achievement gap between our Nation’s poorest children and 

their more affluent peers. The committee believes that the program 

can be strengthened to build upon that success and lead to increased outcomes for Head Start children. Long-term positive outVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00003 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
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comes and cost-savings improved school performance to also include more positive behavior, reduced special education placement, 

lower in-grade retention and dropout rates, and increased lifelong 

earning potential. 

In 1993, Secretary of Health and Human Services Donna Shalala 

appointed an Advisory committee on Head Start Quality and Expansion to examine closely the Head Start program and to make 

recommendations for the future. The recommendations of the Advisory committee focused on three important areas: (1) the need to 

improve quality; (2) the need to expand services; and (3) the need 

to forge partnership with other community providers, including 

closer coordination with elementary schools, State, and locally 

sponsored programs, cooperating with the private sector and linking Head Start with other National initiatives. Reauthorizations of 

the Head Start Act in 1994 and 1998 enhanced teacher qualifications, increased attention to cognitive areas of development, created the Early Head Start program, and led to program standards 

and the Outcomes Framework that guide Head Start programs in 

their curriculum planning, instruction, and delivery of services, as 

well as in the ongoing assessment of the progress and accomplishments of children. 

The Head Start Improvements for School Readiness Act of 2005 

builds on the original foundation of the Head Start program and 

on past reauthorizations, by increasing the focus on continued program quality and the achievement of important educational and 

other outcomes for children across the range of developmental domains critical to ensuring their school readiness. 

III. LEGISLATIVE HISTORY AND COMMITTEE ACTION

On May 25, 2005, the Senate Committee on Health, Education, 

Labor, and Pensions met in executive session and favorably reported the bill with an amendment in the nature of a substitute 

unanimously. 

Hearings and testimony—summary of witnesses 

The Subcommittee on Education and Early Childhood Development held a hearing on April 5, 2005 at 9:30 a.m. entitled ‘‘Head 

Start: Ensuring Dollars Benefit the Children’’. The hearing focused 

on the Government Accountability Office’s (GAO) recent report entitled ‘‘Head Start: Comprehensive Approach to Identifying and Addressing Risks Could Help Prevent Grantee Financial Management 

Weaknesses.’’ The GAO study was requested in late 2003 by Senator Enzi, Senator Alexander, Senator Gregg, Congressman 

Boehner, and Congressman Castle following reports of alleged financial impropriety by Head Start executives in more than a dozen 

United States cities. Between January 2003 and the first months 

of 2005, multiple accounts from numerous communities across the 

country alleged serious financial abuses and irregularities by local 

individuals and/or entities entrusted with the responsibility of 

managing Federal Head Start funds meant to serve poor and atrisk children. The incidents identified involved the use of tens of 

millions in Federal Head Start funds that were intended to serve 

more than 10,000 disadvantaged U.S. children. The Government 

Accountability Office (GAO) report on the program found a significant percent of local Head Start operators surveyed in 2000 had 

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some form of financial irregularity, a portion of which were serious 

deficiencies. Three years later GAO found that more than half of 

those operators still had recurring financial management problems, 

and recommended more timely follow up, and enhanced training 

and technical assistance to develop the capacity of agencies to address such problems. GAO urged the Department of Health and 

Human Services (HHS) to develop a better system to identify local 

centers with financial problems. The Department of Health and 

Human Services has the oversight responsibility for Head Start 

grantees. This is a challenge considering there are almost 1,700 

grantees, with over 20,000 centers containing more than 48,000 

classrooms. HHS’s current system of accountability may not have 

the capacity for this oversight and the committee during this hearing examined ways to improve program monitoring by HHS and 

what other oversight and accountability alternatives exist. 

The following witnesses testified: 

Dr. Wade Horn, Assistant Secretary for the Head Start Bureau 

Administration for Children, Youth and Families, U.S. Department 

of Health and Human Services, Washington, DC, discussed 

strengthening the education component of Head Start and improving coordination and integration of State and local childhood services in support of President Bush’s proposal. Additionally, he testified about the importance of monitoring to measure the quality of 

Head Start programs. He also described several efforts ACF has 

implemented to improve monitoring and accountability. 

Dr. Marnie S. Shaul, Director of Educating and Protecting Children, United States Government Accountability Office (GAO), 

Washington, DC, testified in regard to GAO’s recent report on 

Head Start risk management which the committee requested. She 

discussed the Administration on Children and Families (ACF) processes to assess financial risks, specifically in regard to how these 

processes can be improved to ensure accuracy and reliability. In addition, she discussed the effectiveness of approaches ACF uses to 

make sure Head Start grantees address any financial management 

weaknesses in a timely manner. GAO had many recommendations 

including suggesting the ACF take steps to compete grants if the 

grantee fails to meet programmatic or financial management requirements. 

Mayor A.C. Wharton, Mayor of Shelby County, Memphis, TN, 

testified on Shelby County’s ongoing efforts, as well as some of 

their planned efforts, to improve program oversight and stewardship. Several of GAO’s findings mirrored weaknesses Shelby County had identified and were actively working to resolve in local Head 

Start programs. 

Yvonne Gates, Clark County Commissioner, Las Vegas, NV, discussed the promise of the Head Start Program and its goals to 

erase inequities among citizens and to give all children a level 

playing field for their future academic success. Therefore, she recommended that the committee expand local oversight of the chosen 

grantees. She testified about the importance of local government 

and the need for them to be more actively engaged in the local review and evaluative process for the use of these Federal programs. 

Local government is closer to the people, and has the opportunity 

to provide technical assistance to local agency partners, and addiVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00005 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
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tionally may be able to provide other resources to expand the scope 

of services of these programs. 

Jim Caccamo, Director, Metropolitan Council on Early Learning, 

Kansas City, MO, testified in regard to the financial and governance problem with the Kansas City Head Start grantee KCMC. The 

financial and governance problems at KCMC began to surface 4 

years ago, in April 2001. The Controller/Chief Financial Officer was 

engaged in a kickback scheme and in February of 2002, pled guilty 

to bribery and money laundering. He was sentenced to 51 months 

in prison and ordered to pay over $800,000. Mr. Caccamo suggested 

that the fiscal mismanagement, excessive salaries, and the employee kickback problems could have been avoided with tighter 

oversight on the part of the Executive Director and Board. 

Olivia Golden, Senior Fellow at the Urban Institute, Washington, 

DC, testified primarily on effective strategies for building the 

strongest possible Federal oversight role to support high-quality, 

fiscally accountable, programmatically successful, and well-managed Head Start programs across the country. She described GAO’s 

recommendations as practical and thought they would be useful 

and that thoughtful implementation of these recommendations 

would help Head Start programs attain the highest level of accountability. Additionally, Ms. Golden discussed the GAO report 

findings that contributed to this effort by identifying gaps in Federal oversight particularly in regard to Federal monitoring. 

IV. EXPLANATION OF THE BILL AND COMMITTEE VIEWS

Enhancing the school readiness of Head Start children 

School readiness has always been central to Head Start’s mission, and should continue to be a primary goal of Head Start programs. The committee’s intent in the Head Start Improvements for 

School Readiness Act is to assist Head Start programs with further 

meeting the goal of promoting school readiness and closing the 

achievement gap among Head Start children. 

According to the National Institute for Child Health and Development and other experts, school readiness consists of a broad set 

of competencies such as cognitive, social, emotional, physical, and 

language development, motivation and approaches to learning, as 

well as discipline-specific domains including the arts, literacy, 

mathematics, science, and social studies. Researchers at the Frank 

Porter Graham Child Development Center, the University of North 

Carolina have defined school readiness as the condition of children 

when they enter school, and the capacity of schools to educate the 

children enrolled. According to the research team, ‘‘the readiness 

puzzle can only be solved if the two pieces fit together’’ (Bailey, 

1999). 

The academic, cognitive, and social competencies that define 

school readiness begin developing long before children enter the elementary classroom. Knowledge about children’s development and 

learning has increased greatly during the past two decades. Research in the neurobiological and behavioral sciences suggests the 

importance of a child’s experience during the first years of life for 

healthy brain development; and demonstrating the importance of 

early intervention for at-risk infants and their parents, and the opportunity presented in early infancy for strengthening families. 

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From birth through age 5, children rapidly develop the capabilities 

on which subsequent development builds. According to child development expert T. Berry Brazelton, M.D., ‘‘A child’s experiences in 

the first months and years of life determine whether he or she will 

enter school eager to learn or not.’’ 

The committee recognizes that the areas of a young child’s development are strongly correlated with later school success are 

foundational in nature. Standards for early learning should, as 

much as practicable, seek to address the cognitive, social, emotional, physical, language development, and motivation influencing 

a young child’s development. To accomplish this goal of ensuring 

that children participating in the Head Start program develop the 

cognitive, social, and emotional competencies necessary to succeed, 

the Head Start Improvements for School Readiness Act significantly enhances Head Start’s emphasis on positive outcomes for 

school readiness in all domains, especially in cognitive development, while retaining the commitment to providing comprehensive 

social services. 

Studies indicate that children enrolled in Head Start make 

progress while in the program. Based on data from the 2000 Family and Child Experiences Survey (FACES), children enter Head 

Start with cognitive, social, and emotional skills well below the National norm of most children their same age. Key findings from 

FACES reveal that participation in Head Start narrows the gap between Head Start children and the general population of preschoolaged children in domains representing key components of school 

readiness. With only 9 months of participation in the program, 

FACES data demonstrate a reduction in the school readiness gap 

between disadvantaged children and their peers with meaningful 

gains in their vocabulary, letter recognition, and writing skills. 

Children also improved in other cognitive, social, and emotional 

skills, demonstrating a reduction in problem behaviors, aggressive 

behaviors, hyperactive behaviors, and withdrawn behaviors. Physically, children showed high rates of immunizations, health 

screenings, treatment for disabilities, and enrollment in health insurance plans. And as Head Start continues to evolve, outcomes for 

children participating in the program continue to improve. Data 

from FACES show that, as compared to 1997, Head Start children 

show greater gains in book knowledge, letter recognition, and print 

conventions. According to such data, children previously participating in Head Start programs meet National norms by the end of 

their kindergarten year. 

Despite these gains, however, data show Head Start children still 

lag behind the National average in school readiness when they 

enter kindergarten. A 2003 publication by the U.S. Department of 

Health and Human Services (HHS), ‘‘Strengthening Head Start: 

What the Research Shows’’, provides an analysis of outcomes for 

children and families served by the Head Start program. The HHS 

analysis concludes that both lower and higher achieving Head 

Start children have low scores on school readiness evaluations 

overall and show some limited progress after completion of the 

Head Start program. In other words, Head Start children enter and 

leave the program with below average skills and knowledge levels 

(HHS, 2003). 

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The first year preliminary findings for the Head Start Impact 

Study released in June of 2005 provide further evidence of the importance of Head Start for low-income children and families. The 

study found that 3-year-olds in Head Start got the most benefits 

from the program. Results found that within 6 to 8 months, both 

3- and 4-year-olds, showed small to moderate improvements in prereading, pre-writing, vocabulary, and parental reports of children’s 

literacy skills as compared to children not enrolled in Head Start 

programs. This report indicated that Head Start programs had 

small to moderate impact on the 5,000 preschoolers in the study. 

The committee is encouraged that within a year Head Start was 

able to cut in half the achievement gap that would have been expected if the children had not attended a Head Start program. Neither age group, showed a significant improvement in oral comprehension or early math skills, nor data also showed children 

leaving Head Start perform below National norms. The Impact 

Study follows children until they complete the first grade, and the 

committee is waiting for the final report in 2007 and hopes to see 

that the reduction in the achievement gap continues for the participants in the study. 

Because data indicate that many Head Start children enter kindergarten without the knowledge proven to be an excellent predictor of school success, the committee seeks to ensure that all children participating in Head Start receive the maximum benefit of 

its programs and services. The challenges that so many Head Start 

children face later in their academic careers begin well before they 

enter school. As such, the committee recognizes the importance of 

Head Start’s services in helping children make gains toward 

achieving academic parity with their peers that are not eligible for 

the program, and to enter school ready to learn. 

Early literacy is one facet of children’s learning and development 

that is critical to school readiness. The committee recognizes and 

applauds the work of Head Start programs to provide a more enriched literacy experience and instruction to children. Children who 

read well in the early grades are far more successful later in 

school, and scientific based research demonstrates the importance 

of a strong foundation for children before they are given formal 

reading instruction in kindergarten and first grade. Head Start’s 

attention to the development of early language and literacy skills 

is key to helping children advance reading skills in the later 

grades. 

Head Start programs should provide children from low-income 

families a high quality, oral language and literature rich environment and establish appropriate literacy goals for children that are 

tied to instructional strategies adapted to their individual level of 

learning and development. The committee encourages Head Start 

to continue its pivotal role in promoting early literacy, consistent 

with scientific based research, such as the Early Reading First initiative. In addition to caring for the emotional and social needs of 

children under their care, Head Start programs must also encourage and promote cognitive development activities along with professional development for teachers and staff based on scientific based 

research in reading. 

Children who have limited preliteracy skills (i.e. weak phonological and weak phonemic awareness) are more likely to struggle 

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in attaining age-appropriate reading instruction that should be 

taken into account by Head Start teachers. For example, if children 

can correctly and consistently identify letters of the alphabet before 

they enter kindergarten and understand that letters represent 

sounds that make up words, it is more likely that they will learn 

to read words in school faster than children who do not possess this 

knowledge. Research consistently confirms that children’s knowledge of the alphabet is a strong predictor of their later progress in 

learning to read words accurately, quickly and automatically. Professional development and instructional activities should be designed to strengthen phonological awareness and instruction to 

help children understand that words are made up of letters, which 

correspond to sounds. 

The committee also recognizes the importance of other skills critical to the school readiness of young children. For example, promoting premathematics and prescience knowledge and skills are an 

important component of school readiness. These competencies may 

be promoted through early science and math experiences, including 

observing with senses, predicting, inferring, defining and controlling variables, working in teams, and communicating discoveries. 

Examples of science and math experiences may include planting 

different seeds, with various types of growing medium, light, and 

water; building towers with various block sizes; employing ramps 

and different balls; and watching ice melt in different environments. 

The Head Start Improvements for School Readiness Act updates 

the Head Start program quality standards and performance measures to reflect the areas of competence fundamental to children’s 

school readiness. Head Start grantees are required to demonstrate 

the capacity to serve eligible children with scientifically based programs that promote school readiness and meet quality standards. 

Stronger quality standards under the bill will help facilitate children’s development of the following: language skills; prereading 

knowledge, including an interest in and appreciation of books, 

reading and writing either alone or with others; premathematics 

knowledge, such as recognition of numbers and counting; cognitive 

abilities related to academic achievement; and, social development 

important for environments constructive for child development, 

early learning and school success. The committee bill continues to 

require limited English proficient (LEP) children to further develop 

their language skills through Head Start, such as making progress 

toward the acquisition of the English language, while also focusing 

on the other requirements for children in the program. 

The statutory improvements of the committee bill are expected to 

promote the acquisition of skills and competencies Head Start children need to enter school ready to learn. The committee also requires that the results based performance measures be reviewed 

and updated as needed, no less than every 4 years, based on advances in the science of early childhood development. 

Head Start alignment with K–12 education 

An alignment of goals and expectations extending from the early 

years into later schooling can support better transitions from infant 

toddler care through preschool programs to kindergarten and into 

the primary grades, as teachers work within a consistent frameVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00009 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
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work across educational settings. Comprehensive standards, curricula, teaching practices and assessments must be age, developmentally, and linguistically appropriate for young children. These 

standards, curricula, teaching practices, and assessments must be 

supported by comprehensive services for children and by the professional development for staff to support each child’s positive development and educational growth. Care must be taken to ensure 

that curricula and other practices used in Head Start programs 

serve as a foundation for later learning in school. Studies show 

that many children, including and especially children from low-income families, enter school without the necessary skills and abilities to succeed. States report that between 20 percent to nearly half 

of all children entering school are not prepared to succeed in 

school. Evidence further suggests that children who start behind 

tend to stay behind. For these reasons, the committee recognizes 

the importance of building on Head Start’s mission of school readiness to ensure that the program provides the foundation children 

will need to reach high standards later in school. The committee 

also urges greater coordination between preschool programs, including Head Start, and local educational agencies to appropriately 

align expectations and curricula and facilitate a smooth transition 

from Head Start into school. 

Because many children in Head Start enter the program with 

less exposure to print and to a wide-ranging vocabulary, Head 

Start’s attention to all domains of child development and learning 

is necessary to ensure positive gains in cognitive development, including early literacy. Early development of language and literacy 

skills provide children with the foundation needed to later become 

proficient readers at their grade level. The No Child Left Behind 

Act authorizes significant funds for reading programs such as 

Early Reading First and Reading First, which establish clear and 

specific expectations for what can and should happen for all students by insisting that they have the necessary language, cognitive, 

and early reading and literacy skills for continued success in 

school. The committee intends to strengthen the ability of Head 

Start, local schools, and other preschool programs to provide a positive continuum of early literacy experiences and instruction. 

The Language Enrichment Activities Program (LEAP), developed 

by the Margaret H. Cone Head Start Center in Dallas, Texas has 

demonstrated that intensive professional development with a 

strong early literacy curriculum and a relationship with a community’s local elementary school can advance and strengthen the cognitive and communications skills of low-income children. Children 

attending the Cone Head Start Center have demonstrated that, 

while in the program, they can perform at levels comparable to 

children from a higher socioeconomic level when given a quality 

preschool experience that includes a strong curriculum aligned 

with the K–12 system, intensive teachers training, and onsite monitoring and support of teacher instruction and interaction with children. 

Like other complex skills, reading and writing are outcomes that 

result from the continual interaction of development and learning, 

and therefore a range of individual variation is to be expected in 

the rate and pace at which children gain literacy skills. The committee recognizes that effective curricula and training programs 

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are available that promote the development of language and early 

literacy knowledge and skills among Head Start children, and encourages Head Start to make use of such curricula, materials, and 

instructional practices. The committee intends, to the extent possible, that scientifically-based curricula and training programs be 

utilized. 

The committee recognizes Head Start’s mission is to prepare the 

Nation’s most disadvantaged children to enter and later succeed in 

school. Therefore, the Head Start Improvements for School Readiness Act requires that Head Start curricula and assessments be 

aligned with the Head Start Child Outcomes Framework and, as 

appropriate, State early learning standards. In referencing the 

Head Start Child Outcomes Framework and Indicators (2000), the 

committee further recognizes that Head Start has pre-established, 

researched-based, and appropriate standards and outcomes for the 

program developed by independent experts and practitioners to 

help guide teachers and staff with curricula and assessments in all 

domains of child development. Research reports of the National Research Council such as Preventing Reading Difficulties in Young 

Children, Eager to Learn: Educating Our Preschoolers, and From 

Neurons to Neighborhoods state that standards and outcomes for 

young children must address a wide range of domains: cognitive, 

social, emotional, physical, language development, approaches to 

learning, as well as content areas of arts, literacy, mathematics, 

science, and social studies. The committee intends that Head 

Start’s curricula, assessments, and services continue to be aligned 

to address all such domains, consistent with the Head Start Child 

Outcomes Framework. 

The committee also makes changes in the Head Start Improvements for School Readiness Act to ensure appropriate and greater 

alignment of Head Start services to early learning standards for 

preschool age children in respective States in which Head Start 

programs operate. The committee recognizes the benefits of alignment to State early learning standards and acknowledges that 

many States have developed early learning standards for preschool 

age children. However, some State standards do not cover the full 

range of child development and learning. 

In providing for the appropriate alignment under the Act, it is 

the committee’s view that any alignment of standards to Head 

Start should recognize the continuity between early learning standards and standards for elementary and secondary grades. Curricula 

and assessments for preschool age children should be consistent 

with developmental and age appropriate standards, and address all 

areas of children’s development and learning. 

The committee bill updates the Head Start educational standards 

regarding the skills children need to later succeed in school and intends such standards be consistent with the latest scientifically 

based research. 

The committee bill helps to ensure a seamless system of education for children of all ages by requiring States to consult with 

their Chief State School Officer, local educational agencies, and 

local Head Start agencies when developing early childhood standards and general plans for the coordinated delivery of early care 

and education services at both the State and local level. 

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Increased need for coordination and collaboration 

Head Start has a long history of coordinating with other programs to provide comprehensive child development and support 

services to young children and families with incomes at far below 

the poverty level receive the health, nutrition, and educational supports that they need to be successful and prepared to enter school 

ready to learn. The committee anticipates overtime that Head Start 

and Early Head Start programs will increase coordination with 

schools, child care, and other preschool programs to help meet the 

needs to working families and to create more cross-sector communication. 

In recent years, States have begun to expand their own early 

childhood development initiatives. The National Institute for Early 

Education Research reported in 2004 using data from fiscal year 

2003, that 17 States used their own funds to supplement Head 

Start. States sponsoring preschool programs have expanded greatly 

over the past 30 years. In 1970, only seven States funded preschool 

programs. According to the National Institute for Early Education 

Research (NIEER) 40 States and the District of Columbia had some 

form of State-sponsored prekindergarten program in the 2002–03 

school year. These 40 States provided early education to approximately 738,000 of the Nation’s 7.8 million 3- and 4-year-olds in prekindergarten programs, and spent over $2.54 billion to finance 

these programs. 

With so many different early childhood programs providing services to the same target population, some States have sought to improve coordination and collaboration among the programs in order 

to create a cohesive system that is more responsive to the needs 

of working parents, and supports opportunities for children to participate in high quality programs that involve communities in the 

planning and implementation of service delivery. The committee is 

concerned that a fragmented service delivery system and uncoordinated programs can hinder program improvement and prevent 

needy children and families from obtaining the full array of available services for which they qualify and could benefit. 

The committee has also addressed the importance of collaboration by further expanding the current role of the Head Start Collaborator in each State to not only collaborate and coordinate service delivery but also to promote alignment of Head Start services 

with State early learning standards, the Head Start Child Outcomes Framework, and State regulations for school readiness goals. 

Each Head Start State Collaboration Office will conduct a needs assessment of Head Start agencies in the State with respect to collaboration and coordination of services for children, align services 

with State early learning standards, the Head Start Child Outcomes Framework, and State regulations for school readiness goals, 

provide for greater opportunities for professional development for 

Head Start staff, and promote partnerships between Head Start 

and other organizations. With these changes, the committee also 

intends to reduce the duplication of services, prevent under enrollment, and allow gaps in services for Head Start children and families to be more easily addressed. 

The committee feels strongly that the Director of State Collaboration should be a position of significant authority, appointed by 

the Governor and preferably located within the Office of the GovVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00012 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
13 

ernor. This centralized authority will allow for a more comprehensive coordination of services statewide, which will assist in providing ‘‘wrap around’’ child care services, health care, and employment services that are critical to the working poor. 

In an effort to engage all community stakeholders, the committee 

bill specifies that a variety of new entities participate in State collaboration activities. Some of these entities include: State and local 

educational agencies, State Departments of Health and Human 

Services, representatives of the State Head Start association, representatives from the State network for child care resource and referral agencies, and community and faith based organizations. The 

addition of these entities will allow all States to develop a more 

seamless system for the provision of services to needy children and 

families, as well as leveraging the experience, expertise, and resources of a variety of organizations and individuals. 

The committee encourages the Secretary, in awarding collaboration grants to the States, to award funds for designation of a Migrant and Seasonal Farm worker Collaboration Project Director position and an Indian Head Start Collaboration Project Director. 

Such positions should be assigned the same responsibilities assigned to the State Directors of Head Start Collaboration. While it 

is important that the State Directors of Head Start Collaboration 

engage with the migrant and Indian populations in their respective 

States, these special Project Directors will ensure that the specific 

issues faced by children and families served by Migrant and Seasonal Head Start, and Indian Head Start programs are addressed. 

These positions will also serve as a conduit for knowledge and understanding of these special populations served by the Head Start 

and Early Head Start programs. 

In the context of greater collaboration, the committee also recognizes the important role of partnerships between Head Start programs and school and public libraries in increasing the preliteracy 

skills of Head Start participants. Many librarians have worked extensively in the area of improving family literacy and achieved success in integrating research based literacy practices into their work 

with families with prekindergarten children. Some Head Start programs across the country have long had library partnerships, 

through which librarians provide literacy training to Head Start 

staff; utilize a lending library, mobile library van, or other efforts 

to provide books to children; foster greater parental involvement 

through reading programs; and offer outreach and programs for 

limited English proficiency populations. The committee is encouraged by these practices and urges their continuation and expansion. 

State Head Start Collaboration offices currently receive about $8 

million in funding each year. Given the new, expanded role Head 

Start Collaboration offices will play under the bill, the committee 

urges the Secretary to increase the investment in collaboration offices, if it can be done without reducing the level of services to 

Head Start children. 

State advisory councils 

The committee recognizes the importance of bolstering coordination and collaboration among Head Start and other early childhood 

14 

education programs through the establishment of a State Advisory 

Council. 

In many States, as well as at the local level, there has been 

movement to enhance coordination among the variety of early 

childhood education programs through formal and comprehensive 

State coordination arrangements. In some States, significant coordination already exists among Head Start, Early Start, child care 

and State prekindergarten programs and public schools. In some 

cases, such coordination efforts have taken the form of Councils or 

Governor’s Cabinets. 

In keeping with a desire for greater collaboration among Head 

Start, early learning programs, and other related programs serving 

young children in the State, the committee has attempted to formalize coordination efforts in all States in a highly inclusive way 

across the sectors and settings of early childhood programs. In such 

efforts, the committee intends to bring together a diverse and wide 

array of agencies, organizations, and early childhood professionals, 

including, but not limited to, Head Start, family and center-based 

child care, and State prekindergarten programs. For States with 

similar preexisting councils or entities, additional members may 

need to be included in order to meet the inclusive list of representatives for the council. 

The State Advisory Councils in the committee bill are intended 

to be consultative and encourage greater State level coordination of 

efforts and understanding of shared goals for young children, programs and the professionals who provide the critical early education for children from birth until school entry. In particular, the 

council is charged with conducting a periodic Statewide assessment 

of early care and education programs for children from birth to 

school entry; identifying barriers to, and opportunities for, collaboration and coordination between entities carrying out Federal and 

State child development, child care, and early childhood education 

programs; developing a professional development system with a career ladder plan for early care and education in the State; making 

recommendations for a Statewide, unified data collection system; 

and reviewing and approving a strategic plan to better serve children in Head Start programs. The committee requires each State 

Advisory Council to provide opportunities for genuine public input 

in both its needs assessment and its recommendations, as well as 

meet with sufficient regularity to review and revise the needs assessments and recommendations. 

The committee recognizes the use of Nationally established data 

fields for collecting data on the child care supply. Utilizing the data 

collected would strengthen the coordination of early childhood education and maximize the existing capacity of early childhood education in the United States. Efforts to develop a unified State data 

collection system for early care and education should incorporate 

child care data systems, such as those of child care resource and 

referral agencies. 

The committee intends to work further to strengthen the coordination and collaboration of early care and education programs for 

all needy children and families. 

15 

Training and technical assistance 

The committee bill changes the training and technical assistance 

set-aside from ‘‘at least two percent’’ in current law to ‘‘two percent’’ and directs that half of those funds be sent directly to local 

grantees so that programs have a reliable source of funding for 

training and technical assistance activities. The remaining 50 percent spent by the Secretary provides the Secretary adequate flexibility to conduct appropriate Federal training and technical assistance to help individual programs meet the Head Start quality 

standards. 

The committee bill allows training and technical assistance funds 

to support a regional or State system of early childhood education 

training and technical assistance. The committee encourages the 

Secretary to include in its regional system, assistance for the Migrant Seasonal Head Start program and the American Indian/Alaska Native programs. The committee encourages the Secretary to 

provide the training and technical assistance for these two programs through National awards by contractors with knowledge of, 

and experience in, working with the populations served by these 

programs. 

The committee bill also restricts the use of training and technical 

assistance funds for travel expenditures associated with attending 

conferences when similar training and technical assistance is available locally. It is the committee’s view that occasional travel to conferences and events may be necessary but only as such conferences 

relate to the overall effectiveness and quality of Head Start programs and outcomes. Excessive travel to Head Start conferences 

and events, especially those outside the continental United States, 

is generally not the most appropriate or effective use of Federal 

training and technical assistance funds. Whenever possible, Head 

Start programs should utilize local or regionally based training opportunities and should limit travel to occasions when an identified 

training need cannot be met through local or regional resources. 

The committee urges the Secretary to ensure that expenditures are 

consistent with the needs identified in a grantee’s annual plan for 

training and technical assistance. 

The committee believes that better information is needed on how 

funds for training and technical assistance are spent by both Head 

Start agencies and the Department. The committee urges the Department to require better data reporting on the use of training 

and technical assistance dollars so that Congress has access to 

more complete information when assessing the amount of funds 

needed for this purpose. Better data reporting also will help the 

Department and Congress identify the most effective uses of these 

funds so that Head Start instructors and administrators are gaining the knowledge needed to improve program management and 

the delivery of services to children and their families. 

Quality improvement 

The Head Start Improvements for School Readiness Act provides 

greater support for improving program quality by significantly increasing the percentage of new dollars that must be spent on quality improvement. 

Quality Head Start programs contribute significantly to children’s development. There is growing recognition that participation 

16 

in high quality early childhood education and care programs are 

important indicators of success in school and in life. This is due in 

part to the fact that these programs impact children precisely at 

the point when children’s development is rapid, dramatic, and 

multidimensional. Research has demonstrated that the experiences 

of young children greatly affect all aspects of their development, including cognitive development. The level of commitment to quality 

improvement demonstrated in the committee bill is critical if Head 

Start is to succeed in improving the school readiness of participating children. 

Therefore, the committee continues to place a significant emphasis on program quality and requires 30 percent of new funds for fiscal year 2006, and 40 percent for each of fiscal years 2007 through 

2010 to be set aside for quality improvement. These funds are an 

effort to ensure that Head Start programs are of the highest possible quality, and to ensure that funds are available to assist Head 

Start programs to reach new goals for teacher quality. The committee recognizes that financial resources are needed to reach these 

new goals for teacher quality. The bill begins to address this need 

by ensuring that of the funds reserved (beyond those funds necessary to adjust programs for inflation) not less than half of all 

quality funds must be used to increase teacher salaries and assist 

programs in recruiting and retaining quality staff. Funds also may 

be spent on other functions that have been determined to improve 

program performance, such as providing ongoing professional development based on the latest early childhood research on curriculum and teaching methods, or improving outreach to families 

and external partners. 

Head Start programs are operating in a highly competitive job 

market due to the Nation’s economic strength. Head Start employs 

over 198,000 dedicated staff members (including 51,000 teachers) 

to provide the comprehensive array of educational and social services, which comprise the Head Start program. While program quality depends on the availability of quality materials, equipment, and 

community partners to provide comprehensive services, the quality 

of Head Start programs is primarily dependent upon staff quality. 

Therefore, staff development continues to be a high priority of this 

committee. 

Programs must be able to attract and retain qualified staff despite competition for skilled workers from a wide range of industries beyond child development and educational service areas and 

to develop and retain the qualified work force needed to ensure 

Head Start program quality. Improved academic achievement in 

the Head Start program cannot be accomplished without well 

qualified Head Start teachers who are trained in scientificallybased literacy techniques and understand the importance of a language rich, interactive environment for children. 

The committee recognizes that a well designed Head Start classroom with an effective prereading program delivered by a competent teacher is vital for later reading proficiencies and school 

readiness. Head Start teachers must be equipped with an understanding of how oral language, prereading and early literacy develops in children and how parental and classroom instruction and involvement can optimize that development. Children need exposure 

to concepts about print, open-ended conversations that grow their 

17 

vocabularies and oral language skills, an understanding of the relationships between letters and sounds, ability in phonemic awareness and early writing as well as prereading development. Teachers need professional development throughout their careers to 

strengthen their knowledge and skills for promoting children’s language, prereading and early writing, as well as other cognitive 

areas. 

Head Start research and evaluation 

There is an ongoing need for high quality research about the effectiveness of Head Start. During the 1998 reauthorization, Congress took a giant step forward by commissioning a National study 

on the impact of Head Start services to provide valuable data comparing the outcomes of children in Head Start programs with similar children who do not participate in the program. In June, 2005, 

Department of Health and Human Services published the first year 

preliminary findings of the Head Start Impact Study. The committee looks forward to the final report of the Head Start Impact 

Study in 2007, which will be useful for the committee in helping 

reform the program so that all grantees can have a positive impact 

on children in the program. 

In 1997, Head Start launched the Family and Child Experiences 

Survey (known as FACES) to provide valuable information on child 

outcomes and program performance quality over time. FACES is a 

study of a National random sample of Head Start programs, but is 

not designed to compare Head Start participants to other children 

in other preschool programs serving a similar population or other 

situations if not enrolled in a Head Start program. Plans are currently underway by the Department of Health and Human Services 

for the third round of data under the FACES study. In addition to 

current research, with input from the Head Start community, research needs should be continually assessed so that Congress can 

identify ways in which Head Start programs can be strengthened 

to best meet the needs of the children it serves. 

The committee supports a one-time directive to the National 

Academy of Sciences to establish an independent panel of experts 

to review the current body of early childhood research. Because 

academic outcomes and assessments for young children are emerging areas of knowledge and practice, the act also includes a review 

of Head Start’s outcomes by the National Academy of Sciences 

(NAS), to facilitate greater information and recommendations on 

their further development, appropriateness, and application. Once 

NAS completes its report and recommendations, the Department of 

Health and Human Services will use the results of such study to 

develop, inform and revise Head Start’s outcomes. As such, any 

guidance or mandates for new outcomes will be grounded in independent research and informed by experts and practitioners in the 

child development and early care and education fields. 

This review is needed to provide recommendations on age and 

developmentally appropriate academic standards and measurable 

benchmarks for achievement, the types of services (including classroom instruction) necessary to ensure school readiness, and appropriate methods to assess child progress in preparing for school. 

This study also is needed to ensure a well informed approach to developing school readiness standards and will assist States in the 

18 

process of developing and/or implementing such standards. The 

committee hopes that recommendations of this panel will be used 

by the Secretary to inform and guide the development and implementation of the recommended educational standards for Head 

Start program participants. 

The committee notes with some concern there is insufficient research focusing on American Indian and Alaska Native Head Start 

programs, thus limiting the availability of scientifically based research on these programs. The committee strongly recommends 

that the Secretary undertake a study or set of studies designed to 

focus on this population, with a focus on issues such as curriculum 

development, availability and need for services, appropriate research methodologies and measures for these populations, and best 

practices for teaching and educating American Indian and Alaska 

Native Head Start program participants. Furthermore, the committee underscores the importance of providing tribes and tribal organizations (such as the National Indian Head Start Directors Association) the opportunity to contribute to and collaborate on this 

research, with tribes retaining as much local control over this process as is practicable. 

Family literacy 

Efforts to improve family literacy also are an important component of the Head Start program. Family literacy activities, including financial literacy services, are critical to ensure the cohesive delivery of services to families and to enhance parental involvement 

in their child’s education, which is significantly challenged if parents themselves cannot read. In keeping with the goal of improving 

school readiness and valuing the role of parents in their children’s 

education, the committee bill renews its support for training and 

technical assistance in the area of family literacy services. 

Since the 1998 reauthorization of Head Start, grantees have received exemplary services and nearly 50,000 children’s books have 

been placed in Head Start classrooms. In addition, nearly 2,000 

Head Start parent-mentors have received training to better prepare 

them to support their child’s language and literacy development 

and to encourage other parents to do the same. The committee 

commends the work of the Head Start Bureau and the National 

Center for Family Literacy in its conduct of the Head Start Family 

Literacy Project. Not only have program grantees found the 

project’s training and technical assistance useful, but evaluations 

have proven the merit of this important work. The committee encourages the Secretary to ensure the continuity of these important 

services so that Head Start children will be better prepared for 

school and Head Start parents will be better able to fulfill their 

role as their child’s first and best teacher. 

Father involvement 

The committee hopes that Head Start agencies will take appropriate steps to encourage fathers and other adult role models (as 

appropriate) to participate in the academic, social, and emotional 

development of children enrolled in Head Start programs. The committee has included language requiring Head Start programs to extend outreach to fathers, in appropriate cases, and feels that the 

involvement of both parents is crucial to the education of young 

19 

children, and to the success of the Head Start program. The committee feels strongly that parent involvement provides a more stable learning environment and increased long-term emotional, social 

and health benefits. 

Underserved and at-risk populations 

While all children served by the Head Start program are economically in need there are some subgroups of the eligible Head 

Start population that are particularly at risk, and often underserved. According to a study conducted by the Department of 

Health and Human Services in 2001, less than 19 percent of the 

eligible children of migrant and seasonal workers receive Head 

Start services. Similarly, the Indian Head Start program serves 

only 16 percent of eligible children. The committee bill attempts to 

increase the participation of these children by increasing the percentage set aside for Indian Head Start and for Migrant and Seasonal Head Start to 4 and 5 percent respectively. 

In an effort to address the unique challenges faced by American 

Indian and Alaska Native children, the committee bill includes representatives of Tribal Head Start programs serving large numbers 

of American Native and Alaska Native children as participants in 

State level collaboration and coordination of services and requires 

annual consultation with the Secretary. The committee believes 

that increased input from tribal programs that serve large numbers 

of American Indian and Alaska Native children will allow for a better understanding of their unique needs. 

Homeless children face substantial barriers when it comes to 

gaining and maintaining access to Head Start services. The Department of Education’s fiscal year 2000 Report to Congress on the 

Education of Homeless Children and Youth identified limited program capacity and availability, transportation, and immunizations 

and residency requirements as representing significant barriers 

within the Head Start program for homeless children to access 

Head Start services. The committee bill attempts to address this 

issue by increasing efforts to conduct outreach to homeless families, 

and leveraging the experience of the homeless liaisons in public 

schools that are required under the McKinney-Vento Homeless 

Education Improvement Act. This coordination assists in identifying barriers to serving homeless children and facilitates a smooth 

transition when homeless children move from Head Start to elementary schools. The bill also addresses the issue of required paperwork, which is one of the biggest barriers to enrolling homeless 

children in Head Start. Homeless families often have difficulty producing the necessary documents, such as birth certificates and immunization records. The Head Start Improvements for School 

Readiness Act models provisions in the No Child Left Behind Act 

that allow eligible homeless students to enroll in Head Start while 

those documents are being obtained (consistent with State and 

local law). This will allow needy children to begin accessing critical 

Head Start services at the earliest possible opportunity. 

