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[Congressional Bills 118th Congress]
[From the U.S. Government Publishing Office]
[H.R. 10208 Introduced in House (IH)]

<DOC>

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.

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

SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

    (a) Short Title.--This Act may be cited as the ``Developing 
Innovative Partnerships and Learning Opportunities that Motivate 
Achievement Act'' or the ``DIPLOMA Act''.
    (b) Table of Contents.--The table of contents for 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.

SEC. 2. FINDINGS.

    Congress finds the following:
            (1) The future strength of the Nation's democracy, as well 
        as the Nation's economy, is dependent upon the investments made 
        in children and youth today.
            (2) Evidence demonstrates that effective partnerships among 
        schools and communities increase student achievement by 
        addressing the academic needs of students as well as the 
        challenges the students face outside the classroom. For 
        example:
                    (A) Chicago public schools lead one of the Nation's 
                largest community school initiatives and found that 
                students in grades 9 through 12 who attend a community 
                school have 61 percent fewer school-day absences than 
                their non-community school counterparts. When compared 
                to non-community school counterparts--
                            (i) students in grades 9 through 12 were 
                        found to have more positive educational 
                        experiences;
                            (ii) students in grades 4 through 8 had 
                        higher emotional health scores on the survey; 
                        and
                            (iii) students in kindergarten through 
                        grade 3 had 53 percent fewer suspensions and 55 
                        percent fewer incidents of misconduct.
                    (B) In a 7-year study of 200 Chicago public 
                schools, sociologist Anthony Bryk found that in schools 
                where grassroots organizations forge strong connections 
                with nearby schools, trust levels and parent 
                involvement are greater.
                    (C) United Way of Salt Lake's Promise Partnership, 
                an initiative across multiple school districts in the 
                Salt Lake, Utah area, has helped increase student 
                achievement and graduation rates. Since the program's 
                launch in 2014, 5 out of the 8 targeted indicators have 
                improved. Kindergarten readiness in numeracy increased 
                by 3 percent, 8th grade math proficiency improved by 8 
                percent, high school graduation rose by 5 percent, 
                postsecondary readiness grew by 4 percent, and 
                postsecondary completion increased by 5 percent. To 
                overcome pandemic-related learning loss in literacy, 
                Promise Partnership school Mill Creek Elementary 
                collaborated with 80 volunteers from organizations 
                including Goldman Sachs and Dominion Energy to offer 
                tutoring support through the iReady program. By the end 
                of the 2020-2021 school year, the number of 3rd grade 
                students participating in the program testing at or 
                above grade level tripled.
                    (D) From 2015 to 2018, the New York City Community 
                School Initiative improved attendance, on-time grade 
                progression, and graduation rates across elementary and 
                secondary students. During the same 3-year period, this 
                initiative led to a reduction in disciplinary incidents 
                for elementary and middle school students while also 
                improving math achievement scores. Middle school 
                students attending community schools scored 4.2 
                percentage points higher on math exams compared to 
                their peers at non-community schools, and high school 
                students attending community schools earned 12 percent 
                more credits per academic year than students enrolled 
                at non-community schools.
                    (E) In Wisconsin, where formal partnerships with 
                community agencies are required for grant programs, 
                non-traditional partners have proven to be instrumental 
                for smaller communities to enrich after school 
                programs. Those partners have included--
                            (i) local trucking companies;
                            (ii) statewide nonprofit organizations, 
                        such as The Grange;
                            (iii) Farm Bureau;
                            (iv) small retailers; and
                            (v) retirees.
                    (F) The Union City Public Schools school district 
                in New Jersey proves that by breaking down 
                institutional ``silos'' and creating deep partnerships, 
                through collaboration and municipal involvement, 
                schools can be vibrant places of hope despite poverty, 
                unemployment, and lack of affordable housing.
                    (G) Six family resource centers housed in community 
                schools in Redwood City, California promote school 
                readiness among children while also providing parents 
                with educational services, community resources, and 
                leadership opportunities. A 2017 report indicates that 
                with the assistance of English language proficiency 
                supports, 70 percent of Redwood City community school 
                parents were able to participate in their children's 
                school meetings, attend professional development 
                programs, and engage in family-to-family education and 
                outreach. Over the course of a 3-year period, students 
                whose parents participated in family engagement 
                programs had a 40 percent increase in attendance and 
                were more likely to see improvement in their math and 
                English language test scores.
                    (H) By meeting the comprehensive needs of students, 
                Communities In Schools, a national dropout prevention 
                organization, found that 99 percent of participating 
                students stayed in school, 78 percent of participating 
                students met or made progress toward their attendance 
                goals, 90 percent met or made progress toward their 
                behavior goals, and 88 percent met or made progress 
                toward their academic improvement goals.
            (3) In adopting the Every Student Succeeds Act (Public Law 
        114-95), Congress recognized community schools as a strategy to 
        significantly improve the coordination and integration, 
        accessibility, and effectiveness of services for children and 
        families, particularly for children attending high-poverty 
        schools, including high-poverty rural schools. Congress 
        recognized community schools as an effective use of funds for 
        school districts in the American Rescue Plan Act of 2021 
        (Public Law 117-2).
            (4) Approximately 86 percent of 9th graders graduate from 
        high school within 4 years. Of students who graduate from high 
        school, 63 percent enroll in a 2- or 4-year college in the fall 
        after completing high school. Only about half (64 percent) of 
        first-time, full-time college freshmen seeking a 4-year degree 
        receive a bachelor's degree within 6 years or less.
            (5) Over the past 4 decades, the United States has slipped 
        from being first in the world in high school and college 
        graduation rates to 21st and 14th, respectively, putting the 
        Nation at a growing competitive disadvantage with other 
        countries.
            (6) The 2022 National Assessment of Educational Progress 
        Long-Term Trend Assessment results indicate that between 2020 
        and 2022, students experienced a 5-percent drop in reading 
        scores, the largest drop since 1990, and a 7 percent decrease, 
        the first ever drop, in math scores. Black student scores in 
        math fell by 13 percent as compared to a 5 percent decrease by 
        their White peers, thus expanding the achievement gap from 25 
        percentage points to 33 percentage points in just 2 years.
            (7) In a study conducted by Hanover Research, data showed 
        that quality partnerships between schools and their communities 
        can result in improved attendance, motivation, conduct, and 
        academic achievement. Community-level strategies like focusing 
        on parental involvement, community building, and cultural 
        competence were shown to contribute to decreases in the 
        achievement gap between lower- and upper-income students.
            (8) Research from the Government Accountability Office 
        found that students who change schools less frequently are more 
        likely to perform at grade level and less likely to repeat a 
        grade than their less stable peers.
            (9) In research studies in psychology, health, and 
        education by Teachers College, Columbia University, school 
        ``connectedness'' is identified as important to student 
        learning, achievement, and well-being. When students feel a 
        sense of connection with the larger world and community 
        institutions, they are more engaged in instructional activities 
        and express greater commitment to school.
            (10) Hundreds of thousands of arts, cultural, service, 
        sports, college, and other youth organizations, as well as 
        civic and faith-based groups, want to partner with schools and 
        educators to reinforce learning, but far too often, neither the 
        school nor the community know how to effectively connect with 
        each other.
            (11) In order for the United States to compete in a global 
        economy, the co-partnering efforts of government, social 
        services, businesses, arts organizations, families, community-
        based organizations, and philanthropy need to concentrate their 
        efforts where they are most needed: in our schools.
            (12) Research from Johns Hopkins University has shown that 
        access to summer learning opportunities leads to significant 
        student learning gains not experienced by students who cannot 
        access summer learning opportunities.
            (13) Research from the Community School Partnership found 
        that community schools see a return of $7.11 for every dollar 
        of investment in community schools coordinators.
            (14) A 2017 report from the Learning Policy Institute found 
        that teacher retention has a direct impact on student learning 
        and academic performance. Implementing strategies such as 
        teacher residency programs, high-quality mentoring, grow your 
        own models, and principal training and State leadership 
        academies can lead to higher rates of educator retention and 
        career satisfaction. For example, California's Paraprofessional 
        Teacher Training Program has prepared more than 2,200 
        paraprofessionals to become fully certified teachers, with 92 
        percent of graduates obtaining teaching positions in California 
        public schools.
            (15) According to the National Center for Education 
        Statistics, 44 percent of public schools reported having at 
        least 1 full-time or part-time vacant teaching position in the 
        spring of 2022. Of those schools with reported unfilled 
        teaching positions, 51 percent cited resignation as the leading 
        cause of vacancies.

