I 

118TH CONGRESS 

2D SESSION H. R. 10208 

To strengthen student achievement and graduation rates and prepare children 

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

IN THE HOUSE OF REPRESENTATIVES 

NOVEMBER 21, 2024 

Ms. CHU (for herself, Mr. GRIJALVA, Mr. VARGAS, and Ms. NORTON) introduced the following bill; which was referred to the Committee on Education and the Workforce, and in addition to the Committee on Energy 

and Commerce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned 

A BILL 

To strengthen student achievement and graduation rates and 

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

comprehensive needs of children and youth. 

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

3 SECTION 1. SHORT TITLE; TABLE OF CONTENTS. 

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

5 ‘‘Developing Innovative Partnerships and Learning OpVerDate Sep 11 2014 04:58 Nov 26, 2024 Jkt 059200 PO 00000 Frm 00001 Fmt 6652 Sfmt 6201 E:\BILLS\H10208.IH H10208

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1 portunities that Motivate Achievement Act’’ or the ‘‘DI2 PLOMA Act’’. 

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

4 this Act is as follows: 

Sec. 1. Short title; table of contents. 

Sec. 2. Findings. 

Sec. 3. Purposes. 

Sec. 4. Definitions. 

Sec. 5. Reservations. 

Sec. 6. Demonstration competitive program authorized. 

Sec. 7. Allotments to States. 

Sec. 8. State child and youth strategy. 

Sec. 9. Coordinating body; State allotment applications. 

Sec. 10. State use of funds. 

Sec. 11. Local consortium application; local child and youth strategy. 

Sec. 12. Local use of funds. 

Sec. 13. Rule of construction. 

Sec. 14. Accountability and transparency. 

Sec. 15. Authorization of appropriations. 

5 SEC. 2. FINDINGS. 

6 Congress finds the following: 

7 (1) The future strength of the Nation’s democ8 racy, as well as the Nation’s economy, is dependent 

9 upon the investments made in children and youth 

10 today. 

11 (2) Evidence demonstrates that effective part12 nerships among schools and communities increase 

13 student achievement by addressing the academic 

14 needs of students as well as the challenges the stu15 dents face outside the classroom. For example: 

16 (A) Chicago public schools lead one of the 

17 Nation’s largest community school initiatives 

18 and found that students in grades 9 through 12 


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1 who attend a community school have 61 percent 

2 fewer school-day absences than their non-com3 munity school counterparts. When compared to 

4 non-community school counterparts— 

5 (i) students in grades 9 through 12 

6 were found to have more positive edu7 cational experiences; 

8 (ii) students in grades 4 through 8 

9 had higher emotional health scores on the 

10 survey; and 

11 (iii) students in kindergarten through 

12 grade 3 had 53 percent fewer suspensions 

13 and 55 percent fewer incidents of mis14 conduct. 

15 (B) In a 7-year study of 200 Chicago pub16 lic schools, sociologist Anthony Bryk found that 

17 in schools where grassroots organizations forge 

18 strong connections with nearby schools, trust 

19 levels and parent involvement are greater. 

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

21 Partnership, an initiative across multiple school 

22 districts in the Salt Lake, Utah area, has 

23 helped increase student achievement and grad24 uation rates. Since the program’s launch in 

25 2014, 5 out of the 8 targeted indicators have 


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1 improved. Kindergarten readiness in numeracy 

2 increased by 3 percent, 8th grade math pro3 ficiency improved by 8 percent, high school 

4 graduation rose by 5 percent, postsecondary 

5 readiness grew by 4 percent, and postsecondary 

6 completion increased by 5 percent. To overcome 

7 pandemic-related learning loss in literacy, 

8 Promise Partnership school Mill Creek Elemen9 tary collaborated with 80 volunteers from orga10 nizations including Goldman Sachs and Domin11 ion Energy to offer tutoring support through 

12 the iReady program. By the end of the 2020– 

13 2021 school year, the number of 3rd grade stu14 dents participating in the program testing at or 

15 above grade level tripled. 

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

17 City Community School Initiative improved at18 tendance, on-time grade progression, and grad19 uation rates across elementary and secondary 

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

21 initiative led to a reduction in disciplinary inci22 dents for elementary and middle school stu23 dents while also improving math achievement 

24 scores. Middle school students attending com25 munity schools scored 4.2 percentage points 


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1 higher on math exams compared to their peers 

2 at non-community schools, and high school stu3 dents attending community schools earned 12 

4 percent more credits per academic year than 

5 students enrolled at non-community schools. 

6 (E) In Wisconsin, where formal partner7 ships with community agencies are required for 

8 grant programs, non-traditional partners have 

9 proven to be instrumental for smaller commu10 nities to enrich after school programs. Those 

11 partners have included— 

12 (i) local trucking companies; 

13 (ii) statewide nonprofit organizations, 

14 such as The Grange; 

15 (iii) Farm Bureau; 

16 (iv) small retailers; and 

17 (v) retirees. 

18 (F) The Union City Public Schools school 

19 district in New Jersey proves that by breaking 

20 down institutional ‘‘silos’’ and creating deep 

21 partnerships, through collaboration and munic22 ipal involvement, schools can be vibrant places 

23 of hope despite poverty, unemployment, and 

24 lack of affordable housing. 


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1 (G) Six family resource centers housed in 

2 community schools in Redwood City, California 

3 promote school readiness among children while 

4 also providing parents with educational services, 

5 community resources, and leadership opportuni6 ties. A 2017 report indicates that with the as7 sistance of English language proficiency sup8 ports, 70 percent of Redwood City community 

9 school parents were able to participate in their 

10 children’s school meetings, attend professional 

11 development programs, and engage in family-to12 family education and outreach. Over the course 

13 of a 3-year period, students whose parents par14 ticipated in family engagement programs had a 

15 40 percent increase in attendance and were 

16 more likely to see improvement in their math 

17 and English language test scores. 

18 (H) By meeting the comprehensive needs 

19 of students, Communities In Schools, a national 

20 dropout prevention organization, found that 99 

21 percent of participating students stayed in 

22 school, 78 percent of participating students met 

23 or made progress toward their attendance goals, 

24 90 percent met or made progress toward their 

25 behavior goals, and 88 percent met or made 


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1 progress toward their academic improvement 

2 goals. 

3 (3) In adopting the Every Student Succeeds 

4 Act (Public Law 114–95), Congress recognized com5 munity schools as a strategy to significantly improve 

6 the coordination and integration, accessibility, and 

7 effectiveness of services for children and families, 

8 particularly for children attending high-poverty 

9 schools, including high-poverty rural schools. Con10 gress recognized community schools as an effective 

11 use of funds for school districts in the American 

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

13 (4) Approximately 86 percent of 9th graders 

14 graduate from high school within 4 years. Of stu15 dents who graduate from high school, 63 percent en16 roll in a 2- or 4-year college in the fall after com17 pleting high school. Only about half (64 percent) of 

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

19 year degree receive a bachelor’s degree within 6 

20 years or less. 

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

22 has slipped from being first in the world in high 

23 school and college graduation rates to 21st and 

24 14th, respectively, putting the Nation at a growing 

25 competitive disadvantage with other countries. 


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1 (6) The 2022 National Assessment of Edu2 cational Progress Long-Term Trend Assessment re3 sults indicate that between 2020 and 2022, students 

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

5 largest drop since 1990, and a 7 percent decrease, 

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

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

8 5 percent decrease by their White peers, thus ex9 panding the achievement gap from 25 percentage 

10 points to 33 percentage points in just 2 years. 