Through the comprehensive services provided to young children 

and their families, Head Start and Early Head Start programs can 

play an important role in preventing the abuse and neglect of children and in protecting children and ameliorating the affects of maltreatment they may have already suffered. Ensuring that children 

20 

are ready to learn means ensuring that children are safe at home 

and receive the kind of nurturing and care that all children deserve. 

Research shows that abused and neglected children are more 

likely to have poor prospects for success in school; sexually abused 

and neglected children are at a higher risk for academic failure; 

that maltreatment appears to be an additional factor over and 

above poverty that affects the academic achievement of children; 

and a higher frequency of academic difficulties and school behavior 

problems is reported among abused children. 

The committee recognizes that abused and neglected children 

and children at risk of maltreatment are in need of preventive 

services and may benefit from Head Start and Early Head Start 

services. The committee bill builds upon provisions already existing 

in the Head Start statute that provide for (1) home based services 

to Head Start children and their families, (2) staff training in 

working with children who experience violence, (3) training to parents in parenting skills and basic child development, and (4) collaboration with other agencies and organizations involved in child 

and family services. 

Homeless children in Head Start programs 

Over 40 percent of children living in homeless shelters are under 

the age of 5, and are at an age where early childhood education can 

have a significant positive impact on their development and future 

academic achievement. Homeless children experience more developmental delays, health problems, and other challenges, which make 

enrollment and access to Head Start programs important for success in school. 

Many barriers have limited homeless children’s access to and 

participation in Head Start, including high mobility, lack of required documentation, lack of transportation, and lack of coordination. In order to overcome these barriers the committee urges Head 

Start grantees to increase their outreach, recruitment, and enrollment of families in homeless situations; to provide appropriate 

services to meet their needs; and to collaborate with relevant community agencies. 

To eliminate these barriers to homeless families’ participation in 

Head Start, the Head Start Improvements for School Readiness Act 

includes many provisions specifically designed to increase the participation of homeless families in Head Start programs. It is the 

committee’s intent that when the Secretary issues regulations to 

implement these provisions of the act that consideration is given to 

procedures that will eliminate and address the identified barriers 

to homeless families’ participation in Head Start programs. The 

committee recognizes the Head Start Bureau’s historical encouragement of local Head Start grantees to target homeless families 

whenever possible to address the challenges such families experience. Research has demonstrated the importance of early childhood 

education for homeless children, offering the stability and supports 

needed for a child to cope with his or her situation. 

In general, when a grantee works on its community needs assessment, it should ensure that it accounts for homeless families. The 

mean income of homeless families is 46 percent of the poverty line; 

homeless families are often so poor and so mobile that they are not 

21 

accounted for in standard census measures. For this reason, extra 

efforts should be made to include homeless families in calculations 

of the concentration of low-income families in a geographic area. 

The Secretary may require that grantees in their community needs 

assessment take into account the percentage of homeless pre-school 

age children in the service area. Grantees should be particularly 

cognizant of all underserved populations in their community such 

as homeless children, children in foster care, and children with disabilities. The Secretary should ask grantees to report on efforts to 

remove barriers, facilitate enrollment, and prioritize children who 

are most in need of Head Start services in their community. Family 

transportation needs of underserved populations should be addressed in Head Start planning efforts. 

The goal of reducing underenrollment should not discourage 

grantees from serving underserved populations, including homeless 

children. Therefore, regulations should clarify that provisions designed to reduce under-enrollment are not meant to prohibit or discourage Head Start grantees from serving homeless children. If a 

homeless child moves out of the program’s service area, to the extent feasible and at the request of the parent, such child can continue to participate in such program until the end of the year. 

Documentation for homeless children continues to be a barrier. 

The committee recognizes the difficulty in securing documents (e.g. 

proof of age, proof of residency, birth certificates, and immunization 

and other medical records) for homeless children and should be 

able to demonstrate that they are in the process of obtaining such 

documents from a relevant agency. Homeless families, when appropriate, should be allowed to produce alternative proofs of residency 

and evidence of such documents. To facilitate effective transitions, 

grantees should request records from previous service providers 

and transfer the records of former program participants in a timely 

manner. The committee encourages States and localities to review 

laws, policies, or regulations that act as barriers to the enrollment 

of homeless children in Head Start programs, in particular in respect to relevant documentation and records. It is the committee’s 

intent that when the Secretary develops regulations, the Secretary 

considers such State or local reviews, especially with respect to documentation policies. 

It is important to the committee that better and more consistent 

data relating to homeless children and families is obtained. Therefore, the committee urges the Secretary to include a specific analysis of the status of homeless children and children in foster care 

in the report on the status of children participating in Head Start 

programs. 

Limited English proficient children and families 

Approximately 28 percent of the children served by Head Start 

speak a language other than English at home and come to Head 

Start centers with limited English skills. These children speak over 

140 languages. After English, the most common languages spoken 

by Head Start children are Spanish, Chinese, Hmong, and Vietnamese. Given demographic projections for the immigrant community, the number of children who will come to the Head Start program speaking a language other than English will only increase in 

the foreseeable future. 

22 

During this reauthorization of Head Start, the committee 

prioritized improving the delivery of services for limited English 

proficient children and their families. The bill establishes a requirement that grantees set policies to identify and serve limited 

English proficient children through linguistically appropriate approaches so that such children have a meaningful opportunity to 

participate in Head Start programs. The committee urges the Secretary and the Head Start Bureau to continue and enhance activities to ensure that limited English proficient children are served by 

high quality Head Start programs, including activities to assist 

Head Start grantees to adopt teaching strategies that provide language rich learning environments, literacy development, and materials appropriate for limited English proficient children. 

The committee recognizes the development of Native language 

immersion and cultural programs as an important strategy for 

meeting the needs of children served by Indian Head Start programs, guided by the discretion of the individual Tribal grantees. 

Children with disabilities in Head Start 

Head Start grantees are required to enroll and provide comprehensive educational, medical, and social services to children 

with disabilities and their families. Since 1972, Congress has required that no less than 10 percent of the children a grantee serves 

are children with disabilities. Currently, children with disabilities 

comprise 13 percent of the total Head Start population. 

Today, over 134,000 children with disabilities participate in Head 

Start and Early Head Start programs, including children with 

speech and language impairments, autism, orthopedic impairments, mental retardation, developmental delays, and learning disabilities. Within Head Start programs, children with disabilities receive individualized services in an inclusive, integrated environment that prepares them to enter their neighborhood school. The 

population of children with disabilities served in Head Start has increased by 26,000 children since 1997. 

The committee recognizes the important role that Head Start 

plays in seeking out, identifying and serving low-income children 

with disabilities. Therefore, it encourages grantees to maintain current strategies delineated in Federal performance standards for 

comprehensively addressing the needs of children with disabilities. 

Grantees must: continue outreach to identify and enroll children 

with disabilities; provide comprehensive educational, medical, and 

social services to children with disabilities; coordinate programs 

and systems (such as IDEA and Medicaid/EPSDT programs) to ensure that a wide range of needs are met; and provide funding for 

training and technical assistance specifically related to those who 

care for children with disabilities. 

Assessments of young children 

Recent research on child development and learning has shown 

integrating a child’s cognitive development with his or her social, 

emotional, and physical development promotes greater school readiness. Consistent with that research, Head Start programs are currently guided in their curriculum and program practice by the 

Head Start Child Outcomes Framework, which provides guidance 

toward an integrated approach of child development and learning, 

23 

with a variety of indicators within each area of child development 

(i.e., social, emotional, physical, cognitive, etc.). The Framework 

also is helpful to programs in their efforts to analyze and use data 

on child outcomes in program self-assessment and continuous improvement. 

Recent reports conducted by the National Academy of Sciences, 

such as Neurons to Neighborhoods and Eager to Learn: Educating 

Our Preschoolers, have demonstrated the need to consider carefully 

the variation in each child of his or her development and background in developing standards for Head Start programs, expected 

outcomes for Head Start children, and effective and appropriate 

pedagogy and assessment. The committee believes that educational 

assessments are an essential component of program evaluation and 

improving student achievement. Through valid and reliable assessments, much can be learned about program strengths and weaknesses, what a child has or has not learned, and which instructional techniques work best with different children. 

Currently, Head Start programs use locally designed assessments to monitor child development and growth, and to improve instruction and services to maximize children’s learning. The committee bill acknowledges the importance of assessments in Head 

Start and has included a requirement that agencies establish effective procedures and provide for the regular assessment of Head 

Start children, such as observational assessments, direct formal assessments, or parent and provider interviews, taking into consideration the age of the child. Because academic outcomes and assessments for young children are emerging areas of knowledge and 

practice, the committee recognizes the ongoing need to consult and 

rely on recommendations from independent experts in the development and application of such outcomes and assessments. The committee expects that Head Start agencies will have a process to assess each of the elements important to a child’s school readiness 

and later performance in school, including cognitive abilities, motor 

and sensory development. The Head Start agency may choose the 

assessment so long as it is valid and reliable and meets recognized 

technical standards. 

The committee has included requirements in the act that the National Academy of Sciences review and make recommendations on 

appropriate academic requirements, benchmarks, and assessments 

for children in Head Start. The committee encourages the Secretary to take the panel’s recommendations, as well as those of 

other experts in the field, into consideration when reviewing, developing, and revising outcomes and assessments in Head Start. 

Teacher quality and staff qualifications 

The committee believes that well educated and skilled teachers 

are a key to early childhood program quality and better outcomes 

for children. Research consistently demonstrates a link between the 

achievement of children and the knowledge, skills, and competency 

of classroom teachers. Teachers in Head Start programs must be 

adequately trained and educated, particularly in effectively providing prereading, language, and premathematics instruction as 

well as social, emotional, and physical development. 

While Nationally, the Head Start program has met the requirement that 50 percent of its teachers have at least an Associates deVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00023 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
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gree, the committee believes that improvements can be made. Nationally among existing State prekindergarten programs, about 75 

percent of classroom teachers have either a bachelor’s degree (BA) 

with specialized training in early childhood or a master’s degree 

(MA) (Gilliam, 2005). In order to promote the highest quality instruction and learning environment as possible, the committee has 

taken a number of steps to strengthen the educational requirements for Head Start teachers. 

Over the next 5 years (by September 30, 2010), all Head Start 

teachers in center-based programs must have at least an Associate’s Degree (AA) relating to early childhood development or an AA 

in a related educational area with coursework related to early 

childhood development; and, demonstrated teaching competencies 

as determined by the Head Start director. 

Over the next 3 years (by September 30, 2008), all Head Start 

curriculum specialists and education coordinators in center-based 

programs must have a Bachelor’s Degree (BA) relating to early 

childhood development or a BA or advanced degree and coursework 

equivalent to a minor relating to early childhood development. 

Over the next 3 years (by September 30, 2008), all Head Start 

assistant teachers in center-based programs must have a Child Development Associate (CDA) credential or be enrolled in a CDA program to be completed within 2 years. 

Over the next 6 years (by September 30, 2011), at least 50 percent of all Head Start teachers in each center-based program must 

have a BA relating to early childhood education or a BA with specialized training for prekindergarten and demonstrated teacher 

competencies. 

Head Start agencies in States with more rigorous standards for 

teaching prekindergarten must meet those standards. 

Head Start agencies must demonstrate continued progress each 

year in hiring more highly educated teaching staff for Head Start 

classrooms. 

The committee strongly believes that continuing professional development is also an important element to improving the Head 

Start teaching workforce. Each Head Start teacher shall have at 

least 15 clock hours of professional development per year. Such 

professional development shall be high quality, sustained, intensive, and classroom focused in order to have a positive and lasting 

impact on classroom instruction. 

The committee believes that encouraging current Head Start 

staff to return to school is an important goal. If Head Start funds 

are used to provide financial assistance to pursue a degree in higher education, the Head Start employee must remain employed with 

Head Start for at least 3 years after receiving the degree or repays 

the total or prorated amount. 

The committee understands that there are State and Federal student financial aid programs available to Head Start personnel to 

pursue higher education degrees. It is the committee’s intent that, 

to the extent possible, these sources of financial aid should be 

accessed to assist Head Start personnel to meet the teacher quality 

and staff qualification requirements under this act. 

The committee’s primary objective is to improve outcomes for 

children in Head Start programs by strengthening the quality of 

the programs serving these children. According to the National InVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00024 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
25 

stitute for Early Education Research, ‘‘teachers who have earned a 

BA are better equipped to provide high quality preschool education 

than are teachers with a 2-year degree (AA), Child Development 

Associate (CDA) certificate, or High School diploma (even when 

these teachers have had training in child development).’’ 

Research clearly indicates that vocabulary is a critical building 

block to later literacy. Research also shows that the size and complexity of young children’s vocabularies are directly related to the 

size and complexity of the vocabularies of the adults with whom 

children interact—both parents and teachers. Well educated teachers who themselves have strong literacy skills, rich vocabularies 

and employ complex speech patterns, provide stronger early literacy experiences to children than do teachers with lower levels of 

education. The National Adult Literacy Survey found that literacy 

and verbal skill levels are clearly linked to formal educational attainment levels and individuals who have earned a Bachelor’s degree have a broader vocabulary than individuals who have an Associates degree. 

The committee understands that the requirement for the number 

of individuals with Bachelor’s degrees set out in the legislation may 

be challenging for certain grantees, States, and regions. The challenges in securing and maintaining teaching staff with advanced 

degrees is particularly acute for Migrant and Seasonal Head Start 

programs, Indian Head Start programs and programs that require 

bilingual teaching staff, and rural grantees. The committee acknowledges that many of the challenges faced by these programs 

are systemic by virtue of how and where they operate and urges 

the Secretary to assist grantees in meeting these challenges. 

Upon request by the Head Start grantee, the Secretary may 

grant a waiver of the Head Start teacher requirements. The committee has given the Secretary broad waiver authority for grantees, 

including rural and seasonal programs that can demonstrate continued aggressive statewide and National efforts have been unsuccessful at recruiting staff to satisfy the degree requirements as provided in the committee bill. This authority provides for a renewable 

1 year waiver to such grantees that are unable to meet the degree 

requirements. 

The committee also notes the challenge facing Indian Head Start 

programs which are often located in remote and isolated areas 

without access to post-secondary institutions. It is the committee’s 

hope, however, that these challenges can be addressed by additional access to distance education. The committee bill includes a 

proposal to provide additional funding to Tribal Colleges and Universities. The committee intends for this funding to help the staff 

of Indian Head Start programs attend Tribal Colleges and Universities where such institutions exist, in order to meet the teacher requirements of this legislation in a way that respects the traditional 

values of Native American tribes. 

Finally, the committee views the teacher requirements as an important goal for all Head Start center-based programs. However, in 

implementing the requirements of this section, the Secretary shall 

not impose penalties or sanctions on individual Head Start programs or staff in the Head Start monitoring process, as a result of 

failing to meet the levels of teachers holding such credentials prescribed under this section. 

26 

Early Head Start 

Neurological research demonstrates that during the first 3 years 

of life the brain undergoes its most dramatic development, and 

children acquire the ability to think, speak, learn, and reason. According to many brain researchers, the development between the 

prenatal period and the first years of life is more extensive than 

previously thought and susceptible to long lasting early environmental influences (Moughty, 2003). The groundbreaking report 

Starting Points: Meeting the Needs of Our Youngest Children cites, 

‘‘Babies raised by caring, attentive adults in safe, predictable environments are better learners than those raised with less attention 

in less secure settings.’’ (Carnegie Corporation of New York, 1994). 

The critical development which occurs during the first 3 years of 

a child’s life is well documented: all infants and toddlers need positive learning experiences to foster their intellectual, social, and 

emotional development and to lay the foundation for later school 

success. Infants and toddlers living in high-risk environments need 

additional supports to promote their healthy growth and development. Disparities in children’s cognitive and social abilities become 

evident well before they enter Head Start or Prekindergarten programs at age 4. 

The Early Head Start program minimizes these disparities and 

ensures that children enter school ready to learn. The National 

Evaluation of Early Head Start—a rigorous, large scale, randomassignment evaluation—concluded that the Early Head Start program is making a positive difference in areas associated with children’s success in school, family self-sufficiency, and parental support of child development. 

In light of these findings, the committee has added amendments 

to expand the Early Head Start program which currently serves 

three percent of eligible children, increasing the current 10 percent 

set aside of total Head Start appropriations to 18 percent by 2010. 

The committee provides for such increase, so long as these increases will not reduce services for preschool age children in the 

Head Start programs. 

Services for parents to support their role as parents are a critical 

component of the Early Head Start program. According to the National Academy of Sciences, there is considerable evidence to support the notion that programs that combine child focused educational activities with explicit attention to parent-child interaction 

patterns and relationship building have the greatest impact for atrisk children. The National Evaluation of Early Head Start concluded that Early Head Start parents were more involved and provided more support for their child’s language development and 

learning than control group parents. This clearly shows that the 

two generation focus is critical to the achievement and success of 

Early Head Start. 

The committee expects that Early Head Start programs will continue to offer required services to parents to support their role as 

parents and will continue to be responsible for the provision of 

services to parents that meet the Head Start Performance Standards. These services may continue to be provided either directly by 

the Early Head Start programs or through formal partnerships 

with community agencies. Early Head Start programs will continue 

to encourage parent participation in these services. 

27 

Because so many infants and toddlers are in the care of relatives, 

friends, or neighbors, the committee intends that Early Head Start 

programs provide home-based services to family child care homes 

and kith and kin caregivers caring for infants and toddlers who 

also participate in Early Head Start services. These home-based 

services will enhance the ability of kith and kin caregivers to provide continuity in supporting children’s physical, social, emotional, 

and intellectual development. The committee intends that Early 

Head Start should be able to implement successful models for kith 

and kin care emerging from the Department of Health and Human 

Service’s Enhanced Home Visiting Project. The committee also feels 

that while training and services may be provided directly to other 

caregivers when parents are unable to attend, services under this 

section should also continue to be provided to children’s immediate 

families. 

Given the recent changes in the overall Head Start training and 

technical assistance system, the committee encourages the Secretary to ensure that Early Head Start programs and staff continue 

to receive opportunities for specialized infant and toddler training 

and technical assistance. 

Further, it is critical that training for Early Head Start programs 

focus on the unique social and emotional development of infants 

and toddlers. Attending to the social and emotional development of 

very young children is important to their overall functioning, their 

ability to form and maintain relationships, their ability to learn, 

and their future success in school and life. 

Designation and competition of Head Start agencies 

It is the committee’s intent with this bill to improve the accountability, quality, and outcomes of Head Start programs for children 

and their families. This goal is accomplished in two ways: by ensuring that the funding for those grantees with significant or recurring deficiencies is suspended or terminated; and by assisting 

grantees in improving their performance through training and 

technical assistance. 

All grantees, even those with priority designation, are required 

to submit an application for funding every 5 years. For initial designation as a Head Start grantee, an entity must demonstrate the 

power, authority, and capability to administer a Head Start program, and shall establish program goals for improving the school 

readiness of Head Start children. Current grantees that are eligible 

to apply are those that have met or are making progress toward 

meeting program goals, the Head Start performance standards, and 

the Head Start Child Outcomes Framework. However, only those 

high performing grantees that are currently receiving funding, 

have met or exceeded program and financial requirements, have no 

unresolved deficiencies and have not had findings of deficiencies 

during their last triennial review, and can demonstrate active collaboration with other State or local providers of services to children, are eligible to receive priority designation. The committee believes expanding the universe of organizations eligible to compete 

and operate Head Start programs may result in improved program 

performance and stronger Head Start programs overall. The committee recognizes that all grantees, even high performing grantees, 

28 

and ultimately the children will benefit from ongoing continuous 

improvement of the program. 

The committee understands the significance of a priority designation for grantees in the open competition process. Therefore, language in the bill clearly defines what constitutes a deficiency and 

an area of unresolved noncompliance. A deficiency is defined as a 

systemic or substantial failure of an agency in an area of performance that the Secretary determines involves: a threat to the health, 

safety, or civil rights of children or staff; a denial to parents to exercise their full roles and responsibilities related to program operations; a failure to comply with standards related to early childhood development and health services, family and community partnerships, or program design and management; the misuse of funds 

under this subchapter; loss of legal status or financial viability, loss 

of permits, debarment from receiving Federal grants or contracts, 

or the improper use of Federal funds; or the failure to meet any 

other Federal or State requirement that the agency has shown an 

unwillingness or inability to correct, after notice from the Secretary. 

An agency can also be deemed deficient by: a systemic failure of 

the board of directors if it fails to fully exercise its legal and fiduciary responsibilities; a substantial failure of an agency to meet the 

administrative requirements of section 644(b); the failure of an 

agency to demonstrate that it has attempted to meet the coordination and collaboration requirements with entities described in section 640(a)(5)(D)(iii)(I); or, having an area of unresolved noncompliance. By using the term systemic or substantial in nature, a deficiency is reserved for serious failure to conform to Head Start performance standards. 

The committee was very concerned with some of the findings of 

the GAO’s February 28, 2005 report entitled Head Start: Comprehensive Approach to Identifying and Addressing Risks Could 

Help Prevent Grantee Financial Management Weaknesses. This report determined that 53 percent of grantees identified with noncompliance were again cited for noncompliance in their next reviews. 

The committee recognizes that a noncompliance is not the same 

level of severity as a deficiency. However, it was unsatisfactory to 

the committee that programs failed to correct a noncompliance in 

a timely manner. The committee defined the term unresolved area 

of noncompliance as a failure of a program to correct a noncompliance within 120 days or within additional time as authorized by 

the Secretary. A program failing to resolve an area of noncompliance within 120 days will be deemed deficient. 

The committee recognizes that some non-compliances are procedural in nature, and as such cannot be ‘‘undone.’’ In these cases, 

the committee expects that resolution of the noncompliance will involve the implementation of policies and procedures that will ensure future compliance with the Head Start statute and regulations. 

All grantees with a current deficiency or a deficiency identified 

in the last triennial review will be subject to an open competition 

without priority designation. Any eligible grantee that has had a 

deficiency is encouraged to compete for designation. If a Head Start 

agency resolves deficiencies and areas of non-compliance within the 

29 

timeframe of the quality improvement plan, such agencies shall receive special consideration in such open competition. The committee also expects that the current practice of self-certification regarding the resolution of findings of noncompliance will be continued. 

The committee anticipates high performing grantees will be 

awarded a subsequent grant for 5 years and remain Head Start 

grantees because consistency is very important for the Head Start 

program especially for the children served by these grants. The 

committee also recognizes that many Head Start grantees are 

doing a very good job administering their grants. In the case of Indian Head Start programs, the committee intends that any grant 

awarded for these purposes will go to an Indian Head Start grantee. In the event that an eligible Indian Head Start grantee is not 

available, children shall continue to receive services until an Indian 

Head Start grantee becomes available and designated. 

Head Start performance standards, educational standards and 

measures 

As a National laboratory for early childhood development, the 

Head Start program has always been concerned with the quality of 

its programs and its effects on children and families. Since 1975, 

the Head Start program has focused on the quality of services provided and has assessed quality through process indicators, such as 

the number of teachers with early childhood education degrees or 

child development credentials. These indicators have been measured primarily through compliance with the Head Start Performance Standards using the ON-Site Program Review Instrument 

(OSPRI) once every 3 years. Process indicators will continue to be 

important to the Head Start program because of the belief that the 

quality and quantity of services provided are inextricably linked to 

the effects of the program. 

Head Start’s performance standards are also critical to maintaining the highest quality of services in Head Start centers. Such 

standards include mandatory regulations for Head Start grantees 

and prescribe the characteristics of a quality Head Start program. 

Beyond defining the process for providing services to children in 

the program, the Head Start Program Performance Standards 

guarantee comprehensive services such as immunizations, health 

services, nutrition, education, and the involvement of parent programs. The committee recognizes that the gains in development 

and school readiness outcomes made by Head Start children are 

closely associated with Head Start’s performance standards. 

In 1995, Head Start joined efforts throughout the Federal Government to develop performance measures to promote accountability through the assessment of program quality and outcomes. 

These performance measures are helping the Head Start program 

change its focus from process to outcomes and toward results oriented evaluation in accordance with the Government Performance 

and Results Act of 1993 (P.L. 103–620), the recommendations of 

the 1993 Advisory Committee on Head Start Quality and Expansion and the mandate of Section 641A(b) of the 1994 Reauthorization of the Head Start Act. 

The performance measures developed in response to enhanced 

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30 

ing, annually and over long periods, the quality and effectiveness 

of programs operated by Head Start agencies. 

However, while the performance standards establish a minimally 

acceptable level of services, they do not directly measure program 

quality or effectiveness. Head Start’s performance measures, on the 

other hand, which provide a measure of program quality and effectiveness, have not generally been applied to local grantees until the 

1998 reauthorization; rather, they have provided a snapshot of 

Head Start program quality. 

The national reporting system and assessment 

In 1998, the committee included and Congress passed a provision 

requiring results-based national performance measures to be applied locally and specifically to all programs, as part of the monitoring and triennial compliance reviews and directed the Secretary 

to develop additional performance measures to assess the educational achievement of children in the Head Start program. In addition to the assessments, currently administered in the Head 

Start program, to measure child outcomes, the Department of 

Health and Human Services has developed the National Reporting 

System to fulfill the results based performance measurement requirement under this act. 

The NRS is a standardized test given at the beginning and end 

of each program year to assess on a limited set of language, literacy, and math indicators all 4 and 5 years old in the Head Start 

program. At this time, the National Reporting System does not assess the other six domains of child development. 

Children are assessed regularly in every Head Start program 

around the country. Researchers agree that multiple assessments 

of young children are needed to determine young children’s learning and development. 

Currently, Head Start children participate in multiple assessments that are locally designed and implemented to improve instruction, services, and overall program quality. In some cases, 

while data from these assessments may be useful to inform the instructional needs of individual children at the local level, they cannot be used to evaluate and compare rates of progress and the 

readiness of children in Head Start programs nationwide. The National Reporting System is not designed to replace any of the current assessments used by local programs. 

The bill directs an independent panel of experts to make recommendations to the Secretary regarding assessment and outcomes 

for Head Start programs, including the following: 

1. The development of additional performance measures (including social-emotional development) to assess the achievement of children in the Head Start program, and provide information on how the results will be used to improve the quality 

and accountability of the Head Start program, as well as targeted training and technical assistance; and 

2. the process by which validity and reliability will be incorporated. 

The committee encourages the Secretary to examine the impact 

of such assessments on Head Start practices and instruction, and 

how such assessments and data analysis will be conducted, including training for teachers. The committee does not intend that the 

31 

results of National assessments be used as the sole measure to 

evaluate Head Start programs. 

It is the committee’s view that a stronger accountability system 

is needed to ensure that Head Start children are prepared for 

school. The committee intends to give further consideration to the 

administration, implementation, and use of the National Reporting 

System. 

Transition 

Successful transition from preschool into K–12 is one of Head 

Start’s primary objectives. The committee has long recognized that 

transition activities are a partnership in which the Head Start and 

local education agencies must cooperate; therefore compatible transition requirements are outlined both in the Head Start statute 

and in the Elementary and Secondary Education Act. 

Previously, the committee provided a set aside to fund 31 demonstration projects designed to identify and replicate best practices 

for extending a Head Start-like model of comprehensive services 

into kindergarten and the first three grades of elementary school, 

thereby facilitating the transition of Head Start children into their 

local school systems. Based on the success of this initiative, two information memos sharing project results were disseminated to all 

Head Start grantees. In addition, three training guides have been 

developed and numerous training opportunities made available to 

assist grantees in incorporating best practices identified by this effort. 

These demonstration projects were discontinued in fiscal year 

1996 consistent with the terms of their original awards. The committee feels strongly about the continuation of the transition activities, which have been demonstrated to be effective and should now 

be an integral part of every Head Start program. 

The committee commends the administration’s efforts to foster 

an environment in which transition activities are integrated into 

program operations in a manner similar to each of the other vital 

services provided to families. It is the committee’s intent that those 

efforts continue and that grantees be provided continued training 

and technical assistance to make that goal a reality. 

Accountability 

The committee recognizes that, according to the latest monitoring 

report issued by the U.S. Department of Health and Human Services, 85 percent of current Head Start grantees are providing quality services. However, there are some grantees that are not fulfilling their obligation to ensure that our Nation’s neediest children 

enter school with the skills and knowledge they need to succeed. 

Over the past 10 years the Department has terminated approximately 170 Head Start grantees. 

The committee believes the current Head Start monitoring system is not adequate to ensure that programs are consistently delivering the level of high quality services necessary for children to advance in all areas of development. Evidence that program quality 

varies greatly is a concern of Congress and of high performing 

grantees that are negatively impacted by the poor quality of lower 

performing grantees. It is the committee’s view that the scheduled 

triennial review process, coupled with an automatic renewal of 

32 

grants on an annual basis, does not provide adequate assurances 

to the Congress and the public about Head Start program operations. Therefore, the committee bill requires that grantees develop 

annual program goals and demonstrate that they have met, or are 

making progress toward meeting these goals as a condition of receiving priority in designation of their Head Start grant. All grantees are required to reapply every 5 years consistent with the terms 

for financial assistance under the Head Start Improvements for 

School Readiness Act. 

Governing body 

The committee believes that there needs to be an entity with fiscal and legal liability that can be held accountable for program operations and oversight. The committee recognizes that, under current Head Start regulations, the Governing Body has fiscal and 

legal liability for Head Start programs. The committee believes 

that by establishing the roles and responsibilities of the Governing 

Body or Board in the Head Start statute, grantees structure will 

be strengthened and clarified. Policy Councils do not currently have 

fiscal and legal liability and the committee agrees that they are not 

the appropriate entity for such responsibilities. The Head Start Improvements for School Readiness Act takes a number of steps to ensure that Head Start agency has a Governing Body or Board that 

is actively engaged and can provide more effective oversight, which 

the committee believes is an important role given their fiscal and 

legal responsibility and liability for the program. 

The bill makes additional requirements regarding the composition of the Board. The Board must reflect the community being 

served, including at least one person with experience in fiscal management, and at least one person with experience in early childhood development. If feasible, the Board should include at least one 

individual with knowledge of the Head Start program and its performance standards. In the event that individuals with experience 

in fiscal management and early childhood development are not 

serving on the Board, the Board is encouraged to obtain help in 

these areas from consultants. The committee also intends for public 

agencies operating Head Start programs be permitted to make use 

of existing employees who have such expertise. 

The committee believes that the Board is responsible for developing internal controls to safeguard Federal funds and to comply 

with all applicable laws and regulations. The Board’s role is to establish policies and procedures to detect or prevent program noncompliance, and develop procedures to facilitate meaningful consultation and collaboration. 

By strengthening the role of the Board in Head Start programs, 

the committee by no means is abolishing the Policy Councils and 

intends for Policy Councils to continue in their role and capacity 

of support for quality Head Start programs. Parents have long 

played a central role in the operations of Head Start programs. The 

committee is clear in its intent by requiring the Board to consult 

with the Policy Council in the areas set forth in the act, as well 

as for the Policy Council to have its own appropriate roles and responsibilities. The committee expects the Board to consult with the 

Policy Council, and has prescribed impasse procedures for when 

33 

the Board and the Policy Council disagree, in order to resolve such 

disputes. 

The committee also encourages parents and others in the community in which Head Start operates to actively serve on the 

Board. 

To facilitate oversight and Head Start agency accountability, the 

Board shall receive regular and accurate information from the 

Head Start agency about program planning, policies and operations, including PIR and audit reports. 

The committee intends that training and technical assistance to 

be provided to the members of the Board and Policy Councils, if appropriate, to ensure that they understand their oversight responsibilities and can effectively oversee the programs. 

Oversight and Monitoring 

At least once every 3 years each Head Start and Early Head 

Start agency receives a comprehensive onsite review by the Department of Health and Human Services. These monitoring reviews 

play a vital role in assuring that Head Start agencies are providing 

high quality services. 

The committee believes that oversight by the Secretary of the Department of Health and Human Services is an important factor in 

ensuring that Head Start grantees meet the guidelines established 

for their program. Appropriate oversight ensures that program effectiveness can be assessed and measured, that only qualified programs continue to receive Federal funding, and that inefficient or 

abusive use of Federal funds is halted. 

The PRISM monitoring of Head Start grantees undertaken by 

the Department is critical to realizing the goals of adequate oversight of the program. Head Start’s current monitoring system is the 

gold standard in the field of early care and education. As such, 

amendments are added to the Act to ensure that such monitoring 

is conducted in all Head Start centers, to provide for greater accountability and oversight. 

The committee believes that the PRISM reviews need to be conducted, to the greatest extent possible, in a consistent and reliable 

manner. It is the committee’s intent that the conduct of such reviews of Head Start grantees provide for greater consistency across 

all variables such as time, reviewers and geographical location. No 

Head Start program should be recompeted without all the same advantages of a program in good standing simply because inconsistencies in the review process led to them being given a more severe 

evaluation than other similar programs. As such, amendments to 

the act ensure that a portion of the technical and training assistance dollars are allocated to provide training and improve the 

inter-rater reliability of the PRISM reviews. 

The committee recognizes that the monitoring process has new 

consequences associated with it because grantees can lose their priority designation in the recompetition process if they are found to 

be deficient. In order to ensure the integrity of the monitoring process by ACF, the committee has added provisions regarding 

interrater reliability. 

The committee also defines interrater reliability to mean the extent to which two different raters or observers consistently obtain 

the same result when using the same assessment. 

34 

The committee bill allows the Department to contract out for activities associated with the monitoring of Head Start grantees. In 

order to ensure the integrity of the monitoring process, the committee believes the Department should be allowed to contract out 

monitoring responsibilities to impartial third parties who have a 

demonstrated expertise in early childhood development and Head 

Start program operations, including knowledge and expertise about 

the Head Start performance standards. The committee intends for 

the change to maintain the integrity of the monitoring process and 

prevent undue influence by personal relationships between grantees and the regional offices. 

Currently, ACF regional office employees serve the dual role of 

leading monitoring reviews and overseeing the provision of training 

and technical assistance. We share the goal of the Department in 

preserving the integrity of these two discrete processes. However, 

the committee believes that, because of their years of training and 

their expertise with the Head Start program, its regulations and 

policies, employees of the Department should (to the extent determined appropriate by the Secretary) continue to be included on 

teams sent out to monitor and evaluate Head Start programs. 

Under-enrollment 

Under current law, Head Start grantees are expected to fully 

meet their funded enrollment and to maintain a waiting list. This 

is required in order to ensure program integrity and access to program services by eligible low-income children. The committee is 

concerned about reports indicating that some Head Start grantees 

have experienced problems achieving and maintaining their full 

funded enrollment and are operating with significant under-enrollment while others experience shortfalls in their capacity to provide 

or maintain services to eligible children. Given the importance of 

this issue and its implications for Head Start, the committee believes a statutory approach to dealing with under-enrolled grantees 

is warranted. 

While the full extent to which Head Start programs are underenrolled is unknown, the committee believes, given very limited 

Federal resources, that under-enrollment at any level is an unacceptable and potentially serious problem, and one that needs an 

immediate solution. 

The committee bill provides for reduction of Head Start grants 

and redistribution of funds in cases of under-enrollment. The committee bill has been carefully drafted to provide for shared accountability in addressing issues of enrollment of Head Start children. 

The bill requires each Head Start program to report on a monthly 

basis to the Secretary a figure which reflects the program’s actual 

enrollment, including a description of an enrollment shortfall if 

such actual enrollment is less than the funded enrollment prescribed by the grant held by the Head Start agency. 

The bill also requires the Secretary (on a semi-annual basis) to 

determine which Head Start agencies are under-enrolled, and directs the agency (in collaboration with the Secretary) to provide for 

a plan and timetable in which to address issues of under-enrollment in agencies operating with less than 95 percent of enrollment. 

In reviewing enrollment data, the committee bill directs the Secretary to take into consideration: the quality and extent of outVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00034 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
35 

reach, recruitment, and community needs assessments, changing 

demographics, mobility of populations, and the identification of new 

underserved low-income populations; facilities related issues that 

may impact enrollment; the ability to provide full-day programs, 

where needed, through Head Start funds or through collaboration 

with other funds or programs; the availability and use by families 

of other preschool and child care options (including parental care) 

in the local area; and agency management procedures that may impact efficient enrollment. Agencies identified by the Secretary shall 

be provided timely and on-going technical assistance to reduce 

under-enrollment, but are considered to be out of compliance immediately. 

Upon receipt of technical assistance, the Head Start agency will 

implement its plan to address under-enrollment. If after 9 months, 

a Head Start agency is still operating with an actual enrollment 

that is less than 95 percent of the agency’s funded enrollment, the 

Secretary may designate such agency as chronically under-enrolled 

and recapture, withhold, or reduce the base grant by a percentage 

equal to the percentage difference between funded and actual enrollment for the most recent year in which the agency is determined to be under-enrolled. 

If the Secretary, after implementation of the plan, finds that the 

causes of under-enrollment are beyond the agency’s control; the 

shortfall can reasonably be expected to be temporary; or the number of slots allotted to the agency is small enough that under-enrollment does not constitute a significant shortfall, the Secretary 

may waive or reduce the percentage reductions in the base grant. 

The Secretary shall use the recovered funds to distribute to other 

Head Start agencies within the State that demonstrate they will 

use such funds to increase enrollment in their Head Start programs. If there is no agency within a State that meets this requirement, the Secretary shall redirect such amounts to other Head 

Start agencies. 

Financial audits 

In addition to conducting on-site inspections, regional ACF staff 

also monitors grantees’ compliance with regulations by annually reviewing their financial audit reports. Auditors may select and review samples of financial transactions to determine whether a 

grantee has followed established procedures and program regulations. If a grantee administers more than one Federal grant, as is 

often the case with large nonprofit agencies, school districts, and 

municipalities, relatively small grants may not be reviewed in 

much detail. 