SEC. 3. PURPOSES.

    The purposes of this Act are to--
            (1) create engaging learning experiences that--
                    (A) strengthen academic achievement, build civic 
                capacity, and provide a continuum of supports and 
                opportunities for children, youth, and families; and
                    (B) prepare children and youth for college, 
                careers, and citizenship through results-focused 
                partnerships that mobilize and coordinate school and 
                community resources;
            (2) ensure the academic, physical, social, emotional, 
        health, mental health, and civic development of disadvantaged 
        children and youth and thereby strengthen their families and 
        communities;
            (3) engage and support parents, caregivers, and families in 
        their role as first educators of their children;
            (4) promote community and family engagement in education;
            (5) leverage and integrate the human and financial assets 
        of local communities, schools, State governments, the Federal 
        Government, and the natural assets of communities--
                    (A) toward better results for children, youth, and 
                families; and
                    (B) for sustained civic capacity;
            (6) develop school improvement strategies that incorporate 
        approaches that meet the comprehensive needs of children and 
        youth, such as full service community schools, community-based, 
        integrated student services, and related approaches;
            (7) ensure that schools and neighborhoods are safe and 
        provide a positive climate for learning; and
            (8) address learning loss as a result of the COVID-19 
        pandemic and reduce chronic absenteeism.

SEC. 4. DEFINITIONS.

    In this Act:
            (1) Child with a disability.--The term ``child with a 
        disability'' has the meaning given the term in section 602 of 
        the Individuals with Disabilities Education Act (20 U.S.C. 
        1401).
            (2) Chronically absent.--The term ``chronically absent'', 
        when used with respect to a student, means a student who misses 
        not less than 10 percent, or not less than 20 days, of school 
        days in an academic year.
            (3) Community-based, integrated student services.--The term 
        ``community-based, integrated student services'' means 
        interventions, coordinated through a primary point of contact, 
        that improve student achievement by connecting community 
        resources with the academic and social service needs of 
        students.
            (4) Community engagement in education.--The term 
        ``community engagement in education''--
                    (A) means systematic efforts to involve, engage, 
                and collaborate with parents, community residents, 
                members of school communities, community partners, and 
                other stakeholders in exploring the needs of their 
                students and schools, developing plans to address those 
                needs, and working together to address those needs; and
                    (B) includes an intentional, ongoing process to 
                develop a welcoming school and school system, mobilize 
                the community's assets to support student achievement 
                and growth, engage those individuals and stakeholders 
                who traditionally have not participated in the school 
                or school system, improve working relationships, and 
                deepen the commitment to student success.
            (5) Digital learning.--The term ``digital learning''--
                    (A) means instructional practices that effectively 
                use technology to strengthen the student learning 
                experience; and
                    (B) may include online and formative assessments, 
                instructional resources, online content and courses, 
                applications of technology in the classroom and school 
                building, adaptive software for children with 
                disabilities, learning platforms, and online 
                professional communities of practice.
            (6) Dual or concurrent enrollment program.--The term ``dual 
        or concurrent enrollment program'' has the meaning given the 
        term in section 8101 of the Elementary and Secondary Education 
        Act of 1965 (20 U.S.C. 7801).
            (7) English learner.--The term ``English learner'' has the 
        meaning given the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 7801).
            (8) Evidence-based.--The term ``evidence-based'', when used 
        with respect to a goal or service, means a goal or service that 
        meets an evidence level described in subclause (I), (II), or 
        (III) of section 8101(21)(A)(i) of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 7801(21)(A)(i)(I), (II), and 
        (III)) or section 8101(21)(A)(ii) of such Act.
            (9) Family engagement in education.--The term ``family 
        engagement in education'' means a shared responsibility of 
        families and schools for student success, in which schools and 
        community-based organizations are committed to reaching out to 
        engage families in meaningful ways that--
                    (A) encourage the families to actively support 
                their children's learning and development, as well as 
                the learning and development of other children; and
                    (B) are continuous from birth through young 
                adulthood and reinforce learning that takes place in 
                the home, school, and community.
            (10) Full service community school.--The term ``full 
        service community school'' means a public elementary school or 
        secondary school that--
                    (A) participates in a community-based effort to 
                coordinate educational, developmental, family, health, 
                and other comprehensive services through community-
                based organizations, specialized instructional support 
                personnel employed by the school or the local 
                educational agency, and public and private 
                partnerships;
                    (B) provides access to such services to students, 
                families, and the community, including access during 
                the school year (including before- and after-school 
                hours), and during the summer;
                    (C) provides community-based, integrated student 
                services and well-designed learning opportunities that 
                expand on rigorous community-connected classroom 
                instruction; and
                    (D) promotes a culture of belonging, safety, and 
                active family and community engagement through 
                collaborative leadership and practices that result in 
                positive academic and nonacademic outcomes, including 
                improvements in--
                            (i) student attendance;
                            (ii) student behavior;
                            (iii) academic achievement;
                            (iv) school readiness;
                            (v) student mental and physical health;
                            (vi) high school graduation rates;
                            (vii) school climate; and
                            (viii) reduced racial and economic student 
                        achievement gaps.
            (11) Local consortium.--The term ``local consortium'' means 
        a consortium consisting of community partners that--
                    (A) shall include--
                            (i) a local educational agency; and
                            (ii) not less than one community partner 
                        that is independent of the local educational 
                        agency, such as--
                                    (I) a community-based organization;
                                    (II) a child and youth serving 
                                organization or agency;
                                    (III) an institution of higher 
                                education;
                                    (IV) a nonprofit organization;
                                    (V) a business;
                                    (VI) a teacher organization;
                                    (VII) an organization representing 
                                education professionals;
                                    (VIII) a local government, 
                                including a government agency serving 
                                children and youth, such as a child 
                                welfare and juvenile justice agency;
                                    (IX) an organization representing 
                                students; or
                                    (X) an organization representing 
                                parents; and
                    (B) may include additional community partners from 
                other communities.
            (12) Local educational agency.--The term ``local 
        educational agency'' has the meaning given the term in section 
        8101 of the Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 7801).
            (13) Outlying area.--The term ``outlying area'' has the 
        meaning given the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 7801).
            (14) Secretary.--The term ``Secretary'' means the Secretary 
        of Education.
            (15) Specialized instructional support personnel.--The term 
        ``specialized instructional support personnel'' means--
                    (A) school counselors, school social workers, and 
                school psychologists; and
                    (B) other qualified professional personnel, such as 
                school nurses, speech language pathologists, community 
                school coordinators, and school librarians, involved in 
                providing assessment, diagnosis, and counseling, and 
                educational, therapeutic, and other necessary services 
                (including related services as that term is defined in 
                section 602 of the Individuals with Disabilities 
                Education Act (20 U.S.C. 1401)) as part of a 
                comprehensive program to meet student needs.
            (16) Specialized instructional support services.--The term 
        ``specialized instructional support services'' means the 
        services provided by specialized instructional support 
        personnel.
            (17) State.--The term ``State'' means each of the several 
        States of the United States, the District of Columbia, and the 
        Commonwealth of Puerto Rico.
            (18) State educational agency.--The term ``State 
        educational agency'' has the meaning given the term in section 
        8101 of the Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 7801).
            (19) Target schools.--The term ``target schools'' means 
        schools that are identified by the State for comprehensive 
        support and improvement in accordance with section 
        1111(c)(4)(D)(i) of the Elementary and Secondary Education Act 
        of 1965 (20 U.S.C. 6311(c)(4)(D)(i)).