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

12 data showed that quality partnerships between 

13 schools and their communities can result in im14 proved attendance, motivation, conduct, and aca15 demic achievement. Community-level strategies like 

16 focusing on parental involvement, community build17 ing, and cultural competence were shown to con18 tribute to decreases in the achievement gap between 

19 lower- and upper-income students. 

20 (8) Research from the Government Account21 ability Office found that students who change 

22 schools less frequently are more likely to perform at 

23 grade level and less likely to repeat a grade than 

24 their less stable peers. 


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

2 and education by Teachers College, Columbia Uni3 versity, school ‘‘connectedness’’ is identified as im4 portant to student learning, achievement, and well5 being. When students feel a sense of connection with 

6 the larger world and community institutions, they 

7 are more engaged in instructional activities and ex8 press greater commitment to school. 

9 (10) Hundreds of thousands of arts, cultural, 

10 service, sports, college, and other youth organiza11 tions, as well as civic and faith-based groups, want 

12 to partner with schools and educators to reinforce 

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

14 the community know how to effectively connect with 

15 each other. 

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

17 in a global economy, the co-partnering efforts of gov18 ernment, social services, businesses, arts organiza19 tions, families, community-based organizations, and 

20 philanthropy need to concentrate their efforts where 

21 they are most needed: in our schools. 

22 (12) Research from Johns Hopkins University 

23 has shown that access to summer learning opportu24 nities leads to significant student learning gains not 


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1 experienced by students who cannot access summer 

2 learning opportunities. 

3 (13) Research from the Community School 

4 Partnership found that community schools see a re5 turn of $7.11 for every dollar of investment in com6 munity schools coordinators. 

7 (14) A 2017 report from the Learning Policy 

8 Institute found that teacher retention has a direct 

9 impact on student learning and academic perform10 ance. Implementing strategies such as teacher resi11 dency programs, high-quality mentoring, grow your 

12 own models, and principal training and State leader13 ship academies can lead to higher rates of educator 

14 retention and career satisfaction. For example, Cali15 fornia’s Paraprofessional Teacher Training Program 

16 has prepared more than 2,200 paraprofessionals to 

17 become fully certified teachers, with 92 percent of 

18 graduates obtaining teaching positions in California 

19 public schools. 

20 (15) According to the National Center for Edu21 cation Statistics, 44 percent of public schools re22 ported having at least 1 full-time or part-time va23 cant teaching position in the spring of 2022. Of 

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1 tions, 51 percent cited resignation as the leading 

2 cause of vacancies. 

3 SEC. 3. PURPOSES. 

4 The purposes of this Act are to— 

5 (1) create engaging learning experiences that— 

6 (A) strengthen academic achievement, 

7 build civic capacity, and provide a continuum of 

8 supports and opportunities for children, youth, 

9 and families; and 

10 (B) prepare children and youth for college, 

11 careers, and citizenship through results-focused 

12 partnerships that mobilize and coordinate 

13 school and community resources; 

14 (2) ensure the academic, physical, social, emo15 tional, health, mental health, and civic development 

16 of disadvantaged children and youth and thereby 

17 strengthen their families and communities; 

18 (3) engage and support parents, caregivers, and 

19 families in their role as first educators of their chil20 dren; 

21 (4) promote community and family engagement 

22 in education; 

23 (5) leverage and integrate the human and fi24 nancial assets of local communities, schools, State 


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1 governments, the Federal Government, and the nat2 ural assets of communities— 

3 (A) toward better results for children, 

4 youth, and families; and 

5 (B) for sustained civic capacity; 

6 (6) develop school improvement strategies that 

7 incorporate approaches that meet the comprehensive 

8 needs of children and youth, such as full service 

9 community schools, community-based, integrated 

10 student services, and related approaches; 

11 (7) ensure that schools and neighborhoods are 

12 safe and provide a positive climate for learning; and 

13 (8) address learning loss as a result of the 

14 COVID–19 pandemic and reduce chronic absentee15 ism. 

16 SEC. 4. DEFINITIONS. 

17 In this Act: 

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

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

20 term in section 602 of the Individuals with Disabil21 ities Education Act (20 U.S.C. 1401). 

22 (2) CHRONICALLY ABSENT.—The term ‘‘chron23 ically absent’’, when used with respect to a student, 

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1 cent, or not less than 20 days, of school days in an 

2 academic year. 

3 (3) COMMUNITY-BASED, INTEGRATED STUDENT

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

5 student services’’ means interventions, coordinated 

6 through a primary point of contact, that improve 

7 student achievement by connecting community re8 sources with the academic and social service needs 

9 of students. 

10 (4) COMMUNITY ENGAGEMENT IN EDU11 CATION.—The term ‘‘community engagement in edu12 cation’’— 

13 (A) means systematic efforts to involve, en14 gage, and collaborate with parents, community 

15 residents, members of school communities, com16 munity partners, and other stakeholders in ex17 ploring the needs of their students and schools, 

18 developing plans to address those needs, and 

19 working together to address those needs; and 

20 (B) includes an intentional, ongoing proc21 ess to develop a welcoming school and school 

22 system, mobilize the community’s assets to sup23 port student achievement and growth, engage 

24 those individuals and stakeholders who tradi25 tionally have not participated in the school or 


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1 school system, improve working relationships, 

2 and deepen the commitment to student success. 

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

4 learning’’— 

5 (A) means instructional practices that ef6 fectively use technology to strengthen the stu7 dent learning experience; and 

8 (B) may include online and formative as9 sessments, instructional resources, online con10 tent and courses, applications of technology in 

11 the classroom and school building, adaptive 

12 software for children with disabilities, learning 

13 platforms, and online professional communities 

14 of practice. 

15 (6) DUAL OR CONCURRENT ENROLLMENT PRO16 GRAM.—The term ‘‘dual or concurrent enrollment 

17 program’’ has the meaning given the term in section 

18 8101 of the Elementary and Secondary Education 

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

20 (7) ENGLISH LEARNER.—The term ‘‘English 

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

22 8101 of the Elementary and Secondary Education 

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

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


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1 means a goal or service that meets an evidence level 

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

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

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

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

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

7 (9) FAMILY ENGAGEMENT IN EDUCATION.— 

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

9 a shared responsibility of families and schools for 

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

12 to engage families in meaningful ways that— 

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

15 as well as the learning and development of 

16 other children; and 

17 (B) are continuous from birth through 

18 young adulthood and reinforce learning that 

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

21 (10) FULL SERVICE COMMUNITY SCHOOL.—The 

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

23 elementary school or secondary school that— 

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


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1 family, health, and other comprehensive services 

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

5 agency, and public and private partnerships; 

6 (B) provides access to such services to stu7 dents, families, and the community, including 

8 access during the school year (including before9 and after-school hours), and during the sum10 mer; 

11 (C) provides community-based, integrated 

12 student services and well-designed learning op13 portunities that expand on rigorous community14 connected classroom instruction; and 

15 (D) promotes a culture of belonging, safe16 ty, and active family and community engage17 ment through collaborative leadership and prac18 tices that result in positive academic and non19 academic outcomes, including improvements 

20 in— 

21 (i) student attendance; 

22 (ii) student behavior; 

23 (iii) academic achievement; 

24 (iv) school readiness; 


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1 (v) student mental and physical 

2 health; 

3 (vi) high school graduation rates; 

4 (vii) school climate; and 

5 (viii) reduced racial and economic stu6 dent achievement gaps. 