In addition to a lack of detail, financial audit reports may not 

provide timely information for monitoring current grantee operations. Grantees have 9 months to submit financial audit reports 

for any given year. It may take several additional months before 

officials in the HHS Office of Inspector General review the audit 

report, summarize the findings, and submit the findings to the appropriate regional officials. Grantees that are classified as ‘‘high 

risk’’ do not face termination of their funding unless they are also 

classified as deficient, which usually involves an on-site inspection. 

As a result, ACF may wait up to 3 years until the next regularly 

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36 

ee as deficient and requires it to develop a quality improvement 

plan and face possible termination from the program. 

The committee is very concerned about this process and encourages the Secretary to adopt additional measures that would permit 

an annual review of grantee financial status. 

Combat pay ineligibility 

The committee feels strongly that as our soldiers are overseas 

fighting to defend our freedom, it is our responsibility to look out 

for their children and families. When soldiers receive combat pay 

because they are working in dangerous situations this extra income 

should not adversely affect their family’s eligibility for programs 

such as Head Start. During the 108th Congress, the Subcommittee 

on Children and Families held a series of joint hearings with the 

Armed Services Subcommittee on Personnel on issues affecting 

military families. The committee included language to address the 

problem of soldiers not being able to access certain benefits, such 

as Head Start, due to income ineligibility when such parents receive combat pay. This language is intended to ensure that families 

in the military receiving combat pay and who would otherwise be 

eligible for Head Start would not be deemed ineligible because of 

that income supplement. 

Grantee responsibility to seriously deficient delegate agencies 

This legislation includes language that would strengthen the 

ability of Head Start grantees to defund delegate agencies that 

have serious deficiencies. Head Start grantees, in addition to the 

oversight already conducted by the Secretary, are asked to clearly 

define procedures for defunding a seriously deficient program as 

well as that program’s appeals process. It is the intent of the committee that such procedures be fair to all parties but not unduly 

cumbersome or time-consuming. 

Grantees are expected to define their procedures for evaluating 

delegate agencies to minimize the circumstances that would necessitate defunding and ensure that all of its delegate agencies are 

held accountable for performance and successfully address any deficiencies in a timely manner. 

Any delegate agency found seriously deficient must be notified of 

the possibility of termination. During the notice period, monthly 

monitoring visits and technical assistance may be provided by the 

Head Start grantee. The grantee could also elect to release funds 

on a reimbursement basis instead of in advance, particularly in the 

event of questionable fiscal practices by the delegate agency. After 

a reasonable notice period, if deficiencies are not corrected, termination will take effect. The grantee is then responsible for ensuring 

continuity of Head Start services for the children and families affected. 

Accessibility to books 

To further expand the availability of books in Head Start classrooms, the committee bill recommends that State Head Start Collaboration offices promote partnerships between Head Start agencies and other organizations to enhance the Head Start curriculum, 

including partnerships to promote more books in Head Start classrooms. 

37 

Because of the importance of creating a literacy rich environment 

for children in the Head Start program, the committee further encourages the Secretary to recommend a sufficient number of children’s books for each Head Start classroom. 

The committee also recognizes the importance of enhancing linkages between Head Start programs and libraries. As such, the bill 

encourages Head Start programs to collaborate with local libraries, 

where available, that are interested in that collaboration, to develop innovative programs to excite children about the world of 

books. Such programs may involve taking children to the library 

for story hour; promoting use of library cards for families so that 

children can bring books home; developing a lending library or 

using a mobile library van; entering into a financial agreement 

with the library to provide the Head Start classroom book collection; to supplement the collection with books on various themes of 

the week or, to provide fresh books in the classroom on a regular 

basis; and carrying out other activities through partnerships, to 

promote literacy and excitement about the world of print. 

Centers of excellence 

The committee bill includes the Centers of Excellence in Early 

Childhood, which was originally proposed by Senator Alexander on 

July 28, 2003. 

The committee supports the underlying goal of giving grants to 

Head Start programs that are exemplary and leveraging excellent 

programs to model best practices so that other programs can 

achieve excellence. The legislation authorizes the Governors to 

nominate and the Secretary of Health and Human Services (HHS) 

to create a nationwide network of 200 Centers of Excellence in 

Early Childhood built around exemplary Head Start programs. 

All Head Start centers need to excel in school readiness, accountability, and coordination of services; improving the performance of 

all centers in these areas is the focus of this legislation. States 

have primary responsibility for setting standards for and funding 

public education. A child who arrives at school too far behind the 

starting line may never catch up. In addition, the State is in the 

best position to help coordinate the variety of public and private 

programs that have been created since Head Start was established. 

In order to increase coordination between Head Start and the public school system and other State-run social service programs, such 

as Medicaid and the Child Care and Development Block Grant 

(CCDBG) program, centers that have the potential to drive effective collaboration within their State would be nominated by their 

Governor. 

The Secretary of HHS would select 146 Centers of Excellence 

from among nominations submitted by the Governors. The Secretary would name an additional 54 centers, with a goal of having 

at least one Center of Excellence in each State, the District of Columbia, Puerto Rico. It is also the committee’s intent that one or 

more Indian Head Start, and Migrant and Seasonal Head Start 

programs will be recognized as Centers of Excellence. The bill permits exemplary Indian Head Start programs and migrant and seasonal Head Start programs to be nominated by their respective regional office (region 11 and region 12) instead of the Governor. 

38 

In addition, it is the committee’s intent that Governors are encouraged to look to Head Start centers offering Early Head Start 

programs. The significance of years 0–3 in child development is 

now widely understood, and it is important for Centers of Excellence to be able to encourage best practices in serving the very 

young. 

When making bonus grants the Secretary shall give a priority to 

programs that demonstrate that they are of exceptional quality and 

would serve as exemplary models for programs in their geographic 

region. The Secretary may also consider the population served by 

the applicant especially if they are serving an underserved population. Programs that have a record of doing an exceptional job of 

serving underserved populations should be given this priority as 

well. 

Head Start programs identified as Centers of Excellence would 

receive a Federal bonus grant of at least $200,000 and up to 

$500,000 in each of 5 years (in addition to its base funding). It is 

the committee’s intent that bonus grant funding for the Centers 

would vary depending on the number of children served at a Center of Excellence. It is the hope of the committee that as we continue to work through the legislative process and when new money 

is available some of this money will be designated for the Centers 

of Excellence. 

The Centers of Excellence bonus grants will be used for centers 

to: 

1. work in their community to model the best of what Head 

Start can do for at-risk children and families, including getting 

those children ready for school and ready for academic success; 

2. coordinate all early childhood services in their community; 

3. offer training and support to all professionals working 

with at-risk children; 

4. track these families and ensure seamless continuity of 

services from birth to age 8, with an emphasis on working in 

partnership with public schools to ensure that Head Start children succeed in school; 

5. become models of excellence by all performance measures 

and be willing to be held accountable for good outcomes for our 

most disadvantaged children; and 

6. have the flexibility to serve additional Head Start or Early 

Head Start children or provide more full-day services to better 

meet the needs of working parents. 

The committee intends that a Center for Excellence that uses its 

bonus grant for activities related to infants and toddlers must demonstrate existing expertise in providing services to this age group. 

The developmental needs of infants and toddlers are unique and 

require teachers that have knowledge of infant and toddler development. 

The committee has included Early Head Start, Migrant and Seasonal Head Start, and Indian Head Start programs as participants 

in the Centers of Excellence Program. The committee feels that all 

Head Start programs could benefit greatly by the exemplary practices modeled in Early Head Start programs for infants and toddlers, as well as practices tailored to the needs of children in Indian, Migrant, and Seasonal Head Start programs. 

39 

Funding 

The committee bill authorize the Head Start program at $7.215 billion for fiscal year 2006, $7.515 billion for fiscal year 2007, 

$7.815 billion for fiscal year 2008, and such sums for fiscal years 

2009 and 2010. By increasing the authorization level in the Head 

Start program by $300 million in each of the next three fiscal 

years, the committee is affirming its desire to improve and enhance 

program quality while also reasonably expanding the program to 

reach additional eligible children and families living in poverty. 

Participation in Head Start programs 

The committee recognizes that due in large part to the success 

of welfare reform, some low-income families earning a little above 

the Federal poverty level whose children would benefit from Head 

Start services are not able to participate in the program because 

they are not income eligible. The committee felt it was important 

to retain the 100 percent Federal poverty level in determining the 

formula allocation to States under the Head Start Program. However, the committee has raised the eligibility level from 100 percent 

to 130 percent of the Federal poverty level consistent with eligibility for the free school lunch, school breakfast and special milk 

programs. The committee intends for such policy to help families 

that strive to move off welfare to continue to access the Head Start 

program and to provide additional opportunities for participation of 

working poor families in Head Start programs. The 130 percent is 

intended to permit programs to serve children up to 130 percent of 

the Federal poverty level just as programs are currently allowed to 

serve 10 percent of over income children. The 130 percent would 

not count toward the 10 percent of over income children served by 

programs. The committee does not intend that the 130 percent be 

taken into account when determining eligible children for the purpose of the formula or allotment of funds. 

Migrant and seasonal Head Start programs and Indian Head Start 

programs 

The committee has included several provisions to improve access 

to Head Start services by children of migrant and seasonal farm 

workers, as well as by Indian children. 

According to a study conducted by the Department of Health and 

Human Services in 2001, the Migrant and Seasonal Head Start 

programs have consistently received less than four percent of the 

Head Start annual appropriation, enabling them to serve only 19 

percent of eligible migrant and seasonal children, compared to 50 

percent of the eligible population served by the regular Head Start 

program. Indian Head Start programs serve over 23,000 children 

each year; however that number represents only 16 percent of eligible children. The committee recognizes the need to expand services 

to additional eligible children. 

The committee has taken steps to address this issue by directing 

the Secretary to allocate five percent of the funds reserved under 

section 640a(2) to Migrant and Seasonal Head Start programs. The 

committee has also directed the Secretary to allocate four percent 

of the reserved funds to Indian Head Start programs. The committee intends that all new money available from the Secretary’s 

13 percent set aside under increases in annual appropriations for 

40 

Head Start reserved by the Secretary under section 640a(2) be directed to such programs in a proportionate manner until the five 

percent allocations are achieved. The committee ensures that the 

programs do not reduce the number of children served in existing 

Head Start programs. The committee further intends that funding 

increases allow current programs to expand the number of children 

served, as well as establish new programs in areas that lack services to these populations of children. 

Priority funding and regular Head Start expansion grants 

The committee bill provides any remaining funds after maintaining required reservations in section 640 and adjusting current 

Head Start programs for inflation shall be used for quality improvement funds. In fiscal year 2006, 30 percent of such funds 

shall be used for quality improvement activities and 40 percent 

shall be used for each fiscal year 2007 through 2010 for these purposes. The committee intends the remaining percentages be used 

for program expansion grants. 

In allocating the expansion funds, the committee made it a priority to eliminate apparent discrepancies in the allocation of Head 

Start dollars among the States. The committee is responding to the 

inclusion of a 1978 hold harmless provision that has created a disparity in how money was allocated between the States despite the 

increase in appropriations. Up to this point Head Start funds were 

not allocated through a formula. At the time the formula was instituted currently funded grantees were provided a hold harmless to 

ensure that they did not see a reduction in their funding. 

The result of the hold harmless is that 22 States receive funds 

above their share of child poverty population. For example, States 

such as Nevada are serving only 30 percent of their eligible population and other States such as Maine serve 89 percent of their eligible population. The committee has taken steps to address this 

problem and ensure that States ability to serve their eligible population has not been compromised. 

In order to begin to address this inequity, the committee has included the requirement that 65 percent of any new money (expansion of the current program) for Head Start would be allocated on 

a priority basis to those States that are under funded (based on the 

percentage of eligible children being served in that State.) The committee intends for the Secretary in implementing this provision 

shall assign a priority to the 28 States adversely affected by the 

1978 hold harmless provision and shall distribute such funds in accordance with the current formula allocation in the Head Start Act. 

The remaining 35 percent of expansion funds shall be allocated 

among all States based upon the current formula. Although the 

committee acknowledges this is not a full resolution to the funding 

discrepancies between the States it begins to remedy this situation. 

41 

V. COST ESTIMATE

U.S. CONGRESS, 

CONGRESSIONAL BUDGET OFFICE, 

Washington, DC, June 7, 2005. 

Hon. MIKE ENZI, 

Chairman, Committee on Health, Education, Labor, and Pensions, 

U.S. Senate, Washington, DC. 

DEAR MR. CHAIRMAN: The Congressional Budget Office has prepared the enclosed cost estimate for S. 1107, the Head Start Improvements for School Readiness Act. 

If you wish further details on this estimate, we will be pleased 

to provide them. The CBO staff contact is Kathleen FitzGerald. 

Sincerely, 

ELIZABETH M. ROBINSON, 

(For Douglas Holtz-Eakin, Director). 

Enclosure. 

S. 1107—Head Start Improvements for School Readiness Act 

Summary: S. 1107 would reauthorize the Head Start program 

through 2010. The program was authorized through 2003 by Coats 

Human Services Reauthorization Act of 1998 (Public Law 105–285) 

and has since been extended through annual appropriation acts. 

CBO estimates that the bill would authorize additional appro- priations of $7.3 billion in 2006 and about $39.1 billion over the 

2006–2010 period, assuming that annual levels are adjusted for inflation when specific annual appropriation levels are not provided. 

(Without such inflation adjustments, the authorizations would total 

about $38.7 billion over the 2006–2010 period.) CBO estimates that 

appropriation of the authorized levels would result in additional 

outlays of $35.2 billion over the 2006–2010 period, assuming annual adjustments for inflation (and about $34.9 billion without adjustments for inflation). Enacting S. 1107 would not affect direct 

spending or receipts. 

S. 1107 contains no intergovernmental or private-sector mandates as defined by the Unfunded Mandates Reform Act (UMRA). 

Any costs to state, local, or tribal governments would result from 

complying with conditions for receiving federal assistance. 

Estimated cost to the Federal Government: The estimated budgetary impact of S. 1107 is shown in the following table. The costs 

of this legislation fall within budget function 500 (education, training, employment, and social services). 

By fiscal year, in millions of dollars— 

2005 2006 2007 2008 2009 2020 

SPENDING SUBJECT TO APPROPRIATION 

Head Start Spending Under Current Law: 

Budget Authority 1 ........................................................................... 6,843 1,400 0 0 0 0 

Estimated Outlays ........................................................................... 6,810 3,735 765 96 14 0 

Proposed Changes: 

Head Start: 

Estimated Authorization Level ................................................ 0 7,215 7,515 7,815 7,958 8,102 

Estimated Outlays .................................................................. 0 4,113 7,170 7,605 7,885 8,033 

Bonus Grants to Centers for Excellence in Early Childhood: 

Authorization Level ................................................................. 0 90 90 90 90 90 

Estimated Outlays .................................................................. 0 5 51 87 89 90 

42 

By fiscal year, in millions of dollars— 

2005 2006 2007 2008 2009 2020 

Administrative Costs for Centers for Excellence in Early Childhood: 

Authorization Level ................................................................. 0 3 3 3 3 3 

Estimated Outlays .................................................................. 0 * 1 2 2 3 

Research Activities for Centers for Excellence in Early Childhood: 

Authorization Level ................................................................. 0 2 2 2 2 2 

Estimated Outlays .................................................................. 0 * 1 2 2 2 

Tribal Colleges and Universities Head Start Partnerships: 

Estimated Authorization Level ................................................ 0 10 10 10 11 11 

Estimated Outlays .................................................................. 0 1 7 9 10 10 

Total Proposed Changes: 

Estimated Authorization Level ....................................... 0 7,320 7,620 7,920 8,063 8,207 

Estimated Outlays ......................................................... 0 4,118 7,230 7,706 7,988 8,138 

Total Spending Under S. 1107: 

Estimated Authorization Level ......................................................... 6,843 8,720 7,620 7,920 8,063 8,207 

Estimated Outlays ........................................................................... 6,810 7,853 7,995 7,802 8,002 8,138

1 The 2005 level is the amount appropriated for the Head Start program including an advance of $1.389 billion for the 2004–2005 aca- demic year. The 2006 level is the amount appropriated in an advance appropriation for the 2005–2006 academic year. 

Notes: Components may not sum to totals because of rounding. * = less than $500,000. 

Basis of estimate: S. 1107 would reauthorize the Head Start program through 2010. The program is currently authorized through 

September 30, 2005, by the Consolidated Appropriations Act, 2005 

(Public Law 108–447). For this estimate, CBO assumes that the 

bill will be enacted near the start of fiscal year 2006, that the estimated amounts shown in the table will be appropriated for each 

year, and that outlays will follow historical spending patterns. 

CBO estimates that S. 1107 would authorize total funding of $39.1 billion over the 2006–2010 period assuming that ‘‘such sums’’ 

amounts provided after 2006 reflect adjustments for inflation. If 

the authorized amounts are appropriated, outlays would increase 

by $4.1 billion in 2006 and by $35.2 billion over the 5-year period. 

The above table presents CBO’s estimates for the different components of the bill. For the overall Head Start program, the bill 

would specify authorized amounts for fiscal years 2006 through 

2008 and would authorize the appropriation of such sums as may 

be necessary in 2009 and 2010. CBO’s estimate of authorized levels 

in 2009 and 2010 is the authorized amount for 2008 adjusted for 

inflation. The amounts authorized for bonus grants, administration, and research for the Centers of Excellence in Early Childhood 

are specified in each year. For the Tribal Colleges and Universities 

Head Start Partnerships program, the bill specifies a 2006 level, 

and CBO’s estimate of the authorizations from 2007 through 2010 

is that amount inflated. 

Head Start 

S. 1107 would revise and reauthorize the Head Start program 

through 2010. The Head Start program provides comprehensive 

child development services to low-income children. Services include 

education, health, nutrition, and social services with the overall 

goal of increasing the school readiness of young children in low-income families. 

The bill would authorize the appropriation of $7.215 billion in 

2006 (in addition to the $1.4 billion already appropriated for that 

year), $7.515 billion in 2007, $7.815 billion in 2008, and such sums 

as may be necessary in 2009 and 2010. CBO estimates that the 

total authorizations for the 2006–2010 period would be about $38.6 

43 

billion, assuming adjustments for inflation, with resulting outlays 

of $34.8 billion over those 5 years. 

Funding for this program currently is provided on a programyear basis through appropriations in two separate fiscal years: a 

current fiscal year appropriation and an advance appropriation 

available October 1 of the next fiscal year. Although the program 

has been funded by two separate appropriations since 2001, funding does not need to be authorized separately because all of the 

funds for a program year could be provided in one appropriation. 

Centers for Excellence in Early Childhood 

The bill would permanently authorize appropriations of about 

$95 million a year for a new Centers for Excellence in Early Childhood grant program. The Secretary of Health and Human Services 

(HHS) could designate 200 exemplary Head Start agencies as such 

Centers of Excellence. These centers would receive bonus grants to 

carry out various activities including enrolling additional children 

and providing training to teachers. The Secretary also would be authorized to make a grant to an independent organization to conduct 

research on the ability of centers to improve school readiness of the 

children receiving Head Start services and to measure the success 

of the centers. The bill would authorize $90 million a year for 

bonus grants, $2.5 million annually for HHS administrative costs, 

and $2 million a year for research. CBO estimates that providing 

these amounts would result in outlays of $338 million over the next 

5 years. 

Tribal colleges and universities Head Start partnerships 

S. 1107 would create a new Tribal Colleges and Universities 

Head Start Partnership program and authorize the appropriation 

of $10 million in 2006 and such sums as may be necessary from 

2007 through 2010. The bill would authorize the Secretary of HHS 

to award 5-year grants to tribal colleges and universities to create 

education programs on tribal culture and language, to increase the 

number of Indian Head Start staff members and parents with advanced degrees in early childhood education and related fields, and 

for other purposes. CBO estimates that providing the necessary 

amounts would result in outlays of $37 million over the 2006–2010 

period. 

Intergovernmental and private-sector impact: S. 1107 contains no 

intergovernmental or private-sector mandates as defined by 

UMRA. The bill would authorize over $7 billion annually for fiscal 

years 2006 through 2010 to support Head Start and Early Head 

Start program activities, including new standards for the education 

and professional development of teachers serving program participants. Any costs incurred by State, local, or tribal governments 

would result from complying with conditions for receiving Federal 

assistance. 

Previous CBO estimate: On June 2, 2005, CBO transmitted a 

cost estimate for H.R. 2123, the School Readiness Act of 2005, as 

ordered reported by the House Committee on Education and the 

Workforce on May 18, 2005. That bill would authorize the overall 

Head Start program from 2006 through 2011 (as opposed to 2006 

through 2010) and would authorize slightly less funding in those 

44 

years than S. 1107. The Senate bill will authorize two new grant 

programs that are not included in the House bill. 

Estimate prepared by: Federal Costs: Kathleen FitzGerald; Impact on State, Local, and Tribal Governments: Lisa RamirezBranum; Impact on the Private Sector: Meena Fernandes. 

Estimate approved by: Peter H. Fontaine, Deputy Assistant Director for Budget Analysis. 

VI. APPLICATION OF LAW TO THE LEGISLATIVE BRANCH

Section 102(b)(3) of Public Law 104–1, the Congressional Accountability Act (CAA) requires a description of the application of 

this bill to the legislative branch. This bill does not amend any act 

that applies to the legislative branch. 

VII. REGULATORY IMPACT STATEMENT

The committee has determined that there will be minimal increases in the regulatory burden imposed by this bill. 

VIII. SECTION-BY-SECTION ANALYSIS

Section 1. Short title 

This act may be cited as the ‘‘Head Start Improvements for 

School Readiness Act.’’ 

Section 2. Statement of purpose 

This section modifies section 636 by adding the goal of educational instruction in prereading, premathematics and language 

skills in the promotion of school readiness and development. 

Section 3. Definitions 

This section amends Section 637 by adding community-based organizations to the definition of potential delegate agencies (2). Section 637(17) is amended to remove the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of 

Palau from the definition of ‘‘State.’’ Section 637(18) defines ‘‘homeless child’’ as one who lacks a regular or adequate nighttime residence or whose residence is a temporary shelter as defined in the 

McKinney-Vento Homeless Assistance Act. Section 637(19) defines 

‘‘limited English proficient’’ with respect to a child as someone enrolled or preparing to enroll in Head Start, someone who was not 

born in the United States or whose native language is not English, 

or someone whose difficulty in speaking or understanding English 

may be sufficient to deny such child the opportunity to participate 

fully in society or the ability to successfully achieve in a classroom 

in which the language of instruction is English. 

Section 637(20) defines ‘‘deficiency’’ as a systemic or substantial 

failure of an agency in an area of performance that the Secretary 

determines involves: a threat to the health, safety, or civil rights 

of children or staff; a denial to parents to exercise their full roles 

and responsibilities related to program operations; a failure to comply with standards related to early childhood development and 

health services, family and community partnerships, or program 

design and management; the misuse of funds under this subchapter; loss of legal status or financial viability, loss of permits, 

45 

debarment from receiving Federal grants or contracts, or the improper use of Federal funds; or the failure to meet any other Federal or State requirement that the agency has shown an unwillingness or inability to correct, after notice from the Secretary. A systemic failure of the board of directors if it fails to fully exercise its 

legal and fiduciary responsibilities. A substantial failure of an 

agency to meet the administrative requirements of section 644(b). 

A failure of an agency to demonstrate that is has attempted to 

meet the coordination and collaboration requirements and entities 

described in section 640(a)(5)(D)(iii)(I). An agency having an area 

of unresolved noncompliance. 

Section 637 (21) defines ‘‘unresolved area of noncompliance’’ 

means failure to correct a noncompliance item within 120 days or 

within such additional time (if any) authorized by the Secretary, 

after receiving from the Secretary notice of such noncompliance 

item, pursuant to section 641A(d). 

Section 637 (22) defines ‘‘inter-rater reliability’’ means the extent 

to which two different raters or observers consistently obtain the 

same result when using the same assessment 

Section 4. Financial assistance for Head Start programs 

This section amends section 638 to reauthorize financial assistance to Head Start agencies for 5 years. 

Section 5. Authorization of appropriations 

This section amends section 639 to reauthorize the Head Start 

Act at $7.215 billion for fiscal year 2006, $7.515 billion for fiscal 

year 2007, $7.815 billion for fiscal year 2008, and such sums as 

may be necessary for fiscal years 2009 and 2010. 

From the amount appropriated, the Secretary can make available up to $20 million for fiscal year 2006 to carry out research, demonstration, and evaluation activities including longitudinal studies 

under Section 649, and such sums for fiscal years 2007–10, of 

which no more than $7 million used for impact studies under Section 649(g) for fiscal years 2006–10. 

Section 6. Allotment of funds 

This section amends section 640 by requiring the Secretary to reserve a sum each fiscal year for Indian Head Start and migrant 

and seasonal Head Start programs that is the total of not less than 

4 percent of the amount appropriated for Indian programs under 

section 639 for that fiscal year and not less than 5 percent of that 

appropriated amount for migrant and seasonal programs, except 

that if reserving such percentages would reduce the number of children served by Head Start programs relative to the number of children served upon the date of enactment of this act. After ensuring 

that each grant recipient for Indian and migrant and seasonal 

Head Start programs have received 4 percent and 5 percent respectively, the Secretary shall distribute 65 percent of the remaining 

funds to priority grant recipients in the States serving the smallest 

percentages of eligible children and distributing the remaining 35 

percent on a competitive basis. 

This section outlines rules in the provision and administration of 

technical and training assistance in great detail including limiting 

assistance as described in section 648 in an amount for each fiscal 

46 

year equal to 2 percent of the amount appropriated under section 

639 of which: 50 percent shall be made available to agencies to 

comply with the standards in section 641A(a)(1) and 50 percent 

shall be made available to the Secretary to support a regional or 

State system of early childhood education training and technical 

assistance and to assist local programs including Indian and migrant and seasonal programs or which not less than $3 million 

shall be made available to carry out the activities described in section 648(d)(4). In order to provide assistance, this section requires 

the Secretary to reserve 30 percent of such excess amount for fiscal 

year 2006, and 40 percent of such excess amount for each fiscal 

year 2007–10. 

This section requires that funds for quality improvement may be 

used to ensure such programs have adequate numbers of qualified 

staff and that such staff is furnished adequate training; developing 

and financing the salary scales and benefits standards under sections 644(a) and 653 to ensure that salary scales and benefits 

standards under section 644(a) and section 653, in order to ensure 

that salary levels and benefits are adequate to attract and retain 

qualified staff for such programs. Quality improvement funds may 

be used for salary increases to assist with implementation of quality programs and improve staff qualifications; ensure that staff can 

promote the language skills and literacy growth of children and can 

provide children with a variety of skills that have been identified, 

through scientifically based early reading research, as predictive of 

later reading achievement, as well as additional skills identified in 

section 641A(a)(1)(B)(ii); and encourage staff to continually improve 

their skills and expertise by informing the staff of the availability 

of Federal and State incentive and loan forgiveness programs for 

professional development. 

Quality improvement from reserved funds may also take the 

form of a collaboration grant from the Secretary to each State to 

facilitate collaboration between Head Start agencies and entities 

that carry out other activities designed to benefit low-income families and children from birth to school entry. Such grants shall be 

used to promote alignment of Head Start services with State early 

learning standards, the Head Start Child Outcomes Framework, 

and State regulations for school readiness; encourage Head Start 

agencies to coordinate activities with the State agency responsible 

for administering the State program carried out under the Child 

Care and Development Block Grant Act of 1990; promote better 

linkages between Head Start agencies and other child and family 

agencies that provide health, mental health or family services, or 

other child or family supportive services; and carry out activities of 

the State Director of Head Start Collaboration. To improve coordination and delivery of early education services to children in the 

State, a State that receives such a grant is required to appoint a 

State Director of Head Start Collaboration; ensure that the Director holds a position with sufficient authority and access to ensure 

that the collaboration is effective and involves a range of State 

agencies; and involve the State Head Start Association in the selection of the Director and involve the Association in determinations 

relating to the ongoing direction of the collaboration office. Not 

later than 1 year after the date of enactment of this act, the Director must conduct an assessment that addresses the needs of Head 

47 

Start agencies in the State with respect to collaborating, coordinating services, and implementing State early learning and school 

readiness goals and standards to better serve children enrolled in 

Head Start programs. Such assessment will be updated annually 

and shall be made available to the public. 

This section also mandates an assessment of the availability of 

high quality prekindergarten services for low-income children in 

the State and requires the Director to develop a strategic plan 

based on the assessment that will: (1) enhance collaboration and 

coordination of Head Start services with other entities providing 

early childhood programs and services, health care, mental health 

care, welfare, child protective services, education and community 

service activities; family literacy services, reading readiness programs, services related to disabled children and other programs 

and services for LEP and homeless children; (2) assist Head Start 

agencies to develop a plan for the provision of a full working day, 

full calendar year services for children enrolled in Head Start programs who need such care; (3) assist Head Start agencies to align 

services with State early learning and school readiness goals and 

standards and to facilitate collaborative efforts to develop local 

school readiness standards; (4) enable agencies in the State to better coordinate professional development opportunities for Head 

Start staff such as assisting 2- and 4-year public and private institutions of higher education to develop articulation agreements; 

awarding grants to such institutions to develop model early childhood education programs; working with local Head Start agencies 

to meet the degree requirements in section 648A(a)(2)(A); enabling 

State Head Start agencies to better coordinate outreach to eligible 

families; (5) promote partnership between Head Start agencies, 

State governments, and the private sector to help ensure that lowincome pre-school children are receiving comprehensive services to 

prepare them to enter school ready to learn; and (6) promote partnerships between Head Start agencies, schools, law enforcement, 

and substance abuse and mental health treatment agencies to 

strengthen family and community environments and to reduce the 

impact on child development of substance abuse, child abuse and 

other high risk behaviors that compromise healthy development. 

This section requires the Governor of a State to establish a council to serve as the State advisory council on collaboration on early 

care and education activities for children from birth to school entry. 

The State Advisory Council shall include: the State Director of 

Head Start Collaboration; a representative of the appropriate regional office of the Administration for Children and Families; a representative of the State educational agency and local educational 

agencies; a representative of institutions of higher education; a representative of the State agency responsible for mental health care; 

a representative of the State agency responsible for teacher professional standards; certification and licensing; a representative of the 

State agency responsible for child care; early childhood education 

professionals; kindergarten teachers and teachers in grades 1 

through 3; health care professionals; child development specialists; 

a representative of the State agency responsible for assisting children with developmental disabilities; a representative of the State 

agency responsible for programs under part C of the Individuals 

with Disabilities Education Act; a representative of the State interVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00047 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
48 

agency coordinating councils established under Section 641 of the 

Individuals with Disabilities Education Act; a representative of the 

State Head Start Association where appropriate; a representative 

of the State network of child care resource and referral agencies; 

a representative of community-based organizations; a representative of State and local providers of early education and child care; 

a representative of migrant and seasonal Head Start programs and 

Indian Head Start programs; parents; religious and business leaders; the head of the State library administrative agency; representatives of State and local organizations and other entities providing 

professional development to early care and education providers; 

and a representative of other entities determined to be relevant by 

the chief executive officer of the State. 

The State Advisory Council is responsible for conducting a periodic Statewide needs assessment concerning early care and education programs; identifying barriers to and opportunities for collaboration and coordination between entities carrying out Federal 

and State child development, child care, and early childhood education programs; developing recommendations regarding means of 

establishing a unified data collection system for early care and education programs throughout the State; developing a statewide professional development and career ladder plan for early care and 

education in the State. The Council shall hold public hearings on 

the needs assessment and recommendations described in this subsection and the Council shall submit a statewide strategic report 

concerning the needs assessment and recommendations to the 

State Director of Head Start Collaboration and the chief executive 

officer of the State. After submitting the report, the Council shall 

meet periodically to review any implementation of the recommendations and any changes in State and local needs. 

The Secretary is required to use from amounts reserved and allotted for programs described in section 645A(a) of this subchapter 

11 percent for fiscal year 2006, 13 percent for fiscal year 2007, 15 

percent for fiscal year 2008, 17 percent for fiscal year 2009, and 18 

percent for fiscal year 2010, of the amount appropriated pursuant 

to section 639(a). 

This section requires the Secretary to establish procedures to enable Head Start agencies to develop locally designed or specialized 

service delivery models to address local community needs including 

models that leverage existing capacity and procedures to provide 

for the conversion of part-day programs to full-day programs or 

part-day slots to full-day slots. 

This section requires the Secretary to issue regulations to ensure 

the appropriate supervision and background checks of individuals 

with whom Head Start agencies contract to transport Head Start 

children. 

This section requires the Secretary to conduct an annual consultation in each affected Head Start region, with tribal governments operating Head Start and Early Head Start programs and 

such consultations will be for the purpose of better meeting the 

needs of American Indian and Alaska Native children and families, 

taking into consideration funding allocations, distribution formulas, 

and other issues affecting Head Start services within tribal communities. Notice of the consultation will be published in the Federal 

Register prior to the consultations and a detailed report of such 

49 

consultation shall be prepared and made available to all tribal governments receiving funds under this subchapter. 

This section requires the Secretary to issue regulations and remove barriers to the enrollment and participation of eligible homeless children in Head Start. 

This subchapter does not require a State to establish a program 

of early education for children in the State, nor does it require any 

child to participate in a program of early education in order to attend preschool, or to participate in any initial screening prior to 

participation in such program. 

This section requires all funded curricula under this subchapter 

to be scientifically-based, age appropriate and available for parents 

to examine. 

Section 7. Designation of Head Start agencies 

This section amends section 641 by giving the Secretary discretionary authority to designate any local public or private non-profit 

or for-profit within a community, including community-based organizations, as a Head Start agency. To be designated as Head Start 

agencies they must establish program goals for improving school 

readiness of children, including goals for meeting the performance 

and educational standards as described in section 641A and shall 

establish results-based school readiness goals that are aligned with 

requirements and expectations of local public schools. To continue 

to receive grants, agencies must demonstrate progress toward 

meeting such goals. 

In designation and redesignation the Secretary shall, in consultation with each State’s chief executive officer, give priority to high 

performing, eligible agencies that: are already receiving funds 

under Head Start, meet or exceed program and financial management requirements or standards described in section 641(a)(1), has 

no unresolved deficiencies and has not had findings of deficiencies 

during the last triennial review under section 641A(c), and can 

demonstrate, through agreements such as memoranda of understanding, active collaboration with the State or local community in 

the provision of services for children (such as the provision of extended day services, education, professional development and training for staff, and other types of cooperative endeavors). 

The Secretary shall designate a Head Start agency from among 

qualified applicants in such community after conducting an open 

competition. 

This section includes a rule of construction that State not withstanding any other provisions of law, under no condition may a 

non-Indian Head Start agency receive a grant to carry out an Indian Head Start program. 

The Secretary shall conduct an open competition and shall consider the effectiveness of each such applicant to provide Head Start 

services based on the plan of such applicant: (1) to consider past 

performance of applicants in providing comparable services to Head 

Start services; (2) to provide health, nutritional, education, and social to prepare children to succeed in school; (3) to use scientifically 

based programs that promote school readiness; (4) the plan of such 

applicant to meet standards outlined in section 641A(a)(1); (5) the 

plan of such applicant to coordinate the proposed Head Start program with other local preschool programs, State prekindergarten 

50 

programs, child care programs, local educational agencies, and 

reading readiness; (6) to coordinate with public and private entities 

who are willing to commit resources to assist the Head Start program meet its program needs; (7) to collaborate with a local library 

to excite children about the world of books; (8) to involve parents 

in the education of their children at home and at the center and 

to give them the opportunity to participate in the development and 

performance of the program at the local level; to offer parents either directly or through referral family literacy services, parenting 

skills training, counseling (such as substance abuse and mental 

health counseling); to offer parents the option to offer training in 

basic child development, assistance in developing communication 

skills, opportunities for parents to share experiences with other 

parents, any other activity designed to help parents become full 

partners in the education of their children; to provide each participating family a family needs assessment that includes consultation 

with such parents about the benefits of involvement in their child’s 

education; to extend outreach to fathers to strengthen the role of 

fathers in families and in the education of their young children, 

and in Head Start programs, by working directly with fathers and 

father figures; (9) the plan of such applicant to meet the needs of: 

LEP children and their families including procedures to identify 

such children, plans to provide trained personnel and plans to assist children in making progress toward the acquisition of the 

English language; (10) to meet the needs of children with disabilities; (11) who chooses to assist younger siblings of children who 

will participate in the Head Start program to obtain health services 

from other sources; (12) and the plan of such applicant to collaborate with other entities carrying out early childhood education and 

child care programs in the community; (13) to meet the needs of 

homeless children and children in foster care; and (14) the plan of 

such applicant to recruit and retain qualified staff. 