SEC. 5. RESERVATIONS.

    From the funds appropriated under section 15 for any fiscal year, 
the Secretary shall reserve--
            (1) 2 percent for national activities, which the Secretary 
        may carry out directly or through grants and contracts, such 
        as--
                    (A) providing training and technical assistance to 
                local consortia and organizations partnering with local 
                consortia to carry out services under this Act; or
                    (B) conducting the national evaluation pursuant to 
                section 14(a)(3); and
            (2) 1 percent for payments to the outlying areas and the 
        Bureau of Indian Education, to be allotted in accordance with 
        their respective needs for assistance under this Act, as 
        determined by the Secretary, to enable the outlying areas and 
        the Bureau of Indian Affairs to carry out the purposes of this 
        Act.

SEC. 6. DEMONSTRATION COMPETITIVE PROGRAM AUTHORIZED.

    (a) In General.--For any fiscal year for which the funds 
appropriated under section 15 are less than $200,000,000, the Secretary 
shall award grants, on a competitive basis, to local consortia to 
enable the local consortia to develop and plan for, and to carry out, 
local strategies in accordance with sections 11 and 12.
    (b) Application.--
            (1) In general.--A local consortium desiring to receive 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.
            (2) Planning period.--In the case of a local consortium 
        that intends to use grant funds to develop and plan for the 
        implementation of such local strategies (referred to as the 
        ``planning phase''), the Secretary shall initially require an 
        application that includes a description of how the local 
        consortium intends to develop such local strategies. Upon 
        completion of the planning phase, the Secretary shall then 
        require submission of the information described in paragraph 
        (3).
            (3) Implementation period.--An applicant that does not 
        intend to use grant funds for the planning phase, or an 
        applicant that has completed the planning phase, shall submit 
        an application that--
                    (A) demonstrates the capacity for successful 
                implementation of the local strategies in accordance 
                with sections 11 and 12 through a history of successful 
                collaboration and effectiveness in strengthening 
                outcomes for children and youth; and
                    (B) proposes--
                            (i) to serve children and youth in schools 
                        or communities with the highest proportions of 
                        students from low-income families in the State; 
                        and
                            (ii) to provide a comprehensive continuum 
                        of services, including not less than 1 service 
                        from each of not less than 3 categories of 
                        services described in paragraphs (3) through 
                        (11) of section 12(b).
            (4) Approval.--In the case of a local consortium that has 
        received grant funds for the planning phase, that applicant 
        shall also receive funds under this section for implementation 
        if the applicant submits an implementation period application 
        described in paragraph (3) that meets the requirements of this 
        section. If the Secretary determines that such requirements 
        have not been met, the Secretary shall notify the applicant, 
        assist the applicant in meeting such requirements, and approve 
        the implementation application.
            (5) Low-income families.--In this subsection, the term 
        ``low-income family'' means a family with an income that is not 
        more than 138 percent of the poverty line (as defined in 
        section 673(2) of the Community Services Block Grant Act (42 
        U.S.C. 9902(2))) applicable to a family of the size involved.

SEC. 7. ALLOTMENTS TO STATES.