7 (11) LOCAL CONSORTIUM.—The term ‘‘local 

8 consortium’’ means a consortium consisting of com9 munity partners that— 

10 (A) shall include— 

11 (i) a local educational agency; and 

12 (ii) not less than one community part13 ner that is independent of the local edu14 cational agency, such as— 

15 (I) a community-based organiza16 tion; 

17 (II) a child and youth serving or18 ganization or agency; 

19 (III) an institution of higher edu20 cation; 

21 (IV) a nonprofit organization; 

22 (V) a business; 

23 (VI) a teacher organization; 

24 (VII) an organization rep25 resenting education professionals; 


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1 (VIII) a local government, includ2 ing a government agency serving chil3 dren and youth, such as a child wel4 fare and juvenile justice agency; 

5 (IX) an organization representing 

6 students; or 

7 (X) an organization representing 

8 parents; and 

9 (B) may include additional community 

10 partners from other communities. 

11 (12) LOCAL EDUCATIONAL AGENCY.—The term 

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

13 the term in section 8101 of the Elementary and Sec14 ondary Education Act of 1965 (20 U.S.C. 7801). 

15 (13) OUTLYING AREA.—The term ‘‘outlying 

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

17 8101 of the Elementary and Secondary Education 

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

19 (14) SECRETARY.—The term ‘‘Secretary’’ 

20 means the Secretary of Education. 

21 (15) SPECIALIZED INSTRUCTIONAL SUPPORT

22 PERSONNEL.—The term ‘‘specialized instructional 

23 support personnel’’ means— 

24 (A) school counselors, school social work25 ers, and school psychologists; and 


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1 (B) other qualified professional personnel, 

2 such as school nurses, speech language patholo3 gists, community school coordinators, and 

4 school librarians, involved in providing assess5 ment, diagnosis, and counseling, and edu6 cational, therapeutic, and other necessary serv7 ices (including related services as that term is 

8 defined in section 602 of the Individuals with 

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

10 part of a comprehensive program to meet stu11 dent needs. 

12 (16) SPECIALIZED INSTRUCTIONAL SUPPORT

13 SERVICES.—The term ‘‘specialized instructional sup14 port services’’ means the services provided by spe15 cialized instructional support personnel. 

16 (17) STATE.—The term ‘‘State’’ means each of 

17 the several States of the United States, the District 

18 of Columbia, and the Commonwealth of Puerto Rico. 

19 (18) STATE EDUCATIONAL AGENCY.—The term 

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

21 the term in section 8101 of the Elementary and Sec22 ondary Education Act of 1965 (20 U.S.C. 7801). 

23 (19) TARGET SCHOOLS.—The term ‘‘target 

24 schools’’ means schools that are identified by the 

25 State for comprehensive support and improvement in 


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1 accordance with section 1111(c)(4)(D)(i) of the Ele2 mentary and Secondary Education Act of 1965 (20 

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

4 SEC. 5. RESERVATIONS. 

5 From the funds appropriated under section 15 for 

6 any fiscal year, the Secretary shall reserve— 

7 (1) 2 percent for national activities, which the 

8 Secretary may carry out directly or through grants 

9 and contracts, such as— 

10 (A) providing training and technical assist11 ance to local consortia and organizations 

12 partnering with local consortia to carry out 

13 services under this Act; or 

14 (B) conducting the national evaluation 

15 pursuant to section 14(a)(3); and 

16 (2) 1 percent for payments to the outlying 

17 areas and the Bureau of Indian Education, to be al18 lotted in accordance with their respective needs for 

19 assistance under this Act, as determined by the Sec20 retary, to enable the outlying areas and the Bureau 

21 of Indian Affairs to carry out the purposes of this 

22 Act. 


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1 SEC. 6. DEMONSTRATION COMPETITIVE PROGRAM AU2 THORIZED. 

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

4 funds appropriated under section 15 are less than 

5 $200,000,000, the Secretary shall award grants, on a 

6 competitive basis, to local consortia to enable the local con7 sortia to develop and plan for, and to carry out, local strat8 egies in accordance with sections 11 and 12. 

9 (b) APPLICATION.— 

10 (1) IN GENERAL.—A local consortium desiring 

11 to receive a grant under this section shall submit an 

12 application to the Secretary at such time, in such 

13 manner, and containing such information as the Sec14 retary may require. 

15 (2) PLANNING PERIOD.—In the case of a local 

16 consortium that intends to use grant funds to de17 velop and plan for the implementation of such local 

18 strategies (referred to as the ‘‘planning phase’’), the 

19 Secretary shall initially require an application that 

20 includes a description of how the local consortium 

21 intends to develop such local strategies. Upon com22 pletion of the planning phase, the Secretary shall 

23 then require submission of the information described 

24 in paragraph (3). 

25 (3) IMPLEMENTATION PERIOD.—An applicant 

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1 ning phase, or an applicant that has completed the 

2 planning phase, shall submit an application that— 

3 (A) demonstrates the capacity for success4 ful implementation of the local strategies in ac5 cordance with sections 11 and 12 through a his6 tory of successful collaboration and effective7 ness in strengthening outcomes for children and 

8 youth; and 

9 (B) proposes— 

10 (i) to serve children and youth in 

11 schools or communities with the highest 

12 proportions of students from low-income 

13 families in the State; and 

14 (ii) to provide a comprehensive con15 tinuum of services, including not less than 

16 1 service from each of not less than 3 cat17 egories of services described in paragraphs 

18 (3) through (11) of section 12(b). 

19 (4) APPROVAL.—In the case of a local consor20 tium that has received grant funds for the planning 

21 phase, that applicant shall also receive funds under 

22 this section for implementation if the applicant sub23 mits an implementation period application described 

24 in paragraph (3) that meets the requirements of this 

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1 quirements have not been met, the Secretary shall 

2 notify the applicant, assist the applicant in meeting 

3 such requirements, and approve the implementation 

4 application. 

5 (5) LOW-INCOME FAMILIES.—In this sub6 section, the term ‘‘low-income family’’ means a fam7 ily with an income that is not more than 138 per8 cent of the poverty line (as defined in section 673(2) 

9 of the Community Services Block Grant Act (42 

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

11 involved. 

12 SEC. 7. ALLOTMENTS TO STATES. 

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

14 funds appropriated under section 15 are at least 

15 $200,000,000, the Secretary shall, using the funds re16 maining after making the reservations under section 5, 

17 award to each State that has an allotment application ap18 proved under section 9(b) an allotment in an amount that 

19 bears the same relationship to the remainder as the 

20 amount the State received under subpart 2 of part A of 

21 title I of the Elementary and Secondary Education Act 

22 of 1965 (20 U.S.C. 6331 et seq.) for the preceding fiscal 

23 year bears to the amount all such States received under 

24 that subpart for the preceding fiscal year, except that no 


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State shall receive less than an amount equal to 1 1 ⁄2 of 1 

2 percent of such remainder. 