Section 8. Quality standards; monitoring of Head Start agencies 

and programs 

This section amends section 641A by requiring additional educational performance standards and minimum levels of accomplishment based on recommendations of the National Academy of 

Sciences panel (described in section 649(h)) and other experts in 

the field of early childhood education relating to: (1) language skills 

related to listening, understanding, speaking, and communicating 

including: understanding and use of a diverse vocabulary (including knowing the names of colors) and knowledge of how to use oral 

language to communicate for various purposes; narrative abilities 

used, for example, to comprehend, tell and respond to a story, or 

to comprehend instructions; ability to detect and produce sounds of 

the language the child speaks or is learning; and clarity of pronunciation and speaking in syntactically and grammatically correct 

sentences; (2) prereading knowledge and skills, including: alphabet 

knowledge, knowing the letter names and associating letters with 

their shapes and sounds in the language the child speaks or is 

learning; phonological awareness and processes that support reading, for example, rhyming, recognizing speech sounds and separate 

syllables in spoken words, and putting speech sounds together to 

make words; knowledge, interest in, and appreciation of books, 

51 

reading and writing, and knowledge that books have parts such as 

front, back and title page; early writing, including the ability to 

write one’s own name and other words and phrases; and print 

awareness and concepts, including recognizing different forms of 

print and understanding the association between spoken and written words; (3) premathematics knowledge and skills, including 

number recognition; use of early number concepts and operations, 

including counting, simple adding and subtracting, and knowledge 

of quantitative relationships such as part versus whole and comparison of numbers of objects; use of early space and location concepts including recognizing shapes, classification, striation, and understanding directionality; and early pattern skills and measurement, including recognizing and extending simple patterns and 

measuring length, weight and time; (4) scientific abilities including, 

building awareness about scientific skills and methods, such as 

gathering, describing, and recording information, making observations, explanations and predictions, and expanding scientific knowledge of the environment, time, temperature, and cause and effect 

relationships; (5) general cognitive abilities relate to academic 

achievement and child development including, reasoning, planning, 

and problem-solving skills; ability to engage, sustain attention, and 

persist on challenging tasks; intellectual curiosity, initiative, and 

task engagement; and motivation to achieve and master concepts 

and skills; (6) social and emotional development related to early 

learning and school success including developing: the ability to develop social relationships, demonstrate cooperative behaviors, and 

relate to teachers and peers in positive and respectful ways; an understanding of the consequences of actions, following rules, and appropriately expressing feelings; a sense of self, such as self-awareness, independence, and confidence; the ability to control negative 

behaviors with teachers and peers that include impulsiveness, aggression, and noncompliance; and knowledge of civic society and 

surrounding communities; (7) physical development including developing fine motor skills such as strength, manual dexterity, and 

hand-eye coordination; and gross motor skills, such as balance and 

coordinated movements; and (8) in the case of LEP children, 

progress toward acquisition of the English language while making 

meaningful progress in attaining the knowledge, skills, abilities, 

and development described in the aforementioned areas. 

This section requires that facilities used by Head Start agencies 

for regularly scheduled center-based and combination program option classroom activities be in compliance with State and local requirements concerning licensing for such facilities and that such facility shall be accessible by State and local authorities for purposes 

of monitoring and ensuring compliance. 

Additionally, this section requires the Secretary in developing 

standards, to consider the unique challenges faced by individual 

programs, including seasonal, short term or those that serve rural 

populations, when developing standards regulations. The Secretary 

is also required to consult with Indian tribes, American Indian and 

Alaska Native experts in early childhood development, linguists, 

and the National Indian Head Start Directors Association in program standards review and promulgation, and educational performance measures for language acquisition and school readiness. 

52 

This section amends section 641A by adding a new section, 

‘‘Evaluation is and Corrective Actions for Delegation Agencies; section (641A(a)(4)).’’ This section requires the Secretary to establish 

procedures for evaluating delegate agencies as well as procedures 

for defunding delegate agencies and procedures for appealing such 

defunding decisions. Each Head Start agency shall evaluate its delegate agencies using procedures established in this act and shall 

inform the delegate agencies of the deficiencies to be corrected. To 

ensure corrective actions, the Head Start agency may: initiate procedures to terminate the designation of the agency unless the agency corrects the deficiency; conduct monthly monitoring visits to 

such delegate agency until all deficiencies are corrected or the 

Head Start agency decides to defund such delegate agency; and release funds to such delegate agency only as reimbursements until 

all deficiencies are corrected or the Head Start agency decides to 

defund such delegate agency. 

This section requires performance measures to be appropriate for 

the population served and be reviewed not less than every 4 years 

based on advances in early childhood development science. 

This section requires results-based outcome measures to be designed for the purpose of promoting the competencies of Head Start 

children with an emphasis on measuring those competencies that 

have a strong scientifically-based predictability of a child’s school 

readiness and later performance in school. This section permits 

Head Start agencies to establish and implement additional local results-based educational performance measures and goals. 

This section mandates unannounced site inspections for health 

and safety of Head Start Centers and sets rules for prompt followup reviews to agencies and programs that fail to meet one or more 

of the performance measures developed by the Secretary, and in 

the case of programs cited with substantial deficiencies a review is 

required within 6 months of the initial citation. Reviews may incorporate without or with limited prior notice as is necessary to ensure the participation of parents and key staff members. Reviews 

will be conducted by teams that include individuals who are knowledgeable about Head Start and other early childhood programs 

and, to the maximum extent practicable, the diverse needs of eligible children and LEP children and their families. Review will include assessment of program effectiveness measured in accordance 

with the results-based measures developed by the Secretary. Reviews will seek information from communities and States about innovative or effective collaborative efforts, barriers to collaboration, 

and collaboration efforts of Head Start agencies. Review teams will 

also review and assess whether a program is in conformity with the 

income eligibility requirements and regulations of section 645. Reviews will assess whether programs are adequately addressing the 

population and community needs (including LEP, migrant and seasonal farmworker children). Reviews will also assess outcomes and 

performance as they relate to State-, local-, and agency-determined 

school readiness goals. 

This section also requires that in order for a Head Start agency 

to retain designation and continue to receive funds if it has failed 

to meet quality standards or results-based performance measures 

it must develop in a timely manner a quality improvement plan 

subject to the Secretary’s approval or (in some cases) the sponVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00052 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
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soring agency. The Secretary or sponsoring agency must respond to 

the proposed improvement plan within 30 days of receiving it from 

an agency, either approving it, or giving reasons for not approving 

it. This section requires within 120 days of the fiscal year’s end the 

Secretary to publish a summary on the outcome findings which 

must be made widely available to the public as well as to the parents of Head Start children. 

This section establishes rules allowing for the reduction of grants 

and redistribution of funds in cases of under-enrollment. Each 

Head Start agency is required to report actual enrollment to the 

Secretary monthly and if that number is below the funded enrollment stated in the base grant, the agency must explain the enrollment shortfall. The Secretary must determine which agencies are 

under-enrolled based on at least 4 months of data. In cases of less 

than 95 percent enrollment, the Secretary will develop in collaboration with the agency, a plan and timetable for correcting under-enrollment considering quality, extent of outreach, community needs 

assessment, changing demographics, identification of new underserved low-income populations, any facilities-related issues affecting enrollment, ability to provide full-day programs where needed 

through Head Start funds or through collaboration with other funding sources where available, the availability and use by families of 

other preschool and child care options, and agency management 

procedures that may impact enrollment. 

This section requires that the Secretary provide timely and ongoing technical assistance to an agency for the purpose of implementing the plan but if, 1 year after the plan is implemented and 

under-enrollment persists the Secretary shall continue to provide 

technical assistance where determined appropriate. After 9 months 

of being under-enrolled the Secretary may designate such agency 

as chronically under-enrolled and may recapture, withhold or reduce the base grant by a percentage equal to the percentage difference between funded and actual enrollment. But if the enrollment shortfall is beyond the agency’s control, is expected to be temporary or the number of slots allotted to the agency is small 

enough that under-enrollment does not constitute a significant 

shortfall, the Secretary may waive or reduce percentage reductions. 

In terms of redistribution of funds, the Secretary may use 

amounts recovered through reductions in a fiscal year to redirect 

funds to other Head Start agencies within the State to increase enrollment in their programs. In the case that there is no agency in 

the State that qualifies for the additional grant money, the Secretary may redirect funds to Head Start agencies in other States 

that do meet the requirements. Recaptured funds from under-enrolled agencies serving Indian or migrant children shall be awarded to other agencies serving those same special populations. 

The Secretary will adjust as necessary the funded enrollment indicated in the grant award of a Head Start agency receiving redistributed amounts. 

Section 9. Centers of excellence in early childhood 

Subject to the availability of funds, this new section 641B requires the Secretary to establish a program in which he designates 

up to 200 exemplary Head Start agencies (including Early Head 

Start agencies, Indian Head Start agencies, and migrant and seaVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00053 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
54 

sonal Head Start agencies) as Centers of Excellence in Early Childhood, with at least one designee per State and the District of Columbia and Puerto Rico as well as not less than one Indian Head 

Start program and not less than one migrant and seasonal Head 

Start program, for a 5-year term. During the period of that designation and subject to the availability of appropriations, the agency shall be eligible to receive a bonus grant. State Governors shall 

nominate centers and applications must contain such information 

as the Secretary may require, and in case of Indian, migrant and 

seasonal Head Start programs, program branches shall nominate 

centers for this distinction. 

Applications shall include: (1) evidence that the Head Start program has significantly improved the school readiness and academic 

outcomes of Head Start children; (2) evidence that the program 

meets or exceeds Head Start standards and performance measures 

in section 641A (a) and (b) as evidenced by successful completion 

of programmatic and monitoring reviews and has no substantial 

deficiencies; (3) evidence that the program is making progress toward attaining the goals in section 648A; (4) evidence demonstrating the existence of a collaborative partnership between the 

agency and the State or a State agency; (5) a nomination letter 

from the Governor demonstrating the agency’s ability to carry out 

the coordination, transition and training services of the program to 

be carried out under the bonus grant, including coordination of activities with State and local agencies that provide early childhood 

services to children and families in the community; and (6) information demonstrating the existence of a local council for excellence 

in early childhood education which shall include representatives of 

all institutions, agencies, and groups involved in the work of the 

center for eligible children and other at risk children and their 

families. 

The Secretary shall base the amount of the bonus grant on the 

number of children served at the center of excellence and subject 

to the availability of funding, make such a bonus grant in an 

amount not less than $200,000 a year which may be used to: (1) 

provide services to additional eligible children; (2) better meet the 

needs of working families in the community served by the center 

by serving more children in Early Head Start or full-working-day, 

full calendar year Head Start programs; (3) model and disseminate 

best practices for achieving early academic success including 

achieving school readiness and developing rereading and 

premathematics skills for at-risk children and achieving the 

English acquisition for limited English proficient children, and to 

provide seamless service delivery for eligible children and their 

families; (4) coordinate early childhood and social services available 

in the community served by the center for at-risk children from 

birth through age 8, including pregnant mothers, and their families; (5) provide training for Head Start teachers and staff and develop agency leaders; (6) provide effective transitions between Head 

Start programs and elementary school and to provide training and 

technical assistance to help the providers increase their ability to 

work with low-income, at-risk children and their families; and (7) 

carry out other activities determined by the center to improve the 

overall quality of the Head Start program. 

55 

The Secretary may revoke an agency’s designation if it is determined that the agency is not demonstrating adequate performance. 

The center will work with its delegate agencies, other Head Start 

agencies and other providers of early childhood services in the community to encourage the agencies and providers to carry out model 

programs. 

This section requires the Secretary to make a grant to an independent organization to conduct research on the ability of the centers of excellence to improve the school readiness of Head Start 

children and to positively impact school results in the earliest 

grades and shall also conduct research to measure the success of 

the centers at encouraging delegate agencies and additional Head 

Start agencies to meet measurable improvements in the area of 

school readiness. The report is required no later than 4 years after 

the date of enactment of the Head Start Improvements for School 

Readiness Act of 2005 and is to be submitted to the Secretary and 

Congress. Under this section, $9 million is appropriated for fiscal year 2006 

and each subsequent year to make bonus grants to centers of excellence including $2.5 million to pay for the Secretary’s administrative costs in carrying out this section and $2 million for the research activities described under this subsection. 

Section 10. Powers and functions of Head Start agencies 

This section amends section 642 to require that in order to be 

designated as a Head Start agency, an agency must have authority 

under its charter or applicable law to receive and administer funds 

and contributions from private or local public sources which may 

be used in support of a Head Start program, and funds under any 

Federal or State assistance program pursuant to which a public or 

private nonprofit or for profit agency, could act as grantee, contractor, or sponsor of projects appropriate for inclusion in a Head 

Start program. Such agency must also be empowered to transfer 

funds and delegate powers of its governing board and its overall 

program responsibilities. These powers must include the power to 

make transfers and delegations covering component projects in all 

cases where this will contribute to efficiency and effectiveness or 

further program objectives. 

This section also requires that in order to be designated a Head 

Start agency, an agency must: (1) establish a program with all 

standards set forth in section 641A(a)(1); (2) demonstrate the capacity to serve eligible children with scientifically based curricula 

and other services that promote school readiness; (3) establish effective procedures and provide for the regulator assessment of 

Head Start children including observational and direct formal assessment where appropriate; (4) seek the involvement of parents, 

community members, and local businesses in the design and implementation of the program; (5) provide for the regular participation 

of parents and community members in the implementation of such 

programs; (6) provide technical and other support needed to enable 

such parents and area residents to secure available assistance from 

public and private sources; (7) establish effective procedures to facilitate the involvement of parents of Head Start children in activities designed to help such parents become full partners in the education of their children; (8) conduct outreach to schools in which 

56 

Head Start children will enroll, local educational agencies, the local 

business community, community-based organizations, faith-based 

organizations, museums and libraries to generate support and leverage the resources of the entire local community in order to improve school readiness; (9) offer services or referrals to parents of 

Head Start children family literacy services and parenting skills 

training, drug and alcohol counseling, including information on the 

effect of drug exposure on infants and fetal alcohol syndrome; and 

(10) at the option of such agency offer to such parents training in 

basic child development and cognition, assistance in developing literacy and communication skills, opportunities to share experiences 

with other parents, regular in home visitation, and any other activity designed to help parents become full partners in the education 

of their children; (11) provide participating families a family needs 

assessment that includes consultation with such parents (including 

foster parents and grandparents, where applicable) about the benefits of parent involvement; (12) consider providing services to assist 

younger siblings of Head Start children to obtain health services 

from other sources; (13) perform community outreach to encourage 

volunteers for the Head Start program; (14) inform custodial parents in single parents families that participate in programs and activities about the availability of child support services for purposes 

of establishing paternity and acquiring child support, and refer eligible parents to the child support offices of State and local governments; (15) provide parents of limited English proficient children 

outreach and information in an understandable and uniform format 

and, to the extent practicable, in a language that the parents can 

understand; and (16) at the option of an agency, partner with an 

institution of higher education and a nonprofit organization to provide college students with the opportunity to serve as mentors or 

reading coaches to Head Start participants. 

Each Head Start agency shall take steps to ensure to the maximum extent possible that children maintain the developmental 

and educational gains achieved in Head Start programs and build 

upon such gains in further schooling. 

In communities where both public prekindergarten programs and 

Head Start programs operate, the Head Start agency shall collaborate and coordinate activities with the local educational agency or 

other prekindergarten program and providers of prekindergarten, 

including outreach to identify eligible children. With parental permission, Head Start staff will also work with elementary schools to 

discuss teaching strategies and options and ensure a smooth elementary school transition for such children. The head of each Head 

Start agency shall coordinate activities and collaborate with the 

State agency responsible for administering the State program carried out under the Child Care and Development Block Grant Act 

of 1990 and other programs carrying out early childhood education 

and development programs. Head Start agencies will also collaborate with local educational agencies on shared use of transportation 

and facilities, and to reduce duplication of services while increasing 

participation of underserved populations of eligible children and exchanging information on the provision of non-educational services 

to such children. 

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vide training to parents: to inform them about their rights and responsibilities regarding their children’s education; to enable them 

to understand and work with schools in order to communicate with 

teachers and other school personnel; and to support the schoolwork 

of the children and to participate to appropriate decisions relating 

to the education of their children. 

This section mandates that each Head Start agency shall consult 

with child development experts and classroom teachers to develop 

teacher hiring and evaluation assessments which shall measure: 

whether the teacher possesses an appropriate literacy level to implement Head Start curricula and whether the teacher has mastered other functions outlined in section 648A(a)(1) of this bill. 

Head Start agencies are expected to enroll 100 percent of its 

funded enrollment and maintain an active waiting list at all times 

with ongoing outreach to communities to identify underserved populations. 

Section 11. Head Start transition and alignment with K–12 education 

This section renames Section 642A ‘‘The Head Start Transition 

and Alignment with K–12 Education.’’ This section is amended to 

require each agency to coordinate with local educational agencies 

and schools in which Head Start children will enroll to: (1) develop 

and implement a systematic procedure for transferring, with parental consent, Head Start program records for each participating 

child to the school which such child will enroll; (2) establish ongoing channels of communication between Head Start staff and school 

counterparts to facilitate program coordination; (3) develop continuity of developmentally appropriate curricula and practice between the Head Start agency and local educational agency to ensure an effective transition and appropriate shared expectations for 

learning and development as the children make the transition to 

school; (4) conduct parent-teacher meetings; (5) organize and participate in joint training, including transition-related training of 

school and Head Start staff; (6) develop and implement family outreach and support programs, taking LEP families into consideration; (7) assist families, administrators and teachers in enhancing 

educational and developmental continuity and continuity of parental involvement in activities between Head Start services and elementary school classes; (8) link the services provided in the Head 

Start program with the education services, including services related to language, numeracy, and literacy provided by local educational agencies; (9) help parents understand the importance of 

parental involvement in a child’s academic success while teaching 

the parents strategies for maintaining parental involvement as 

their child moves from the Head Start program to elementary 

school; (10) develop and implement a system to increase participation of underserved eligible children in program; and (11) coordinate activities and collaborate to ensure that curricula used in the 

Head Start program is aligned with State early learning standards 

regarding cognitive, social, emotional, and physical competencies 

that children entering kindergarten are expected to demonstrate. 

58 

Section 12. Submission of plans to governors 

This section amends section 643 to require approval from a State 

Governor of a proposed Head Start plan for a contract, agreement, 

grant, or other assistance before an agency may carry out a Head 

Start program in the State. Governor approval is not required, 

however, for Indian Head Start and migrant and seasonal Head 

Start programs. The timeline for a State Governor approval or disapproval has been shortened from 45 days to 30 days of such submission. 

Section 13. Participation in Head Start programs 

This section amends section 645(a)(1)(A) by allowing Head Start 

programs to serve children whose families are below 130 percent 

of the poverty line. 

This section also deems a homeless child eligible for Head Start 

services. 

This section requires that military housing upgrades and special 

pay relating to duty subject to hostile fire or combat not be considered income for the purposes of determining Head Start program 

eligibility of the children of uniformed services members section 

645(a)(3)(B). 

Section 14. Early Head Start programs 

This section renames Section 645A ‘‘Early Head Start Programs.’’ 

Section 645A is amended by requiring Head Start agencies to provide additional services to parents to support their role as parents 

including parenting skills and basic child development training. 

Such training includes home-based services and family support 

services. This section also requires that Early Head Start agencies 

develop a systematic transitioning process for children and parents 

from Early Head Start into Head Start or other local early childhood education programs, as well as establish communication channels between Early Head Start and Head Start staffs to coordinate 

programs. 

This section amends section 645A to include agencies responsible 

for administering Section 106 of the Child Abuse Prevention and 

Treatment Act as a group with which Early Head Start agencies 

shall ensure formal linkages. 

This section expands the definition of ‘‘Eligible Services Providers’’ to include tribal governments and entities operating migrant and seasonal Head Start programs, as well as communitybased organizations that meet program participation standards. 

This section also allows the Secretary to use funds for training 

and technical assistance to provide professional development and 

personnel enhancement activities on effective methods of conducting parent education, home visiting, and promoting quality 

early childhood development, on methods of recruiting and retaining qualified staff and on methods to increase program participation for underserved populations of eligible children. 

This section mandates that not later than September 30, 2010, 

all teachers providing direct services to Early Head Start children 

and families have a minimum of a child development associate credential or an associate degree and have been trained in early childhood development or equivalent coursework. 

59 

This section requires the Secretary to establish standards for 

training, qualification, and the conduct of home visits for home visitor staff in Early Head Start programs to further enhance the 

quality of services provided to families of participating children. 

Such standards established by the Secretary shall include: structured child-focused home visiting that promotes parents’ ability to 

support the child’s cognitive, social, emotional, and physical development; effective strengths-based parent education, including 

methods to encourage parents as their child’s first teachers; early 

childhood development with respect to children from birth through 

age 3; methods to help parents promote emergent literacy in their 

children from birth to age 3; health, vision, hearing and developmental screenings; strategies for helping families coping with crisis; and the relationship of health and well-being of pregnant 

women to prenatal and early child development. 

Section 15. Appeals, notice, and hearing and records and audits 

This section amends section 646(a) by terminating or reducing financial assistance and an application for refunding may be denied 

after the recipient has been afforded reasonable notice and opportunity for a full and fair hearing. Additionally, this section amends 

the timelines for a full and fair hearing to include a right to file 

a notice of appeal of a decision to termination within 30 days of notice of the decision from the Secretary; and access to a full and fair 

hearing of the appeal, not later than 120 days from receipt by the 

Secretary of the notice of appeal. 

This section prohibits a Head Start agency from expending financial assistance awarded for the purpose of paying legal fees pursuant to an appeal, except that such fees shall be reimbursed by the 

Secretary if the agency prevails in their appeal. 

This section allows the Secretary to suspend funds to a grantee 

in the case of a grantee having multiple and recurring deficiencies 

for a period of 6 months and has not made substantial and significant progress toward meeting the goals of the grantee’s quality improvement plan or eliminating all deficiencies. 

The section amends section 647(a) by requiring each Head Start 

agency receiving financial assistance to maintain and submit a 

complete accounting of their administrative expenses including salaries and compensation annually to the Secretary. 

Section 16. Technical assistance and training 

This section amends section 648 by requiring the secretary to 

make available funds set aside in section 640(a)(2)(C)(ii) to support 

a regional or State system of early childhood education training 

and technical assistance that improves the capacity of Head Start 

programs within a region or State to deliver services in accordance 

with the Head Start standards described in section 641A(a)(1). The 

Secretary shall: ensure that agencies with demonstrated expertise 

in providing high quality training and technical assistance to improve the delivery of Head Start services, including the State Head 

Start Association, State agencies, migrant and seasonal Head Start 

programs, and other entities currently providing training and technical assistance in early education are included in the planning 

and coordination of the system; and encourage States to supplement the funds authorized in section 640(a)(2)(C)(ii) with Federal, 

60 

State, or local funds other than Head Start funds, to expand training and technical assistance activities beyond Head Start agencies 

to include other providers of early childhood services within a region or State. 

In allocating resources for technical assistance and training 

under this section, the Secretary shall also assist Head Start agencies and programs in increasing the program participation of eligible homeless children. In addition to including the assessment of 

the needs of homeless children and their families when conducting 

and participating in communitywide strategic planning and needs 

assessment. 

This section recognizes Head Start personnel from community 

and faith-based organizations as eligible to receive grants for training in the use of the performing and visual arts to include community and faith-based organizations. 

This section requires the Secretary to provide, either directly or 

through grants or other arrangements, funds to provide services to 

children determined to be abused or neglected, training for personnel providing services to children referred by entities providing 

child welfare services or receiving child welfare services. The Secretary shall also provide training and technical assistance funding 

for Head Start personnel that addresses the unique needs of migrant and seasonal farmworking families, LEP families, and homeless families. 

This section requires that funds used under this section shall be 

used to provide high quality, sustained and intensive training and 

technical assistance in order to have a positive and lasting impact 

on classroom instruction. Such funds shall be used to carry out activities related to one or more of the following: education and early 

childhood development; child health, nutrition, and safety; family 

and community partnerships; other areas that impact the quality 

or overall effectiveness of Head Start programs. 

This section does not permit training and technical assistance 

funds to be used for long distance travel expenses for training activities available locally or regionally or for activities that are substantially similar to locally or regionally available training activities. Such funds shall be used for needs identified annually by a 

grant applicant or delegate agency in its program improvement 

plan. 

Funds may be used to support local efforts to enhance early language and preliteracy development of children in Head Start programs and to provide children with high quality oral language 

skills and environments that are rich in literature in which to acquire language and preliteracy skills. Each agency, in coordination 

with the appropriate State office and the relevant State Head Start 

collaboration office shall ensure that all of the agency’s teachers receive ongoing training in language and emergent literacy. Such 

training shall include methods to promote phonological and phonemic awareness and vocabulary development in age-appropriate 

and culturally and linguistically appropriate manner. Literacy 

training shall be culturally and linguistically appropriate and support children’s development in their home language. Literacy training shall also include training in how to work with parents to enhance positive language and early literacy development at home. 

Literacy training shall also include specific methods to best address 

61 

the needs of children who have speech and language delays or have 

other disabilities. 

Section 17. Staff qualifications and development 

This section amends section 648A by requiring all center-based 

Head Start teachers to have at least an associate degree or equivalent coursework in early childhood or related educational area and 

teachers must also demonstrate teaching competencies including at 

a minimum, an appropriate level of literacy, a demonstrated capacity to be highly engaged with children and the ability to effectively 

implement and early childhood curriculum as determined by the 

program director by September 30, 2010. 

This section also requires all center-based Head Start curriculum 

specialists and education coordinators to have the capacity to offer 

assistance to other teachers in the implementation and adaptation 

of curricula to the group and individual needs of a class and to 

have a baccalaureate or advanced degree and coursework equivalent relating to early childhood by September 30, 2008. 

By September 30, 2008, all center-based Head Start teaching assistants must: have at least a child development associate credential; be enrolled in a program leading to an associate or baccalaureate degree; or be enrolled in a child development associate credential program to be completed within 2 years. 

This section requires alignment, by September 30, 2011, with 

State prekindergarten teacher requirements where teacher requirements for State prekindergarten programs are established. If a 

State’s teacher requirements for prekindergarten program is less 

than those required by the Head Start program. In addition, in 

States that do not have an established State prekindergarten program or in States that do not have established teacher requirements for their State prekindergarten programs, 50 percent of all 

Head Start teachers in each center-based program must have a 

baccalaureate degree relating to early childhood and demonstrated 

teaching competencies. 

This section also requires each Head Start teacher to attend an 

average of not less than 15 clock hours of professional development 

per year. Each Head Start agency and program is required to create a professional development plan for all staff who provide direct 

services to children in consultation with all employees, including a 

plan for classroom teachers and curriculum specialists to meet the 

degree requirements. 

The Secretary is to require Head Start agencies to demonstrate 

continued progress and to submit an annual report indicating the 

number and percentage of center-based classroom instructors with 

child development associate credential or associate, baccalaureate 

or graduate degrees. The Secretary is required to compile and submit such program reports to the House Committee on Education 

and the Workforce and the Senate Committee on Health, Education, Labor, and Pensions. A Head Start agency may demonstrate 

progress by partnering with institutions of higher education or 

other programs that recruit, train, place, and support college students to deliver an innovative early learning program to preschool 

children. 

Head Start staff who receive financial assistance to pursue a degree are required to teach or work in a Head Start program for at 

62 

least 3 years after the degree is obtained or repay the total or prorated amount of the financial assistance received based on the 

length of service completed after receiving the degree. 

The Secretary may waive post-secondary degree requirements for 

an agency (1) that can demonstrate aggressive recruitment efforts 

that have been unsuccessful with people who meet the requirements, (2) or if there is limited access to degree programs due to 

remote location of the program involved, or (3) if current Head 

Start staff is enrolled in a program that grants the required degree 

and will be completed in a year. An agency that receives such a 

waiver shall ensure that Head Start teachers for the agency who 

have not met the post-secondary degree requirements but are otherwise highly qualified and competent shall be directly and appropriately supervised by a teacher who has met or exceeded the degree requirements. The Secretary may not grant a waiver that exceeds 1 year, however the grant is renewable. 

Section 18. Tribal colleges and universities Head Start partnership 

This section amends the act by authorizing the Secretary to 

award at least 5-year grants to Tribal college and universities to 

promote school readiness in Indian children by implementing tribal 

culture and language programs and increasing the number of degrees in early childhood education and related fields among Indian 

Head Start agency staff, parents of Head Start children, and members of the tribal community involved in Indian Head Start. Such 

programs shall develop and implement technology-mediated formats, and grants may be used for technology literacy programs for 

those served by or associated with Indian Head Start. The Secretary will ensure that the American Indian Programs Branch of 

the Head Start Bureau of the Department of Health and Human 

Services is sufficiently staffed to administer the programs in this 

section and to provide appropriate technical assistance to the Tribal Colleges and universities receiving grants. To receive grants, 

Tribal Colleges and universities must submit applications to the 

Secretary for consideration, including a certification that a partnership has been established with at least one Indian Head Start 

agency for the purpose of conducting these activities. This section 

authorizes $10 million to carry out this section for fiscal year 2006 

and such sums for fiscal years 2007–10. 

Section 19. Research, demonstration, and evaluation 

This section amends section 649 so that the Secretary will also 

consider abused or neglected children when developing, testing, 

and disseminating new ideas for addressing the needs of low-income children. 

This section requires the Secretary to contract with the Board on 

Children, Youth, and Families of the National Research Council, 

the Board on Testing and Assessments and the Institute of Medicine of the National Academies to establish an independent panel 

of experts to review and synthesize research and theories in the social, behavioral, and biological sciences regarding early childhood, 

and make recommendations regarding: (1) age and developmentally 

appropriate Head Start academic requirements and outcomes including the standards described in section 641A(a)(1)(B)(ii); (2) differences in the type, length, mix, and intensity of services necVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00062 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
63 

essary to ensure school readiness for children from challenging 

backgrounds; (3) appropriate assessments of children including formal and systematic observations in a child’s natural environment; 

assessments of children’s development through parent and provider 

interviews; assessments of appropriate accommodations for children with disabilities, LEP, and from different cultural backgrounds; (4) identification of existing or recommendations for the 

development of, scientifically-based, valid and reliable assessments 

that are capable of measuring child outcomes in the areas important to school readiness, including language skills, prereading ability, premathematics ability, cognitive ability, scientific ability, social and emotional development, and physical development; and (5) 

appropriate use and application of valid and reliable assessments 

for such Head Start programs. 

The panel will consist of multiple experts in child development 

and child education, professional development, assessments of 

young children (including children with disabilities and limited 

English proficient children), including screening, diagnostic, and 

classroom based instructional assessments, and this panel shall be 

selected and appointed by the National Academy of Sciences, after 

consultation with the Secretary of Health and Human Services. 

The panel will be established no later than 90 days after the enactment of this Act and not later than 1 year after the panel is established shall it complete and submit such recommendations to 

the Secretary. Amendments made to section 641A(a)(1)(B)(ii) shall 

not be implemented by the Secretary until the panel submits the 

report. 

The Secretary shall, in appropriate cases, use the panel’s results 

and recommendations to develop and revise educational standards 

and the performance measures, and assessments utilized in the 

Head Start programs. 

The Secretary shall also conduct a study on the status of LEP 

children and their families in Head Start programs and no later 

than September 30, 2009 shall the Secretary prepare and submit 

a report containing the results of the study to Congress including 

information on: the demographics of LEP children from birth 

through age 5, including the number of such children receiving 

Head Start services and the geographic distribution of such children; the nature of Head Start services provided to LEP children 

and their families including types, duration, intensity, costs of family services and language assistance; procedures in Head Start programs for the assessment of language needs and the transition of 

LEP children to kindergarten including the extent to which Head 

Start programs meet the requirements of section 642A for LEP 

children; the extent to which Head Start programs make use of 

funds under section 640(a)(3) to improve the quality of Head Start 

services provided to LEP children and their families; and the qualifications and training provided to Head Start teachers serving LEP 

children and families; the rate of progress made by LEP children 

and their families in Head Start programs including: (1) their rate 

of progress toward meeting educational standards described in section 641A(a)(1)(B)(ii) while enrolled in Head Start, measured between 1990 and 2004; (2) the correlation between such progress 

and the type of instruction and educational program provided to 

LEP children; and (3) the correlation between such progress and 

64 

the health and family services provided by Head Start programs to 

LEP children and their families. 

Section 20. Reports 

Section 650(a) is amended so that the Secretary will also consider homelessness, children in foster care in reports concerning 

the status of children. This section also updates the name of the 

Senate committee charged with oversight of this legislation to 

‘‘Health, Education, Labor, and Pensions.’’ 

Section 21. Comparability of wages 

Section 653 is amended as to mandate that no individual is to 

be compensated with Federal funds in excess of the salary of the 

Secretary. If this is violated, the Secretary shall withhold from the 

base grant of the Head Start agency involved for the next fiscal 

year, an amount equal to the aggregate amount by which the salary that resulted in the violation exceeded the salary of the Secretary. 

Section 22. Limitation with respect to certain unlawful activities 

This section amends section 655 to forbid participation in civil 

disturbance, rioting, or unlawful demonstration by individuals assigned by or employed in Head Start agencies. 

Section 23. Political activities 

This section amends section 656(b) to forbid the participation of 

any Head Start employee during the hours in which such individual is working on behalf of such program in any political activity associated with an election, or contending faction or group, in 

an election for public or party office, or any activity to provide voters or prospective voters with transportation to the polls, or any 

voter registration activity. The Secretary may issue rules and regulations to enforce this section. 

Section 24. Parental consent requirement for health services 

This section amends the act to require written parental consent 

before administrating or referring any health care services or procedures including non-emergency intrusive physical examination of 

a child in connection with participation in a program. Such services 

that require written parental permission include examinations: not 

immediately necessary to protect the health or safety of a child, 

those that require incision or those which involve exposure of private body parts. This section does not prohibit agencies from using 

established methods for handling cases of child abuse and neglect 

that comply with Federal, State or tribal law. 

IX. CHANGES IN EXISTING LAW

In compliance with rule XXVI paragraph 12 of the Standing 

Rules of the Senate, the following provides a print of the statute 

or the part or section thereof to be amended or replaced (existing 

law proposed to be omitted is enclosed in black brackets, new matter is printed in italic, existing law in which no change is proposed 

is shown in roman). 

65 

HEAD START ACT 

* * * * * * * 

SEC. 636. STATEMENT OF PURPOSE. 

It is the purpose of this subchapter to promote school readiness 

by enhancing the social and cognitive development of low-income 

children through educational instruction in prereading skills, 

premathematics skills, and language and through the provision, to 

low-income children and their families, of health, educational, nutritional, social, and other services that are determined, based on 

family needs assessments, to be necessary. 

DEFINITIONS

SEC. 637. For purposes of this subchapter: 

(1) The term ‘‘child with a disability’’ means— 

(A) * * * 

(B) * * * 

(2) The term ‘‘delegate agency’’ means a public, private nonprofit (including a community-based organization), or for-profit 

organization or agency to which a grantee has delegated all or 

part of the responsibility of the grantee for operating a Head 

Start program. 

(3) * * * 

(A) * * * 

* * * * * * * 

(C) Parent literacy, including financial literacy, training 

that leads to economic self-sufficiency. 

* * * * * * * 

(17) The term ‘‘State’’ means a State, the Commonwealth of 

Puerto Rico, the District of Columbia, Guam, American Samoa, 

the Virgin Islands of the United States, and the Commonwealth of the Northern øMariana Islands, but for fiscal years 

ending before October 1, 2001 (and fiscal year 2002, if the legislation described in section 640(a)(2)(B)(iii) has not been enacted before September 30, 2001), also means the Federated 

States of Micronesia, the Republic of the Marshall Islands, and 

the Republic of Palau.¿ Mariana Islands. 

(18) The term ‘‘homeless child’’ means a child described in 

section 725(2) of the McKinney-Vento Homeless Assistance Act 

(42 U.S.C. 11434a(2)). 

(19) The term ‘‘limited English proficient’’, used with respect 

to a child, means— 

(A) who is enrolled or preparing to enroll in a Head Start 

program, Early Head Start program, or other early care 

and education program; 

(B)(i) who was not born in the United States or whose 

native language is a language other than English; 

(ii)(I) who is a Native American, Alaska Native, or a native resident of a United State territory; and 

(II) who comes from an environment where a language 

other than English has had a significant impact on the 

child’s level of English language proficiency; or 

66 

(iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; 

and 

(C) whose difficulty in speaking or understanding the 

English language may be sufficient to deny such child— 

(i) the ability to successfully achieve in a classroom 

in which the language of instruction is English; or 

(ii) the opportunity to participate fully in society. 

(20) The term ‘‘deficiency’’ means— 

(A) a systemic or substantial failure of an agency in an 

area of performance that the Secretary determines involves— 

(i) a threat to the health, safety, or civil rights of 

children or staff; 

(ii) a denial to parents of the exercise of their full 

roles and responsibilities related to program operations; 

(iii) a failure to comply with standards related to 

early childhood development and health services, family and community partnerships, or program design 

and management; 

(iv) the misuse of funds under this subchapter; 

(v) loss of legal status or financial viability, loss of 

permits, debarment from receiving Federal grants or 

contracts, or the improper use of Federal funds; or 

(vi) failure to meet any other Federal or State requirement that the agency has shown an unwillingness 

or inability to correct, after notice from the Secretary, 

within the period specified; 

(B) system failure of the board of directors of an agency 

to fully exercise its legal and fiduciary responsibilities; 

(C) substantial failure of an agency to meet the administrative requirements of section 644(b); 

(D) failure of an agency to demonstrate that the agency 

attempted to meet the coordination and collaboration requirements with entities described in section 

640(a)(5)(D)(iii)(I); or 

(E) having an unresolved area of noncompliance. 

(21) The term ‘‘unresolved area of noncompliance’’ means failure to correct a noncompliance item within 120 days, or within 

such additional time (if any) authorized by the Secretary, after 

receiving from the Secretary notice of such noncompliance item, 

pursuant to section 641A(d). 

(22) The term ‘‘interrater reliability’’ means the extent to 

which 2 different raters or observers consistently obtain the 

same result when using the same assessment tool. 

* * * * * * * 

FINANCIAL ASSISTANCE FOR HEAD START PROGRAMS

SEC. 638. The Secretary may, upon application by an agency 

which is eligible for designation as a Head Start agency pursuant 

to section 641, provide financial assistance to such agency for a period of 5 years for the planning, conduct, administration, and evalVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00066 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
67 

uation of a Head Start program focused primarily upon the children from low-income families who have not reached the age of 

compulsory school attendance which (1) will provide such comprehensive health, education, parental involvement, nutritional, social, and other services as will enable the children to attain their 

full potential and attain school readiness; and (2) will provide for 

direct participation of the parents of such children in the development, conduct, and overall program direction at the local level. 

* * * * * * * 

øAUTHORIZATION OF APPROPRIATIONS

øSec. 639. (a) There are authorized to be appropriated for carrying out the provisions of this subchapter such sums as may be 

necessary for fiscal years 1999 through 2003. 

ø(b) From the amount appropriated under subsection (a), the Secretary shall make available— 

ø(1) for each of fiscal years 1999 through 2003 to carry out 

activities authorized under section 642A, not more than 

$35,000,000 but not less than the amount that was made available for such activities for fiscal year 1998; 

ø(2) not more than $5,000,000 for each of fiscal years 1999 

through 2003 to carry out impact studies under section 649(g); 

and 

ø(3) not more than $12,000,000 for fiscal year 1999, and such 

sums as may be necessary for each of fiscal years 2000 through 

2003, to carry out other research, demonstration, and evaluation activities, including longitudinal studies, under section 

649.¿ 

SEC. 639. AUTHORIZATION OF APPROPRIATIONS. 

