I 

113TH CONGRESS 

1ST SESSION H. R. 2195 

To support Promise Neighborhoods. 

IN THE HOUSE OF REPRESENTATIVES 

MAY 23, 2013 

Mr. PAYNE (for himself, Ms. CLARKE, Mr. DANNY K. DAVIS of Illinois, Mr. 

FATTAH, Ms. FUDGE, Mr. GRIJALVA, Mr. HINOJOSA, Mr. HONDA, Ms. 

LEE of California, Mr. MCGOVERN, Mr. POLIS, Mr. HORSFORD, Mr. 

RANGEL, Ms. WILSON of Florida, Ms. NORTON, Mr. ELLISON, Mr. AL

GREEN of Texas, Ms. JACKSON LEE, Mr. THOMPSON of Mississippi, Mr. 

BISHOP of Georgia, Ms. BASS, Mr. SCOTT of Virginia, Ms. WASSERMAN

SCHULTZ, Mr. CARSON of Indiana, Mr. CLAY, Mr. MEEKS, Mr. 

BUTTERFIELD, and Mr. HIGGINS) introduced the following bill; which 

was referred to the Committee on Education and the Workforce 

A BILL 

To support Promise Neighborhoods. 

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. 

4 This Act may be cited as the ‘‘Promise Neighbor5 hoods Act of 2013’’. 

6 SEC. 2. FINDINGS. 

7 Congress finds the following: 


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1 (1) Between 2007 and 2009, the number of 

2 children in the United States living in poverty in3 creased by 2,200,000, to 15,500,000 children. 

4 (2) According to the National Center for Chil5 dren in Poverty, the number of poor children under 

6 age 6 increased by 24 percent between 2000 and 

7 2007. The Center also found that, in Iowa, 20 per8 cent of children under age 6 live in poor families. 

9 (3) According to the Organisation for Economic 

10 Co-operation and Development (OECD), in 2008, 

11 the United States had a child poverty rate of 20.6 

12 percent, making the United States the OECD nation 

13 with the fourth worst level of child poverty. Of the 

14 4 most developed countries in the world, the United 

15 States has the highest rate of child poverty. 

16 (4) According to the National Center for Chil17 dren in Poverty, at age 4, children who live below 

18 the poverty line are 18 months below normal learn19 ing and achievement for their age group, and by age 

20 10 that gap is still present. For children living in 

21 the poorest families, the gap is even larger. 

22 (5) Children from low-income families are more 

23 likely to have low levels of school engagement, to be 

24 chronically absent from school, to have emotional 


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1 and behavioral problems, and to live in stressful 

2 home environments. 

3 (6) By age 3, children in low-income homes will 

4 have heard one-third as many words as children in 

5 middle-income and high-income homes. 

6 (7) Studies show that children who attend high7 quality early childhood education programs are less 

8 likely to repeat grades, less likely to be assigned to 

9 special education, and more likely to perform better 

10 on standardized tests, experience reduced rates of 

11 teenage pregnancy, and graduate from high school. 

12 Additionally, such children are less likely to engage 

13 in criminal behavior and more likely to obtain em14 ployment at higher wages. Economically disadvan15 taged children gain even larger benefits from such 

16 high-quality programs. 

17 (8) Compared with children in kindergarten 

18 from low-income families, children in kindergarten 

19 from high-income families live in homes with 3 times 

20 the number of books and such children are 4 times 

21 as likely to have a computer at home. Children from 

22 high-income families also watch far less television 

23 and are more likely to visit museums or libraries. 

24 (9) By the time children from low-income fami25 lies enter kindergarten, they are already 3 months 


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1 behind the national average in reading and mathe2 matics skills, a gap that persists through high 

3 school. 

4 (10) A child from a middle-income family typi5 cally enters first grade with about 1,000 hours of 

6 one-on-one picture book reading time with parents, 

7 other relatives, or teachers, but a child from a low8 income family averages less than 100 hours of such 

9 reading time. 

10 (11) The percentage of households with chil11 dren reporting food insecurity (limited or uncertain 

12 access to nutritious, safe foods) increased by 25 per13 cent between 2007 and 2008. Poor nutrition is 

14 linked to behavioral problems, lower educational per15 formance, and delayed socio-emotional development. 

16 (12) Twenty-nine percent of high-achieving 8th 

17 graders from low-income families complete college. 

18 This is the same rate of college completion as low19 achieving 8th graders from high-income families. 

20 (13) About one-fourth of all students who start 

21 9th grade will not graduate 4 years later. For Afri22 can-American and Latino students, that figure in23 creases to 40 percent. A 16- to 24-year-old coming 

24 from a high-income family is about 7 times as likely 


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1 to have completed high school as a 16- to 24-year2 old coming from a low-income family. 

3 (14) The average annual cost to incarcerate a 

4 youth in the United States is approximately 

5 $88,000, while per pupil annual spending for a stu6 dent in kindergarten through grade 12 is $10,000. 