3 (b) ALLOTMENT USE.—A State receiving an allot4 ment under subsection (a)— 

5 (1) may, for not longer than the first 3 years 

6 after receiving the allotment, use such allotment to 

7 develop the State strategy described in section 8; 

8 and 

9 (2) shall, for each of the following years of the 

10 grant, use such allotment to award subgrants to 

11 local consortia to leverage and integrate human and 

12 financial assets at all levels in order to— 

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

14 emotional, and civic development of disadvan15 taged children and youth; and 

16 (B) strengthen the families and commu17 nities of disadvantaged children and youth and 

18 make progress towards the State’s evidence19 based annual goals developed pursuant to sec20 tion 8(b)(1). 

21 (c) DURATION.—The Secretary shall award an allot22 ment under this section for a period of 5 years and shall 

23 obligate the full amount of the allotment in the first year 

24 of the 5-year period. 

25 (d) EXTENSION; RENEWAL.— 


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1 (1) EXTENSION.—In this case of a State that 

2 used a portion of the allotment period for planning 

3 purposes, as described in subsection (b)(1), the Sec4 retary may grant an extension of the allotment pe5 riod for an additional period of not more than 3 

6 years for implementation as described in subsection 

7 (b)(2). 

8 (2) RENEWAL.—The Secretary may renew an 

9 allotment under this subsection for a period of 5 

10 years. 

11 (e) REALLOTMENT OF UNUSED FUNDS.—If a State 

12 with an approved allotment application under section 9(b) 

13 does not receive an allotment under this section for a fiscal 

14 year, the Secretary shall reallot the amount of the State’s 

15 allotment to the remaining States with an approved allot16 ment application under section 9(b) in accordance with 

17 this section. 

18 SEC. 8. STATE CHILD AND YOUTH STRATEGY. 

19 (a) STRATEGY REQUIREMENTS.—A State strategy— 

20 (1) shall be developed by the State, in consulta21 tion with the Governor of the State; 

22 (2) shall include the components described in 

23 subsection (b); and 


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1 (3) may include other components as the State 

2 determines necessary to strengthen results for chil3 dren and youth. 

4 (b) REQUIRED COMPONENTS.—The State strategy 

5 components required under subsection (a)(2) are the fol6 lowing: 

7 (1) STATE RESULTS FRAMEWORK.—The State 

8 strategy shall contain comprehensive, evidence-based 

9 annual goals and aligned quantifiable indicators 

10 demonstrating continuous improvement with respect 

11 to children and youth, particularly disadvantaged 

12 children and youth, that shall serve as targets for 

13 each year with respect to which the State strategy 

14 applies. Such evidence-based annual goals shall in15 clude the following goals: 

16 (A) Children and youth have the necessary 

17 supplies to be ready for school. 

18 (B) Students are engaged and achieving in 

19 school. 

20 (C) Schools and neighborhoods are safe 

21 and provide a positive climate for learning. 

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


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1 (E) Graduates are ready for postsecondary 

2 education and 21st-century careers. 

3 (F) Students are contributing to their 

4 communities. 

5 (G) Students are not chronically absent. 

6 (H) Additional annual goals set forth by 

7 the State in alignment with the purposes of this 

8 Act. 

9 (2) NEEDS AND ASSETS ASSESSMENT.—The 

10 State strategy shall contain an assessment of the 

11 needs of children and youth within the State, and of 

12 assets within the State that can be mobilized, coordi13 nated, and integrated to achieve the State’s evi14 dence-based annual goals developed pursuant to 

15 paragraph (1), which may include data collected by 

16 the Federal Interagency Forum on Child and Family 

17 Statistics. Such assessment shall identify popu18 lations of underserved children and youth across the 

19 State, based on the State’s evidence-based annual 

20 goals and aligned quantifiable indicators for such 

21 goals. 

22 (3) PLAN TO ACHIEVE CHILDREN AND YOUTH

23 GOALS.—The State strategy shall include a descrip24 tion of the State’s plan to achieve the State’s evi25 dence-based annual goals developed pursuant to 


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1 paragraph (1) for children and youth from birth 

2 through the transition to adulthood, including the 

3 following: 

4 (A) LEVERAGE AND INTEGRATION.—A de5 scription of how funds received under this Act 

6 will be coordinated and integrated with other 

7 Federal and State funds in order to achieve the 

8 State’s evidence-based annual goals developed 

9 pursuant to paragraph (1). 

10 (B) ELIMINATION OF STATE BARRIERS TO

11 COORDINATION AND INTEGRATION.—A descrip12 tion of how funds received under this Act will 

13 be used to identify and eliminate State barriers 

14 to the coordination and integration of pro15 grams, initiatives, and funding streams to 

16 achieve the State’s evidence-based annual goals 

17 developed pursuant to paragraph (1). 

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

20 increase community engagement in education. 

21 (D) FAMILY ENGAGEMENT IN EDU22 CATION.—A description of the State’s plan to 

23 increase family engagement in education. 

24 (c) EXISTING PLANS, STRATEGIES, AND ASSESS25 MENTS.—Existing plans, strategies, needs assessments, or 


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1 assets assessments may be used to satisfy the require2 ments of this section if such existing plans, strategies, 

3 needs assessments, or assets assessments include the in4 formation required by this section, or can be modified to 

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

6 with such modifications. 

7 SEC. 9. COORDINATING BODY; STATE ALLOTMENT APPLI8 CATIONS. 

9 (a) COORDINATING BODY.— 

10 (1) IN GENERAL.—In order for a State to be el11 igible to receive an allotment under section 7, the 

12 State shall designate or establish a coordinating 

13 body that shall— 

14 (A) administer funds provided under sec15 tion 7; 

16 (B) facilitate communication between the 

17 public and the coordinating body pertaining to 

18 issues impacting children and youth from birth 

19 through the transition to adulthood, including 

20 issues pertaining to service coordination and in21 tegration; 

22 (C) identify and eliminate State barriers to 

23 the coordination and integration of programs, 

24 initiatives, and funding streams, and facilitate 


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1 coordination and collaboration among State 

2 agencies serving children and youth; 

3 (D) strengthen the capacity of State and 

4 local organizations to achieve positive outcomes 

5 for children and youth through training, tech6 nical assistance, professional development, and 

7 other means; 

8 (E) assist the State in developing and car9 rying out the State strategy described in section 

10 8; and 

11 (F) coordinate the submission of the State 

12 allotment application under subsection (b). 

13 (2) DESIGNATION OF COORDINATING BODY.— 

14 The State may designate an existing agency, Chil15 dren’s Cabinet, P–20 Council, child and youth devel16 opment partnership, or other organization as the co17 ordinating body described in paragraph (1) if the 

18 agency, cabinet, council, partnership, or organiza19 tion— 

20 (A) performs duties similar to the duties 

21 described in paragraph (1); or 

22 (B) can be modified to perform the duties 

23 described in paragraph (1). 

24 (b) STATE ALLOTMENT APPLICATIONS.— 


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1 (1) IN GENERAL.—Each State desiring an allot2 ment under section 7 shall submit to the Secretary 

3 an application at such time, in such manner, and 

4 containing such information as the Secretary may 

5 require. 

6 (2) CONTENTS.—Each application submitted 

7 under this subsection by an applicant who does not 

8 intend to carry out a planning period as described 

9 in section 7(b)(1) shall include the following: 

10 (A) STATE STRATEGY.—The State strategy 

11 described in section 8 and a description of how 

12 the State has— 

13 (i) coordinated with the State edu14 cational agency; 

15 (ii) consulted with potential commu16 nity partners; and 

17 (iii) allowed for the meaningful par18 ticipation of parents. 