(a) IN GENERAL.—There are authorized to be appropriated for carrying out the provisions of this subchapter $7,215,000,000 for fiscal 

year 2006, $7,515,000,000 for fiscal year 2007, $7,815,000,000 for 

fiscal year 2008, and such sums as may be necessary for each of fiscal years 2009 and 2010. 

(b) SPECIFIC PROGRAMS.—From the amount appropriated under 

subsection (a), the Secretary shall make available to carry out research, demonstration, and evaluation activities, including longitudinal studies under section 649, not more than $20,000,000 for fiscal year 2006, and such sums as may be necessary for each of fiscal 

years 2007 through 2010, of which not more than $7,000,000 for 

each of fiscal years 2006 through 2010 shall be available to carry 

out impact studies under section 649(g). 

* * * * * * * 

ALLOTMENT OF FUNDS, LIMITATIONS ON ASSISTANCE

SEC. 640 (a)(1) * * * 

(2) The Secretary shall reserve 13 percent of the amount appropriated for each fiscal year for use in accordance with the following 

order of priorities— 

ø(A) Indian Head Start programs, services for children with 

disabilities, and migrant and seasonal Head Start programs, 

except that there shall be made available for each fiscal year 

for use by Indian Head Start programs and by migrant and 

68 

seasonal Head Start programs, on a nationwide basis, not less 

than the amount that was obligated for use by Indian Head 

Start programs and by migrant and seasonal Head Start programs for fiscal year 1998;¿ 

(A) Indian Head Start programs, services for children with 

disabilities, and migrant and seasonal Head Start programs, 

except that the Secretary shall reserve for each fiscal year for 

use by Indian Head Start and migrant and seasonal Head 

Start programs (referred to in this paragraph as covered programs), on a nationwide basis, a sum that is the total of 4 percent of the amount appropriated under section 639 for that fiscal year (for Indian Head Start programs), and 5 percent of 

that appropriated amount (for migrant and seasonal Head 

Start programs), except that— 

(i) if reserving the specified percentages for Indian Head 

Start programs and migrant and seasonal Head Start programs would reduce the number of children served by Head 

Start programs, relative to the number of children served 

on the date of enactment of the Head Start Improvements 

for School Readiness Act, taking into consideration an appropriate adjustment for inflation, the Secretary shall reserve percentages that approach, as closely as practicable, 

the specified percentages and that do not cause such a reduction; and 

(ii) notwithstanding any other provision of this subparagraph, the Secretary shall reserve for each fiscal year for 

use by Indian Head Start programs and by migrant and 

seasonal Head Start programs, on a nationwide basis, not 

less than the amount that was obligated for use by Indian 

Head Start programs and by migrant and seasonal Head 

Start programs for the previous fiscal year; 

(B)* * * 

* * * * * * * 

ø(C) training and technical assistance activities which are 

sufficient to meet the needs associated with program expansion 

and to foster program and management improvement activities 

as described in section 648 of this subchapter, in an amount 

for each fiscal year which is not less than 2 percent of the 

amount appropriated for such fiscal year, of which not less 

than $3,000,000 of the amount appropriated for such fiscal 

year shall be made available to carry out activities described 

in section 648(c)(4);¿ 

(C) training and technical assistance activities that are sufficient to meet the needs associated with program expansion and 

to foster program and management improvement activities as 

described in section 648, in an amount for each fiscal year that 

is equal to 2 percent of the amount appropriated under section 

639 for such fiscal year, of which— 

(i) 50 percent shall be made available to Head Start 

agencies to use directly, or by establishing local or regional 

agreements with community experts, colleges and universities, or private consultants, for any of the following training and technical assistance activities, including— 

69 

(I) activities that ensure that Head Start programs 

meet or exceed the program performance standards described in section 641A(a)(1); 

(II) activities that ensure that Head Start programs 

have adequate numbers of trained, qualified staff who 

have skills in working with children and families, including children and families who are limited English 

proficient and children with disabilities; 

(III) activities to pay expenses, including direct training for expert consultants working with any staff, to 

improve the management and implementation of Head 

Start services and systems; 

(IV) activities that help ensure that Head Start programs have qualified staff who can promote language 

skills and literacy growth of children and who can provide children with a variety of skills that have been 

identified as predictive of later reading achievement, 

school success, and other educational skills described 

in section 641A; 

(V) activities to improve staff qualifications and to 

assist with the implementation of career development 

programs and to encourage the staff to continually improve their skills and expertise, including developing 

partnerships with programs that recruit, train, place, 

and support college students in Head Start centers to 

deliver an innovative early learning program to preschool children; 

(VI) activities that help local programs ensure that 

the arrangement, condition, and implementation of the 

learning environments in Head Start programs are 

conducive to providing effective program services to 

children and families; 

(VII) activities to provide training necessary to improve the qualifications of Head Start staff and to support staff training, child counseling, health services, 

and other services necessary to address the needs of 

children enrolled in Head Start programs, including 

children from families in crises, children who experience chronic violence or homelessness, and children 

who experience substance abuse in their families, and 

children under 3 years of age, where applicable; 

(VIII) activities to provide classes or in-service-type 

programs to improve or enhance parenting skills, job 

skills, adult and family literacy, including financial 

literacy, or training to become a classroom aide or bus 

driver in a Head Start program; 

(IX) additional activities deemed appropriate to the 

improvements of Head Start agencies’ programs, as determined by the agencies’ technical assistance and 

training plans; or 

(X) any other activities regarding the use of funds as 

determined by the Secretary; 

(ii) 50 percent shall be made available to the Secretary 

to support a regional or State system of early childhood 

education training and technical assistance, and to assist 

70 

local programs (including Indian Head Start programs 

and migrant and seasonal Head Start programs) in meeting the standards described in section 641A(a)(1) and (iii) not less than $3,000,000 of the amount in clause (ii) 

appropriated for such fiscal year shall be made available 

to carry out activities described in section 648(d)(4); 

(D) discretionary payments made by the Secretary (including 

payments for all costs (other than compensation of Federal employees) of reviews of Head Start agencies and programs under 

section 641A(c), and of activities carried out under paragraph 

(1), (2), or (3) of section 641A(d) related to correcting deficiencies and conducting proceedings to terminate the designation of Head Start øagencies;¿ agencies); and 

(E) * * * 

No funds reserved under this paragraph or paragraph (3) may be 

combined with funds appropriated under any other Act if the purpose of combining funds is to make a single discretionary grant or 

a single discretionary payment, unless such funds appropriated 

under this subchapter are separately identified in such grant or 

payment and are used for the purposes of this subchapter. No Freely Associated State may receive financial assistance under this subchapter after fiscal year 2002. In no case shall the Secretary use 

funds reserved under this paragraph to expand or create additional 

slots for services in non-Indian and non-migrant and seasonal Head 

Start programs until the 4 and 5 percent amounts specified in subparagraph (A) are reached. The Secretary shall assure that any additional funding appropriated in any of fiscal years 2006 through 

2010 that is available to the Secretary under the authority of this 

paragraph shall be used to increase the funding levels of migrant 

and seasonal Head Start programs and Indian Head Start programs until such point as migrant and seasonal Head Start programs are receiving not less than 5 percent of the total funds appropriated under section 639 and Indian Head Start programs are receiving not less than 4 percent of the total funds appropriated under 

section 639. After ensuring that the 4 and 5 percent amounts described in subparagraph (A) and the 2 percent amount described in 

subparagraph (C) have been reached and after allotting the funds 

reserved under paragraph (3)(A) as specified in paragraph (3)(D), 

the Secretary may distribute any remaining funds available to the 

Secretary under this paragraph to covered programs, and if the Secretary decides to distribute such remaining funds available under 

this paragraph to covered programs, the Secretary shall distribute 

the funds by distributing 65 percent of the remainder by giving priority to grant recipients in the States serving the smallest percentages (as determined by the Secretary) of children less than 5 years 

of age from families whose income is below the poverty line, and 

distributing 35 percent of the remainder on a competitive basis. The 

Secretary shall require each Head Start agency to report at the end 

of each budget year on how funds provided to carry out subparagraph (C)(i) were used. 

(3)(A)(i) * * * 

(I) ø60 percent of such excess amount for fiscal year 1999, 50 

percent of such excess amount for fiscal year 2000, 47.5 percent of such excess amount for fiscal year 2001, 35 percent of 

such excess amount for fiscal year 2002, and¿ 25 percent of 

71 

such excess amount for fiscal year 2003, 30 percent of such excess amount for fiscal year 2006, and 40 percent of such excess 

amount for each of fiscal years 2007 through 2010; and 

* * * * * * * 

(B) * * * 

(i) Ensuring that Head Start programs meet or exceed øperformance standards pursuant to section 641A(a)(1)(A).¿ standards and measures pursuant to section 641A. 

ø(ii) Ensuring that such programs have adequate numbers of 

qualified staff, and that such staff are furnished adequate 

training, including developing skills in working with children 

with non-English language background and children with disabilities, when appropriate.¿ 

(ii) Ensuring that such programs have adequate numbers of 

qualified staff, and that such staff is furnished adequate training, including training to promote the development of language 

skills, premathematics skills, and prereading in young children 

and in working with limited English proficient children, children in foster care, children referred by child welfare services, 

and children with disabilities, when appropriate. 

ø(iii) Ensuring that salary levels and benefits are adequate 

to attract and retain qualified staff for such programs.¿ 

(iii) Developing and financing the salary scales and benefits 

standards under section 644(a) and section 653, in order to ensure that salary levels and benefits are adequate to attract and 

retain qualified staff for such programs. 

ø(iv) Using salary increases to improve staff qualifications, 

and to assist with the implementation of career development 

programs, for the staff of Head Start programs, and to encourage the staff to continually improve their skills, and expertise 

by informing the staff of the availability of Federal and State 

incentive and loan forgiveness programs for professional development.¿ 

(iv) Using salary increases to— 

(I) assist with the implementation of quality programs 

and improve staff qualifications; 

(II) ensure the staff can promote the language skills and 

literacy growth of children and can provide children with 

a variety of skills that have been identified, through scientifically based early reading research, as predictive of 

later reading achievement, as well as additional skills 

identified in section 641A(a)(1)(B)(ii); and 

(III) encourage the staff to continually improve their 

skills and expertise by informing the staff of the availability of Federal and State incentive and loan forgiveness 

programs for professional development. 

(v) Improving community-wide strategic planning and needs 

assessments for such programs and collaboration efforts for 

such programs, including collaborations to increase program 

participation by underserved populations of eligible children 

(vi) * * * 

ø(vii) Ensuring that such programs have qualified staff that 

can promote language skills and literacy growth of children 

and that can provide children with a variety of skills that have 

72 

been identified, through scientifically based reading research, 

as predictive of later reading achievement.¿ 

(vii) Providing assistance to complete postsecondary 

coursework including scholarships or other financial incentives, 

such as differential and merit pay, to enable Head Start teachers to improve competencies and the resulting child outcomes. 

ø(viii) Making such other improvements in the quality of 

such programs as the Secretary may designate.¿ 

(viii) Promoting the regular attendance and stability of all 

Head Start children with particular attention to highly mobile 

children, including children from migrant and seasonal 

farmworking families (where appropriate), homeless children, 

and children in foster care. 

(ix) Making such other improvements in the quality of such 

programs as the Secretary may designate. 

(C) Quality improvement funds shall be used to carry out any or 

all of the following activities: 

(i)(I) Not less than one-half of the amount reserved under 

this paragraph, to improve the compensation (including benefits) of classroom teachers and other staff of Head Start agencies and thereby enhance recruitment and retention of qualified staff, including recruitment and retention pursuant to 

achieving the requirements set forth in section 648A(a). The 

expenditure of funds under this clause shall be subject to section 653. øPreferences in awarding salary increases, in excess 

of cost-of-living allowances, with such funds shall be granted to 

classroom teachers and staff who obtain additional training or 

education related to their responsibilities as employees of a 

Head Start program.¿ Salary increases, in excess of cost-of-living allowances, provided with such funds shall be subject to the 

specific standards governing salaries and salary increases established pursuant to section 644(a). 

* * * * * * * 

(ii) To train classroom teachers and other staff to meet the 

øeducation performance¿ additional educational standards described in section 641A(a)(1)(B), through activities— 

(I) to promote children’s language, prereading, and literacy growth, through techniques identified through scientifically based reading research; 

ø(II) to promote the acquisition of the English language 

for non-English background children and families;¿ 

(II) to help limited English proficient children attain the 

knowledge, skills, and development specified in section 

641A(a)(1)(B)(ii) and to promote the acquisition of the 

English language by such children and families; 

(III) * * * 

ø(IV) to provide training necessary to improve the qualifications of the staff of the Head Start agencies and to support staff training, child counseling, and other services 

necessary to address the problems of children participating 

in Head Start programs, including children from dysfunctional families, children who experience chronic violence in 

their communities, and children who experience substance 

abuse in their families.¿ 

73 

(IV) to provide education and training necessary to 

improve the qualifications of Head Start staff, particularly assistance to enable more instructors to be fully 

competent and to meet the degree requirements under 

section 648A(a)(2)(A), and to support staff training, 

child counseling, and other services necessary to address the challenges of children participating in Head 

Start programs, including children from immigrant, 

refugee, and asylee families, children from families in 

crisis, homeless children, children in foster care, children referred to Head Start programs by child welfare 

agencies, and children who are exposed to chronic violence or substance abuse. 

(iii) To employ additional Head Start staff, including staff 

necessary to reduce the child-staff ratio, educational staff who 

have the qualifications described in section 648A(a), and staff 

necessary to coordinate a Head Start program with other services available to children participating in such program and to 

their families. 

(iv) * * * 

(v) To supplement amounts provided under paragraph (2)(C) 

to provide training necessary to improve the qualifications of 

the staff of the Head Start agencies, and to support staff training, child counseling, and other services necessary to address 

the problems of children participating in Head Start øprograms, including children from dysfunctional families, children 

who experience chronic violence in their communities, and children who experience substance abuse in their families.¿ programs. 

(vi) To conduct outreach to homeless families in an effort to 

increase the program participation of eligible homeless children. 

(vii) To conduct outreach to migrant and seasonal 

farmworking families and families with limited English proficient children. 

(viii) To partner with institutions of higher education and 

nonprofit organizations, including community-based organizations, that recruit, train, place, and support college students to 

serve as mentors and reading coaches to preschool children in 

Head Start programs. 

(ix) To upgrade the qualifications and skills of educational 

personnel to meet the professional standards described in section 648AA(a)(1), including certification and licensure as bilingual education teachers and for other educational personnel 

who serve limited English proficient students. 

ø(vi)¿(x) Such other activities as the Secretary may designate. 

* * * * * * * 

(4) *** 

(A) each State receives an amount which is equal to the 

amount the State received for fiscal year ø1998¿ 2005; and 

ø(B) any amount available after all allotments are made 

under subparagraph (A) for such fiscal year shall be distributed proportionately on the basis of the number of children 

less than 5 years of age from families whose income is below 

the poverty line.¿ 

74 

(B) any amount available after all allotments are made under 

subparagraph (A) for such fiscal year shall be distributed as 

follows: 

(i) Each State shall receive an amount sufficient to serve 

the same number of children in Head Start programs in 

each State as were served on the date of enactment of the 

Head Start Improvements for School Readiness Act, taking 

into consideration an appropriate adjustment for inflation. 

(ii) After ensuring that each State has received the 

amount described in clause (i) and after allotting the funds 

reserved under paragraph (3)(A) as specified in paragraph 

(3)(D), the Secretary shall distribute the remaining balance, 

by— 

(I) distributing 65 percent of the balance by giving 

priority to States serving the smallest percentages (as 

determined by the Secretary) of children less than 5 

years of age from families whose income is below the 

poverty line; and 

(II) distributing 35 percent of the balance on a competitive basis. 

(5)(A) From amounts reserved and allotted pursuant to paragraph (4), the Secretary shall reserve such sums as may be necessary to award the collaboration grants described in subparagraphs (B) and (D). 

ø(B) From the reserved sums, the Secretary may award a collaboration grant to each State to facilitate collaboration regarding 

activities carried out in the State under this subchapter, and other 

activities carried out in, and by, the State that are designed to benefit low-income children and families and to encourage Head Start 

agencies to collaborate with entities involved in State and local 

planning processes (including the State lead agency administering 

the financial assistance received under the Child Care and Development Block Grant Act of 1990 (42 U.S.C. 9858 et seq.) and the 

entities providing resource and referral services in the State) in 

order to better meet the needs of low-income children and families. 

ø(C) A State that receives a grant under subparagraph (B) 

shall— 

ø(i) appoint an individual to serve as a State liaison between— 

ø(I) the appropriate regional office of the Administration 

for Children and Families and agencies and individuals 

carrying out Head Start programs in the State; and 

ø(II) agencies (including local educational agencies) and 

entities carrying out programs serving low-income children 

and families; 

ø(ii) involve the State Head Start Association in the selection 

of the individual, nd involve the association in determinations 

relating to the ongoing direction of the collaboration; 

ø(iii) ensure that the individual holds a position with sufficient authority and access to ensure that the collaboration described in subparagraph (B) is effective and involves a range 

of State agencies; 

ø(iv) ensure that the collaboration described in subparagraph 

(B) involves coordination of Head Start services with health 

care, welfare, child care, education, and community service acVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00074 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
75 

tivities, family literacy services, activities relating to children 

with disabilities (including coordination of services with those 

State officials who are responsible for administering part C 

and section 619 of the Individuals with Disabilities Education 

Act (20 U.S.C. 1431–1444, 1419)), and services for homeless 

children; 

ø(v) include representatives of the State Head Start Association and local Head Start agencies in unified planning regarding early care and education services at both the State and 

local levels, including collaborative efforts to plan for the provision of full-working-day, full calendar year early care and education services for children; and 

ø(vi) encourage local Head Start agencies to appoint a State 

level representative to represent Head Start agencies within 

the State in conducting collaborative efforts described in subparagraphs (B) and (D), and in clause (v). 

ø(D) Following the award of collaboration grants describe in 

subparagraph (B), the Secretary shall provide, from the reserved 

sums, supplemental funding for collaboration grants— 

ø(i) to States that (in consultation with their State Head 

Start Associations) develop statewide, regional, or local unified 

plans for early childhood education and child care that include 

the participation of Head Start agencies; and 

ø((ii) to States that engage in other innovative collaborative 

initiatives, including plans for collaborative training and professional development initiatives for child care, early childhood 

education and Head Start service managers, providers, and 

staff.¿ 

(B)(i) From the reserved sums, the Secretary shall award a collaboration grant to each State to facilitate collaboration between 

Head Start agencies and entities (including the State) that carry out 

other activities designed to benefit low-income families and children 

from birth to school entry. 

(ii) Grants described in clause (i) shall be used to— 

(I) encourage Head Start agencies to collaborate with entities 

involved in State and local planning processes to better meet 

the needs of low-income families and children from birth to 

school entry; 

(II) encourage Head Start agencies to coordinate activities 

with the State agency responsible for administering the State 

program carried out under the Child Care and Development 

Block Grant Act of 1990 (42 U.S.C. 9858 et seq.) and entities 

providing resources and referral services in the State to make 

full-working-day and full calendar year services available to 

children; 

(III) promote alignment of Head Start services with State 

early learning and school readiness goals and standards, including the Head Start Child Outcomes Framework; 

(IV) promote better linkages between Head Start agencies and 

other child and family agencies, including agencies that provide 

health, mental health, or family services, or other child or family supportive services; and 

(V) carry out the activities of the State Director of Head Start 

Collaboration authorized in subparagraph (D). 

76 

(C) In order to improve coordination and delivery of early education services to children in the State, a State that receives a grant 

under subparagraph (B) shall— 

(i) appoint an individual to serve as the State Director of 

Head Start Collaboration; 

(ii) ensure that the State Director of Head Start Collaboration 

holds a position with sufficient authority and access to ensure 

that the collaboration described in subparagraph (B) is effective 

and involves a range of State agencies; and 

(iii) involve the State Head Start Association in the selection 

of the Director and involve the Association in determinations relating to the ongoing direction of the collaboration office. 

(D) The State Director of Head Start Collaboration, after consultation with the State Advisory Council described in subparagraph (E), shall— 

(i) not later than 1 year after the date of enactment of the 

Head Start Improvements for School Readiness Act, conduct an 

assessment that— 

(I) addresses the needs of Head Start agencies in the 

State with respect to collaborating, coordinating services, 

and implementing State early learning and school readiness goals and standards to better serve children enrolled 

in Head Start programs in the State; 

(II) shall be updated on an annual basis; and 

(III) shall be made available to the general public within 

the State; 

(ii) assess the availability of high quality pre-kindergarten 

services for low-income children in the State; 

(iii) develop a strategic plan that is based on the assessment 

described in clause (i) that will— 

(I) enhance collaboration and coordination of Head Start 

services with other entities providing early childhood programs and services (such as child care and services offered 

by museums), health care, mental health care, welfare, 

child protective services, education and community service 

activities, family literacy services, reading readiness programs (including such programs offered by public and 

school libraries), services relating to children with disabilities, other early childhood programs and services for limited English proficient children and homeless children, and 

services provided for children in foster care and children 

referred to Head Start programs by child welfare agencies, 

including agencies and State officials responsible for such 

services; 

(II) assist Head Start agencies to develop a plan for the 

provision of full-working-day, full calendar year services for 

children enrolled in Head Start programs who need such 

care; 

(III) assist Head Start agencies to align services with 

State early learning and school readiness goals and standards and to facilitate collaborative efforts to develop local 

school readiness standards; and 

(IV) enable agencies in the State to better coordinate professional development opportunities for Head Start staff, 

such as by— 

77 

(aa) assisting 2- and 4-year public and private institutions of higher education to develop articulation 

agreements; 

(bb) awarding grants to institutions of higher education to develop model early childhood education programs, including practica or internships for students to 

spend time in a Head Start or prekindergarten program; 

(cc) working with local Head Start agencies to meet 

the degree requirements described in section 

648A(a)(2)(A), including providing distance learning 

opportunities for Head Start staff, where needed to 

make higher education more accessible to Head Start 

staff; and 

(dd) enabling the State Head Start agencies to better 

coordinate outreach to eligible families; 

(iv) promote partnerships between Heat Start agencies, State 

governments, and the private sector to help ensure that preschool children from low-income families are receiving comprehensive services to prepare the children to enter school ready 

to learn; 

(v) consult with the chief State school officer, local educational agencies, and providers of early childhood education 

and care to conduct unified planning regarding early care and 

education services at both the State and local levels, including 

undertaking collaborative efforts to develop and make improvements in school readiness standards; 

(vi) promote partnerships (such as the partnerships involved 

with the Free to Grow initiative) between Head Start agencies, 

schools, law enforcement, and substance abuse and mental 

health treatment agencies to strengthen family and community 

environments and to reduce the impact on child development of 

substance abuse, child abuse, domestic violence, and other high 

risk behaviors that compromise healthy development; 

(vii) promote partnerships between Head Start agencies and 

other organizations in order to enhance the Head Start curriculum, including partnerships to promote inclusion of more 

books in Head Start classrooms and partnerships to promote 

coordination of activities with the Ready-to-Learn Television 

program carried out under subpart 3 of part D of title II of the 

Elementary and Secondary Education Act of 1965 (20 U.S.C. 

6775 et seq.); and 

(viii) identify other resources and organizations (both public 

and private) for the provision of in-kind services to Head Start 

agencies in the State. 

(E)(i) The Governor of the State shall designate or establish a 

council to serve as the State advisory council on collaboration on 

early care and education activities for children from birth to school 

entry (in this subchapter referred to as the State Advisory Council). 

(ii) The Governor may designate an existing entity to serve as the 

State Advisory Council, if the entity includes representatives described in subclauses (I) through (XXIV) of clause (iii). 

(iii) Members of the State Advisory Council shall include, to the 

maximum extent possible— 

(I) the State Director of Head Start Collaboration; 

78 

(II) a representative of the appropriate regional office of the 

Administration for Children and Families; 

(III) a representative of the State educational agency and 

local educational agencies; 

(IV) a representative of institutions of higher education; 

(V) a representative (or representatives) of the State agency 

(or agencies) responsible for health or mental health care; 

(VI) a representative of the State agency responsible for teacher professional standards, certification, and licensing, including 

prekindergarten teacher professional standards, certification 

standards, certification, and licensing, where applicable; 

(VII) a representative of the State agency responsible for child 

care; 

(VIII) early childhood education professionals, including professionals with expertise in second language acquisition and instructional strategies in teaching limited English proficient 

children; 

(IX) kindergarten teachers and teachers in grades 1 through 

3; 

(X) health care professionals; 

(XI) child development specialists, including specialists in 

prenatal, infant, and toddler development; 

(XII) a representative of the State agency responsible for assisting children with developmental disabilities; 

(XIII) a representative of the State agency responsible for programs under part C of the Individuals with Disabilities Education Act (20 U.S.C. 1431 et seq.) 

(XIV) a representative of the State interagency coordinating 

council established under section 641 of the Individuals with 

Disabilities Education Act (20 U.S.C. 1441); 

(XV) a representative of the State Head Start Association 

(where appropriate), and other representatives of Head Start 

programs in the State; 

(XVI) a representative of the State network of child care resource and referral agencies; 

(XVII) a representative of community-based organizations; 

(XVIII) a representative of the State and local providers of 

early childhood education and child care; 

(XIX) a representative of migrant and seasonal Head Start 

programs and Indian Head Start programs (where appropriate); 

(XX) parents; 

(XXI) religious and business leaders; 

(XXII) the head of the State library administrative agency; 

(XXIII) representatives of State and local organizations and 

other entities providing professional development to early care 

and education providers; and 

(XXIV) a representative of other entities determined to be relevant by the chief executive officer of the State. 

(iv)(I) The State Advisory Council shall be responsible for, in addition to responsibilities assigned to the council by the chief executive officer of the State— 

(aa) conducting a periodic statewide needs assessment concerning early care and education programs for children from 

birth to school entry; 

79 

(bb) identifying barriers to, and opportunities for, collaboration and coordination between entities carrying out Federal and 

State child development, child care, and early childhood education programs; 

(cc) developing recommendations regarding means of establishing a unified data collection system for early care and education programs throughout the State; 

(dd) developing a statewide professional development and 

carrier ladder plan for early care and education in the State; 

and 

(ee) reviewing and approving the strategic plan, regarding 

collaborating and coordinating services to better serve children 

enrolled in Head Start programs, developed by the State Director of Head Start Collaboration under subparagraph (D)(iii). 

(II) The State Advisory Council shall hold public hearings and 

provide an opportunity for public comment on the needs assessment 

and recommendations described in subclause (I). The State Advisory 

Council shall submit a statewide strategic report containing the 

needs assessment and recommendations described in subclause (I) 

to the State Director of Head Start Collaboration and the chief executive officer of the State. 

(III) After submission of a statewide strategic report under subclause (II), the State Advisory Council shall meet periodically to review any implementation of the recommendations in such report 

and any changes in State and local needs. 

ø(E)¿(F)(i) The Secretary shall— 

(I) * * * 

* * * * * * * 

ø(F)¿(G) As used in this paragraph, the term ‘‘low-income’’, used 

with respect to children or families, shall not be considered to refer 

only to children or families that meet the low-income criteria prescribed pursuant to section 645(a)(1)(A). 

(6)(A) From amounts reserved and allotted pursuant to paragraphs (2) and (4), the Secretary shall use, the grants for programs 

described in section 645A(a), a portion of the combined total of such 

amounts equal to ø7.5 percent for fiscal year 1999, 8 percent for 

fiscal year 2000, 9 percent for fiscal year 2001, 10 percent for fiscal 

year 2002, and 10 percent for fiscal year 2003, of the amount appropriated pursuant to section 639(a), except as provided in subparagraph (B).¿ 11 percent for fiscal year 2006, 13 percent for fiscal 

year 2007, 15 percent for fiscal year 2008, 17 percent for fiscal year 

2009, and 18 percent for fiscal year 2010, of the amount appropriated pursuant to section 639(a). 

ø(B)(i) If the Secretary does not submit an interim report on the 

preliminary findings of the Early Head Start impact study currently being conducted by the Secretary (as of the date of enactment of the Head Start Amendments of 1998) to the appropriate 

committees by June 1, 2001, the amount of the reserved portion for 

fiscal year 2002 that exceeds the reserved portion for fiscal year 

2001, if any, shall be used for quality improvement activities described in section 640(a)(3) and shall not be used to serve an increased number of eligible children under section 645A. 

ø(ii) If the Secretary does not submit a final report on the Early 

Head Start impact study to the appropriate committees by June 1, 

2002, or if the Secretary finds in the report that there are substanVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00079 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
80 

tial deficiencies in the program carried out under section 645A, the 

amount of the reserved portion for fiscal year 2003 that exceeds the 

reserved portion for fiscal year 2002, if any, shall be used for quality improvement activities described in section 640(a)(3) and shall 

not be used to serve an increased number of eligible children under 

section 645A. 

ø(iii) In this subparagraph: 

ø(I) The term ‘‘appropriate committees’’ means the Committee on Education and the Workforce and the Committee on 

Appropriations of the House of Representatives and the Committee on Labor and Human Resources and the Committee on 

Appropriations of the Senate. 

ø(II) The term ‘‘reserved portion’’, used with respect to a fiscal year, means the amount required to be used in accordance 

with subparagraph (A) for that fiscal year.¿ 

ø(C)¿(B)(i) For any fiscal year for which the Secretary determines 

that the amount appropriated under section 639(a) is not sufficient 

to permit the Secretary to reserve the portion described in subparagraph (A) without reducing the number of children served by Head 

Start programs or adversely affecting the quality of Head Start 

services, relative to the number of children served and the quality 

of the services during the preceding fiscal year, the Secretary may 

reduce the percentage of funds required to be reserved for the portion described in subparagraph (A) for the fiscal year for which the 

determination is made, but not below the percentage ørequired to 

be¿ so reserved for the preceding fiscal year. 

* * * * * * * 

(f) The Secretary shall establish procedures to enable Head Start 

agencies to develop locally designed or specialized service delivery 

models to address local community øneeds.¿ needs, including— 

(1) models that leverage the capacity and capabilities of the 

delivery system of early childhood education and child care; 

and 

(2) procedures to provide for the conversion of part-day programs to full-day programs or part-day slots to full-day slots. 

(g)(1) * * * 

(2) For the purpose of expanding Head Start programs, in allocating funds to an applicant within a State, from amounts allotted 

to a State pursuant to subsection (a)(4), the Secretary shall take 

into consideration— 

(A) * * * 

* * * * * * * 

ø(C) the extent to which the applicant has undertaken community-wide strategic planning and needs assessments involving other community organizations and public agencies serving 

children and families (including organizations serving families 

in whose homes English is not the language customarily spoken), and organizations and public entities serving children 

with disabilities;¿ 

(C) the extent to which the applicant has undertaken communitywide strategic planning and needs assessments involving 

other community organizations and Federal, State, and local 

public agencies serving children and families (including organizations and agencies providing family support services and proVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00080 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
81 

tective services to children and families and organizations serving families in whose homes English is not the language customarily spoken), and individuals, organizations, and public 

entities serving children with disabilities, children in foster 

care, and homeless children including the local educational 

agency liaison designated under section 722(g)(1)(J)(ii) of the 

McKinney-Vento Homeless Assistance Act (42 U.S.C. 

11432(g)(1)(J)(ii)); 

(D) the extent to which the family and community needs assessment of the applicant reflects a need to provide full-working-day or full calendar year services and the extent to which, 

and manner in which, the applicant demonstrates the ability 

to collaborate and participate with øother local¿ the State and 

local community providers of child care or preschool services to 

provide full-working-day full calendar year services; 

(E) the numbers of eligible children in each community who 

would like to participate but are not participating in a Head 

Start program or any other early childhood program; 

(F) * * * 

(G) the extent to which the applicant proposes to foster partnerships with other service providers in a manner that will leverage the existing delivery systems of such services and enhance the resource capacity of the applicant; and 

(H) the extent to which the applicant, in providing services, 

plans to coordinate with the local educational agency serving 

the community involved, including the local educational agency 

liaison designated under section 722(g)(1)(J)(ii) of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 

11432(g)(1)(J)(ii)), and with schools in which children participating in a Head Start program operated by such agency will 

enroll following such program, regarding such services and the 

education services provided by such local educational agency. 

* * * * * * * 

(i) The Secretary shall issue regulations establishing requirements for the safety features, and the safe operation, of vehicles 

used by Head Start agencies to transport children participating in 

Head Start programs and requirements to ensure the appropriate 

supervision and background checks of individuals with whom the 

agencies contract to transport those children. 

* * * * * * * 

(l)(1) * * * 

* * * * * * * 

ø(3) In carrying out this subchapter, the Secretary shall continue 

the administrative arrangement responsible for meeting the needs 

of children of migrant and seasonal farmworkers and Indian children and shall ensure that appropriate funding is provided to meet 

such needs.¿ 

(3) In carrying out this subchapter, the Secretary shall continue 

the administrative arrangement at the national or regional level for 

meeting the needs of Indian children and children of migrant and 

seasonal farmworkers and shall ensure— 

(A) that appropriate funding is provided to meet such needs, 

including training and technical assistance provided by staff 

82 

with knowledge of and experience in working with such populations; and 

(B) the appointment of a national migrant and seasonal Head 

Start program collaboration director and a national Indian 

Head Start collaboration director. 

(4)(A) For the purposes of paragraph (3), the Secretary shall conduct an annual consultation in each affected Head Start region, 

with tribal governments operating Head Start and Early Head 

Start programs. 

(B) The consultations shall be for the purpose of better meeting 

the needs of American Indian and Alaska Native children and families pertinent to subsections (a), (b), and (c) of section 641, taking 

into consideration funding allocations, distribution formulas, and 

other issues affecting the delivery of Head Start services within tribal communities. 

(C) The Secretary shall publish a notification of the consultations 

in the Federal Register prior to conducting the consultations. 

(D) A detailed report of each consultation shall be prepared and 

made available, on a timely basis, to all tribal governments receiving funds under this subchapter. 

(m) ENROLLMENT OF HOMELESS CHILDREN.—The Secretary shall 

issue regulations to remove barriers to the enrollment and participation of homeless children in Head Start programs. Such regulations 

shall require Head Start agencies to— 

(1) implement policies and procedures to ensure that homeless 

children are identified and receive appropriate priority for enrollment; 

(2) allow homeless children to apply to, enroll in, and attend 

Head Start programs while required documents, such as proof 

of residency, proof of immunization, and other medical records, 

birth certificates, and other documents, are obtained within a 

reasonable timeframe; and 

(3) coordinate individual Head Start programs with efforts to 

implement subtitle B of title VII of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et seq.). 

(n) RULE OF CONSTRUCTION.—Nothing in this subchapter shall be 

construed to require a State to establish a program of early education for children in the State, to require any child to participate 

in a program of early education in order to attend preschool, or to 

participate in any initial screening prior to participation in such 

program, except as provided under section 612(a)(3) of the Individuals with Disabilities Education Act (20 U.S.C. 1412(a)(3)) and consistent with section 614(a)(1)(C) of such Act (20 U.S.C. 

1414(a)(1)(C)). 

(o) MATERIALS.—All curricula funded under this subchapter shall 

be scientifically based, and developmentally and linguistically based 

(to the extent practicable), and age appropriate. Parents shall have 

the opportunity to examine any such curricula or instructional materials funded under this subchapter. 

* * * * * * * 

øDESIGNATION OF HEAD START AGENCIES

øSec. 641. (a) The Secretary is authorized to designate as a Head 

Start agency any local public or private nonprofit or for-profit agenVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00082 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
83 

cy, within a community, which (1) has the power and authority to 

carry out the purposes of this subchapter and perform the functions set forth in section 642 within a community; and (2) is determined by the Secretary (in consultation with the chief executive officer of the State involved, if such State expends non-Federal funds 

to carry out Head Start programs) to be capable of planning, conducting, administering, and evaluating, either directly or by other 

arrangements, a Head Start program. 

ø(b) For purposes of this subchapter, a community may be a city, 

county, or multicity or multicounty unit within a State, an Indian 

reservation (including Indians in any off-reservation area designated by an appropriate tribal government in consultation with 

the Secretary), or a neighborhood or other area (irrespective of 

boundaries or political subdivisions) which provides a suitable organizational base and possesses the commonality of interest needed 

to operate a Head Start program. 

ø(c)(1) In the administration of the provisions of this section 

(subject to paragraph (2)), the Secretary shall, in consultation with 

the chief executive officer of the State involved if such State expends non-Federal funds to carry out Head Start programs, give 

priority in the designation of Head Start agencies to any local public or private nonprofit or for-profit agency which is receiving funds 

under any Head Start program on the date of the enactment of this 

Act unless the Secretary determines that the agency involved fails 

to meet program and financial management requirements, performance standards described in section 641A(a)(1), results-based performance measures developed by the Secretary under section 

641A(b), or other requirements established by the Secretary. 

ø(2) If there is no agency of the type referred to in paragraph (1) 

because of any change in the assistance furnished to programs for 

economically disadvantaged persons, the Secretary shall, in consultation with the chief executive officer of the State if such State 

expends non-Federal funds to carry out Head Start programs, give 

priority in the designation of Head Start agencies to any successor 

agency that is operating a Head Start program in substantially the 

same manner as the predecessor agency that did receive funds in 

the fiscal year preceding the fiscal year for which the determination is made. 

ø(3) Notwithstanding any other provision of this subsection, the 

Secretary shall not give such priority to any agency with respect 

to which financial assistance has been terminated, or an application for refunding has been denied, under this subchapter by the 

Secretary after affording such agency reasonable notice and opportunity for a full and fair hearing in accordance with section 

646(a)(3). 

ø(d) If no entity in a community is entitled to the priority specified in subsection (c), then the Secretary may designate a Head 

Start agency from among qualified applicants in such community. 