    (a) In General.--For any fiscal year for which the funds 
appropriated under section 15 are at least $200,000,000, the Secretary 
shall, using the funds remaining after making the reservations under 
section 5, award to each State that has an allotment application 
approved under section 9(b) an allotment in an amount that bears the 
same relationship to the remainder as the amount the State received 
under subpart 2 of part A of title I of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6331 et seq.) for the preceding fiscal 
year bears to the amount all such States received under that subpart 
for the preceding fiscal year, except that no State shall receive less 
than an amount equal to \1/2\ of 1 percent of such remainder.
    (b) Allotment Use.--A State receiving an allotment under subsection 
(a)--
            (1) may, for not longer than the first 3 years after 
        receiving the allotment, use such allotment to develop the 
        State strategy described in section 8; and
            (2) shall, for each of the following years of the grant, 
        use such allotment to award subgrants to local consortia to 
        leverage and integrate human and financial assets at all levels 
        in order to--
                    (A) ensure the academic, physical, social, 
                emotional, and civic development of disadvantaged 
                children and youth; and
                    (B) strengthen the families and communities of 
                disadvantaged children and youth and make progress 
                towards the State's evidence-based annual goals 
                developed pursuant to section 8(b)(1).
    (c) Duration.--The Secretary shall award an allotment under this 
section for a period of 5 years and shall obligate the full amount of 
the allotment in the first year of the 5-year period.
    (d) Extension; Renewal.--
            (1) Extension.--In this case of a State that used a portion 
        of the allotment period for planning purposes, as described in 
        subsection (b)(1), the Secretary may grant an extension of the 
        allotment period for an additional period of not more than 3 
        years for implementation as described in subsection (b)(2).
            (2) Renewal.--The Secretary may renew an allotment under 
        this subsection for a period of 5 years.
    (e) Reallotment of Unused Funds.--If a State with an approved 
allotment application under section 9(b) does not receive an allotment 
under this section for a fiscal year, the Secretary shall reallot the 
amount of the State's allotment to the remaining States with an 
approved allotment application under section 9(b) in accordance with 
this section.

SEC. 8. STATE CHILD AND YOUTH STRATEGY.

    (a) Strategy Requirements.--A State strategy--
            (1) shall be developed by the State, in consultation with 
        the Governor of the State;
            (2) shall include the components described in subsection 
        (b); and
            (3) may include other components as the State determines 
        necessary to strengthen results for children and youth.
    (b) Required Components.--The State strategy components required 
under subsection (a)(2) are the following:
            (1) State results framework.--The State strategy shall 
        contain comprehensive, evidence-based annual goals and aligned 
        quantifiable indicators demonstrating continuous improvement 
        with respect to children and youth, particularly disadvantaged 
        children and youth, that shall serve as targets for each year 
        with respect to which the State strategy applies. Such 
        evidence-based annual goals shall include the following goals:
                    (A) Children and youth have the necessary supplies 
                to be ready for school.
                    (B) Students are engaged and achieving in school.
                    (C) Schools and neighborhoods are safe and provide 
                a positive climate for learning.
                    (D) Families and communities are supportive and 
                engaged in their children's education as equal 
                partners.
                    (E) Graduates are ready for postsecondary education 
                and 21st-century careers.
                    (F) Students are contributing to their communities.
                    (G) Students are not chronically absent.
                    (H) Additional annual goals set forth by the State 
                in alignment with the purposes of this Act.
            (2) Needs and assets assessment.--The State strategy shall 
        contain an assessment of the needs of children and youth within 
        the State, and of assets within the State that can be 
        mobilized, coordinated, and integrated to achieve the State's 
        evidence-based annual goals developed pursuant to paragraph 
        (1), which may include data collected by the Federal 
        Interagency Forum on Child and Family Statistics. Such 
        assessment shall identify populations of underserved children 
        and youth across the State, based on the State's evidence-based 
        annual goals and aligned quantifiable indicators for such 
        goals.
            (3) Plan to achieve children and youth goals.--The State 
        strategy shall include a description of the State's plan to 
        achieve the State's evidence-based annual goals developed 
        pursuant to paragraph (1) for children and youth from birth 
        through the transition to adulthood, including the following:
                    (A) Leverage and integration.--A description of how 
                funds received under this Act will be coordinated and 
                integrated with other Federal and State funds in order 
                to achieve the State's evidence-based annual goals 
                developed pursuant to paragraph (1).
                    (B) Elimination of state barriers to coordination 
                and integration.--A description of how funds received 
                under this Act will be used to identify and eliminate 
                State barriers to the coordination and integration of 
                programs, initiatives, and funding streams to achieve 
                the State's evidence-based annual goals developed 
                pursuant to paragraph (1).
                    (C) Community engagement in education.--A 
                description of the State's plan to increase community 
                engagement in education.
                    (D) Family engagement in education.--A description 
                of the State's plan to increase family engagement in 
                education.
    (c) Existing Plans, Strategies, and Assessments.--Existing plans, 
strategies, needs assessments, or assets assessments may be used to 
satisfy the requirements of this section if such existing plans, 
strategies, needs assessments, or assets assessments include the 
information required by this section, or can be modified to do so, and 
are submitted to and accepted by the Secretary with such modifications.

SEC. 9. COORDINATING BODY; STATE ALLOTMENT APPLICATIONS.