19 (B) SUBGRANTS TO LOCAL CONSORTIA.—A 

20 description of how subgrants to local consortia 

21 will be awarded pursuant to section 10, includ22 ing the criteria used by the State in such deter23 minations and how the subgrants will facilitate 

24 community planning and effective service co25 ordination, integration, and provision at the 


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1 local level to achieve the evidence-based annual 

2 goals developed by the State pursuant to sec3 tion 8(b)(1) within the context of local needs 

4 and priorities. Such criteria shall include a pri5 ority for subgrant applications from local con6 sortia intending to serve target schools with the 

7 greatest needs. 

8 (C) CAPACITY BUILDING.—A description of 

9 how an allotment received under section 7 will 

10 be used to provide professional development, 

11 training, and technical assistance opportunities 

12 for staff for the purpose of building State and 

13 local capacity. 

14 (D) ACCOUNTABILITY FOR RESULTS.—A 

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

16 accountability and transparency requirements 

17 described in section 14. 

18 (3) CONTENTS FOR APPLICANT WHO INTENDS

19 TO DEVELOP STATE STRATEGY.— 

20 (A) INITIAL APPLICATION.—In the case of 

21 an applicant who intends to use the first 1, 2, 

22 or 3 years of the allotment period to develop a 

23 State strategy, as described in section 7(b)(1), 

24 the Secretary shall only require the applicant to 

25 include in the initial application, a description 


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1 of how the applicant intends to develop the 

2 State strategy, including how the State will— 

3 (i) coordinate with the State edu4 cational agency; 

5 (ii) consult with potential community 

6 partners; and 

7 (iii) allow for the meaningful partici8 pation of parents. 

9 (B) IMPLEMENTATION PHASE APPLICA10 TION.—The Secretary shall require an applicant 

11 described in subparagraph (A) to submit the 

12 State strategy described in section 8 and the 

13 contents described in subparagraphs (B), (C), 

14 and (D) of paragraph (2), only after that appli15 cant has developed the State strategy and com16 pleted the planning period. 

17 (C) APPROVAL.—The Secretary shall ap18 prove the State strategy and allow the imple19 mentation period to proceed for such an appli20 cant if the State strategy and the submission 

21 under subparagraph (B) meet the requirements 

22 of this Act. If the Secretary determines that the 

23 State strategy or such submission does not 

24 meet those requirements, the Secretary shall 

25 notify the applicant, assist the applicant in 


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1 meeting those requirements, and approve the 

2 applicant for the implementation phase. 

3 (4) REVISED APPLICATION.—Each State desir4 ing to renew an allotment under section 7 shall sub5 mit a revised application to the Secretary every 5 

6 years based on an assessment of the activities con7 ducted under this Act. Such renewal application 

8 shall update the State’s evidence-based annual goals 

9 developed pursuant to section 8(b)(1) based on such 

10 assessment. 

11 SEC. 10. STATE USE OF FUNDS. 

12 (a) IN GENERAL.—From the allotment awarded to 

13 a State under section 7(b)(2) for a fiscal year— 

14 (1) the State shall use not less than 90 percent 

15 to award— 

16 (A) subgrants to local consortia under sub17 section (b); and 

18 (B) planning grants under subsection (c); 

19 (2) the State may use not more than 5 percent 

20 for educator and specialized instructional support 

21 personnel recruitment and retention, evaluation and 

22 capacity building activities, including training, tech23 nical assistance, and professional development; and 


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1 (3) the State may use not more than 5 percent 

2 for the administrative costs of carrying out respon3 sibilities under this Act. 

4 (b) SUBGRANTS TO LOCAL CONSORTIA.— 

5 (1) IN GENERAL.— 

6 (A) IN GENERAL.—A State that receives 

7 an allotment under section 7 shall use the por8 tion of the allotment described in subsection 

9 (a)(1) to award subgrants to local consortia. 

10 (B) RESERVATION FOR RURAL AREAS.— 

11 (i) IN GENERAL.—From the total 

12 amount of funds available under subpara13 graph (A) to award subgrants to local con14 sortia for a fiscal year, the State shall re15 serve not less than 5 percent to award sub16 grants to rural local consortia for such fis17 cal year. 

18 (ii) RURAL LOCAL CONSORTIUM.—In 

19 this subsection the term ‘‘rural local con20 sortium’’ means a local consortium serving 

21 an area of the State that has a locale code 

22 of 41, 42, or 43. 

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

24 consortia, a State shall give priority to applications 

25 from local consortia— 


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1 (A) that propose to serve children and 

2 youth in target schools; or 

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

4 provide a comprehensive continuum of services, 

5 including not less than 1 service from each of 

6 not less than 3 categories of services described 

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

8 12(b), and which application— 

9 (i) is submitted by local consortia 

10 comprised of a broad representation of 

11 stakeholders and decision makers in the 

12 community, including a multitude of com13 munity partners described in section 4(11); 

14 or 

15 (ii) demonstrates the capacity for suc16 cessful implementation through a history 

17 of successful collaboration and effective18 ness in strengthening outcomes for chil19 dren and youth. 

20 (c) PLANNING GRANTS.—A State that receives an al21 lotment under section 7 may award planning grants to 

22 local consortia to enable the local consortia to develop the 

23 local child and youth strategy (referred to in this Act as 

24 the ‘‘local strategy’’) described in section 11(b). Such 

25 planning grants shall be for a duration of— 


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1 (1) not more than 9 months and in an amount 

2 of not more than $50,000; or 

3 (2) not more than 18 months and in an amount 

4 of not more than $100,000. 

5 (d) SUPPLEMENT, NOT SUPPLANT.—A State that re6 ceives an allotment under this Act shall use the allotment 

7 funds to supplement, not supplant, Federal and non-Fed8 eral funds available to carry out activities described in this 

9 Act. 

10 SEC. 11. LOCAL CONSORTIUM APPLICATION; LOCAL CHILD 

11 AND YOUTH STRATEGY. 

12 (a) LOCAL CONSORTIUM APPLICATION.— 

13 (1) IN GENERAL.—A local consortium that de14 sires a subgrant under section 10(b) shall submit an 

15 application to the State at such time, in such man16 ner, and containing such information as the State 

17 may require. 

18 (2) CONTENTS.—An application submitted 

19 under this section shall include— 

20 (A) a description of the local consortium, 

21 including which public or nonprofit entity par22 ticipating in the local consortium shall serve as 

23 the fiscal agent for the local consortium; 

24 (B) the local strategy described in sub25 section (b); 


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1 (C) a description of how the local strategy 

2 will be coordinated with the local educational 

3 agency plan required under section 1112 of the 

4 Elementary and Secondary Education Act of 

5 1965 (20 U.S.C. 6312); and 

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

7 consortium to receive comprehensive, coordi8 nated continuum of services and support in ac9 cordance with the local strategy. 

10 (b) LOCAL CHILD AND YOUTH STRATEGY.— 

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

12 (A) shall be developed by the local consor13 tium; 

14 (B) shall include the components described 

15 in paragraph (2); and 

16 (C) may include such other components as 

17 the local consortium determines necessary to 

18 strengthen outcomes for children and youth 

19 from birth through the transition to adulthood. 