In selecting from among qualified applicants for designation as a 

Head Start agency, the Secretary shall give priority to any qualified agency that functioned as a Head Start delegate agency in the 

community and carried out a Head Start program that the Secretary determines met or exceeded such performance standards 

and such results-based performance measures. In selecting from 

among qualified applicants for designation as a Head Start agency, 

84 

the Secretary shall consider the effectiveness of each such applicant to provide Head Start services, based on— 

ø(1) any past performance of such applicant in providing 

services comparable to Head Start services, including how effectively such applicant provided such comparable services; 

ø(2) the plan of such applicant to provide comprehensive 

health, nutritional, educational, social, and other services needed to aid participating children in attaining their full potential; 

ø(3) the plan of such applicant to coordinate the Head Start 

program it proposes to carry out, with other preschool programs, including Even Start programs under part B of chapter 

1 of title I of the Elementary and Secondary Education Act of 

1965 (20 U.S.C. 2741 et seq.) and programs under part C and 

section 619 of the Individuals with Disabilities Education Act 

(20 U.S.C. 1431–1444, 1419), and with the educational programs such children will enter at the age of compulsory school 

attendance; 

ø(4) the plan of such applicant— 

ø(A) to seek the involvement of parents of participating 

children in activities (at home and in the center involved 

where practicable) designed to help such parents become 

full partners in the education of their children; 

ø(B) to afford such parents the opportunity to participate 

in the development, conduct, and overall performance of 

the program at the local level; 

ø(C) to offer (directly or through referral to local entities, 

such as entities carrying out Even Start programs under 

part B of chapter 1 of title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 2741 et seq.), 

public and school libraries, and family support programs) 

to such parents— 

ø(i) family literacy services; and 

ø(ii) parenting skills training; 

ø(D) to offer to parents of participating children substance abuse counseling (either directly or through referral 

to local entities), including information on drug-exposed infants and fetal alcohol syndrome; 

ø(E) at the option of such applicant, to offer (directly or 

through referral to local entities) to such parents— 

ø(i) training in basic child development; 

ø(ii) assistance in developing communication skills; 

ø(iii) opportunities for parents to share experiences 

with other parents; or 

ø(iv) any other activity designed to help such parents become full partners in the education of their 

children; and 

ø(F) to provide, with respect to each participating family, 

a family needs assessment that includes consultation with 

such parents about the benefits of parent involvement and 

about the activities described in subparagraphs (C) (D), 

and (E) in which such parents may choose to become involved (taking into consideration their specific family 

needs, work schedules, and other responsibilities); 

ø(5) the ability of such applicant to carry out the plans described in paragraphs (2), (3), and (4); 

85 

ø(6) other factors related to the requirements of this subchapter; 

ø(7) the plan of such applicant to meet the needs of nonEnglish background children and their families, including 

needs related to the acquisition of the English language; 

ø(8) the plan of such applicant to meet the needs of children 

with disabilities; 

ø(9) the plan of such applicant who chooses to assist younger 

siblings of children who will participate in the proposed Head 

Start program to obtain health services from other sources; 

and 

ø(10) the plan of such applicant to collaborate with other entities carrying out early childhood education and child care 

programs in the community. 

ø(e) If no agency in the community receives priority designation 

under subsection (c), and there is no qualified applicant in the community, the Secretary shall designate a qualified agency to carry 

out the Head Start program in the community on an interim basis 

until a qualified applicant from the community is so designated. 

ø(f) The Secretary shall require that the practice of significantly 

involving parents and area residents affected by the program in selection of Heat Start agencies be continued. 

ø(g) If the Secretary determines that a nonprofit agency and a 

for-profit agency have submitted applications for designation of 

equivalent quality under subsection (d), the Secretary may give priority to the nonprofit agency. In selecting from among qualified applicants for designation as a Head Start agency under subsection 

(d), the Secretary shall give priority to applicants that have demonstrated capacity in providing comprehensive early childhood 

services to children and their families.¿ 

SEC. 641. DESIGNATION OF HEAD START AGENCIES. 

(a) DESIGNATION.— (1) IN GENERAL.—The Secretary is authorized to designate as 

a Head Start agency any local public or private nonprofit or 

for-profit agency, within a community, including a communitybased organization that— 

(A) has power and authority to carry out the purpose of 

this subchapter and perform the functions set forth in section 642 within a community; and 

(B) is determined to be capable of planning, conducting, 

administering, and evaluating, either directly or by other 

arrangements, a Head Start program. 

(2) REQUIRED GOALS FOR DESIGNATION.—In order to be designated as a Head Start agency, an entity described in paragraph (1) shall establish program goals for improving the 

school readiness of children participating in a program under 

this subchapter, including goals for meeting the performance 

standards and additional educational standards described in 

section 641A and shall establish results-based school readiness 

goals that are aligned with Head Start Child Outcomes Framework, State early learning standards (if applicable), and requirements and expectations for local public schools. 

(3) ELIGIBILITY FOR SUBSEQUENT GRANTS.—In order to receive 

a grant under this subchapter subsequent to the initial grant 

provided following the date of enactment of the Head Start ImVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00085 Fmt 6659 Sfmt 6603 E:\HR\OC\SR131.XXX SR131
86 

provements for School Readiness Act, an entity described in 

paragraph (1) shall demonstrate that the entity has met or is 

making progress toward meeting the goals described in paragraph (2). 

(4) GOVERNING BODY.— (A) IN GENERAL.— (i) ENSURING HIGH QUALITY PROGRAMS.—In order to 

be designated as a Head Start agency, an entity described in paragraph (1) shall have a governing body— 

(I) with legal and fiscal responsibility for administering and overseeing programs under this subchapter; and 

(II) that fully participates in the development, 

planning, implementation, and evaluation of the 

programs to ensure the operation of programs of 

high quality. 

(ii) ENSURING COMPLIANCE WITH LAWS.—The governing body shall be responsible for ensuring compliance with Federal laws and regulations, including the 

performance standards described in section 641A, as 

well as applicable State, Tribal, and local laws and 

regulations, including laws defining the nature and operations of the governing body. 

(B) COMPOSITION OF GOVERNING BODY.— (i) IN GENERAL.—The governing body shall be composed as follows: 

(I) Not less than 1 member of the governing body 

shall have a back-ground in fiscal management. 

(II) Not less than 1 member of the governing 

body shall have a background in early childhood 

development. 

(III) Membership that reflects the community to 

be served. 

(ii) CONSULTANTS.—In the case that persons described in clause (i) are not available to serve as members of the governing body, the governing body shall 

make use of consultants in the areas described in 

clause (i) to work directly with the governing body. 

(iii) CONFLICT OF INTEREST.—Members of the governing body shall— 

(I) not have a conflict of interest with the Head 

Start agency or delegate agencies; and 

(II) not receive compensation for service to the 

Head Start agency. 

(C) RESPONSIBILITIES.— 

(i) IN GENERAL.—The governing body shall be responsible, in consultation with the policy council or the 

policy committee of the Head Start agency, for— 

(I) the selection of delegate agencies and such 

agencies’ service areas; 

(II) establishing criteria for defining recruitment, selection, and enrollment priorities; 

(III) all funding applications and amendments 

to funding applications for programs under this 

subchapter; 

87 

(IV) the annual self-assessment of the Head 

Start agency or delegate agency’s progress in carrying out the programmatic and fiscal intent of 

such agency’s grant application, including planning or other actions that may result from the review of the annual audit, self-assessment, and 

findings from the Federal monitoring review; 

(V) providing guidance for the composition of the 

policy council or the policy committee of the Head 

Start agency; 

(VI) developing procedures for how members of 

the policy council or the policy committee of the 

Head Start agency are selected, including procedures for how parents of children currently participating in a Head Start or Early Head Start program are selected to serve on the policy council or 

the policy committee of the Head Start agency; 

(VII) audits, accounting, and reporting; 

(VIII) personnel policies and procedures including decisions with regard to salary scales (and 

changes made to the scale), salaries of the Executive Director, Head Start Director, the Director of 

Human Resources, and the Chief Fiscal Officer, 

and decisions to hire and terminate program staff; 

and 

(IX) the community assessment, including any 

updates to such assessment. 

(ii) CONDUCT OF RESPONSIBILITIES.—The governing 

body shall— 

(I) develop an internal control structure to facilitate these responsibilities in order to— 

(aa) safeguard Federal funds; 

(bb) comply with laws and regulations that 

have an impact on financial statements; 

(cc) detect or prevent non-compliance with this 

subchapter; and 

(dd) receive audit reports and direct and 

monitor staff implementation of corrective actions; and 

(II) develop procedures to facilitate meaningful 

consultation and collaboration and solicit input 

from the policy council or the policy committee of 

the Head Start agency regarding matters of recruitment, enrollment, funding applications, and 

programmatic design, including processes to resolve internal disputes. 

(D) RECEIPT OF INFORMATION.—To facilitate oversight 

and Head Start agency accountability, the governing body 

shall receive regular and accurate information about program planning, policies, and Head Start agency operations, 

including— 

(i) monthly financial statements (including detailed 

credit card account expenditures for any employee with 

a Head Start agency credit card or who seeks reimbursement for charged expenses): 

88 

(ii) monthly program information summaries; 

(iii) program enrollment reports, including attendance reports for children whose care is partially subsidized by another public agency; 

(iv) monthly report of meals and snacks through programs of the Department of Agriculture; 

(v) the annual financial audit; 

(vi) the annual self-assessment, including any findings related to the annual self-assessment; 

(vii) the community assessment of the Head Start 

agency’s service area and any applicable updates; and 

(viii) the program information reports. 

(E) TRAINING AND TECHNICAL ASSISTANCE.—Appropriate 

training and technical assistance shall be provided to the 

members of the governing body to ensure that the members 

understand the information the members receive and can 

effectively oversee and participate in the programs of the 

Head Start agency. 

(b) COMMUNITIES.—For purposes of this subchapter, a community 

may be a city, county, or multicity or multi-county unit within a 

State, an Indian reservation (including Indians in an off-reservation area designated by an appropriate tribal government in consultation with the Secretary), or a neighborhood or other area (irrespective of boundaries or political subdivisions) that provides a suitable organizational base and possesses the commonality of interest 

needed to operate a Head Start program. 

(c) PRIORITY IN DESIGNATION.—In administering the provisions of 

this section, the Secretary shall, in consultation with the chief executive officer of the State involved, give priority in the designation (including redesignation) of Head Start agencies to any Head Start 

agency or delegate agency that is high performing, as determined by 

meeting each of the following criterion. 

(1) Is receiving assistance under this subchapter. 

(2) Meets or exceeds program and financial management requirements or standards described in section 641A(a)(1). 

(3) Has no unresolved deficiencies and has not had findings 

of deficiencies during the last triennial review under Section 

641A(c). 

(4) Can demonstrate, through agreements such as memoranda of understanding, active collaboration with the State or 

local community in the provision of services for children (such 

as the provision of extended day services, education, professional development and training for staff, and other types of cooperative endeavors). 

(d) DESIGNATION WHEN ENTITY HAS PRIORITY.—If no entity in a 

community is entitled to the priority specified in subsection (c), the 

Secretary shall, after conducing an open competition, designate a 

Head Start agency from among qualified applicants in such community. 

(e) RULE OF CONSTRUCTION.—Notwithstanding any other provision of law, under no condition may a non-Indian Head Start agency receive a grant to carry out an Indian Head Start program. 

(f) EFFECTIVENESS.—In selecting from among qualified applicants 

for designation as Head Start agency, the Secretary shall consider 

89 

the effectiveness of each such applicant to provide Head Start services, based on— 

(1) any past performance of such applicant in providing services comparable to Head Start services, including how effectively such applicant provided such comparable services; 

(2) the plan of such applicant to provide comprehensive 

health, educational, nutritional, social, and other services needed to aid participating children in attaining their full potential, 

and to prepare children to succeed in school; 

(3) the capacity of such applicant to serve eligible children 

with programs that use scientifically based research that promote school readiness of children participating in the program; 

(4) the plan of such applicant to meet standards set forth in 

section 641A(a)(1), with particular attention to the standards 

set forth in subparagraphs (A) and (B) of such section; 

(5) the plan of such applicant to coordinate the Head Start 

program the applicant proposes to carry out with other preschool programs, including— 

(A) the Early Reading First and Even Start programs 

under subparts 2 and 3 part B of title I of the Elementary 

and Secondary Education Act of 1965 (20 U.S.C. 6371 et 

seq., 6381 et seq.); 

(B) programs under section 619 and part C of the Individuals with Disabilities Education Act (20 U.S.C. 1419, 

1431 et seq.); 

(C) State prekindergarten programs; 

(D) child care programs; 

(E) the educational programs that the children in the 

Head Start program involved will enter at the age of compulsory school attendance; and 

(F) reading readiness programs such as those conducted 

by public and school libraries; 

(6) the plan of such applicant to coordinate the Head Start 

program that the applicant proposes to carry out with public 

and private entities who are willing to commit resources to assist the Head Start program in meeting its program needs; 

(7) the plan of such applicant to collaborate with a local library, where available, that is interested in that collaboration, 

to— 

(A) develop innovative programs to excite children about 

the world of books, such as programs that involve— 

(i) taking children to the library for a story hour; 

(ii) promoting the use of library cards; 

(iii) developing a lending library or using a mobile 

library van; and 

(iv) providing fresh books in the Head Start classroom on a regular basis; 

(B) assist in literacy training for Head Start teachers; 

and 

(C) support parents and other caregivers in literacy efforts; 

(8) the plan of such applicant— 

(A) to seek the involvement of parents of participating 

children in activities (at home and in the center involved 

90 

where practicable) designed to help such parents become 

full partners in the education of their children; 

(B) to afford such parents the opportunity to participate 

in the development and overall conduct of the program at 

the local level, including through providing transportation 

costs; 

(C) to offer (directly or through referral to local entities, 

such as entities carrying out Even Start programs under 

subpart 3 of part B of title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6381 et seq.), public and school libraries, and entities carrying out family 

support programs) to such parents— 

(i) family literacy services; and 

(ii) parenting skills training; 

(D) to offer to parents of participating children substance 

abuse counseling (either directly or through referral to local 

entities), including information on the effect of drug exposure on infants and fetal alcohol syndrome; 

(E) at the option of such applicant, to offer (directly or 

through referral to local entities) to such parents— 

(i) training in basic child development (including 

cognitive development); 

(ii) assistance in developing literacy and communication skills; 

(iii) opportunities to share experiences with other 

parents (including parent mentor relationships); 

(iv) regular in-home visitation; or 

(v) any other activity designed to help such parents 

become full partners in the education of their children; 

(F) to provide, with respect to each participating family, 

a family needs assessment that includes consultation with 

such parents about the benefits of parent involvement and 

about the activities described in subparagraphs (C), (D), 

and (E) in which such parents may choose to become involved (taking into consideration their specific family 

needs, work schedules, and other responsibilities); and 

(G) to extend outreach to fathers, in appropriate cases, in 

order to strengthen the role of fathers in families, in the 

education of their young children, and in the Head Start 

program, by working directly with fathers and father figures through activities such as— 

(i) in appropriate cases, including fathers in home 

visits and providing opportunities for direct fatherchild interactions; and 

(ii) targeting increased male participation in the conduct of the program; 

(9) the ability of such applicant to carry out the plans described in paragraphs (2), (4), and (5); 

(10) other factors related to the requirements of this subchapter; 

(11) the plan of such applicant to meet the needs of limited 

English proficient children and their families, including procedures to identify such children, plans to provide trained personnel, and plans to provide services to assist the children in 

91 

making progress toward the acquisition of the English language; 

(12) the plan of such applicant to meet the needs of children 

with disabilities; 

(13) the plan of such applicant who chooses to assist younger 

siblings of children who will participate in the Head Start program, to obtain health services from other sources; 

(14) the plan of such applicant to collaborate with other entities carrying out early childhood education and child care programs in the community; 

(15) the plan of such applicant to meet the needs of homeless 

children and children in foster care, including the transportation needs of such children; and 

(16) the plan of such applicant to recruit and retain qualified 

staff. 

(g) INTERIM BASIS.—If there is not a qualified applicant in a community for designation as a Head Start agency, the Secretary shall 

designate a qualified agency to carry out the Head Start program 

in the community on an interim basis until a qualified applicant 

from the community is so designated. 

(h) INVOLVEMENT OF PARENTS AND AREA RESIDENTS.—The Secretary shall continue the practice of involving parents and area residents who are affected by programs under this subchapter in the selection of qualified applicants for designation as Head Start agencies. 

(i) PRIORITY.—In selecting from among qualified applicants for 

designation as a Head Start agency, the Secretary shall give priority to applicants that have demonstrated capacity in providing effective, comprehensive, and well-coordinated early childhood services to children and their families. 

* * * * * * * 

SEC. 641A. QUALITY STANDARDS; MONITORING OF HEAD START AGENCIES AND PROGRAMS. 

(a) QUALITY STANDARDS.— (1) ESTABLISHMENT OF STANDARDS.— * * * 

(A) performance standards with respect to services required to be provided, including health, parental involvement, nutritional, social, transition activities described in 

section ø642(d)¿ 642(c), and other services; 

(B)(i) øeducation performance standards¿ educational 

performance standards to ensure the school readiness of 

children participating in a Head Start program, on completion of the Head Start program and prior to entering 

school; and 

ø(ii) additional education performance standards to ensure that the children participating in the program, at a 

minimum— 

ø(I) develop phonemic, print, and numeracy awareness; 

ø(II) understand and use language to communicate for 

various purposes; 

ø(III) understand and use increasingly complex and varied vocabulary; 

ø(IV) develop and demonstrate an appreciation of books; 

and 

92 

ø(V) in the case of non-English background children, 

progress toward acquisition of the English language.¿ 

(ii) additional educational standards based on the recommendations of the National Academy of Sciences panel 

described in section 649(h) and other experts in the field, 

to ensure that the curriculum involved addresses, and that 

the children participating in the program show appropriate 

progress toward developing and applying, the recommended educational outcomes, after the panel considers 

the appropriateness of additional educational standards relating to 

(I) language skills related to listening, understanding, speaking, and communicating, including— 

(aa) understanding and use of a diverse vocabulary (including knowing the names of colors) and 

knowledge of how to use oral language to communicate for various purposes; 

(bb) narrative abilities used, for example, to 

comprehend, tell, and respond to a story, or to 

comprehend instructions; 

(cc) ability to detect and produce sounds of the 

language the child speaks or is learning; and 

(dd) clarity of pronunciation and speaking in 

syntactically and grammatically correct sentences; 

(II) prereading knowledge and skills, including— 

(aa) alphabet knowledge including knowing the 

letter names and associating letters with their 

shapes and sounds in the language the child 

speaks or is learning; 

(bb) phonological awareness and processes that 

support reading, for example, rhyming, recognizing 

speech sounds and separate syllables in spoken 

words, and putting speech sounds together to make 

words; 

(cc) knowledge, interest in, and appreciation of 

books, reading, and writing (either alone or with 

others), and knowledge that books have parts such 

as the front, back, and title page; 

(cc) early writing, including the ability to write 

one’s own name and other words and phrases; and 

(ee) print awareness and concepts, including recognizing different forms of print and understanding the association between spoken and written words; 

(III) premathematics knowledge and skills, including— 

(aa) number recognition; 

(bb) use of early number concepts and operations, including counting, simple adding and 

subtracting, and knowledge of quantitative relationships, such as part versus whole and comparison of numbers of objects; 

(cc) use of early space and location concepts, including recognizing shapes, classification, striation, and understanding directionality; and 

93 

(dd) early pattern skills and measurement, including recognizing and extending simple patterns 

and measuring length, weight, and time; 

‘‘(IV) scientific abilities, including— 

(aa) building awareness about scientific skills 

and methods, such as gathering, describing, and 

recording information, making observations, and 

making explanations and predictions; and 

(bb) expanding scientific knowledge of the environment, time, temperature, and cause-and-effect 

relationships; 

(V) general cognitive abilities related to academic 

achievement and child development, including— 

(aa) reasoning, planning, and problem-solving 

skills; 

(bb) ability to engage, sustain attention, and persist on challenging tasks; 

(cc) intellectual curiosity, initiative, and task engagement; and 

(dd) motivation to achieve and master concepts 

and skills; 

(VI) social and emotional development related to 

early learning and school success, including developing— 

(aa) the ability to develop social relationships, 

demonstrate cooperative behaviors, and relate to 

teachers and peers in positive and respectful ways; 

(bb) an understanding of the consequences of actions, following rules, and appropriately expressing 

feelings; 

(cc) a sense of self, such as self-awareness, independence, and confidence; 

(dd) the ability to control negative behaviors 

with teachers and peers that include impulsiveness, aggression, and noncompliance; and 

(ee) knowledge of civic society and surrounding 

communities; 

(VII) physical development, including developing— 

(aa) fine motor skills, such as strength, manual 

dexterity, and hand-eye coordination; and 

(bb) gross motor skills, such as balance and coordinated movements; and 

(VIII) in the case of limited English proficient children, progress toward acquisition of the English language while making meaningful progress in attaining 

the knowledge, skills, abilities, and development described in subclauses (I) through (VII); 

(C) * * * 

(D) standards relating to the condition and location of facilities for such agencies, programs, and ƒprojects; and≈ 

projects, including regulations that require that the facilities used by Head Start agencies (including Early Head 

Start agencies) and delegate agencies for regularly scheduled center-based and combination program option classroom activities— 

94 

(i) shall be in compliance with State and local requirements concerning licensing for such facilities; and 

(ii) shall be accessible by State and local authorities 

for purposes of monitoring and ensuring compliance; 

and 

* * * * * * * 

(2) CONSIDERATIONS IN DEVELOPING STANDARDS.— * * * 

(A) * * * 

(B) take into consideration— 

(i) past experience with use of the standards in effect under this subchapter on øthe date of enactment 

of this section¿ the date of enactment of the Head Start 

Improvements for School Readiness Act; 

(ii) changes over the period since øthe date of enactment of this Act¿ the date of enactment of the Head 

Start Improvements for School Readiness Act in the 

circumstances and problems typically facing children 

and families served by Head Start agencies; 

(iii) developments concerning best practices with respect to early childhood education and development, 

children with disabilities, homeless children, children 

in foster care, family services, program administration, 

and financial management; 

* * * * * * * 

(vi) changes in the population of children who are eligible to participate in Head Start programs, including 

the language background and family structure of such 

children (including children in foster care and the 

number of homeless children)ø; and¿; 

(vii) the need for, and state-of-the-art developments 

relating to, local policies and activities designed to ensure that children participating in Head Start programs make a successful transition to øpublic schools¿ 

the schools that the children will be attending; and 

(viii) the unique challenges faced by individual programs, including those programs that are seasonal or 

short term and those programs that serve rural populations; 

(C)(i) review and revise as necessary the performance 

standards in effect under this subsection; and 

(ii) ensure that any such revisions in the performance 

standards will not result in the elimination of or any reduction in the scope or types of health, education, parental 

involvement, nutritional, social, or other services required 

to be provided under such standards as in effect on øthe 

date of enactment of the Coats Human Services Reauthorization Act of 1998.¿ the date of enactment of the Head 

Start Improvements for School Readiness Act; and 

(D) consult with Indian tribes, American Indian and 

Alaska Native experts in early childhood development, linguists, and the National Indian Head Start Directors Association on the review and promulgation of program standards and measures (including standards and measures for 

language acquisition and school readiness). 

95 

(3) STANDARDS RELATING TO OBLIGATIONS TO DELEGATE

AGENCIES.— * * * 

(4) EVALUATIONS AND CORRECTIVE ACTIONS FOR DELEGATE

AGENCIES.— (A) PROCEDURES.— (i) IN GENERAL.—Subject to clause (ii), the Head 

Start agency shall establish procedures relating to its 

delegate agencies, including— 

(I) procedures for evaluating delegate agencies; 

(II) procedures for defunding delegate agencies; 

and 

(III) procedures for appending a defunding decision relating to a delegate agency. 

(ii) TERMINATION.—The Head Start agency may not 

terminate a delegate agency’s contract or reduce a delegate agency’s service area without showing cause or 

demonstrating the cost-effectiveness of such a decision. 

(B) EVALUATIONS.—Each Head Start agency— 

(i) shall evaluate its delegate agencies using the procedures established pursuant to this section, including 

subparagraph (A); and 

(ii) shall inform the delegate agencies of the deficiencies identified through the evaluation that shall be 

corrected. 

(C) REMEDIES TO ENSURE CORRECTIVE ACTIONS.—In the 

event that the Head Start agencies identifies a deficiency 

for a delegate agency through the evaluation, the Head 

Start agency may— 

(i) initiate procedures to terminate the designation of 

the agency unless the agency corrects the deficiency; 

(ii) conduct monthly monitoring visits to such delegate agency until all deficiencies are corrected or the 

Head Start agency decides to defund such delegate 

agency; and 

(iii) release funds to such delegate agency only as reimbursements until all deficiencies are corrected or the 

Head Start agency decides to defund such delegate 

agency. 

(D) RULE OF CONSTRUCTION.—Nothing in this paragraph 

shall be construed to impact or obviate the responsibilities 

of the Secretary with respect to Head Start agencies or delegate agencies receiving funding under this subchapter. 

(b) RESULTS-BASED PERFORMANCE MEASURES.— 

(1) IN GENERAL.— * * * 

ø(2) CHARACTERISTICS OF MEASURES.—¿ (2) CHARACTERISTICS

AND USE OF MEASURES.—The performance measures developed 

under this subsection shall— 

(A) * * * 

(B) be adaptable for use in self-assessment, peer review, 

and program evaluation of individual Head Start agencies 

and programsø, not later than July 1, 1999; and¿; 

(C) be developed for other program purposes as determined by the Secretaryø.¿; 

øThe performance measures shall include the performance 

standards described in subsection (a)(1)(B)(ii).¿ 

96 

(D) measure characteristics that are strongly predictive 

(as determined on a scientific basis) of a child’s school 

readiness and later performance in school; 

(E) be appropriate for the population served; and 

(F) be reviewed not less than every 4 years, based on advances in the science of early childhood development. 

The performance measures shall include the performance standards and additional educational standards described in subparagraph (A) and (B) of subsection (a)(1). 

(3) USE OF MEASURES.—The Secretary shall use the performance measures developed pursuant to this subsection— 

(A) to identify strengths and weaknesses in the operation of Head Start programs nationally, regionally, and 

locallyø; and¿; 

(B) to identify problem areas that may require additional 

training and technical assistance resourcesø.¿; and 

(C) to enable Head Start agencies to individualize programs of instruction to better meet the needs of the child involved. 

ø(4) EDUCATIONAL PERFORMANCE MEASURES.—Such resultsbased performance measures shall include educational performance measures that ensure that children participating in 

Head Start programs— 

ø(A) know that letters of the alphabet are a special category of visual graphics that can be individually named; 

ø(B) recognize a word as a unit of print; 

ø(C) identify at least 10 letters of the alphabet; and 

ø(D) associate sounds with written words.¿ 

(4) RESULTS-BASED OUTCOME MEASURES.—Results-based outcome measures shall be designed for the purpose of promoting 

the knowledge, skills, abilities, and development, described in 

subsection (a)(1)(B)(ii), of children participating in Head Start 

programs that are strongly predictive (as determined on a scientific basis) of a child’s school readiness and later performance 

in school. 

ø(5) ADDITIONAL LOCAL RESULTS-BASED PERFORMANCE MEAS- URES.—In addition to other applicable results-based performance measures, Head Start agencies may establish local results-based educational performance measures.¿ 

(5) ADDITIONAL LOCAL RESULTS-BASED EDUCATIONAL MEAS- URES AND GOALS.—Head Start agencies may establish and implement additional local results-based educational measures 

and goals. 

(c) MONITORING OF LOCAL AGENCIES AND PROGRAMS.— (1) IN GENERAL.—In order to determine whether Head Start 

agencies meet standards established under this subchapter and 

results-based performance measures developed by the Secretary under subsection (b) with respect to program, administrative, financial management, and other requirements, the 

Secretary shall conduct the following reviews of designated 

Head Start agencies, and of the Head Start programs and 

Head Start centers operated by such agencies: 

(A) A full review of each øsuch agency¿ Head Start center at least once during each 3-year period. 

* * * * * * * 

97 

ø(C) Followup reviews including prompt return visits to 

agencies and programs that fail to meet the standards.¿ 

(C) Unannounced site inspections of Head Start centers 

for health and safety reasons, as appropriate. 

(D) Notwithstanding subparagraph (C), followup reviews, 

including— 

(i) prompt return visits to agencies, programs, and 

centers that fail to meet 1 or more of the performance 

measures developed by the Secretary under subsection 

(b); 

(ii) a review of programs with citations that include 

findings of deficiencies not later than 6 months after 

the date of such citation; and 

(iii) followup reviews that incorporate a monitoring 

visit without prior notice of the visit to the agency involved or with such limited prior notice as is necessary 

to ensure the participation of parents and key staff 

members. 

ø(D)¿ (E) Other reviews as appropriate. 

ø(2) CONDUCT OF REVIEWS.—The Secretary shall ensure that 

reviews described in subparagraphs (A) through (C) of paragraph (1)— 

ø(A) are performed, to the maximum extent practicable, 

by employees of the Department of Health and Human 

Services who are knowledgeable about Head Start program; 

ø(B) are supervised by such an employee at the site of 

such Head Start agency; 

ø(C) are conducted by review teams that shall include 

individuals who are knowledgeable about Heat Start programs and, to the maximum extent practicable, the diverse 

(including linguistic and cultural) needs of eligible children 

(including children with disabilities) and their families; 

ø(D) include as part of the reviews of the programs, a review and assessment of program effectiveness, as measured in accordance with the results-based performance 

measures developed by the Secretary pursuant to subsection (b) and with the performance standards established 

pursuant to subparagraphs (A) and (B) of subsection (a)(1); 

and 

ø(E) seek information from the communities and the 

States involved about the performance of the programs 

and the efforts of the Head Start agencies to collaborate 

with other entities carrying out early childhood education 

and child care programs in the community.¿ 

(2) CONDUCT OF REVIEWS.— 

(A) IN GENERAL.—The Secretary shall ensure that reviews 

described in paragraph (1)— 

(i) are performed, to the maximum extent practicable, 

by employees of the Department of Health and Human 

Services who are knowledgeable about Head Start programs; 

(ii) are conducted by review teams that shall include 

individuals who are knowledgeable about Head Start 

and other early childhood education programs and, to 

98 

the maximum extent practicable, the diverse (including 

linguistic and cultural) needs of eligible children (including children with disabilities, homeless children, 

and children in foster care) and limited English proficient children and their families, and personnel management, financial accountability, and systems development and monitoring; 

(iii) include as part of the reviews of the programs, 

a review and assessment of program effectiveness, as 

measured in accordance with the results-based performance measures developed by the Secretary pursuant to subsection (b) and with the standards established pursuant to subparagraphs (A) and (B) of subsection (a)(1); 

(iv) seek information from the communities and 

States where Head Start programs exist about innovative or effective collaborative efforts, barriers to collaboration, and the efforts of the Head Start agencies to 

collaborate with the entities carrying out early childhood education and child care programs in the community; 

(v) include as part of the reviews of the programs, a 

review and assessment of whether the programs are in 

conformity with the income eligibility requirements 

under section 645 and regulations promulgated under 

such section; 

(vi) include as part of the reviews of the programs, 

a review and assessment of whether programs have 

adequately addressed the population and community 

needs (including needs of populations of limited 

English proficient children and children of migrant 

and seasonal farmworking families); and 

(vii) include as part of the reviews of the programs, 

data from the results of periodic child assessments, 

and a review and assessment of child outcomes and 

performance as they relate to State, local, and agencydetermined school readiness goals. 

(B) TRAINING; QUALITY AND CONSISTENCY.—The Secretary, from funds available under section 640(a)(2)(C)(ii), 

shall provide periodic training for supervisors and members of review teams in such topics as program management and financial audit performance. The Secretary shall 

ensure the quality and consistency across and within regions of PRISM reviews and non-compliance and deficiency 

determinations by conducting periodic interrater reliability 

checks. 

(d) CORRECTIVE ACTION; TERMINATION.— 

(1) DETERMINATION.—If the Secretary determines, on the 

basis of a review pursuant to subsection (c), that a Head Start 

agency designated pursuant to section 641 fails to meet the 

standards described in subsection (a) or results-based performance measures developed by the Secretary under subsection 

(b), or fails to address the community needs and strategic plan 

identified in section 640(g)(2)(C), the Secretary shall— 

99 

(A) inform the agency of the deficiencies that shall be 

corrected and identify the technical assistance to be provided consistent with paragraph (3); 

* * * * * * * 

(e) SUMMARIES OF MONITORING OUTCOMES.—Not later than 120 

days after the end of each fiscal year, the Secretary shall publish 

a summary report on the findings of reviews conducted under subsection (c) and on the outcomes of quality improvement plans implemented under subsection (d), during such fiscal year. øSuch report shall be widely disseminated and available for public review 

in both written and electronic formats.¿ The information contained 

in such report shall be made available to all parents with children 

receiving assistance under this subchapter in an understandable 

and uniform format, and to the extent practicable, provided in a 

language that the parents can understand. Such information shall 

be made widely available through public means such as distribution through public agencies, and, at a minimum, by posting such 

information on the Internet immediately upon publication. 

(f) SELF-ASSESSMENTS.— 

(1) IN GENERAL.—Not less frequently than once each program 

year, with the consultation and participation of policy groups 

and, as appropriate, other community members, each agency receiving funds under this subchapter shall conduct a comprehensive self-assessment of the effectiveness and progress in meeting 

programs goals and objectives and in implementing and complying with Head Start program performance standards. 

(2) REPORT AND IMPROVEMENT PLANS.— 

(A) REPORT.—An agency conducting a self-assessment 

shall report the findings of the self-assessment to the relevant policy council, policy committee, governing body, and 

regional office of the Administration for Children and Families of the Department of Health and Human Services. 

Each self-assessment shall identify areas of strength and 

weakness. 

(B) IMPROVEMENT PLAN.—The agency shall develop an 

improvement plan approved by the governing body of the 

agency to strengthen any areas identified in the self-assessment as weaknesses or in need of improvement. 

(3) ONGOING MONITORING.—Each Head Start agency, Early 

Head Start agency, and delegate agency shall establish and implement procedures for the ongoing monitoring of their Head 

Start and Early Head Start programs, to ensure that the operations of the programs work toward meeting program goals and 

objectives and Head Start performance standards. 

(4) TRAINING AND TECHNICAL ASSISTANCE.—Funds may be 

made available, through section 648(d)(13), for training and 

technical assistance to assist agencies in conducting self-assessments. 

(g) REDUCTION OF GRANTS AND REDISTRIBUTION OF FUNDS IN

CASES OF UNDER-ENROLLMENT.— 

(1) DEFINITIONS.—In this subsection: 

(A) ACTUAL ENROLLMENT.—The term ‘‘actual enrollment’’ 

means, with respect to the program of a Head Start agency, 

the actual number of children enrolled in such program 

100 

and reported by the agency (as required in paragraph (2)) 

in a given month. 

(B) BASE GRANT.—The term ‘‘base grant’’ means, with respect to a Head Start agency for a fiscal year, that portion 

of the grant derived— 

(i) from amounts reserved for use in accordance with 

section 640(a)(2)(A), for a Head Start agency administering an Indian Head Start program or migrant and 

seasonal Head Start program; 

(ii) from amounts reserved for payments under section 640(a)(2)(B); or 

(iii) from amounts available under section 

640(a)(2)(D) or allotted among States under section 

640(a)(4). 

(C) FUNDED ENROLLMENT.—The term ‘‘funded enrollment’’ means, with respect to the program of a Head Start 

agency in a fiscal year, the number of children that the 

agency is funded to serve through a grant for the program 

during such fiscal year, as indicated in the grant agreement. 

(2) ENROLLMENT REPORTING REQUIREMENT FOR CURRENT FIS- CAL YEAR.—Each entity carrying out a Head Start program 

shall report on a monthly basis to the Secretary and the relevant Head Start agency— 

(A) the actual enrollment in such program; and 

(B) if such actual enrollment is less than the funded enrollment, any apparent reason for such enrollment shortfall. 

(3) SECRETARIAL REVIEW AND PLAN.—The Secretary shall— 

(A) on a semiannual basis, determine which Head Start 

agencies are operating with an actual enrollment that is 

less than the funded enrollment based on not less than 4 

consecutive months of data; 

(B) for each such Head Start agency operating a program 

with an actual enrollment that is less than 95 percent of its 

funded enrollment, as determined under subparagraph (A), 

develop, in collaboration with such agency, a plan and 

timetable for reducing or eliminating under-enrollment taking into consideration— 

(i) the quality and extent of the out-reach, recruitment, and community needs assessment conducted by 

such agency; 

(ii) changing demographics, mobility of populations, 

and the identification of new underserved low-income 

populations; 

(iii) facilities-related issues that may impact enrollment; 

(iv) the ability to provide full-day programs, where 

needed, through Head Start funds or through collaboration with entities carrying out other preschool or 

child care programs, or programs with other funding 

sources (where available); 

(v) the availability and use by families of other preschool and child care options (including parental care) 

in the local catchment area; and 

101 

(vi) agency management procedures that may impact 

enrollment; and 

(C) provide timely and ongoing technical assistance to 

each agency described in subparagraph (B) for the purpose 

of implementing the plan described in such subparagraph. 

(4) IMPLEMENTATION.—Upon receipt of the technical assistance described in paragraph (3)(C), a Head Start agency shall 

immediately implement the plan described in paragraph (3)(B). 

(5) SECRETARIAL ACTION FOR CONTINUED UNDER-ENROLL- MENT.—If, 1 year after the date of implementation of the plan 

described in paragraph (3)(B), the Head Start agency continues 

to operate a program at less than full enrollment, the Secretary 

shall, where determined appropriate, continue to provide technical assistance to such agency. 