    (a) Coordinating Body.--
            (1) In general.--In order for a State to be eligible to 
        receive an allotment under section 7, the State shall designate 
        or establish a coordinating body that shall--
                    (A) administer funds provided under section 7;
                    (B) facilitate communication between the public and 
                the coordinating body pertaining to issues impacting 
                children and youth from birth through the transition to 
                adulthood, including issues pertaining to service 
                coordination and integration;
                    (C) identify and eliminate State barriers to the 
                coordination and integration of programs, initiatives, 
                and funding streams, and facilitate coordination and 
                collaboration among State agencies serving children and 
                youth;
                    (D) strengthen the capacity of State and local 
                organizations to achieve positive outcomes for children 
                and youth through training, technical assistance, 
                professional development, and other means;
                    (E) assist the State in developing and carrying out 
                the State strategy described in section 8; and
                    (F) coordinate the submission of the State 
                allotment application under subsection (b).
            (2) Designation of coordinating body.--The State may 
        designate an existing agency, Children's Cabinet, P-20 Council, 
        child and youth development partnership, or other organization 
        as the coordinating body described in paragraph (1) if the 
        agency, cabinet, council, partnership, or organization--
                    (A) performs duties similar to the duties described 
                in paragraph (1); or
                    (B) can be modified to perform the duties described 
                in paragraph (1).
    (b) State Allotment Applications.--
            (1) In general.--Each State desiring an allotment under 
        section 7 shall submit to the Secretary an application at such 
        time, in such manner, and containing such information as the 
        Secretary may require.
            (2) Contents.--Each application submitted under this 
        subsection by an applicant who does not intend to carry out a 
        planning period as described in section 7(b)(1) shall include 
        the following:
                    (A) State strategy.--The State strategy described 
                in section 8 and a description of how the State has--
                            (i) coordinated with the State educational 
                        agency;
                            (ii) consulted with potential community 
                        partners; and
                            (iii) allowed for the meaningful 
                        participation of parents.
                    (B) Subgrants to local consortia.--A description of 
                how subgrants to local consortia will be awarded 
                pursuant to section 10, including the criteria used by 
                the State in such determinations and how the subgrants 
                will facilitate community planning and effective 
                service coordination, integration, and provision at the 
                local level to achieve the evidence-based annual goals 
                developed by the State pursuant to section 8(b)(1) 
                within the context of local needs and priorities. Such 
                criteria shall include a priority for subgrant 
                applications from local consortia intending to serve 
                target schools with the greatest needs.
                    (C) Capacity building.--A description of how an 
                allotment received under section 7 will be used to 
                provide professional development, training, and 
                technical assistance opportunities for staff for the 
                purpose of building State and local capacity.
                    (D) Accountability for results.--A description of 
                the State's plans to adhere to the accountability and 
                transparency requirements described in section 14.
            (3) Contents for applicant who intends to develop state 
        strategy.--
                    (A) Initial application.--In the case of an 
                applicant who intends to use the first 1, 2, or 3 years 
                of the allotment period to develop a State strategy, as 
                described in section 7(b)(1), the Secretary shall only 
                require the applicant to include in the initial 
                application, a description of how the applicant intends 
                to develop the State strategy, including how the State 
                will--
                            (i) coordinate with the State educational 
                        agency;
                            (ii) consult with potential community 
                        partners; and
                            (iii) allow for the meaningful 
                        participation of parents.
                    (B) Implementation phase application.--The 
                Secretary shall require an applicant described in 
                subparagraph (A) to submit the State strategy described 
                in section 8 and the contents described in 
                subparagraphs (B), (C), and (D) of paragraph (2), only 
                after that applicant has developed the State strategy 
                and completed the planning period.
                    (C) Approval.--The Secretary shall approve the 
                State strategy and allow the implementation period to 
                proceed for such an applicant if the State strategy and 
                the submission under subparagraph (B) meet the 
                requirements of this Act. If the Secretary determines 
                that the State strategy or such submission does not 
                meet those requirements, the Secretary shall notify the 
                applicant, assist the applicant in meeting those 
                requirements, and approve the applicant for the 
                implementation phase.
            (4) Revised application.--Each State desiring to renew an 
        allotment under section 7 shall submit a revised application to 
        the Secretary every 5 years based on an assessment of the 
        activities conducted under this Act. Such renewal application 
        shall update the State's evidence-based annual goals developed 
        pursuant to section 8(b)(1) based on such assessment.

SEC. 10. STATE USE OF FUNDS.

    (a) In General.--From the allotment awarded to a State under 
section 7(b)(2) for a fiscal year--
            (1) the State shall use not less than 90 percent to award--
                    (A) subgrants to local consortia under subsection 
                (b); and
                    (B) planning grants under subsection (c);
            (2) the State may use not more than 5 percent for educator 
        and specialized instructional support personnel recruitment and 
        retention, evaluation and capacity building activities, 
        including training, technical assistance, and professional 
        development; and
            (3) the State may use not more than 5 percent for the 
        administrative costs of carrying out responsibilities under 
        this Act.
    (b) Subgrants to Local Consortia.--
            (1) In general.--
                    (A) In general.--A State that receives an allotment 
                under section 7 shall use the portion of the allotment 
                described in subsection (a)(1) to award subgrants to 
                local consortia.
                    (B) Reservation for rural areas.--
                            (i) In general.--From the total amount of 
                        funds available under subparagraph (A) to award 
                        subgrants to local consortia for a fiscal year, 
                        the State shall reserve not less than 5 percent 
                        to award subgrants to rural local consortia for 
                        such fiscal year.
                            (ii) Rural local consortium.--In this 
                        subsection the term ``rural local consortium'' 
                        means a local consortium serving an area of the 
                        State that has a locale code of 41, 42, or 43.
            (2) Priority.--In awarding subgrants to local consortia, a 
        State shall give priority to applications from local 
        consortia--
                    (A) that propose to serve children and youth in 
                target schools; or
                    (B) that submit a proposal with a plan to provide a 
                comprehensive continuum of services, including not less 
                than 1 service from each of not less than 3 categories 
                of services described in paragraphs (3) through (11) of 
                section 12(b), and which application--
                            (i) is submitted by local consortia 
                        comprised of a broad representation of 
                        stakeholders and decision makers in the 
                        community, including a multitude of community 
                        partners described in section 4(11); or
                            (ii) demonstrates the capacity for 
                        successful implementation through a history of 
                        successful collaboration and effectiveness in 
                        strengthening outcomes for children and youth.
    (c) Planning Grants.--A State that receives an allotment under 
section 7 may award planning grants to local consortia to enable the 
local consortia to develop the local child and youth strategy (referred 
to in this Act as the ``local strategy'') described in section 11(b). 
Such planning grants shall be for a duration of--
            (1) not more than 9 months and in an amount of not more 
        than $50,000; or
            (2) not more than 18 months and in an amount of not more 
        than $100,000.
    (d) Supplement, Not Supplant.--A State that receives an allotment 
under this Act shall use the allotment funds to supplement, not 
supplant, Federal and non-Federal funds available to carry out 
activities described in this Act.

SEC. 11. LOCAL CONSORTIUM APPLICATION; LOCAL CHILD AND YOUTH STRATEGY.