7 SEC. 3. PURPOSE. 

8 The purpose of this Act is to significantly improve 

9 academic outcomes, including school readiness, high school 

10 graduation, and college entry and success of children liv11 ing in our Nation’s most distressed neighborhoods, by 

12 using data-driven decisionmaking and existing external re13 sources to provide children in such neighborhoods with ac14 cess to a community-based continuum of high-quality pipe15 line services that include access to early learning opportu16 nities, high-quality schools, and evidence-based practices 

17 that address the needs of such children from birth through 

18 college and career. 

19 SEC. 4. DEFINITIONS. 

20 In this Act: 

21 (1) IN GENERAL.—Except as otherwise pro22 vided, the terms used in this Act have the meanings 

23 given the terms in section 9101 of the Elementary 

24 and Secondary Education Act of 1965 (20 U.S.C. 

25 7801). 


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1 (2) CHILD.—The term ‘‘child’’ means an indi2 vidual from birth through age 21. 

3 (3) COLLEGE AND CAREER READINESS.—The 

4 term ‘‘college and career readiness’’ means the level 

5 of preparation a student needs in order to— 

6 (A) enroll and succeed, without remedi7 ation, in credit-bearing courses at an institution 

8 of higher education; 

9 (B) demonstrate the full range of knowl10 edge and perform the full range of workplace 

11 skills necessary to succeed and advance in 21st 

12 century careers, such as higher-order thinking, 

13 collaboration and teamwork, and oral and writ14 ten communication skills; and 

15 (C) complete a program leading to an in16 dustry-recognized credential that prepares grad17 uates to obtain employment with family-sus18 taining wages and opportunities for advance19 ment. 

20 (4) COMMUNITY OF PRACTICE.—The term 

21 ‘‘community of practice’’ means a group of entities 

22 that interact regularly to share best practices to ad23 dress one or more persistent problems, or improve 

24 practice with respect to such problems, in one or 

25 more neighborhoods. 


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1 (5) EXPANDED LEARNING TIME.—The term 

2 ‘‘expanded learning time’’ means using a longer 

3 school day, week, or year schedule to significantly 

4 increase the total number of school hours to include 

5 additional time for— 

6 (A) instruction in core academic subjects; 

7 (B) instruction in other subjects and en8 richment and other activities that contribute to 

9 a well-rounded education, including music and 

10 the arts, physical education, service-learning, 

11 and experiential and work-based learning oppor12 tunities (such as community service, learning 

13 apprenticeships, internships, and job shad14 owing); and 

15 (C) instructional and support staff to col16 laborate, plan, and engage in professional devel17 opment, including on family and community en18 gagement, within and across grades and sub19 jects. 

20 (6) FAMILY AND COMMUNITY ENGAGEMENT.— 

21 The term ‘‘family and community engagement’’ 

22 means the process of engaging family and commu23 nity members in education meaningfully and at all 

24 stages of the planning, implementation, and school 


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1 and neighborhood improvement process, including, 

2 at a minimum— 

3 (A) disseminating a clear definition of the 

4 neighborhood to the members of the neighbor5 hood; 

6 (B) ensuring representative participation 

7 by the members of such neighborhood in the 

8 planning and implementation of the activities of 

9 each grant awarded under this Act; 

10 (C) regular engagement by the eligible en11 tity and the partners of the eligible entity with 

12 family members and community partners; 

13 (D) the provision of strategies and prac14 tices to assist family and community members 

15 in actively supporting student achievement and 

16 child and youth development; and 

17 (E) collaboration with institutions of high18 er education and employers to align expecta19 tions and programming with college and career 

20 readiness. 

21 (7) FAMILY AND STUDENT SUPPORTS.—The 

22 term ‘‘family and student supports’’ includes— 

23 (A) health programs (including both men24 tal health and physical health services); 


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1 (B) school-, public-, and child-safety pro2 grams; 

3 (C) programs that improve family stability; 

4 (D) employment programs (including those 

5 that meet local business needs, such as intern6 ships and externships); 

7 (E) social service programs; 

8 (F) legal aid programs; 

9 (G) financial education programs; 

10 (H) adult education and family literacy 

11 programs; 

12 (I) family and community engagement pro13 grams; and 

14 (J) programs that increase access to learn15 ing technology and enhance the digital literacy 

16 skills of students. 

17 (8) FAMILY MEMBER.—The term ‘‘family mem18 ber’’ means a parent (as defined in section 9101 the 

19 Elementary and Secondary Education Act of 1965 

20 (20 U.S.C. 7801)), relative, or other adult who is re21 sponsible for the education, care, and well-being of 

22 a child. 

23 (9) INTEGRATED STUDENT SUPPORTS.—The 

24 term ‘‘integrated student supports’’ means services, 

25 supports, and community resources, which shall be 


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1 offered through a site coordinator for at-risk stu2 dents, that have been shown by evidence-based re3 search— 

4 (A) to increase academic achievement and 

5 engagement; 

6 (B) to support positive child and youth de7 velopment; and 

8 (C) to increase student preparedness for 

9 success in college and the workforce. 

10 (10) NEIGHBORHOOD.—The term ‘‘neighbor11 hood’’ means a defined geographical area in which 

12 there are multiple signs of distress, demonstrated by 

13 indicators of need, including poverty, childhood obe14 sity rates, academic failure, and rates of juvenile de15 linquency, adjudication, or incarceration. 