(6) SECRETARIAL REVIEW AND ADJUSTMENT FOR CHRONIC

UNDER-ENROLLMENT.— 

(A) IN GENERAL.—If, after receiving technical assistance 

and developing and implementing a plan to the extent described in paragraphs (3), (4), and (5) for 9 months, a Head 

Start agency is still operating a program with an actual 

enrollment that is less than 95 percent of its funded enrollment, the Secretary may— 

(i) designate such agency as chronically under-enrolled; and 

(ii) recapture, withold, or reduce the base grant for 

the program by a percentage equal to the percentage 

difference between funded enrollment and actual enrollment for the program for the most recent year in 

which the agency is determined to be under-enrolled 

under paragraph (2)(B). 

(B) WAIVER OR LIMITATION OF REDUCTIONS—If the Secretary, after the implementation of the plan described in 

paragraph (3)(B), finds that— 

(i) the causes of the enrollment shortfall, or a portion 

of the shortfall, are beyond the agency’s control (such 

as serving significant numbers of migrant or seasonal 

farmworker children, homeless children, children in 

foster care, or other highly mobile children); 

(ii) the shortfall can reasonably be expected to be 

temporary; or 

(iii) the number of slots allotted to the agency is 

small enough that under-enrollment does not constitute 

a significant shortfall, the Secretary may, as appropriate, waive or reduce the percentage recapturing, 

withholding, or reduction otherwise required by subparagraph (A). 

(C) PROCEDURAL REQUIREMENT; EFFECTIVE DATE.—The 

actions taken by the Secretary under this paragraph with 

respect to a Head Start agency shall take effect 1 day after 

the date on which— 

(i) the time allowed for appeal under section 646(a) 

expires without an appeal by the agency; or 

(ii) the action is upheld in an administrative hearing 

under section 646. 

(7) REDISTRIBUTION OF FUNDS.— 

102 

(A) IN GENERAL.—The Secretary shall use amounts recovered from a Head Start agency through recapturing, withholding, or reduction under paragraph (6) in a fiscal 

year— 

(i) in the case of a Head Start agency administering 

an Indian Head Start program or a migrant and seasonal Head Start program, whose base grant is derived 

from amounts specified in paragraph (1)(C)(i), to redirect funds to 1 or more agencies that— 

(I) are administering Head Start programs serving the same special population; and 

(II) demonstrate that the agencies will use such 

redirected funds to increase enrollment in their 

Head Start programs in such fiscal year; or 

(ii) in the case of a Head Start agency in a State, 

whose base grant is derived from amounts specified in 

clause (ii) or (iii) of paragraph (1)(C), to redirect funds 

to 1 or more agencies that— 

(I) are administering Head Start programs in 

the same State; and 

(II) make the demonstration described in clause 

(i)(II). 

(B) SPECIAL RULE.—If there is no agency located in a 

State that meets the requirements of subclauses (I) and (II) 

of subparagraph (A)(ii), the Secretary shall use amounts 

described in subparagraph (A) to redirect funds to Head 

Start agencies located in other States that make the demonstration described in subparagraph (A)(i)(II). 

(C) ADJUSTMENT TO FUNDED ENROLLMENT.—The Secretary shall adjust as necessary the requirements relating 

to funding enrollment indicated in the grant agreement of 

a Head Start agency receiving redistributed amounts under 

this paragraph. 

(h) CONTRACT WITH NONPROFIT INTERMEDIARY ORGANIZATION.— 

From funds reserved under clause (i) or (ii) of section 640(a)(2)(C) 

or from whatever other resources the Secretary determines appropriate, in carrying out the provisions of this section, the Secretary 

or a Head Start agency may contract with a nonprofit intermediary 

organization that— 

(1) provides evaluations and technical assistance to improve 

overall performance management; and 

(2) has an exclusive focus of improving the performance management and the use of technology in assessing performance 

and meeting Head Start regulations and can provide on-site, 

hands-on guidance with the implementation of the recommendations. 

* * * * * * * 

SEC. 641B. CENTERS FOR EXCELLENCE IN EARLY CHILDHOOD. 

(a) DEFINITION.—In this section, the term ‘‘center of excellence’’ 

means a Center for Excellence in Early Childhood designated under 

subsection (b). 

(b) DESIGNATION AND BONUS GRANTS.—The Secretary shall, subject to the availability of funds under this subchapter, including 

103 

under subsection (f), establish a program under which the Secretary 

shall— 

(1) designate not more than 200 exemplary Head Start agencies (including Early Head Start agencies, Indian Head Spirit 

agencies, and migrant and seasonal Head Start agencies) as 

Centers of Excellence in Early Childhood; and 

(2) make bonus grants to the centers of excellence to carry out 

the activities described in subsection (d). 

(c) APPLICATION AND DESIGNATION.— 

(1) APPLICATION.— 

(A) NOMINATION AND SUBMISSION.— 

(i) IN GENERAL.—To be eligible to receive a designation as a center of excellence under subsection (b), except as provided in clause (ii), a Head Start agency in 

a State shall be nominated by the Governor of the 

State and shall submit an application to the Secretary 

at such time, in such manner, and containing such information as the Secretary may require. 

(ii) INDIAN AND MIGRANT AND SEASONAL HEAD START

PROGRAMS.—In the case of an Indian Head Start agency or a migrant or seasonal Head Start agency, to be 

eligible to receive designation as a center of excellence 

under subsection (b), such an agency shall be nominated by the head of the appropriate regional office of 

the Department and Health and Human Services and 

shall submit an application to the Secretary in accordance with clause (i). 

(B) CONTENTS.—At a minimum, the application shall include— 

(i) evidence that the Head Start program carried out 

by the agency has significantly improved the school 

readiness of, and enhanced academic outcomes for, 

children who have participated in the program; 

(ii) evidence that the program meets or exceeds 

standards and performance measures described in subsections (a) and (b) of section 641A, as evidenced by 

successful completion of programmatic and monitoring 

receives, and has no findings of deficiencies with respect to the standards and measures; 

(iii) evidence that the program is making progress toward meeting the requirements described in section 

648A 

(iv) evidence demonstrating the existence of a collaborative partnership among the Head Start agency, the 

State (or a State agency), and other early care and education providers in the local community involved; 

(v) a nomination letter from the Governor, or appropriate regional office, demonstrating the agency’s ability to carry out the coordination, transition, and training services of the program to be carried out under the 

bonus grant involved, including coordination of activities with State and local agencies that provide only 

childhood services to children and families in the community served by the agency. 

104 

(vi) information demonstrating the existence of a 

local council for excellence in early childhood, which 

shall include representatives of all the institutions, 

agencies, and groups involved in the work of the center 

for, and the local provisions of services to, eligible children and other at-risk-children, and their families; and 

(vii) a description of how the Center, in order to expand accessibility and continuity of quality early care 

and education, will coordinate the early care and education activities assisted under this section with— 

(I) program carried out under the Child Care 

and Development Block Grant Act of 1990 (42 

U.S.C. 9858 et seq.); 

(II) other programs carried out under this subchapter, including the Early Head Start programs 

carried out under section 645A; 

(III)(aa) Early Reading First and Even Start 

programs carried out under subparts 2 and 3 of 

part B of title I of the Elementary and Secondary 

Education Act of 1965 (20 U.S.C. 6371 et seq., 

6381 et seq.); 

(bb) other preschool programs carried out under 

title I of that Act (20 U.S.C. 6301 et seq.); and 

(cc) the Ready-to-Learn Television program carried out under subpart 3 of part D of title II of 

that Act (20 U.S.C. 6775 et seq.); 

(IV) programs carried out under part C of the 

Individuals with Disabilities Education Act (20 

U.S.C. 1431 et seq.); 

(V) State prekindergarten programs; and 

(VI) other early care and education programs. 

(2) SELECTION.—In selecting agencies to designate as centers 

of excellence under subsection (b), the Secretary shall designate 

not less than 1 from each of the 50 States, the District of Columbia, an Indian Head Start program, a migrant and seasonal Head Start program, and the Commonwealth of Puerto 

Rico. 

(3) PRIORITY.—In making bonus grant determinations under 

this section, the Secretary shall give priority to programs that, 

through their applications, demonstrate that they are of exceptional quality and would serve as exemplary models for programs in the same geographic region. The Secretary may also 

consider the population served by the applicant, such as programs that serve large proportions of limited English proficient 

students or other underserved populations, and may make 

bonus grants to programs that do an exceptional job meeting 

the needs of such children. 

(4) TERM OF DESIGNATION.— 

(A) IN GENERAL.—Subject to subparagraph (B), the Secretary shall designate a Head Start agency as a center of 

excellence for a 5-year term. During the period of that designation, subject to the availability of appropriations, the 

agency shall be eligible to receive a bonus grant under subsection (b). 

105 

(B) REVOCATION.—The Secretary may revoke an agency’s 

designation under subsection (b) if the Secretary determines 

that the agency is not demonstrating adequate performance 

or has had findings of deficiencies described in paragraph 

(1)(B)(ii). 

(5) AMOUNT OF BONUS GRANT.—The Secretary shall base the 

amount of funding provided through a bonus grant made under 

subsection (b) to a center of excellence on the number of children 

eligible for Head Start services in the community involved. The 

Secretary shall, subject to the availability of funding, make 

such a bonus grant in an amount of not less than $200,000 per 

year. 

(d) USE OF FUNDS.— 

(1) ACTIVITIES.—A center of excellence that receives a bonus 

grant under subsection (b) may use the funds made available 

through the bonus grant— 

(A) to provide Head Start services to additional eligible 

children; 

(B) to better meet the needs of working families in the 

community served by the center by serving more children in 

existing Early Head Start programs (existing as of the date 

the center is designated under this section) or in full-working-day, full calendar year Head Start programs; 

(C) to model and disseminate best practices for achieving 

early academic success, including achieving school readiness and developing prereading and premathematics skills 

for at-risk children and achieving the acquisition of the 

English language for limited English proficient children, 

and to provide seamless service delivery for eligible children and their families; 

(D) to further coordinate early childhood and social services available in the community served by the center for atrisk children (birth through age 8), their families, and 

pregnant women; 

(E) to provide training and cross training for Head Start 

teachers and staff, child care providers, public and private 

preschool and elementary school teachers, and other providers of early childhood services, and training and cross 

training to develop agency leaders; 

(F) to provide effective transitions between Head Start 

programs and elementary school, to facilitate ongoing communication between Head Start and elementary school 

teachers concerning children receiving Head Start services, 

and to provide training and technical assistance to providers who are public elementary school teachers and other 

staff of local educational agencis, child care providers, family service providers, and other providers of early childhood 

services, to help the providers described in this subparagraph increase their ability to work with low-income, atrisk children and their families; 

(G) to develop or maintain partnerships with institutions 

of higher education and nonprofit organizations, including 

community-based organizations, that recruit, train, place, 

and support college students to serve as mentors and readVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00105 Fmt 6659 Sfmt 6603 E:\HR\OC\SR131.XXX SR131
106 

ing coaches to preschool children in Head Start programs; 

and 

(H) to carry out other activities determined by the center 

to improve the overall quality of the Head Start program 

carried out by the agency and the program carried out 

under bonus grant involved. 

(2) INVOLVEMENT OF OTHER HEAD START AGENCIES AND PRO- VIDERS.—A center that receives a bonus grant under subsection 

(b), in carrying out activities under this subsection, shall work 

with the center’s delegate agencies, several additional Head 

Start agencies, and other providers of early childhood services 

in the community involved, to encourage the agencies and providers described in this sentence to carry out model programs. 

(e) RESEARCH AND REPORTS.— 

(1) RESEARCH.—The Secretary shall, subject to the availability of funds to carry out this subsection, make a grant to an 

independent organization to conduct research on the ability of 

the centers of excellence to improve the school readiness of children receiving Head Start services, and to positively impact 

school results in the earliest grades. The organization shall also 

conduct research to measure the success of the centers of excellence at encouraging the center’s delegate agencies, additional 

Head Start agencies, and other providers of early childhood 

services in the communities involved to meet measurable improvement goals, particularly in the area of school readiness. 

(2) REPORT.—Not later than 48 months after the date of enactment of the Head Start Improvements for School Readiness 

Act, the organization shall prepare and submit to the Secretary 

and Congress a report containing the results of the research described in paragraph (1). 

(f) AUTHORIZATION OF APPROPRIATIONS.—There are authorized to 

be appropriated for fiscal year 2006 and each subsequent fiscal 

year— (1) $90,000,000 to make bonus grants to centers of excellence 

under subsection (b) to carry out activities described in subsection (d); 

(2) $2,500,000 to pay for the administrative costs of the Secretary in carrying out this section, including the cost of a conference of centers for excellence; and 

(3) $2,000,000 for research activities described in subsection 

(e). 

* * * * * * * 

øPOWERS AND FUNCTIONS OF HEAD START AGENCIES

øSEC. 642 (a) In order to be designated as a Head Start agency 

under this subchapter, an agency must have authority under its 

charter or applicable law to receive and administer funds under 

this subchapter, funds and contributions from private or local public sources which may be used in support of a Head Start program, 

and funds under any Federal or State assistance program pursuant 

to which a public or private nonprofit or for-profit agency (as the 

case may be) organized in accordance with this subchapter, could 

act as grantee, contractor, or sponsor of projects appropriate for inclusion in a Head Start program. Such an agency must also be emVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00106 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
107 

powered to transfer funds so received, and to delegate powers to 

other agencies, subject to the powers of its governing board and its 

overall program responsibilities. The power to transfer funds and 

delegate powers must include the power to make transfers and delegations covering component projects in all cases where this will 

contribute to efficiency and effectiveness or otherwise further program objectives. 

ø(b) In order to be so designated, a Head Start agency shall 

also— 

ø(1) establish effective procedures by which parents and area 

residents concerned will be enabled to directly participate in 

decisions that influence the character of programs affecting 

their interests; 

ø(2) provide for their regular participation in the implementation of such programs; 

ø(3) provide technical and other support needed to enable 

parents and area residents to secure on their own behalf available assistance from public and private sources; 

ø(4) seek the involvement of parents of participating children 

in activities designed to help such parents become full partners 

in the education of their children, and to afford such parents 

the opportunity to participate in the development, conduct, and 

overall performance of the program at the local level; 

ø(5) offer (directly or through referral to local entities, such 

as entities carrying out Even Start programs under part B of 

chapter 1 of title I of the Elementary and Secondary Education 

Act of 1965 (20 U.S.C. 2741 et seq.)), to parents of participating children, family literacy services and parenting skills 

training; 

ø(6) offer to parents of participating children substance 

abuse counseling (either directly or through referral to local 

entities), including information on drug-exposed infants and 

fetal alcohol syndrome; 

ø(7) at the option of such agency, offer (directly or through 

referral to local entities), to such parents— 

ø(A) training in basic child development; 

ø(B) assistance in developing communication skills; 

ø(C) opportunities to share experiences with other parents; 

ø(D) regular in-home visitation; or 

ø(E) any other activity designed to help such parents become full partners in the education of their children; 

ø(8) provide, with respect to each participating family, a family needs assessment that includes consultation with such parents about the benefits of parent involvement and about the 

activities described in paragraphs (4) through (7) in which such 

parents may choose to be involved (taking into consideration 

their specific family needs, work schedules, and other responsibilities); 

ø(9) consider providing services to assist younger siblings of 

children participating in its Head Start program to obtain 

health services from other sources; 

ø(10) perform community outreach to encourage individuals 

previously unaffiliated with Head Start programs to participate in its Head Start programs as volunteers; and 

108 

ø(11)(A) inform custodial parents in single-parent families 

that participate in programs, activities, or services carried out 

or provided under this subchapter about the availability of 

child support services for purposes of establishing paternity 

and acquiring child support; and 

(B) refer eligible parents to the child support offices of State 

and local governments. 

ø(c) The head of each Head Start agency shall coordinate and collaborate with the State agency responsible for administering the 

State program carried out under the Child Care and Development 

Block Grant Act of 1990 (42 U.S.C. 9858 et seq.), and other early 

childhood education and development programs, including Even 

Start programs under part B of chapter 1 of title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 2741 et seq.) 

and programs under part C and section 619 of the Individuals with 

Disabilities Education Act (20 U.S.C. 1431–1444, 1419), serving the 

children and families served by the Head Start agency to carry out 

the provisions of this subchapter. 

ø(d)(1) Each Head Start agency shall take steps to ensure, to the 

maximum extent possible, that children maintain the developmental and educational gains achieved in Head Start programs and 

build upon such gains in further schooling. 

ø(2) A Head Start agency may take steps to coordinate with the 

local educational agency serving the community involved and with 

schools in which children participating in a Head Start program 

operated by such agency will enroll following such program, including— 

ø(A) collaborating on the shared use of transportation and 

facilities; and 

ø(B) exchanging information on the provision of noneducational services to such children. 

ø(3) In order to promote the continued involvement of the parents of children that participate in Head Start programs in the 

education of their children upon transition to school, the Head 

Start agency shall— 

ø(A) provide training to the parents— 

ø(i) to inform the parents about their rights and responsibilities concerning the education of their children; and 

ø(ii) to enable the parents to understand and work with 

schools in order to communicate with teachers and other 

school personnel, to support the school work of their children, and to participate as appropriate in decisions relating to the education of their children; and 

ø(B) take other actions, as appropriate and feasible, to support the active involvement of the parents with schools, school 

personnel, and school-related organizations. 

ø(4) The Secretary, in cooperation with the Secretary of Education, shall— 

ø(A) evaluate the effectiveness of the projects and activities 

funded under section 642A; 

ø(B) disseminate to Head Start agencies information (including information from the evaluation required by subparagraph 

(A)) on effective policies and activities relating to the transition 

of children from Head Start programs to public schools; and 

109 

ø(C) provide technical assistance to such agencies to promote 

and assist such agencies to adopt and implement such effective 

policies and activities. 

ø(e) Head Start agencies shall adopt, in consultation with experts 

in child development and with classroom teachers, an assessment 

to be used when hiring or evaluating any classroom teacher in a 

center-based Head Start program. Such assessment shall measure 

whether such teacher has mastered the functions described in section 648A(a)(1).¿ 

SEC. 642. POWERS AND FUNCTIONS OF HEAD START AGENCIES. 

(a) IN GENERAL.—In order to be designated as a Head Start agency under this subchapter, an agency shall have authority under its 

charter or applicable law to receive and administer funds provided 

under this subchapter, funds and contributions from private or local 

public sources that may be used in support of a Head Start program, and funds provided under any Federal or State assistance 

program pursuant to which a public or private nonprofit or for-profit agency (as the case may be) organized in accordance with this 

subchapter, could act as a grantee, contractor, or sponsor of projects 

appropriate for inclusion in a Head Start program. Such an agency 

shall also be empowered to transfer funds so received, and to delegate powers to transfer funds so received, and to delegate powers to 

other agencies, subject to the powers of its governing board and its 

overall program responsibilities. The power to transfer funds and 

delegate powers shall include the power to make transfers and delegations covering component projects in all cases in which that 

power will contribute to efficiency and effectiveness or otherwise further program objectives. 

(b) ADDITIONAL REQUIREMENTS.—In order to be designated as a 

Head Start agency under this subchapter, a Head Start agency 

shall also— 

(1) establish a program with all standards set forth in section 

641A(a)(1), with particular attention to the standards set forth 

in subparagraphs (A) and (B) of such section; 

(2) demonstrate the capacity to serve eligible children with 

scientifically based curricula and other interventions and support services that help promote the school readiness of children 

participating in the program; 

(3) establish effective procedures and provide for the regular 

assessment of Head Start children, including observational and 

direct formal assessment, where appropriate; 

(4) seek the involvement of parents, area residents, and local 

business in the design and implementation of the program; 

(5) provide for the regular participation of parents and area 

residents in the implementation of the program; 

(6) provide technical and other support needed to enable such 

parents and area residents to secure, on their own behalf, available assistance from public and private sources; 

(7) establish effective procedures to facilitate the involvement 

of parents of participating children in activities designed to 

help such parents become full partners in the education of their 

children, and to afford such parents the opportunity to participate in the development and overall conduct of the program at 

the local level; 

110 

(8) conduct outreach to schools in which Head Start children 

will enroll, local educational agencies, the local business community, community-based organizations, faith-based organizations, museums, and libraries to generate support and leverage 

the resources of the entire local community in order to improve 

school readiness; 

(9) offer (directly or through referral to local entities, such as 

entities carrying out Even Start programs under subpart 3 of 

part B of title I of the Elementary and Secondary Education Act 

of 1965 (20 U.S.C. 6381 et seq.)), to parents of participating 

children, family literacy services, and parenting skills training; 

(10) offer to parents of participating children substance abuse 

and other counseling (either directly or through referral to local 

entities), if needed, including information on the effect of drug 

exposure on infants and fetal alcohol syndrome; 

(11) at the option of such agency, offer (directly or through referral to local entities), to such parents— 

(A) training in basic child development (including cognitive development); 

(B) assistance in developing literacy and communication 

skills; 

(C) opportunities to share experiences with other parents 

(including parent mentor relationships); 

(D) regular in-home visitation; or 

(E) any other activity designed to help such parents become full partners in the education of their children; 

(12) provide, with respect to each participating family, a family needs assessment that includes consultation with such parents (including foster parents and grandparents, where applicable) about the benefits of parent involvement and about the activities described in this subsection in which such parents may 

choose to be involved (taking into consideration their specific 

family needs, work schedules, and other responsibilities); 

(13) consider providing services to assist younger siblings of 

children participating in its Head Start program, to obtain 

health services from other sources; 

(14) perform community outreach to encourage individuals 

previously unaffiliated with Head Start programs to participate 

in its Head Start program as volunteers; 

(15)(A) inform custodial parents in single-parent families that 

participate in programs, activities, or services carried out or 

provided under this subchapter about the availability of child 

support services for purposes of establishing paternity and acquiring child support; and 

(B) refer eligible parents to the child support offices of State 

and local governments; 

(16) provide parents of limited English proficient children 

outreach and information in an understandable and uniform 

format and, to the extent practicale, in a language that the parents can understand; and 

(17) at the option of such agency, partner with an institution 

of higher education and a nonprofit organization to provide college students with the opportunity to serve as mentors or reading coaches to Head Start participants. 

111 

(C) TRANSITION ACTIVITIES TO FACILITATE CONTINUED

PROGRESS.— 

(1) IN GENERAL.—Each Head Start agency shall collaborate 

with the entities listed in this subsection, to the maximum extent possible, to ensure the successful transition of Head Start 

children to school, so that such children are able to build upon 

the developmental and educational gains achieved in Head 

Start programs in further schooling. 

(2) COORDINATION.— 

(A) LOCAL EDUCATIONAL AGENCY.—In communities where 

both public prekindergarten programs and Head Start programs operate, a Head Start agency shall collaborate and 

coordinate activities with the local educational agency or 

other public agency responsible for the operation of the prekindergarten program and providers of prekindergarten, 

including outreach activities to identify eligible children. 

(B) ELEMENTARY SCHOOLS.—Head Start staff shall, with 

the permission of the parents of children enrolled in Head 

Start programs, regularly communicate with the elementary schools such children will be attending to— 

(i) share information about such children; 

(ii) get advice and support from the teachers in such 

elementary schools regarding teaching strategies and 

options; and 

(iii) ensure a smooth transition to elementary school 

for such children. 

(C) OTHER PROGRAMS.—The head of each Head Start 

agency shall coordinate activities and collaborate with the 

State agency responsible for administering the State program carried out under the Child Care and Development 

Block Grant Act of 1990 (42 U.S.C. 9858 et seq.), other entities carrying out early childhood education and development programs, and the agencies responsible for administering section 106 of the Child Abuse Prevention and 

Treatment Act (42 U.S.C. 5106a), parts B and E of title IV 

of the Social Security Act (42 U.S.C. 620 et seq. and 670 

et seq.), programs under subtitle B of title VII of the 

McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 

et seq.), Even Start programs under subpart 3 of part B of 

title I of the Elementary and Secondary Education Act of 

1965 (20 U.S.C. 6381 et seq.), and programs under section 

619 and part C of the Individuals with Disabilities Education Act (20 U.S.C. 1419, 1431 et seq.), serving the children and families served by the Head Start agency. 

(3) COLLABORATION.—A Head Start agency shall take steps to 

coordinate activities with the local educational agency serving 

the community involved and with schools in which children 

participating in a Head Start program operated by such agency 

will enroll following such program, including— 

(A) collaborating on the shared use of transportation and 

facilities; 

(B) collaborating to reduce the duplication of services 

while increasing the program participation of underserved 

populations of eligible children; and 

112 

(C) exchanging information on the provision of noneducational services to such children. 

(4) PARENTAL INVOLVEMENT.—In order to promote the continued involvement of the parents of children that participate in 

Head Start programs in the education of their children upon 

transition to school, the Head Start agency shall— 

(A) provide training to the parents— 

(i) to inform the parents about their rights and responsibilities concerning the education of their children; and 

(ii) to enable the parents— 

(I) to understand and work with schools in order 

to communicate with teachers and other school 

personnel; 

(II) to support the schoolwork of their children; 

and 

(III) to participate as appropriate in decisions relating to the education of their children; and 

(B) take other actions, as appropriate and feasible, to 

support the active involvement of the parents with schools, 

school personnel, and school-related organizations. 

(d) ASSESSMENT.—Each Head Start agency shall adopt, in consultation with experts in child development and with classroom 

teachers, an assessment to be used when hiring or evaluating any 

classroom teacher in a center-based Head Start program. Such assessment shall measure whether such teacher has mastered the 

functions described in section 648A(a)(1) and attained a level of literacy appropriate to implement Head Start curricula. 

(e) FUNDED ENROLLMENT; WAITING LIST.—Each Head Start agency shall enroll 100 percent of its funded enrollment and maintain 

an active waiting list at all times with ongoing outreach to the community and activities to identify underserved populations. 

(f) TECHNICAL ASSISTANCE AND TRAINING PLAN.—In order to receive funds under this subchapter, a Head Start agency shall develop an annual technical assistance and training plan. Such plan 

shall be based on the agency’s self-assessment, the community needs 

assessment, and the needs of parents to be served by such agency. 

* * * * * * * 

øSEC. 642A. HEAD START TRANSITION. 

øEach Head Start agency shall take steps to coordinate with the 

local educational agency serving the community involved and with 

schools in which children participating in a Head Start program 

operated by such agency will enroll following such program, including— 

ø(1) developing and implementing a systematic procedure for 

transferring, with parental consent, Head Start program 

records for each participating child to the school in which such 

child will enroll; 

ø(2) establishing channels of communication between Head 

Start staff and their counterparts in the schools (including 

teachers, social workers, and health staff) to facilitate coordination of programs; 

ø(3) conducting meetings involving parents, kindergarten or 

elementary school teachers, and Head Start program teachers 

113 

to discuss the educational, developmental, and other needs of 

individual children; 

ø(4) organizing and participating in joint transition-related 

training of school staff and Head Start staff; 

ø(5) developing and implementing a family outreach and 

support program in cooperation with entities carrying out parental involvement efforts under title I of the Elementary and 

Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.); 

ø(6) assisting families, administrators, and teachers in enhancing educational and developmental continuity between 

Head Start services and elementary school classes; and 

ø(7) linking the services provided in such Head Start program with the education services provided by such local educational agency.¿ 

SEC. 642A. HEAD START TRANSITION AND ALIGNMENT WITH K–12 EDUCATION. 

Each Head Start agency shall take steps to coordinate activities 

with the local educational agency serving the community involved 

and with schools in which children participating in a Head Start 

program operated by such agency will enroll following such program, including— 

(1) developing and implementing a systematic procedure for 

transferring, with parental consent, Head Start program 

records for each participating child to the school in which such 

child will enroll; 

(2) establishing ongoing channels of communication between 

Head Start staff and their counterparts in the schools (including teachers, social workers, health staff, and local educational 

agency liaisons designated under section 722(g)(1)(J)(ii) of the 

McKinney-Vento Homeless Assistance Act (42 U.S.C. 

11432(g)(1)(J)(ii))) to facilitate coordination of programs; 

(3) developing continuity of developmentally appropriate curricula and practice between the Head Start agency and local 

educational agency to ensure an effective transition and appropriate shared expectations for children’s learning and development as the children make the transition to school; 

(4) conducting meetings involving parents, kindergarten or elementary school teachers, and Head Start teachers to discuss 

the educational, developmental, and other needs of individual 

children; 

(5) organizing and participating in joint training, including 

transition-related training of school staff and Head Start staff; 

(6) developing and implementing a family outreach and support program, in cooperation with entities carrying out parental 

involvement efforts under title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.), and 

family outreach and support efforts under subtitle B of title VII 

of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 

11431 et seq.), taking into consideration the language needs of 

limited English proficient parents; 

(7) assisting families, administrators, and teachers in enhancing educational and developmental continuity and continuity of parental involvement in activities between Head Start 

services and elementary school classes; 

114 

(8) linking the services provided in such Head Start program 

with the education services, including services relating to language, literacy, and numeracy, provided by such local educational agency; 

(9) helping parents understand the importance of parental involvement in a child’s academic success while teaching the parents strategies for maintaining parental involvement as their 

child moves from the Head Start program to elementary school; 

(10) developing and implementing a system to increase program participation of underserved populations of eligible children, including children with disabilities, homeless children, 

children in foster care, and limited English proficient children; 

and 

(11) coordinating activities and collaborating to ensure that 

curricula used in the Head Start program is aligned with State 

early learning standards with regard to cognitive, social, emotional, and physical competencies that children entering kindergarten are expected to demonstrate. 

* * * * * * * 

SUBMISSION OF PLANS TO GOVERNORS

SEC. 643. In carrying out the provisions of this subchapter, no 

contract, agreement, grant, or other assistance shall be made for 

the purpose of carrying out a Head Start program within a State 

unless a plan setting forth such proposed contract, agreement, 

grant, of other assistance has been submitted to the chief executive 

officer of the State, and such plan has not been disapproved by 

such officer within ø45¿ 30 days of such submission, or, if disapproved (for reasons other than failure of the program to comply 

with State health, safety, and child care laws, including regulations 

applicable to comparable child care programs in the State), has 

been reconsidered by the Secretary and found by the Secretary to 

be fully consistent with the provisions and in furtherance of the 

purposes of this subchapter, as evidenced by a written statement 

of the Secretary’s findings that is transmitted to such officer. 

Funds to cover the costs of the proposed contract, agreement, 

grant, or other assistance shall be obligated from the appropriation 

which is current at the time the plan is submitted to such officer. 

This section shall not, however, apply to contracts, agreements, 

grant, loans, or other assistance to Indian and migrant and seasonal Head Start programs in existence on the date of enactment of 

the Head Start Improvements for School Readiness Act, or to any 

institution of higher education in existence on the date of the enactment of this Act. 

* * * * * * * 

PARTICIPATION IN HEAD START PROGRAMS

SEC. 645. (a)(1) The Secretary shall be regulation prescribe eligibility for the participation of persons in Head Start programs assisted under this subchapter. Except as provided in paragraph (2), 

such criteria may provide— 

(A) that children from low-income families shall be eligible 

for participation in programs assisted under this subchapter if 

their families’ incomes are below 130 percent of the poverty 

115 

line, or if their families are eligible or, in the absence of child 

care, would potentially be eligible for public assistance; and 

(B) pursuant to such regulations as the Secretary shall prescribe, that— 

(i) programs assisted under this subchapter may include, 

to a reasonable extent, participation of children in the area 

served who would benefit from such programs but whose 

families do not meet the low-income criteria prescribed 

pursuant to subparagraph (A); and 

(ii) a child who has been determined to meet the low-income criteria and who is participating in a Head Start program in a program year shall be considered to continue to 

meet the low-income criteria through the end of the succeeding program year. 

In determining for purposes of this paragraph, whether a child who 

has applied for enrollment in a Head Start program meets the lowincome criteria, an entity may consider evidence of family income 

during the 12 months preceding the month in which the application 

is submitted, or during the calendar year preceding the calendar 

year in which the application is submitted, whichever more accurately reflects the needs of the family at the time of application. A 

homeless child shall be deemed eligible for Head Start services. 

(2) Whenever a Head Start program is operated in a community 

with a population of 1,000 or less individuals and— * * * 

* * * * * * * 

(3)(A) In this paragraph: 

(i) The term ‘‘dependent’’ has the meaning given the term in 

paragraphs (2)(A) and (4)(A)(i) of section 401(a) of title 37, 

United States Code. 

(ii) The terms ‘‘member’’ and ‘‘uniformed services’’ have the 

meanings given the terms in paragraphs (23) and (3), respectively, of section 101 of title 37, United States Code. 

(B) The following amounts of pay and allowance of a member of 

the uniformed services shall not be considered to be income for purposes of determining the eligibility of a dependent of such member 

for programs funded under this subchapter: 

(i) The amount of any special pay payable under section 310 

of title 37, United States Code, relating to duty subject to hostile fire or imminent danger. 

(ii) The amount of basic allowance payable under section 403 

of such title, including any such amount that is provided on behalf of the member for housing that is acquired or constructed 

under the alternative authority for the acquisition and improvement of military housing under subchapter IV of chapter 169 

of title 10, United States Code, or any other related provision 

of law. 

(4) After demonstrating a need through a community needs assessment, a Head Start agency may apply to the Secretary to convert 

part-day sessions, particularly consecutive part-day sessions, into 

full-day sessions. 

* * * * * * * 

116 

øSEC. 645A. EARLY HEAD START PROGRAMS FOR FAMILIES WITH INFANTS AND TODDLERS.¿ 

SEC. 645A. EARLY HEAD START PROGRAMS. 

(a) IN GENERAL.— * * * 

* * * * * * * 

(b) SCOPE AND DESIGN OF PROGRAMS.—In carrying out a program 

described in subsection (a), an entity receiving assistance under 

this section shall— 

(1) * * * 

(2) * * * 

(3) * * * 

(4) øprovide services to parents to support their role as parents¿ provide additional services to parents to support their 

role as parents (including parenting skills training and training in basic child development) and to help the families move 

toward self-sufficiency (including educational and employment 

services as appropriate); 

(5) where appropriate and in conjunction with services provided under this section to the children’s immediate families (or 

as approved by the Secretary), provide home-based services to 

family child care homes and kin caregivers caring for infants 

and toddlers who also participate in Early Head Start programs, to provide continuity in supporting the children’s physical, social, emotional, and intellectual development; 

ø5¿(6) coordinate services with services (including homebased services) provided by programs in the State and programs in the community (including programs for infants and 

toddlers with disabilities and homeless infants and toddlers) to 

ensure a comprehensive array of services such as health and 

mental health services, and family support services); 

ø6¿(7) ensure formal linkages with local Head Start programs in order to provide for continuity of services for children 

and families; 

(8) develop and implement a systematic procedure for 

transitioning children and parents from an Early Head Start 

program into a Head Start program or another local early 

childhood education program; 

(9) establish channels of communication between staff of 

Early Head Start programs and staff of Head Start programs 

or other local early childhood education programs, to facilitate 

the coordination of programs; 

ø7¿(10) in the case of a Head Start agency that operates a 

program and that also provides Head Start services through 

the age of mandatory school attendance, ensure that children 

and families participating in the program receive such services 

through such age; 

ø8¿(11) ensure formal linkages with the agencies and entities described in section 644(b) of the Individuals with Disabilities Education Act (20 U.S.C. 1444(b)) øand providers¿ providers of early intervention services for infants and toddlers 

with disabilities under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq., and the agencies responsible 

for administering section 106 of the Child Abuse Prevention 

and Treatment Act (42 U.S.C. 5106a) and parts B and E of 

117 

title IV of the Social Security Act (42 U.S.C. 620 et seq. and 

670 et seq.); and 

ø9¿(12) meet such other requirements concerning design and 

operation of the program described in subsection (a) as the Secretary may establish. 

* * * * * * * 

(d) ELIGIBLE SERVICE PROVIDERS.— * * * 

* * * * * * * 

(1) entities operating Head Start programs under this subchapter, including tribal governments and entities operating 

migrant and seasonal Head Start programs; and 

(2) other public entities, and nonprofit or for-profit private 

entities, including community-based organizations, capable of 

providing child and family services that meet the standards for 

participation in programs under this subchapter and meet such 

other appropriate requirements relating to the activities under 

this section as the Secretary may establish. 

* * * * * * * 

(g) MONITORING, TRAINING, TECHNICAL ASSISTANCE, AND EVALUA- TION.— * * * 

* * * * * * * 

(2) TRAINING AND TECHNICAL ASSISTANCE ACCOUNT.— (A) IN GENERAL.— * * * 

(B) ACTIVITIES.—Funds in the account may be used by 

the Secretary for purposes including— 

(i) * * * 

(ii) * * * 

(iii) * * * 

ø(iv) providing professional development and personnel enhancement activities, including the provision 

of funds to recipients of grants under subsection (a) for 

the recruitment and retention of qualified staff with 

an appropriate level of education and experience.¿ 

(iv) providing professional development and personnel enhancement activities, including the provision 

of funds to recipients of grants under subsection (a), relating to— 

(I) effective methods of conducting parent education, home visiting, and promoting quality early 

childhood development; 

(II) recruiting and retaining qualified staff; and 

(III) increasing program participating for underserved populations of eligible children. 

(h) STAFF QUALIFICATIONS AND DEVELOPMENT.— 

(1) CENTER-BASED STAFF.—The Secretary shall ensure that, 

not later than September 30, 2010, all teachers providing direct 

services to Early Head Start children and families in Early 

Head Start centers have a minimum of a child development associate credential or an associate degree, and have been trained 

(or have equivalent course work) in early childhood development. 

(2) HOME VISITOR STAFF.— 

118 

(A) STANDARDS.—In order to further enhance the quality 

of home visiting services provided to families of children 

participating in home-based, center-based, or combination 

program options under this subchapter, the Secretary shall 

establish standards for training, qualifications, and the 

conduct of home visits for home visitor staff in Early Head 

Start programs. 

(B) CONTENTS.—The standards for training, qualifications, and the conduct of home visits shall include content 

related to— 

(i) structured child-focused home visiting that promotes parents’ ability to support the child’s cognitive, 

social, emotional, and physical development; 

(ii) effective strengths-based parent education, including methods to encourage parents as their child’s 

first teachers; 

(iii) early childhood development with respect to children from birth through age 3; 

(iv) methods to help parents promote emergent literacy in their children from birth through age 3, including use of research-based strategies to support the 

development of literacy and language skills for children who are limited English proficient; 

(v) health, vision, hearing, and development 

screenings; 

(vi) strategies for helping families coping with crisis; 

and 

(vii) the relationship of health and well-being of 

pregnant women to prenatal and early child development. 