    (a) Local Consortium Application.--
            (1) In general.--A local consortium that desires a subgrant 
        under section 10(b) shall submit an application to the State at 
        such time, in such manner, and containing such information as 
        the State may require.
            (2) Contents.--An application submitted under this section 
        shall include--
                    (A) a description of the local consortium, 
                including which public or nonprofit entity 
                participating in the local consortium shall serve as 
                the fiscal agent for the local consortium;
                    (B) the local strategy described in subsection (b);
                    (C) a description of how the local strategy will be 
                coordinated with the local educational agency plan 
                required under section 1112 of the Elementary and 
                Secondary Education Act of 1965 (20 U.S.C. 6312); and
                    (D) a list of schools identified by the local 
                consortium to receive comprehensive, coordinated 
                continuum of services and support in accordance with 
                the local strategy.
    (b) Local Child and Youth Strategy.--
            (1) In general.--The local strategy--
                    (A) shall be developed by the local consortium;
                    (B) shall include the components described in 
                paragraph (2); and
                    (C) may include such other components as the local 
                consortium determines necessary to strengthen outcomes 
                for children and youth from birth through the 
                transition to adulthood.
            (2) Components.--The local strategy components required 
        under paragraph (1)(B) are the following:
                    (A) Local results framework.--Comprehensive, 
                evidence-based annual goals and aligned quantifiable 
                indicators for the goals, with respect to youth, 
                particularly disadvantaged children and youth, that 
                shall serve as targets for the year with respect to 
                which the local strategy applies. Such evidence-based 
                annual goals shall include the following goals:
                            (i) Children are have the necessary 
                        supplies to be ready for school.
                            (ii) Students are engaged and achieving in 
                        school.
                            (iii) Schools and neighborhoods are safe 
                        and provide a positive climate for learning.
                            (iv) Families are supportive and engaged in 
                        their children's education.
                            (v) Students are ready for postsecondary 
                        education and 21st-century careers.
                            (vi) Students are contributing to their 
                        communities.
                            (vii) Students are not chronically absent.
                            (viii) Additional annual goals set forth by 
                        the local consortium in alignment with the 
                        purposes of this Act.
                    (B) Assets assessment.--An assessment of potential 
                resources, services, and opportunities available within 
                or near the community and schools identified by the 
                local consortium to receive support through a subgrant 
                under section 10(b) that children and youth, their 
                families, and resources in the community may be able to 
                access in order to meet the needs identified under 
                subparagraph (C), to help achieve the evidence-based 
                annual goals and aligned quantifiable indicators for 
                such goals under subparagraph (A), and to support 
                students to achieve the challenging State academic 
                standards (described in section 1111 of the Elementary 
                and Secondary Education Act of 1965 (20 U.S.C. 6311)), 
                including the variety of services that can be 
                integrated--
                            (i) into a community school site; and
                            (ii) through the presence of specialized 
                        instructional support personnel and local 
                        educational agency liaisons for homeless 
                        children and youth designated pursuant to 
                        section 722(g)(1)(J)(ii) of the McKinney-Vento 
                        Homeless Assistance Act (42 U.S.C. 
                        11432(g)(1)(J)(ii)).
                    (C) Needs assessment.--An analysis of the 
                comprehensive needs of the students served by the local 
                consortium, their families, and the community that--
                            (i) includes input from students, parents, 
                        and community members, including input from 
                        such individuals connected to schools 
                        identified by the local consortium to receive 
                        support through a subgrant under section 10(b);
                            (ii) identifies populations of underserved 
                        children and youth, based on the State's 
                        evidence-based annual goals and aligned 
                        quantifiable indicators for such goals 
                        developed pursuant to section 8(b)(1);
                            (iii) assesses the academic, physical, 
                        social, emotional, health, mental health, and 
                        civic needs of students and their families 
                        enrolled in schools identified by the local 
                        consortium to receive support through a 
                        subgrant under section 10(b); and
                            (iv) may impact students' ability to meet 
                        the challenging State student academic 
                        achievement standards.
                    (D) Service integration and provision.--A plan to 
                coordinate and integrate services and provide services 
                in order to meet the needs identified under 
                subparagraph (C) and achieve the evidence-based annual 
                goals and aligned quantifiable indicators for such 
                goals developed pursuant to subparagraph (A), 
                including--
                            (i) a description of the services 
                        administered by members of the local consortium 
                        that are funded through grants provided under 
                        the Elementary and Secondary Education Act of 
                        1965 (20 U.S.C. 6301 et seq.) that will be 
                        coordinated as part of a subgrant under section 
                        10(b); and
                            (ii) if applicable, a description of the 
                        coordination among services provided by 
                        community-baed organizations and services 
                        provided by specialized instructional support 
                        personnel serving local educational agencies 
                        participating in the local consortium.
                    (E) Community engagement in education.--A plan to 
                increase community engagement in education.
                    (F) Family engagement in education.--A plan to 
                increase family engagement in education.
            (3) Existing plans, strategies, and assessments.--Existing 
        plans, strategies, needs assessments, or assets assessments may 
        be used to satisfy the requirements of this section if such 
        existing plans, strategies, needs assessments, or assets 
        assessments include the information required by this section, 
        or can be modified to do so, and are submitted to the Secretary 
        (or the State, in the case of a subgrant) with such 
        modifications.

SEC. 12. LOCAL USE OF FUNDS.