20 (2) COMPONENTS.—The local strategy compo21 nents required under paragraph (1)(B) are the fol22 lowing: 

23 (A) LOCAL RESULTS FRAMEWORK.—Com24 prehensive, evidence-based annual goals and 

25 aligned quantifiable indicators for the goals, 


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1 with respect to youth, particularly disadvan2 taged children and youth, that shall serve as 

3 targets for the year with respect to which the 

4 local strategy applies. Such evidence-based an5 nual goals shall include the following goals: 

6 (i) Children are have the necessary 

7 supplies to be ready for school. 

8 (ii) Students are engaged and achiev9 ing in school. 

10 (iii) Schools and neighborhoods are 

11 safe and provide a positive climate for 

12 learning. 

13 (iv) Families are supportive and en14 gaged in their children’s education. 

15 (v) Students are ready for postsec16 ondary education and 21st-century careers. 

17 (vi) Students are contributing to their 

18 communities. 

19 (vii) Students are not chronically ab20 sent. 

21 (viii) Additional annual goals set forth 

22 by the local consortium in alignment with 

23 the purposes of this Act. 

24 (B) ASSETS ASSESSMENT.—An assessment 

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1 ties available within or near the community and 

2 schools identified by the local consortium to re3 ceive support through a subgrant under section 

4 10(b) that children and youth, their families, 

5 and resources in the community may be able to 

6 access in order to meet the needs identified 

7 under subparagraph (C), to help achieve the 

8 evidence-based annual goals and aligned quan9 tifiable indicators for such goals under subpara10 graph (A), and to support students to achieve 

11 the challenging State academic standards (de12 scribed in section 1111 of the Elementary and 

13 Secondary Education Act of 1965 (20 U.S.C. 

14 6311)), including the variety of services that 

15 can be integrated— 

16 (i) into a community school site; and 

17 (ii) through the presence of special18 ized instructional support personnel and 

19 local educational agency liaisons for home20 less children and youth designated pursu21 ant to section 722(g)(1)(J)(ii) of the 

22 McKinney-Vento Homeless Assistance Act 

23 (42 U.S.C. 11432(g)(1)(J)(ii)). 

24 (C) NEEDS ASSESSMENT.—An analysis of 

25 the comprehensive needs of the students served 


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1 by the local consortium, their families, and the 

2 community that— 

3 (i) includes input from students, par4 ents, and community members, including 

5 input from such individuals connected to 

6 schools identified by the local consortium 

7 to receive support through a subgrant 

8 under section 10(b); 

9 (ii) identifies populations of under10 served children and youth, based on the 

11 State’s evidence-based annual goals and 

12 aligned quantifiable indicators for such 

13 goals developed pursuant to section 

14 8(b)(1); 

15 (iii) assesses the academic, physical, 

16 social, emotional, health, mental health, 

17 and civic needs of students and their fami18 lies enrolled in schools identified by the 

19 local consortium to receive support through 

20 a subgrant under section 10(b); and 

21 (iv) may impact students’ ability to 

22 meet the challenging State student aca23 demic achievement standards. 

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1 ices and provide services in order to meet the 

2 needs identified under subparagraph (C) and 

3 achieve the evidence-based annual goals and 

4 aligned quantifiable indicators for such goals 

5 developed pursuant to subparagraph (A), in6 cluding— 

7 (i) a description of the services admin8 istered by members of the local consortium 

9 that are funded through grants provided 

10 under the Elementary and Secondary Edu11 cation Act of 1965 (20 U.S.C. 6301 et 

12 seq.) that will be coordinated as part of a 

13 subgrant under section 10(b); and 

14 (ii) if applicable, a description of the 

15 coordination among services provided by 

16 community-baed organizations and services 

17 provided by specialized instructional sup18 port personnel serving local educational 

19 agencies participating in the local consor20 tium. 

21 (E) COMMUNITY ENGAGEMENT IN EDU22 CATION.—A plan to increase community en23 gagement in education. 


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1 (F) FAMILY ENGAGEMENT IN EDU2 CATION.—A plan to increase family engagement 

3 in education. 

4 (3) EXISTING PLANS, STRATEGIES, AND AS5 SESSMENTS.—Existing plans, strategies, needs as6 sessments, or assets assessments may be used to 

7 satisfy the requirements of this section if such exist8 ing plans, strategies, needs assessments, or assets 

9 assessments include the information required by this 

10 section, or can be modified to do so, and are sub11 mitted to the Secretary (or the State, in the case of 

12 a subgrant) with such modifications. 

13 SEC. 12. LOCAL USE OF FUNDS. 

14 (a) MANDATORY USE OF FUNDS.—A local consor15 tium that receives a subgrant under section 10(b) or a 

16 grant under section 6 shall use the subgrant or grant 

17 funds— 

18 (1) to integrate services into a comprehensive, 

19 coordinated continuum that meets the holistic needs 

20 of children and youth; 

21 (2) to implement the comprehensive, coordi22 nated continuum of services described in paragraph 

23 (1) through evidence-based services producing quan24 tifiable results that align with the local results 

25 framework described in section 11(b)(2)(A); 


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

2 assessment carried out pursuant to section 

3 11(b)(2)(C) by leveraging the assets identified in the 

4 assets assessment carried out pursuant to section 

5 11(b)(2)(B); and 

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

7 teachers, school leaders, paraprofessionals, and spe8 cialized instructional support personnel serving local 

9 educational agencies participating in the local con10 sortium, and promote capacity building activities 

11 with the local educational agency. 

12 (b) PERMISSIBLE USE OF FUNDS.—A local consor13 tium that receives a subgrant under section 10(b) or a 

14 grant under section 6 may use the subgrant or grant funds 

15 to coordinate, integrate, and enhance existing services, 

16 and provide new services, in order to provide children and 

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

18 that are connected to, schools, including— 

19 (1) community-based, integrated student serv20 ices; 

21 (2) full service community schools; 

22 (3) high-quality early childhood learning and 

23 development services and programs, including— 

24 (A) early childhood education; 


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1 (B) programs under the Head Start Act 

2 (42 U.S.C. 9831 et seq.), including Early Head 

3 Start programs; 

4 (C) early reading first programs; 

5 (D) child care services; 

6 (E) early childhood-school transition serv7 ices; 

8 (F) home visiting; 

9 (G) parenting education; and 

10 (H) services for children with disabilities; 

11 (4) academic support services for students (in12 cluding children with disabilities), including— 

13 (A) tutoring; 

14 (B) extended day programs, afterschool 

15 programs, or both such programs, which may 

16 include services provided through 21st Century 

17 Community Learning Centers under part B of 

18 title IV of the Elementary and Secondary Edu19 cation Act of 1965 (20 U.S.C. 7171 et seq.); 

20 (C) academic support services for English 

21 learners; 

22 (D) programs for students and parents to 

23 learn together, including opportunities in such 

24 fields as technology, art, music, and language 

25 acquisition; 


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1 (E) multiple pathways toward attaining a 

2 high school diploma and preparing students for 

3 postsecondary education, including— 

4 (i) dual or concurrent enrollment pro5 grams; 

6 (ii) early college high schools; 

7 (iii) strategies for preventing at-risk 

8 youth from dropping out of high school; 

9 (iv) dropout recovery strategies, in10 cluding strategies that award credit based 

11 on student performance instead of instruc12 tional time; and 

13 (v) other activities that combine rig14 orous coursework, personalized learning 