* * * * * * * 

APPEALS, NOTICE, AND HEARING

SEC. 646. (a) The Secretary shall prescribe procedures to assure 

that— 

(1) * * * 

(2) * * * 

ø(3) financial assistance under this subchapter shall not be 

terminated or reduce, an application for refunding shall not be 

denied, and a suspension of financial assistance shall not be 

continued for longer than 30 days, unless the recipient has 

been afforded reasonable notice and opportunity for a full and 

fair hearing; and 

ø(4) the Secretary shall develop and publish procedures (including mediation procedures) to be used in order to— 

ø(A) resolve in a timely manner conflicts potentially 

leading to adverse action between— 

ø(i) recipients of financial assistance under this subchapter; and 

ø(B) avoid the need for an administrative hearing on an 

adverse action¿. 

(3) financial assistance under this subchapter may be terminated or reduced, and an application for refunding may be deVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00118 Fmt 6659 Sfmt 6603 E:\HR\OC\SR131.XXX SR131
119 

nied, after the recipient has been afforded reasonable notice and 

opportunity for a full and fair hearing, including— 

(A) a right to file a notice of appeal of a decision within 

30 days of notice of the decision from the Secretary; and 

(B) access to a full and fair hearing of the appeal, not 

later than 120 days from receipt by the Secretary of the notice of appeal; 

(4) the Secretary shall develop and publish procedures (including mediation procedures) to be used in order to— 

(A) resolve in a timely manner conflicts potentially leading to an adverse action between— 

(i) recipients of financial assistance under this subchapter; and 

(ii) delegate agencies or Head Start Parent Policy 

Councils; 

(B) avoid the need for an administrative hearing on an 

adverse action; and 

(C) prohibit a Head Start agency from expending financial assistance awarded under this subchapter for the purpose of paying legal fee pursuant to an appeal under paragraph (3), except that such fees shall be reimbursed by the 

Secretary if the agency prevails in such decision; and 

(5) the Secretary may suspend funds to a grantee under this 

subchapter— 

(A) except as provided in subparagraph (B), for not more 

than 30 days; or 

(B) in the case of a grantee under this subchapter that 

has multiple and recurring deficiencies for a period of 6 

months and has not made substantial and significant 

progress toward meeting the goals of the grantee’s quality 

improvement plan or eliminating all deficiencies identified 

by the Secretary, during the hearing of an appeal described 

in paragraph (3), for any amount of time, including permanently. 

* * * * * * * 

RECORDS AND AUDITS

SEC. 647. (a) øEach recipient of¿ Each Head Start agency, Head 

Start center, or Early Head Start center receiving financial assistance under this subchapter shall keep such records as the Secretary shall prescribe, including records which fully disclose the 

amount and disposition by such recipient of the proceeds of such 

financial assistance, the total cost of the project or undertaking in 

connection with which such financial assistance is given or used, 

the amount of that portion of the cost of the project or undertaking 

supplied by other sources, and such other records as will facilitate 

an effective audit. 

(b) The Secretary and the Comptroller General of the United 

States, or any of their duly authorized representatives, shall have 

access for the purpose of audit and examination to any books, documents, papers, and records of the recipients that are pertinent to 

the financial assistance received under this subchapter. 

(c) Each Head Start agency, Head Start center, or Early Head 

Start center receiving financial assistance under this subchapter 

120 

shall maintain, and annually submit to the Secretary, a complete 

accounting of its administrative expenses, including expenses for 

salaries and compensation funded under this subchapter and provide such additional documentation as the Secretary may require. 

* * * * * * * 

TECHNICAL ASSISTANCE AND TRAINING

SEC. 648. (a) The Secretary shall provide, directly or through 

grants or other arrangements (1) technical assistance to communities in developing, conducting, and administering programs under 

this subchapter; and (2) training for specialized or other personnel 

needed in connection with Head Start programs, in accordance 

with the process, and the provisions for allocating resources, set 

forth in subsections ø(b), and (c)¿ (b), (c), and (d). 

(b) The Secretary shall make available funds set aside in section 

640(a)(2)(C)(ii) to support a regional or State system of early childhood education training and technical assistance that improves the 

capacity of Head Start programs to deliver services in accordance 

with the standards described in section 641A(a)(1), with particular 

attention to the standards described in subparagraphs (A) and (B) 

of such section. The Secretary shall— 

(1) ensure that agencies with demonstrated expertise in providing high-quality training and technical assistance to improve the delivery of Head Start services, including the State 

Head Start Associations, State agencies, migrant and seasonal 

Head Start programs, and other entities providing training and 

technical assistance in early education, for the region or State 

are included in the planning and coordination of the system; 

and 

(2) encourage States to supplement the funds authorized in 

section 640(a)(2)(C)(ii) with Federal, State, or local funds other 

than Head Start funds, to expand training and technical assistance activities beyond Head Start agencies to include other providers of other early childhood services within a region or State. 

ø(b)¿(c) The process for determining the technical assistance and 

training activities to be carried out under this section shall— 

(1) * * * 

* * * * * * * 

øc¿(d) In allocating resources for technical assistance and training under this section, the Secretary shall— 

(1) give priority consideration to— 

(A) activities to correct program and management deficiencies identified through reviews carried out pursuant to 

section 641A(c) (including the provision of assistance to 

local programs in the development of quality improvement 

plans under section 641A(d)(2)); and 

(B) assisting Head Start agencies in— 

(i) ensuring the school readiness of children; and 

(ii) meeting the øeducational performance measures¿ measures described in section 641A(b)(4); 

(2) supplement amounts provided under section 

640(a)(3)(C)(ii) in order to address the training and career development needs of classroom staff (including instruction for 

providing services to children with disabilities and for activities 

121 

described in section 1221(b)(3) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6371(b)(3))) and nonclassroom staff, including home visitors and other staff working directly with families, including training relating to increasing parent involvement and services designed to increase 

family literacy and improve parenting skills; 

(3) * * * 

(4) * * * 

(5) assist Head Start agencies and programs in conducting 

and participating in communitywide strategic planning and 

needs assessment, including assessing the needs of homeless 

children and their families; 

(6) * * * 

(7) * * * 

(8) * * * 

(9) * * * 

(10) assist Head Start agencies in developing innovative program models, including mobile and home-based programsø; 

and¿; 

(11) provide support for Head Start agencies (including policy councils and policy committees, as defined in regulation) 

that meet the standards described in section 641A(a) but that 

have, as documented by the Secretary through reviews conducted pursuant to section 641A(c), significant programmatic, 

quality, and fiscal issues to addressø.¿; 

(12) assist Head Start agencies and programs in increasing 

the program participation of homeless children; 

(13) provide training and technical assistance to members of 

governing bodies to ensure that the members can fulfill the 

functions described in section 641(a)(4); 

(14) provide training and technical assistance to Head Start 

agencies to assist such agencies in conducting self-assessments; 

and 

(15) assist Head Start agencies and Head Start programs in 

improving outreach to, and quality of services available to, limited English proficient children and their families, including 

such services to help such families learn English, particularly 

in communities that have experienced a large percentage increase in the population of limited English proficient individuals, as measured by the Bureau of the Census. 

ø(d)¿(e) The Secretary may provide, either directly or through 

grants to public or private nonprofit entities, including communitybased organizations, training for Head Start personnel in the use 

of the performing and visual arts and interactive programs using 

electronic media to enhance the learning experience of Head Start 

children. Special consideration shall be given to entities that have 

demonstrated effectiveness in educational programming for preschool children that includes components for parental involvement, 

care provider training, and developmentally appropriate related activities. 

ø(e)¿(f) The Secretary shall provide, either directly or through 

grants or other arrangements, funds from programs authorized 

under this subchapter to support an organization to administer a 

centralized child development and national assessment program 

leading to recognized credentials for personnel working in early 

122 

childhood development and child care programs, training for personnel providing services to non-English language background children (including services to promote the acquisition of the English 

language), or providing services to children determined to be abused 

or neglected, training for personnel providing services to children referred by entities providing child welfare services or receiving child 

welfare services, training for personnel in helping children cope 

with community violence, and resource access projects for personnel working with disabled children. 

(g) The Secretary shall provide, either directly or through grants 

or other arrangements, funds for training of Head Start personnel 

in addressing the unique needs of migrant and seasonal 

farmworking families, families with limited English proficiency, 

and homeless families. 

(h) Funds used under this section shall be used to provide high 

quality, sustained, and intensive, training and technical assistance 

in order to have a positive and lasting impact on classroom instruction. Funds shall be used to carry out activities related to 1 or more 

of the following: 

(1) Education and early childhood development. 

(2) Child health, nutrition, and safety. 

(3) Family and community partnerships. 

(4) Other areas that impact the quality or overall effectiveness 

of Head Start programs. 

(i) Funds used under this section for training shall be used for 

needs identified annually by a grant applicant or delegate agency 

in its program improvement plan, except that funds shall not be 

used for long-distance travel expenses for training activities— 

(1) available locally or regionally; or 

(2) substantially similar to locally or regionally available 

training activities. 

(j)(1) To support local efforts to enhance early language and 

preliteracy development of children in Head Start programs, and to 

provide the children with high-quality oral language skills, and environments that are rich in literature, in which to acquire language 

and preliteracy skills, each Head Start agency, in coordination with 

the appropriate State office and the relevant State Head Start collaboration office, shall ensure that all of the agency’s Head Start 

teachers received ongoing training in language and emergent literacy (referred to in this subsection as ‘‘literacy training’’), including 

appropriate curricula and assessments to improve instruction and 

learning. Such training shall include training in methods to promote phonological and phonemic awareness and vocabulary development in an age-appropriate and culturally and linguistically appropriate manner. 

(2) The literacy training shall be provided at the local level in 

order— 

(A) to be provided, to the extent feasible, in the context of the 

Head Start programs of the State involved and the children the 

program serves; and 

(B) to be tailored to the early childhood literacy background 

and experience of the teachers involved. 

(3) The literacy training shall be culturally and linguistically appropriate and support children’s development in their home language. 

123 

(4) The literacy training shall include training in how to work 

with parents to enhance positive language and early literacy development at home. 

(5) The literacy training shall include specific methods to best address the needs of children who are English language learners or 

are limited English proficient. 

(6) The literacy training shall include specific methods to best address the needs of children who have speech and language delays, 

including problems with articulation, or have other disabilities. 

* * * * * * * 

SEC. 648A. STAFF QUALIFICATIONS AND DEVELOPMENT. 

(a) CLASSROOM TEACHERS.— 

(1) PROFESSIONAL REQUIREMENTS.— * * * 

* * * * * * * 

ø(2)¿ DEGREE REQUIREMENTS.— 

ø(A) IN GENERAL.—The Secretary shall ensure that not 

later than September 30, 2003, at least 50 percent of all 

Head Start teachers nationwide in center-based programs 

have— 

ø(i) an associate, baccalaureate, or advanced degree 

in early childhood education; or 

ø(ii) an associate, baccalaureate, or advanced degree 

in a field related to early childhood education, with experience in teaching preschool children. 

ø(B) PROGRESS.—The Secretary shall require Head Start 

agencies to demonstrate continuing progress each year to reach 

the result described in subparagraph (A).¿ 

(2) DEGREE REQUIREMENTS.— 

(A) IN GENERAL.—The Secretary shall ensure that— 

(i) not later than September 30, 2010, all Head Start 

teachers in center-based programs have at least— 

(I)(aa) an associate degree (or equivalent 

coursework) relating to early childhood; or 

(bb) an associate degree in a related educational 

area and, to the extent practicable, coursework relating to early childhood; and 

(II) demonstrated teaching competencies, as determined by the program director involved (including, at a minimum, an appropriate level of literacy, a demonstrated capacity to be highly engaged with children, and a demonstrated ability to 

effectively implement an early childhood curriculum); and 

(ii) not later than September 30, 2008, all Head 

Start curriculum specialists and education coordinators in center-based programs have— 

(I) the capacity to offer assistance to other teachers in the implementation and adaptation of curricula to the group and individual needs of a class; 

and 

(II)(aa) a baccalaureate or advanced degree relating to early childhood; or 

124 

(bb) a baccalaureate or advanced degree and 

coursework equivalent to a major relating to early 

childhood; 

(iii) not later than September 30, 2008, all Head 

Start teaching assistants in center-based programs 

have— 

(I) at least a child development associate credential; 

(II) enrolled in a program leading to an associate or baccalaureate degree; or 

(III) enrolled in a child development associate 

credential program to be completed within 2 years; 

and 

(iv) not later than September 30, 2011— 

(I) in States that have established teacher requirements for State prekindergarten programs, all 

Head Start teachers in center-based programs— 

(aa) if such requirements are not less than 

those requirements described in subclause (II), 

meet such teacher requirements for State prekindergarten programs; and 

(bb) if such requirements are less than those 

requirements described in subclause (II), meet 

the requirements described in subclause (II); 

and 

(II) in States that do not have an established 

State prekindergarten program or in States that do 

not have established teacher requirements for their 

State prekindergarten programs, 50 percent of all 

Head Start teachers in each center-based program 

have a baccalaureate degree relating to early childhood (or a related educational area or a baccalaureate degree that meets State specialized training requirements for prekindergarten teachers, 

such as State licensure, endorsement, or certification for prekindergarten or other early childhood 

area), and demonstrated teaching competencies, as 

determined by the program director involved (including, at a minimum, an appropriate level of literacy, a demonstrated capacity to be highly engaged with children, and a demonstrated ability to 

effectively implement an early childhood curriculum). 

(B) TEACHER IN-SERVICE REQUIREMENT.—Each Head 

Start teacher shall attend an average of not less than 15 

clock hours of professional development per year. Such professional development shall be high quality, sustained, intensive, and classroom-focused in order to have a positive 

and lasting impact on classroom instruction and the teacher’s performance in the classroom, and regularly evaluated 

for effectiveness. 

(C) PROGRESS.— 

(i) REPORT.—The Secretary shall— 

(I) require Head Start agencies to— 

125 

(aa) demonstrate continuing progress each 

year to reach the result described in subparagraph (A); 

(bb) submit to the Secretary a report indicating the number and percentage of classroom instructors in center-based programs 

with child development associate credentials 

or associate, baccalaureate, or graduate degrees; and 

(II) compile and submit a summary of all program reports described in subclause (I)(bb) to the 

Committee on Education and the Workforce of the 

House of Representatives and the Committee on 

Health, Education, Labor, and Pensions of the 

Senate. 

(ii) DEMONSTRATE PROGRESS.—A Head Start agency 

may demonstrate progress by partnering with institutions of higher education or other programs that recruit, train, place, and support college students to deliver an innovative early learning program to preschool 

children. 

(D) SERVICE REQUIREMENTS.—The Secretary shall establish requirements to ensure that, in order to enable Head 

Start agencies to comply with the requirements of subparagraph (A), individuals who receive financial assistance 

under this subchapter to pursue a degree described in subparagraph (A) shall— 

(i) teach or work in a Head Start program for a minimum of 3 years after receiving the degree; or 

(ii) repay the total or a prorated amount of the financial assistance received based on the length of service 

completed after receiving the degree. 

ø(3) ALTERNATIVE CREDENTIALING REQUIREMENTS.—The Secretary shall ensure that, for center-based programs, each Head 

Start classroom that does not have a teacher that meets the requirements of clause (i) or (ii) of paragraph (2)(A) is assigned 

one teacher who has— 

ø(A) a child development associate credential that is appropriate to the age of the children being served in centerbased programs; 

ø(B) a State-awarded certificate for preschool teachers 

that meets or exceeds the requirements for a child development associate credential; or 

ø(C) a degree in a field related to early childhood education with experience in teaching preschool children and 

a State-awarded certificate to teach in a preschool program.¿ 

ø(4) WAIVER.— 

ø(A) IN GENERAL.—On request, the Secretary shall grant 

a 180-day waiver of the requirements of paragraph (3), for 

a Had Start agency that can demonstrate that the agency 

has unsuccessfully attempted to recruit an individual who 

has a credential, certificate, or degree described in paragraph (3), with respect to an individual who— 

126 

ø(i) is enrolled in a program that grants any such 

credential, certificate, or degree; and 

ø(ii) will receive such credential, certificate, or degree under the terms of such program not later than 

180 days after beginning employment as a teacher 

with such agency. 

ø(B) LIMITATION,—The Secretary may not grant more 

than one such waiver with respect to such individual.¿ 

(3) WAIVER.— 

(A) IN GENERAL.—On request, the Secretary may grant a 

waiver of the postsecondary degree requirements of paragraph (2) for 1 or more Head Start agencies, either individually, statewide, or throughout a region, that can demonstrate— 

(i) that continuing aggressive statewide and national 

efforts have been unsuccessful at recruiting an individual to serve as a Head Start teacher or curriculum 

specialist or education coordinator who meets the requirements of paragraph (2)(A); 

(ii) limited access to degree programs (including 

quality distance learning programs), due to the remote 

location of the program involved; or 

(iii) that Head Start staff members are, as of the day 

the waiver is granted, enrolled in a program that— 

(I) grants the required degree; and 

(II) will be completed within 1 year. 

(B) LIMITATION.—An agency that receives a waiver under 

subparagraph (A) shall ensure that Head Start teachers for 

the agency, as of the day the waiver is granted, who have 

not met the postsecondary degree requirements of paragraph (2) but are otherwise highly qualified and competent 

shall be directly and appropriately supervised by a teacher 

who has met or exceeded the requirements of this subchapter. 

(C) DURATION.—The Secretary may not grant a waiver 

under subparagraph (A) for a period that exceeds 1 year. 

(b) MENTOR TEACHERS.— 

* * * * * * * 

(c) FAMILY SERVICE WORKERS.—In order to improve the quality 

and effectiveness of staff providing in-home and other services (including needs assessment, development of service plans, family advocacy, and coordination of service delivery) to families of children 

participating in Head Start programs, the Secretary, in coordination with concerned public and private agencies and organizations 

examining the issues of standards and training for family service 

workers, shall— 

(1) review and, as necessary, revise or develop new qualification standards for Head Start staff providing such services; 

(2) promote the development of model curricula (on subjects 

including parenting training and family literacy) designed to 

ensure the attainment of appropriate competencies by individuals working or planning to work in the field of early childhood 

and family services; øand¿ 

127 

(3) promote the establishment or a credential that indicates 

attainment of the competencies and that is accepted 

nationwideø.¿; and 

(4) promote the use of appropriate strategies to meet the needs 

of special populations (including limited English proficient populations). 

(d) HEAD START FELLOWSHIPS.— (1) AUTHORITY.— * * * 

* * * * * * * 

(3) ASSIGNMENTS OF FELLOWS.— (A) PLACEMENT SITES.— * * * 

* * * * * * * 

(C) NO PLACEMENT IN LOBBYING ORGANIZATION.—Head 

Start Fellowship positions may not be located in any agency, including a center, whose primary purpose, or one of 

whose major purposes, is to influence Federal, State, or 

local legislation. 

* * * * * * * 

(e) MODEL STAFFING PLANS.— * * * 

* * * * * * * 

(f) PROFESSIONAL DEVELOPMENT PLANS.—Every Head Start agency and center shall create, in consultation with employees of the 

agency or center (including family service workers), a professional 

development plan for employees who provide direct services to children, including a plan for classroom teachers, curriculum specialists, and education coordinators to meet the requirements set forth 

in subsection (a). 

* * * * * * * 

SEC. 648B. TRIBAL COLLEGE OR UNIVERSITY HEAD START PARTNERSHIP PROGRAM. 

(a) PURPOSE.—The purpose of this section is to promote social 

competencies and school readiness in Indian children. 

(b) TRIBAL COLLEGE OR UNIVERSITY HEAD START PARTNERSHIP

PROGRAM.— (1) GRANTS—The Secretary is authorized to award grants, for 

periods of not less than 5 years, to Tribal Colleges and Universities to— 

(A) implement education programs that include education concerning tribal culture and language and increase 

the number of associate, baccalaureate, and graduate degrees in early childhood education and related fields that 

are earned by Indian Head Start agency staff members, 

parents of children served by an agency, and members of 

the tribal community involved. 

(B) develop and implement the programs under subparagraph (A) in technology-mediated formats, including providing the programs through such means as distance learning and use of advanced technology, as appropriate; and 

(C) provide technology literacy programs for Indian Head 

Start agency staff members and children and families of 

children served by such an agency. 

128 

(2) STAFFING.—The Secretary shall ensure that the American 

Indian Programs Branch of the Head Start Bureau of the Department of Health and Human Services shall have staffing 

sufficient to administer the programs under this section and to 

provide appropriate technical assistance to Tribal Colleges and 

Universities receiving grants under this section. 

(c) APPLICATION.—Each Tribal College or University desiring a 

grant under this section shall submit an application to the Secretary, at such time, in such manner, and containing such information as the Secretary may require, including a certification that the 

Tribal College or University has established a partnership with 1 

or more Indian Head Start agencies for the purpose of conducting 

the activities described in subsection (b). 

(d) AUTHORIZATION OF APPROPRIATIONS.—There are authorized to 

be appropriated to carry out this section, $10,000,000 for fiscal year 

2006 and such sums may be necessary for each of fiscal years 2007 

through 2010. 

(e) DEFINITIONS.—In this section: 

(1) INSTITUTION OF HIGHER EDUCATION.—The term ‘‘institution of higher education’’ has the meaning given such term in 

section 101(a) of the Hither Education Act of 1965 (20 U.S.C. 

1001(a)). 

(2) TRIBAL COLLEGE OR UNIVERSITY.—The term ‘‘Tribal College or University’’— 

(A) has the meaning given such term in section 316 of the 

Higher Education Act of 1965 (20 U.S.C. 1059c); and 

(B) means an institition determined to be accredited or a 

candidate for accreditation by a national recognized accrediting agency or association. 

* * * * * * * 

SEC. 649. RESEARCH, DEMONSTRATIONS, AND EVALUATION. 

(a) IN GENERAL.— (1) REQUIREMENT; GENERAL PURPOSES.—The Secretary shall 

carry out a continuing program of research, demonstration, 

and evaluation activities, in order to— 

(A) foster continuous improvement in the quality of the 

Head Start programs under this subchapter and in their 

effectiveness in enabling participating children and their 

families to succeed in school and otherwise; and 

(B) use the Head Start programs to develop, test, and 

disseminate new ideas and approaches for addressing the 

needs of low-inome preschool children (including chilren 

with disabilities, children determined to be abused or neglected, homeless children, and children in foster care) and 

their families and communities (including demonstrations 

of innovative noncenter-based program models such as 

home-based and mobile programs, and otherwise to further 

the purposes of this subchapter. 

(b) CONDUCT OF RESEARCH, DEMONSTRATION, AND EVALUATION

ACTIVITIES.— * * * 

* * * * * * * 

(c) CONSULTATION AND COLLABORATION.— * * * 

* * * * * * * 

129 

(d) SPECIFIC OBJECTIVES.—The research, demonstration, and 

evaluation activities under this chapter shall indicate components 

designed to— 

(1) * * * 

* * * * * * * 

(8) promote exploration of areas in which knowledge is insufficient, and that will otherwise contribute to fulfilling the purposes of this subchapter; and 

ø(9) study the experiences of small, medium, and large 

States with Head Start programs in order to permit comparisons of children participating in the programs with eligible 

children who did not participate in the programs, which 

study— 

ø(A) may include the use of a data set that existed prior 

to the initiation of the study; and 

ø(B) shall compare the educational achievement, social 

adaptation, and health status of the participating children 

and the eligible nonparticipating children; and¿ 

ø10¿ (9) provide for— 

(A) * * * 

(B) * * * 

(C) * * * 

(D) * * * 

(E) * * * 

øThe Secretary shall ensure that an appropriate entity carries out 

a study described in paragraph (9), and prepares and submits to 

the appropriate committees of Congress a report containing the results of the study, not later than September 30, 2002.¿ 

(e) LONGITUDINAL STUDIES.— * * * 

* * * * * * * 

(f) OWNERSHIP OF RESULTS.— * * * 

* * * * * * * 

(g) NATIONAL HEAD START IMPACT RESEARCH.— 

(1) EXPERT PANEL.— 

(A) IN GENERAL.—The Secretary shall appoint an independent panel consisting of experts in program evaluation 

and research, education, and early childhood programs— 

ø(i) To review, and make recommendations on, the 

design and plan for the research (whether conducted 

as a single assessment or as a series of assessments) 

described in paragraph (2), within 1 year after the 

date of enactment of the Coats Human Services Reauthorization Act of 1998:¿ 

ø(ii)¿ (i) to maintain and advise the Secretary regarding the progress of the research; and 

øiii¿ (ii) to comment, if the panel so desires, on the 

interim and final research reports submitted under 

paragraph (7). 

* * * * * * * 

(7) REPORTS.— (A) SUBMISSION OF INTERIM REPORTS.— * * * 

(B) SUBMISSION OF FINAL REPORT.— * * * 

(C) TRANSMITTAL OF REPORTS TO CONGRESS.— 

130 

(i) IN GENERAL.—The Secretary shall transmit, to 

the committees described in clause (ii), the first interim report by September 30, 1999, the second interim report by September 30, 2001, and the final report by September 30, ø2003¿ 2007. 

(ii) COMMITTEES.—The Committees referred to in 

clause (i) are the Committee on Education and the 

Workforce of the House of Representatives and the 

Committee on øLabor and Human Resources¿ Health, 

Education, Labor, and Pensions of the Senate. 

* * * * * * * 

ø(h) QUALITY IMPROVEMENT STUDY.— ø(1) STUDY.—The Secretary shall conduct a study regarding 

the use and effects of use of the quality improvement funds 

made available under section 640(a)(3) since fiscal year 1991. 

ø(2) REPORT.—The Secretary shall prepare and submit to 

Congress not later than September 2000 a report containing 

the results of the study, including information on— 

ø(A) the types of activities funded with the quality improvement funds; 

ø(B) the extent to which the use of the quality improvement funds has accomplished the goals of section 

640(a)(3)(B); 

ø(C) the effect of use of the quality improvement funds 

on teacher training, salaries, benefits, recruitment, and retention; and 

ø(D) the effect of use of the quality improvement funds 

on the development of children receiving services under 

this subchapter.¿ 

(h) NATIONAL ACADEMY OF SCIENCES STUDY.— 

(1) IN GENERAL.— The Secretary shall enter into a contract 

with the Board on Children, Youth, and Families of the National Research Council, the Board on Testing and Assessments, and the Institute of Medicine, of the National Academy 

of Sciences to establish an independent panel of experts to review and synthesize research and theories in the social, behavioral, and biological sciences regarding early childhood, and 

make recommendations with regard to each of the following: 

(A) Age- and developmentally appropriate Head Start 

academic requirements and outcomes, including the standards described in section 641A(a)(1)(B)(ii). 

(B) Differences in the type, length, mix, and intensity of 

services that are necessary to ensure that children from 

challenging family or social backgrounds (including low-income children, children with disabilities, and limited 

English proficient children) enter kindergarten ready to 

succeed. 

(C) Appropriate assessments of young children for the 

purposes of improving instruction, services, and program 

quality, including— 

(i) formal and systematic observational assessments 

in a child’s natural environment; 

(ii) assessments of children’s development through 

parent and provider interviews; 

131 

(iii) appropriate accommodations for children with 

disabilities and limited English proficient children; 

(iv) appropriate assessments for children with disabilities, limited English proficient children, and children from different cultural backgrounds; and 

(v) other assessments used in Head Start programs. 

(D) Identification of existing, or recommendations for the 

development of, scientifically based, valid and reliable assessments that are capable of measuring child outcomes in 

the domains important to school readiness, including language skills, prereading ability, premathematics ability, 

cognitive ability, scientific ability, social and emotional development, and physical development. 

(E) Appropriate use and application of valid and reliable 

assessments for Head Start programs identified in accordance with subparagraph (D). 

(2) COMPOSITION.— 

(A) IN GENERAL.—The panel described in paragraph (1) 

shall consist of multiple experts in each of the following 

areas: 

(i) Child development (including cognitive, social, 

emotional, and physical development) and child education (including approaches to learning). 

(ii) Professional development, including preparation 

of individuals who teach young children. 

(iii) Assessment of young children (including children with disabilities and limited English proficient 

children), including screening, diagnostic, and classroom-based instructional assessment. 

(B) REPRESENTATIVES.—The panel described in paragraph (1) shall be selected and appointed by the National 

Academy of Sciences, after consultation with the Secretary 

of Health and Human Services. 

(3) TIMING.— 

(A) ESTABLISHMENT.—Not later than 90 days after the 

date of enactment of the Head Start Improvements for 

School Readiness Act, the Board on Children, Youth, and 

Families of the National Research Council, the Board on 

Testing and Assessments, and the Institute of Medicine, of 

the National Academy of Sciences shall establish the panel 

described in paragraph (1), including selecting and appointing the members of the panel. Representatives described in paragraph (2) shall be selected and appointed 

after consultation with the Secretary. 

(B) RECOMMENDATIONS.—Not later than 1 year after the 

panel described in paragraph (1) is established, the panel 

shall complete, and submit to the Secretary a report containing, the recommendations described in paragraph (1). 

The Secretary shall not implement the amendments made 

to section 641A(a)(1)(B)(ii) by the Head Start Improvements 

for School Readiness Act until the panel submits the report. 

(4) APPLICATION OF PANEL REPORT.—The Secretary shall use 

the results of the review and recommendations described in 

paragraph (1) to (where appropriate) develop, inform, and revise— 

132 

(A) the educational standards, and the performance 

measures, described in section 641A; and 

(B) the assessments utilized in the Head Start programs. 

(i) SERVICES TO LIMITED ENGLISH PROFICIENT CHILDREN AND

FAMILIES.— (1) STUDY.—The Secretary shall conduct a study on the status of limited English proficient children and their families in 

Head Start or Early Head Start programs. 

(2) REPORT.—The Secretary shall prepare and submit to Congress, not later than September 2009, a report containing the 

results of the study, including information on— 

(A) the demographics of limited English proficient children from birth through age 5, including the number of 

such children receiving Head Start or Early Head Start 

services and the geographic distribution of children described in this subparagraph; 

(B) the nature of Head Start or Early Head Start services 

provided to limited English proficient children and their 

families, including the types, content, duration, intensity, 

and costs of family services, language assistance, and educational services; 

(C) procedures in Head Start programs for the assessment of language needs and the transition of limited 

English proficient children to kindergarten, including the 

extent to which Head Start programs meet the requirements 

of section 642A for limited English proficient children; 

(D) the qualifications and training provided to Head 

Start and Early Head Start teachers serving limited 

English proficient children and their families; 

(E) the rate of progress made by limited English proficient children and their families in Head Start programs 

and Early Head Start programs, including— 

(i) the rate of progress of the limited English proficient children toward meeting the additional educational standards described in section 641(a)(1)(B)(ii) 

while enrolled in Head Start programs, measured between 1990 and 2004; 

(ii) the correlation between such progress and the 

type of instruction and educational program provided 

to the limited English proficient children; and 

(iii) the correlation between such progress and health 

and family services provided by Head Start programs 

to limited English proficient children and their families; and 

(F) the extent to which Head Start programs make use of 

funds under section 640(a)(3) to improve the quality of 

Head Start services provided to limited English proficient 

children and their families. 

* * * * * * * 

SEC. 650 REPORTS. 

(a) STATUS OF CHILDREN.—At least once during every 2-year period, the Secretary shall prepare and submit, to the Committee on 

Education and the Workforce of the House of Representatives and 

the Committee on øLabor and Human Resources¿ Health, EduVerDate Aug 18 2005 05:30 Sep 03, 2005 Jkt 039010 PO 00000 Frm 00132 Fmt 6659 Sfmt 6602 E:\HR\OC\SR131.XXX SR131
133 

cation, Labor, and Pensions of the Senate, a report concerning the 

status of children (including disabled and non-English language 

background children) in Head Start programs, including the number of children and the services being provided to such children. 

Such report shall include— 

(1) a statement for the then most recently concluded fiscal 

year specifying— 

(A) * * * 

* * * * * * * 

(8) information concerning children participating in programs that receive Head Start funding, including information 

on family income, racial and ethnic background, homelessness, 

children in foster care, disability, and receipt of benefits under 

part A of title IV of the Social Security Act; 

* * * * * * * 

(14) * * * 

Promptly after submitting such report to the Committee on Education and the Workforce of the House of Representatives and the 

Committee on øLabor and Human Resources¿ Health, Education, 

Labor, and Pensions of the Senate, the Secretary shall publish in 

the Federal Register a notice indicating that such report is available to the public and specifying how such report may be obtained. 

(b) FACILITIES.—At least once during every 5-year period, the 

Secretary shall prepare and submit, to the Committee on Education and the Workforce of the House of Representatives and the 

Committee on øLabor and Human Resources¿ Health, Education, 

Labor, and Pensions of the Senate, a report concerning the condition, location, and ownership of facilities used, or available to be 

used, by Indian Head Start agencies (including Native Alaskan 

Head Start agencies) and Native Hawaiian Head Start agencies. 

* * * * * * * 

COMPARABILITY OF WAGES

SEC. 653. øThe Secretary shall take¿ (a) The Secretary shall take 

such action as may be necessary to assure that persons employed 

in carrying out programs financed under this subchapter shall not 

receive compensation at a rate which is (1) in excess of the average 

rate of compensation paid in the area where the program is carried 

out to a substantial number of the persons providing substantially 

comparable services, or in excess of the average rate of compensation paid to a substantial number of the persons providing substantially comparable services in the area of the person’s immediately 

preceding employment, whichever is higher; øor (2)¿ (2) in excess 

of the salary of the Secretary, in the case of an individual compensated with funds awarded under this subchapter or the Community Services Block Grant Act (42 U.S.C. 9901 et seq.); or (3) less 

than the minimum wage rate prescribed in section 6(a)(1) of the 

Fair Labor Standards Act of 1938. The Secretary shall encourage 

Head Start agencies to provide compensation according to salary 

scales that are based on training and experience. 

(b) If in any fiscal year the restriction described in subsection 

(a)(2) is violated, the Secretary shall withhold from the base grant 

of the Head Start agency involved (as defined in section 641A(g)(1)) 

134 

for the next fiscal year, an amount equal to the aggregate amount 

by which the salary that resulted in the violation exceeded the salary of the Secretary. 

* * * * * * * 

LIMITATION WITH RESPECT TO CERTAIN UNLAWFUL ACTIVITIES

SEC. 655. No individual employed or assigned by or in any Head 

Start agency or other agency assisted under this subchapter shall, 

pursuant to or during the performance of services rendered in connection with any program or activity conducted or assisted under 

this subchapter by such Head Start agency or such other agency, 

plan, initiate, participate in, or otherwise aid or assist in the conduct of any unlawful demonstration, rioting, or civil disturbance. 

* * * * * * * 

øPOLITICAL ACTIVITIES

øSEC. 656. (a) For purposes of¿ 

SEC. 656. POLITICAL ACTIVITIES. 

(a) STATE OR LOCAL AGENCY.—For purposes of chapter 15 of title 

5, United States Code, any agency which assumes responsibility for 

planning, developing, and coordinating Head Start programs and 

receives assistance under this subchapter shall be deemed to be a 

State or local agency. For purposes of clauses (1) and (2) of section 

150(2)(a) of such title, any agency receiving assistance under this 

subchapter shall be deemed to be a State or local agency. 

ø(b) Programs assisted under this subchapter shall not be carried 

on in a manner involving the use of program funds, the provision 

of services, or the employment or assignment of personnel in a 

manner supporting or resulting in the identification of such programs with (1) any partisan or nonpartisan political activity or any 

other political activity associated with a candidate, or contending 

faction or group, in an election for public or party office; (2) any activity to provide voters or prospective voters with transportation to 

the polls or similar assistance in connection with any such election; 

or (3) any voter registration activity. The Secretary, after consultation with the Office of Personnel Management, shall issue rules 

and regulations to provide for the enforcement of this section, 

which shall include provisions for summary suspension of assistance or other action necessary to permit enforcement on an emergency basis.¿ 

(b) RESTRICTIONS.— 

(1) IN GENERAL.—A program assisted under this subchapter, 

and any individual employed by, or assigned to, a program assessed under this subchapter (during the hours in which such 

individual is working on behalf of such program), shall not engage in— 

(A) any partisan or nonpartisan political activity or any 

other political activity associated with a candidate, or contending faction or group, in an election for public or party 

office; 

(B) any activity to provide voters or prospective voters 

with transportation to the polls or similar assistance in 

connection with any such election; or 

135 

(C) any voter registration activity. 

(2) RULES AND REGULALTIONS.—The Secretary, after consultation with the Director of the Office of Personnel Management, 

may issue rules and regulations to provide for the enforcement 

of this section, which may include provisions for summary suspension of assistance or other action necessary to permit enforcement on an emergency basis. 

* * * * * * * 

ADVANCE FUNDING

SEC. 657. For the purpose of affording adequate notice of funding 

available under this subchapter, appropriations for carrying out 

this subchapter are authorized to be included in an appropriation 

Act for the fiscal year preceding the fiscal year for which they are 

available for obligation. 

* * * * * * * 

SEC. 657A. PARENTAL CONSENT REQUIREMENT FOR NON-EMERGENCY 

INTRUSIVE PHYSICAL EXAMINATIONS. 

(a) DEFINITION.—The term ‘‘nonemergency intrusive physical examination’’ means, with respect to a child, a physical examination 

that— 

(1) is not immediately necessary to protect the health or safety 

of the child or the health or safety of another individual; and 

(2) requires incision or is otherwise invasive, or involves exposure of private body parts. 

(b) REQUIREMENT.—A Head Start agency shall obtain written parental consent before administration of, or referral for, any health 

care service provided or arranged to be provided, including any 

nonemergency intrusive physical examination of a child in connection with participation in a program under this subchapter. 

(c) RULE OF CONSTRUCTION.—Nothing in this section shall be 

construed to prohibit agencies from using established methods, for 

handling cases of suspected or known child abuse and neglect, that 

are in compliance with applicable Federal, State, or tribal law. 

* * * * * * * 

Æ