    (a) Mandatory Use of Funds.--A local consortium that receives a 
subgrant under section 10(b) or a grant under section 6 shall use the 
subgrant or grant funds--
            (1) to integrate services into a comprehensive, coordinated 
        continuum that meets the holistic needs of children and youth;
            (2) to implement the comprehensive, coordinated continuum 
        of services described in paragraph (1) through evidence-based 
        services producing quantifiable results that align with the 
        local results framework described in section 11(b)(2)(A);
            (3) to address the needs identified in the needs assessment 
        carried out pursuant to section 11(b)(2)(C) by leveraging the 
        assets identified in the assets assessment carried out pursuant 
        to section 11(b)(2)(B); and
            (4) if applicable, to coordinate efforts with the teachers, 
        school leaders, paraprofessionals, and specialized 
        instructional support personnel serving local educational 
        agencies participating in the local consortium, and promote 
        capacity building activities with the local educational agency.
    (b) Permissible Use of Funds.--A local consortium that receives a 
subgrant under section 10(b) or a grant under section 6 may use the 
subgrant or grant funds to coordinate, integrate, and enhance existing 
services, and provide new services, in order to provide children and 
youth with research-based, comprehensive services at, or that are 
connected to, schools, including--
            (1) community-based, integrated student services;
            (2) full service community schools;
            (3) high-quality early childhood learning and development 
        services and programs, including--
                    (A) early childhood education;
                    (B) programs under the Head Start Act (42 U.S.C. 
                9831 et seq.), including Early Head Start programs;
                    (C) early reading first programs;
                    (D) child care services;
                    (E) early childhood-school transition services;
                    (F) home visiting;
                    (G) parenting education; and
                    (H) services for children with disabilities;
            (4) academic support services for students (including 
        children with disabilities), including--
                    (A) tutoring;
                    (B) extended day programs, afterschool programs, or 
                both such programs, which may include services provided 
                through 21st Century Community Learning Centers under 
                part B of title IV of the Elementary and Secondary 
                Education Act of 1965 (20 U.S.C. 7171 et seq.);
                    (C) academic support services for English learners;
                    (D) programs for students and parents to learn 
                together, including opportunities in such fields as 
                technology, art, music, and language acquisition;
                    (E) multiple pathways toward attaining a high 
                school diploma and preparing students for postsecondary 
                education, including--
                            (i) dual or concurrent enrollment programs;
                            (ii) early college high schools;
                            (iii) strategies for preventing at-risk 
                        youth from dropping out of high school;
                            (iv) dropout recovery strategies, including 
                        strategies that award credit based on student 
                        performance instead of instructional time; and
                            (v) other activities that combine rigorous 
                        coursework, personalized learning environments, 
                        practical applications, and comprehensive 
                        support services; and
                    (F) summer enrichment and learning experiences;
            (5) health services, including--
                    (A) primary health care;
                    (B) dental care;
                    (C) vision care;
                    (D) speech and hearing care;
                    (E) mental health services;
                    (F) nutrition services;
                    (G) health education; and
                    (H) developmental and habilitation services;
            (6) youth development, including--
                    (A) mentoring and other youth development programs, 
                including programs that engage older adults;
                    (B) recreation and physical education;
                    (C) service learning, civic education, leadership 
                development, entrepreneurship, and community service 
                opportunities;
                    (D) job training, career counseling, and internship 
                opportunities;
                    (E) career and technical education;
                    (F) college preparation and counseling services;
                    (G) positive behavioral interventions and supports;
                    (H) financial literacy and Federal financial aid 
                awareness activities; and
                    (I) social and emotional learning;
            (7) social services for students and families, including--
                    (A) family support programs, including housing 
                assistance, counseling, financial education, crisis 
                intervention, and related services;
                    (B) programs that provide assistance to students 
                who have been truant, suspended, or expelled;
                    (C) programs or efforts intended to identify young 
                people without a high school diploma and reengage the 
                young people in school so that the young people may 
                attain a high school diploma;
                    (D) strategies that engage older adults as 
                resources to students and families; and
                    (E) services for homeless students, foster children 
                and youth, students previously under the custody of the 
                juvenile justice system, and students who are pregnant 
                and parenting;
            (8) parent and adult education programs, including--
                    (A) programs that promote family literacy, 
                including family literacy programs for English 
                learners;
                    (B) parent and caregiver leadership and parent and 
                caregiver education activities;
                    (C) translation services;
                    (D) adult education, including instruction in 
                English as a second language, and job training; and
                    (E) citizenship preparation for individuals 
                choosing to become United States citizens;
            (9) juvenile crime prevention and rehabilitation programs, 
        including--
                    (A) youth courts, teen courts, peer juries, and 
                drug courts; and
                    (B) tribal youth programs;
            (10) specialized instructional support services, including 
        specialized instructional support personnel;
            (11) service coordination staffing that ensures young 
        people receive comprehensive services to meet the holistic 
        needs of the young people;
            (12) training, technical assistance, and professional 
        development for school-based and community-based personnel to 
        build capacity and skills to educate English learners;
            (13) training, technical assistance, and professional 
        development for school-based and community-based personnel 
        providing comprehensive services to children and youth;
            (14) establishing contracts or agreements in order to work 
        with nonprofit and other organizations to implement the 
        requirements and allowable services under this section;
            (15) reasonable program administration and planning 
        associated with the activities required under this section, 
        including--
                    (A) recruiting teachers and specialized 
                instructional support personnel; and
                    (B) developing programs designed to retain and 
                promote school-based personnel, including--
                            (i) mentoring programs;
                            (ii) grow your own programs; and
                            (iii) leadership and career advancement 
                        programs;
            (16) access to and training on digital learning; and
            (17) other services consistent with this section.

SEC. 13. RULE OF CONSTRUCTION.

    Nothing in this Act shall be construed to alter or otherwise affect 
the rights, remedies, and procedures afforded school or local 
educational agency employees under Federal, State, or local laws 
(including applicable regulations or court orders) or under the terms 
of collective bargaining agreements, memoranda of understanding, or 
other agreements between such employees and their employers.

SEC. 14. ACCOUNTABILITY AND TRANSPARENCY.