15 environments, practical applications, and 

16 comprehensive support services; and 

17 (F) summer enrichment and learning expe18 riences; 

19 (5) health services, including— 

20 (A) primary health care; 

21 (B) dental care; 

22 (C) vision care; 

23 (D) speech and hearing care; 

24 (E) mental health services; 

25 (F) nutrition services; 


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1 (G) health education; and 

2 (H) developmental and habilitation serv3 ices; 

4 (6) youth development, including— 

5 (A) mentoring and other youth develop6 ment programs, including programs that engage 

7 older adults; 

8 (B) recreation and physical education; 

9 (C) service learning, civic education, lead10 ership development, entrepreneurship, and com11 munity service opportunities; 

12 (D) job training, career counseling, and in13 ternship opportunities; 

14 (E) career and technical education; 

15 (F) college preparation and counseling 

16 services; 

17 (G) positive behavioral interventions and 

18 supports; 

19 (H) financial literacy and Federal financial 

20 aid awareness activities; and 

21 (I) social and emotional learning; 

22 (7) social services for students and families, in23 cluding— 


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1 (A) family support programs, including 

2 housing assistance, counseling, financial edu3 cation, crisis intervention, and related services; 

4 (B) programs that provide assistance to 

5 students who have been truant, suspended, or 

6 expelled; 

7 (C) programs or efforts intended to iden8 tify young people without a high school diploma 

9 and reengage the young people in school so that 

10 the young people may attain a high school di11 ploma; 

12 (D) strategies that engage older adults as 

13 resources to students and families; and 

14 (E) services for homeless students, foster 

15 children and youth, students previously under 

16 the custody of the juvenile justice system, and 

17 students who are pregnant and parenting; 

18 (8) parent and adult education programs, in19 cluding— 

20 (A) programs that promote family literacy, 

21 including family literacy programs for English 

22 learners; 

23 (B) parent and caregiver leadership and 

24 parent and caregiver education activities; 

25 (C) translation services; 


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1 (D) adult education, including instruction 

2 in English as a second language, and job train3 ing; and 

4 (E) citizenship preparation for individuals 

5 choosing to become United States citizens; 

6 (9) juvenile crime prevention and rehabilitation 

7 programs, including— 

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

9 and drug courts; and 

10 (B) tribal youth programs; 

11 (10) specialized instructional support services, 

12 including specialized instructional support personnel; 

13 (11) service coordination staffing that ensures 

14 young people receive comprehensive services to meet 

15 the holistic needs of the young people; 

16 (12) training, technical assistance, and profes17 sional development for school-based and community18 based personnel to build capacity and skills to edu19 cate English learners; 

20 (13) training, technical assistance, and profes21 sional development for school-based and community22 based personnel providing comprehensive services to 

23 children and youth; 

24 (14) establishing contracts or agreements in 

25 order to work with nonprofit and other organizations 


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1 to implement the requirements and allowable serv2 ices under this section; 

3 (15) reasonable program administration and 

4 planning associated with the activities required 

5 under this section, including— 

6 (A) recruiting teachers and specialized in7 structional support personnel; and 

8 (B) developing programs designed to retain 

9 and promote school-based personnel, includ10 ing— 

11 (i) mentoring programs; 

12 (ii) grow your own programs; and 

13 (iii) leadership and career advance14 ment programs; 

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

16 and 

17 (17) other services consistent with this section. 

18 SEC. 13. RULE OF CONSTRUCTION. 

19 Nothing in this Act shall be construed to alter or oth20 erwise affect the rights, remedies, and procedures afforded 

21 school or local educational agency employees under Fed22 eral, State, or local laws (including applicable regulations 

23 or court orders) or under the terms of collective bar24 gaining agreements, memoranda of understanding, or 


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1 other agreements between such employees and their em2 ployers. 

3 SEC. 14. ACCOUNTABILITY AND TRANSPARENCY. 

4 (a) FEDERAL ACCOUNTABILITY AND TRANS5 PARENCY.— 

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

7 Secretary shall report to the public, Congress, and 

8 the President— 

9 (A) the collective progress made by— 

10 (i) States receiving an allotment 

11 under section 7 in achieving the evidence12 based annual goals established within the 

13 State results frameworks described in sec14 tion 8(b)(1); or 

15 (ii) local consortia receiving grants 

16 under section 6 in achieving the evidence17 based annual goals established within the 

18 local results frameworks pursuant to sec19 tion 11(b)(2)(A); 

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

21 States and local consortia to improve the lives 

22 of children, youth, and families, including— 

23 (i) the characteristics of the children 

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1 tivities and services assisted under this 

2 Act; 

3 (ii) the services and supports provided 

4 under this Act; and 

5 (iii) outcomes resulting from the ac6 tivities and services funded under this Act; 

7 (C) actions taken pursuant to paragraph 

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

9 and 

10 (D) other information the Secretary deter11 mines to be of interest to the public. 

12 (2) CORRECTION OF DEFICIENCIES.—If the 

13 Secretary determines, based on a review of annual 

14 reports, strategies, data submissions, evaluations, or 

15 other documentation, that a State receiving an allot16 ment under section 7 or a local consortium receiving 

17 a grant under section 6 makes insufficient progress 

18 toward achieving the evidence-based annual goals es19 tablished within the applicable results framework 3 

20 years after receiving an allotment or grant, or is 

21 misusing such funds, ineffectively using such funds, 

22 or otherwise not complying with the requirements of 

23 this Act, the Secretary shall— 

24 (A) notify the recipient of the deficiencies 

25 that require correction and request that the reVerDate Sep 11 2014 04:58 Nov 26, 2024 Jkt 059200 PO 00000 Frm 00052 Fmt 6652 Sfmt 6201 E:\BILLS\H10208.IH H10208

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1 cipient submit a plan to correct the deficiencies 

2 not later than 6 months after such notice is re3 ceived; 

4 (B) negotiate a plan to correct the defi5 ciencies, and provide appropriate training or 

6 technical assistance designed to assist the re7 cipient in complying with the requirements of 

8 this Act; and 

9 (C) in the case that the recipient fails to 

10 submit or negotiate a plan to correct the defi11 ciencies or fails to make substantial efforts, not 

12 later than 6 months after the date of the notifi13 cation described in subparagraph (A), to correct 

14 the deficiencies and comply with the require15 ments of this Act— 

16 (i) terminate the provision of funds 

17 under this Act to the recipient for the re18 mainder of the period of the allotment or 

19 grant; and 

20 (ii) redistribute the terminated allot21 ment in the manner described in section 

22 7(a)(5). 

23 (3) INDEPENDENT ONGOING EVALUATION.— 

24 (A) IN GENERAL.—The Secretary shall 

25 carry out an ongoing evaluation of the activities 


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1 conducted under this Act and shall submit the 

2 evaluation results to Congress and the public by 

3 not later than 1 year after an allotment de4 scribed in section 7(b)(2) is awarded or a grant 

5 under section 6 is awarded. 

6 (B) RIGOROUS AND INDEPENDENT EVAL7 UATION.—The Secretary shall enter into a con8 tract with an entity independent of the Depart9 ment of Education to carry out the evaluation 

10 required under this paragraph. To the extent 

11 the Secretary determines feasible, the evalua12 tion shall include large-scale, longitudinal, ran13 domized studies to identify the most effective 

14 combinations of academic and nonacademic 

15 interventions, including interventions adminis16 tered by community-based organizations, to 

17 achieve improvements in academic and other 

18 outcomes for students. 