    (a) Federal Accountability and Transparency.--
            (1) Annual report.--On an annual basis, the Secretary shall 
        report to the public, Congress, and the President--
                    (A) the collective progress made by--
                            (i) States receiving an allotment under 
                        section 7 in achieving the evidence-based 
                        annual goals established within the State 
                        results frameworks described in section 
                        8(b)(1); or
                            (ii) local consortia receiving grants under 
                        section 6 in achieving the evidence-based 
                        annual goals established within the local 
                        results frameworks pursuant to section 
                        11(b)(2)(A);
                    (B) how funds under this Act were used by States 
                and local consortia to improve the lives of children, 
                youth, and families, including--
                            (i) the characteristics of the children and 
                        youth and families served by the activities and 
                        services assisted under this Act;
                            (ii) the services and supports provided 
                        under this Act; and
                            (iii) outcomes resulting from the 
                        activities and services funded under this Act;
                    (C) actions taken pursuant to paragraph (2) 
                regarding misuse or ineffective use of funds; and
                    (D) other information the Secretary determines to 
                be of interest to the public.
            (2) Correction of deficiencies.--If the Secretary 
        determines, based on a review of annual reports, strategies, 
        data submissions, evaluations, or other documentation, that a 
        State receiving an allotment under section 7 or a local 
        consortium receiving a grant under section 6 makes insufficient 
        progress toward achieving the evidence-based annual goals 
        established within the applicable results framework 3 years 
        after receiving an allotment or grant, or is misusing such 
        funds, ineffectively using such funds, or otherwise not 
        complying with the requirements of this Act, the Secretary 
        shall--
                    (A) notify the recipient of the deficiencies that 
                require correction and request that the recipient 
                submit a plan to correct the deficiencies not later 
                than 6 months after such notice is received;
                    (B) negotiate a plan to correct the deficiencies, 
                and provide appropriate training or technical 
                assistance designed to assist the recipient in 
                complying with the requirements of this Act; and
                    (C) in the case that the recipient fails to submit 
                or negotiate a plan to correct the deficiencies or 
                fails to make substantial efforts, not later than 6 
                months after the date of the notification described in 
                subparagraph (A), to correct the deficiencies and 
                comply with the requirements of this Act--
                            (i) terminate the provision of funds under 
                        this Act to the recipient for the remainder of 
                        the period of the allotment or grant; and
                            (ii) redistribute the terminated allotment 
                        in the manner described in section 7(a)(5).
            (3) Independent ongoing evaluation.--
                    (A) In general.--The Secretary shall carry out an 
                ongoing evaluation of the activities conducted under 
                this Act and shall submit the evaluation results to 
                Congress and the public by not later than 1 year after 
                an allotment described in section 7(b)(2) is awarded or 
                a grant under section 6 is awarded.
                    (B) Rigorous and independent evaluation.--The 
                Secretary shall enter into a contract with an entity 
                independent of the Department of Education to carry out 
                the evaluation required under this paragraph. To the 
                extent the Secretary determines feasible, the 
                evaluation shall include large-scale, longitudinal, 
                randomized studies to identify the most effective 
                combinations of academic and nonacademic interventions, 
                including interventions administered by community-based 
                organizations, to achieve improvements in academic and 
                other outcomes for students.
                    (C) Evaluation outcomes.--
                            (i) In general.--The evaluation required 
                        under this paragraph shall measure the process 
                        of developing and implementing effective 
                        partnerships among schools, local educational 
                        agencies, families, students, and community 
                        partners, as well as the impact of activities 
                        conducted under this Act, which may include 
                        impacts on the following outcomes:
                                    (I) Student achievement as measured 
                                by assessment data, classroom grades, 
                                and other means of measuring student 
                                performance.
                                    (II) Graduation rates.
                                    (III) School readiness.
                                    (IV) Reduced numbers of detentions, 
                                suspensions, and expulsions and the use 
                                of seclusion and physical restraint.
                                    (V) Enrollment in postsecondary 
                                education and vocational training.
                                    (VI) Job readiness, including 
                                readiness for military service.
                                    (VII) The degree of communication 
                                between schools and families.
                                    (VIII) The degree of parent and 
                                caregiver participation in school 
                                activities.
                                    (IX) Student health, including 
                                mental health and risk factors at 
                                birth.
                                    (X) Student civic participation.
                                    (XI) Attendance.
                                    (XII) The number of students and 
                                families receiving services.
                                    (XIII) Other outcome areas as 
                                determined by the Secretary in 
                                consultation with State educational 
                                agencies, local educational agencies, 
                                teacher organizations, secondary 
                                students, and nonprofit organizations 
                                providing services to children and 
                                youth.
                            (ii) Disaggregation.--The outcomes 
                        described in clause (i) shall be disaggregated 
                        by all subgroups identified in section 
                        1111(b)(2)(B)(xi) of the Elementary and 
                        Secondary Education Act of 1965 (20 U.S.C. 
                        6311(b)(2)(B)(xi)), and family income.
    (b) State Accountability and Transparency.--
            (1) Annual report.--On an annual basis, each State 
        receiving an allotment under section 7 and each local 
        consortium receiving a grant under section 6 shall report to 
        the public and the Secretary such information as the Secretary 
        may reasonably require, including--
                    (A) progress made toward achieving--
                            (i) in the case of a State, the evidence-
                        based annual goals established within the State 
                        results framework pursuant to section 8(b)(1) 
                        disaggregated in the same manner as information 
                        is disaggregated under subsection 
                        (a)(3)(C)(ii); and
                            (ii) in the case of a local consortium, the 
                        evidence-based annual goals established within 
                        the local results frameworks pursuant to 
                        section 11(b)(2)(A);
                    (B) how funds under this Act were used by States or 
                local consortia, as applicable, to improve the lives of 
                children, youth, and families, including--
                            (i) the characteristics of children, youth, 
                        and families served by the activities and 
                        services assisted under this Act;
                            (ii) the services and supports provided 
                        under this Act; and
                            (iii) outcomes resulting from the 
                        activities and services funded under this Act;
                    (C) information on Federal and State barriers to 
                effective State and local coordination;
                    (D) in the case of State recipients, the extent of 
                coordination between State departments and agencies 
                providing children and youth services in place to 
                achieve the evidence-based annual goals within the 
                State results framework pursuant to section 8(b)(1);
                    (E) in the case of State recipients, the extent to 
                which the objectives and budgets of State departments 
                and agencies providing child and youth services were 
                consistent with the recommendations of the State 
                strategy for the preceding year;
                    (F) the efficiency and adequacy of State and local 
                programs and policies with respect to child and youth 
                services;
                    (G) actions taken pursuant to paragraph (2) 
                regarding misuse or ineffective use of funds; and
                    (H) other information the State or local consortium 
                determines to be of interest to the public.
            (2) Correction of deficiencies.--If a State receiving an 
        allotment under section 7 determines, based on a review of 
        annual reports submitted in accordance with subsection (c), 
        data submissions, evaluations, or other documentation, that a 
        local consortium that receives funds through a subgrant made 
        under this Act makes insufficient progress toward achieving the 
        evidence-based annual goals established within the local 
        results framework pursuant to section 11(b)(2)(A) 3 years after 
        receiving a subgrant under section 7(b)(2), or is misusing the 
        subgrant, ineffectively using the subgrant, or otherwise not 
        complying with the requirements of this Act, the State shall--
                    (A) notify the local consortium of the deficiencies 
                that require correction and request that the local 
                consortium submit a plan to correct the deficiencies 
                not later than 6 months after such notice is received 
                by the local consortium;
                    (B) negotiate a plan to correct the deficiencies, 
                and provide appropriate training or technical 
                assistance designed to assist the local consortium in 
                complying with the requirements of this Act and make 
                progress in achieving the evidence-based annual goals 
                established within the local results framework pursuant 
                to section 11(b)(2)(A); and
                    (C) in the case that the local consortium fails to 
                submit or negotiate a plan to correct the deficiencies 
                or fails to make substantial efforts, not later than 6 
                months after the date of the notification described in 
                subparagraph (A), to correct the deficiencies and 
                comply with the requirements of this Act, the State 
                shall terminate the provision of funds under this Act 
                to the local consortium for the remainder of the period 
                of the subgrant and redistribute the terminated funding 
                in a manner determined by the State to be in the best 
                interests of the children and youth in such State in 
                accordance with this Act.
    (c) Local Accountability and Transparency.--On an annual basis, 
each local consortium receiving a subgrant under section 7(b)(2) shall 
report to the public and submit to the State a report containing such 
information as the State may reasonably require, including--
            (1) progress made toward achieving the evidence-based 
        annual goals established within the local results framework 
        pursuant to section 11(b)(2)(A) disaggregated in the same 
        manner as information is disaggregated under subsection 
        (a)(3)(C)(ii);
            (2) how funds under this Act were used by the local 
        consortium to improve the lives of children, youth, and 
        families, including--
                    (A) the characteristics of the children and youth 
                and families served by the activities and services 
                assisted under this Act;
                    (B) the services and supports provided under this 
                Act;
                    (C) the capacity building efforts provided under 
                this Act, including the types of professional 
                development provided to staff of the local educational 
                agency in the local consortia; and
                    (D) outcomes resulting from the activities and 
                services funded under this Act, in accordance with the 
                State's evidence-based annual goals developed pursuant 
                to section 8(b)(1);
            (3) information on State barriers to effective local 
        coordination of private and public services;
            (4) the extent of coordination between local agencies and 
        organizations providing services to achieve the evidence-based 
        annual goals within the local results framework pursuant to 
        section 11(b)(2)(A); and
            (5) other information the local consortium determines to be 
        of interest to the public.

SEC. 15. AUTHORIZATION OF APPROPRIATIONS.

    There are authorized to be appropriated to carry out this Act such 
sums as may be necessary for each of fiscal years 2025 through 2032.
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