19 (C) EVALUATION OUTCOMES.— 

20 (i) IN GENERAL.—The evaluation re21 quired under this paragraph shall measure 

22 the process of developing and imple23 menting effective partnerships among 

24 schools, local educational agencies, fami25 lies, students, and community partners, as 


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1 well as the impact of activities conducted 

2 under this Act, which may include impacts 

3 on the following outcomes: 

4 (I) Student achievement as meas5 ured by assessment data, classroom 

6 grades, and other means of measuring 

7 student performance. 

8 (II) Graduation rates. 

9 (III) School readiness. 

10 (IV) Reduced numbers of deten11 tions, suspensions, and expulsions and 

12 the use of seclusion and physical re13 straint. 

14 (V) Enrollment in postsecondary 

15 education and vocational training. 

16 (VI) Job readiness, including 

17 readiness for military service. 

18 (VII) The degree of communica19 tion between schools and families. 

20 (VIII) The degree of parent and 

21 caregiver participation in school ac22 tivities. 

23 (IX) Student health, including 

24 mental health and risk factors at 

25 birth. 


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1 (X) Student civic participation. 

2 (XI) Attendance. 

3 (XII) The number of students 

4 and families receiving services. 

5 (XIII) Other outcome areas as 

6 determined by the Secretary in con7 sultation with State educational agen8 cies, local educational agencies, teach9 er organizations, secondary students, 

10 and nonprofit organizations providing 

11 services to children and youth. 

12 (ii) DISAGGREGATION.—The outcomes 

13 described in clause (i) shall be 

14 disaggregated by all subgroups identified 

15 in section 1111(b)(2)(B)(xi) of the Ele16 mentary and Secondary Education Act of 

17 1965 (20 U.S.C. 6311(b)(2)(B)(xi)), and 

18 family income. 

19 (b) STATE ACCOUNTABILITY AND TRANSPARENCY.— 

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

21 each State receiving an allotment under section 7 

22 and each local consortium receiving a grant under 

23 section 6 shall report to the public and the Secretary 

24 such information as the Secretary may reasonably 

25 require, including— 


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1 (A) progress made toward achieving— 

2 (i) in the case of a State, the evi3 dence-based annual goals established with4 in the State results framework pursuant to 

5 section 8(b)(1) disaggregated in the same 

6 manner as information is disaggregated 

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

8 (ii) in the case of a local consortium, 

9 the evidence-based annual goals established 

10 within the local results frameworks pursu11 ant to section 11(b)(2)(A); 

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

13 States or local consortia, as applicable, to im14 prove the lives of children, youth, and families, 

15 including— 

16 (i) the characteristics of children, 

17 youth, and families served by the activities 

18 and services assisted under this Act; 

19 (ii) the services and supports provided 

20 under this Act; and 

21 (iii) outcomes resulting from the ac22 tivities and services funded under this Act; 

23 (C) information on Federal and State bar24 riers to effective State and local coordination; 


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1 (D) in the case of State recipients, the ex2 tent of coordination between State departments 

3 and agencies providing children and youth serv4 ices in place to achieve the evidence-based an5 nual goals within the State results framework 

6 pursuant to section 8(b)(1); 

7 (E) in the case of State recipients, the ex8 tent to which the objectives and budgets of 

9 State departments and agencies providing child 

10 and youth services were consistent with the rec11 ommendations of the State strategy for the pre12 ceding year; 

13 (F) the efficiency and adequacy of State 

14 and local programs and policies with respect to 

15 child and youth services; 

16 (G) actions taken pursuant to paragraph 

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

18 and 

19 (H) other information the State or local 

20 consortium determines to be of interest to the 

21 public. 

22 (2) CORRECTION OF DEFICIENCIES.—If a State 

23 receiving an allotment under section 7 determines, 

24 based on a review of annual reports submitted in ac25 cordance with subsection (c), data submissions, evalVerDate Sep 11 2014 04:58 Nov 26, 2024 Jkt 059200 PO 00000 Frm 00058 Fmt 6652 Sfmt 6201 E:\BILLS\H10208.IH H10208

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1 uations, or other documentation, that a local consor2 tium that receives funds through a subgrant made 

3 under this Act makes insufficient progress toward 

4 achieving the evidence-based annual goals estab5 lished within the local results framework pursuant to 

6 section 11(b)(2)(A) 3 years after receiving a 

7 subgrant under section 7(b)(2), or is misusing the 

8 subgrant, ineffectively using the subgrant, or other9 wise not complying with the requirements of this 

10 Act, the State shall— 

11 (A) notify the local consortium of the defi12 ciencies that require correction and request that 

13 the local consortium submit a plan to correct 

14 the deficiencies not later than 6 months after 

15 such notice is received by the local consortium; 

16 (B) negotiate a plan to correct the defi17 ciencies, and provide appropriate training or 

18 technical assistance designed to assist the local 

19 consortium in complying with the requirements 

20 of this Act and make progress in achieving the 

21 evidence-based annual goals established within 

22 the local results framework pursuant to section 

23 11(b)(2)(A); and 

24 (C) in the case that the local consortium 

25 fails to submit or negotiate a plan to correct 


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1 the deficiencies or fails to make substantial ef2 forts, not later than 6 months after the date of 

3 the notification described in subparagraph (A), 

4 to correct the deficiencies and comply with the 

5 requirements of this Act, the State shall termi6 nate the provision of funds under this Act to 

7 the local consortium for the remainder of the 

8 period of the subgrant and redistribute the ter9 minated funding in a manner determined by the 

10 State to be in the best interests of the children 

11 and youth in such State in accordance with this 

12 Act. 

13 (c) LOCAL ACCOUNTABILITY AND TRANSPARENCY.— 

14 On an annual basis, each local consortium receiving a 

15 subgrant under section 7(b)(2) shall report to the public 

16 and submit to the State a report containing such informa17 tion as the State may reasonably require, including— 

18 (1) progress made toward achieving the evi19 dence-based annual goals established within the local 

20 results framework pursuant to section 11(b)(2)(A) 

21 disaggregated in the same manner as information is 

22 disaggregated under subsection (a)(3)(C)(ii); 

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

24 local consortium to improve the lives of children, 

25 youth, and families, including— 


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1 (A) the characteristics of the children and 

2 youth and families served by the activities and 

3 services assisted under this Act; 

4 (B) the services and supports provided 

5 under this Act; 

6 (C) the capacity building efforts provided 

7 under this Act, including the types of profes8 sional development provided to staff of the local 

9 educational agency in the local consortia; and 

10 (D) outcomes resulting from the activities 

11 and services funded under this Act, in accord12 ance with the State’s evidence-based annual 

13 goals developed pursuant to section 8(b)(1); 

14 (3) information on State barriers to effective 

15 local coordination of private and public services; 

16 (4) the extent of coordination between local 

17 agencies and organizations providing services to 

18 achieve the evidence-based annual goals within the 

19 local results framework pursuant to section 

20 11(b)(2)(A); and 

21 (5) other information the local consortium de22 termines to be of interest to the public. 


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1 SEC. 15. AUTHORIZATION OF APPROPRIATIONS. 

2 There are authorized to be appropriated to carry out 

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

4 years 2025 through 2032. 

Æ 


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