16 (11) PIPELINE.—The term ‘‘pipeline’’ means a 

17 continuum of supports and services (including pipe18 line services, as defined in this Act) for children 

19 from birth through college entry, college success, 

20 and career attainment. 

21 (12) PIPELINE SERVICES.—The term ‘‘pipeline 

22 services’’ includes, at a minimum, strategies to ad23 dress through services or programs (including inte24 grated student supports and wraparound services) 

25 the following: 


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1 (A) Prenatal education and support for ex2 pectant parents. 

3 (B) High-quality early learning opportuni4 ties. 

5 (C) High-quality schools and out-of-school6 time programs and strategies. 

7 (D) Support for a child’s transition to ele8 mentary school, between elementary school and 

9 middle school, from middle school to high 

10 school, and from high school into and through 

11 college and into the workforce. 

12 (E) Family and community engagement. 

13 (F) Family and student supports. 

14 (G) Activities that support college and ca15 reer readiness, such as— 

16 (i) assistance with college admissions, 

17 financial aid, and scholarship applications, 

18 especially for low-income and low-achieving 

19 students; and 

20 (ii) career preparation services and 

21 supports. 

22 (H) Neighborhood-based support for col23 lege-age students who have attended the schools 

24 in the pipeline, or students who are members of 

25 the community, facilitating their continued conVerDate Mar 15 2010 23:29 May 31, 2013 Jkt 029200 PO 00000 Frm 00011 Fmt 6652 Sfmt 6201 E:\BILLS\H2195.IH H2195

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1 nection to the community and success in college 

2 and the workforce. 

3 TITLE I—PROMISE NEIGHBOR4 HOOD PARTNERSHIP GRANTS 

5 SEC. 101. PROGRAM AUTHORIZED. 

6 (a) IN GENERAL.—From amounts appropriated 

7 under section 304, the Secretary shall award grants, on 

8 a competitive basis, to eligible entities to implement a com9 prehensive, evidence-based pipeline that engages commu10 nity partners to improve academic achievement, student 

11 development, and college and career readiness, measured 

12 by common outcomes, by carrying out the activities de13 scribed in section 104 in neighborhoods with high con14 centrations of low-income individuals and persistently low15 achieving schools or schools with an achievement gap. 

16 (b) DURATION.— 

17 (1) IN GENERAL.—Grants awarded under this 

18 title shall be for a period of not more than 5 years. 

19 (2) RENEWAL.—The Secretary may renew 

20 grants under this title for an additional period of not 

21 more than 5 years, if an eligible entity demonstrates 

22 significant success in— 

23 (A) ensuring school readiness, including 

24 success in early learning; 


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1 (B) improving academic outcomes, includ2 ing academic achievement and graduation rates; 

3 (C) increasing college and career readiness, 

4 including rates of enrollment in institutions of 

5 higher education; and 

6 (D) improving the health, mental health, 

7 and social and emotional well-being of children. 

8 (c) CONTINUED FUNDING.—Continued funding after 

9 the third year of the grant period shall be contingent on 

10 the eligible entity’s progress toward meeting the perform11 ance metrics described in section 106(a). 

12 (d) MATCHING REQUIREMENT.—Each eligible entity 

13 receiving a grant under this title shall contribute matching 

14 funds in an amount equal to not less than 100 percent 

15 of the amount of the grant. Such matching funds— 

16 (1) may come from Federal or non-Federal 

17 sources; and 

18 (2) a portion of such funds shall come from pri19 vate, nongovernmental sources. 

20 (e) FINANCIAL HARDSHIP WAIVER.—The Secretary 

21 may waive or reduce the matching requirement described 

22 in subsection (d) if the eligible entity demonstrates a need 

23 due to significant financial hardship. 


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1 SEC. 102. ELIGIBLE ENTITIES. 

2 In this title, the term ‘‘eligible entity’’ means a non3 profit entity acting as the lead applicant for a grant under 

4 this title in partnership with a local educational agency. 

5 Such partnership may also include any of the following 

6 entities: 

7 (1) An institution of higher education, as de8 fined in section 102 of the Higher Education Act of 

9 1965 (20 U.S.C. 1002). 

10 (2) The office of a chief elected official of a unit 

11 of local government. 

12 (3) An Indian tribe or tribal organization, as 

13 defined under section 4 of the Indian Self-Deter14 mination and Education Assistance Act (25 U.S.C. 

15 450b). 

16 SEC. 103. APPLICATION REQUIREMENTS. 

17 (a) IN GENERAL.—To be eligible to receive a grant 

18 under this title, an eligible entity shall submit an applica19 tion to the Secretary at such time, in such manner, and 

20 containing such information as the Secretary may require. 

21 (b) CONTENTS OF APPLICATION.—At a minimum, an 

22 application described in subsection (a) shall include the 

23 following: 

24 (1) A description of a plan to significantly im25 prove the academic outcomes of children living in an 

26 identified neighborhood by providing a pipeline that 


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1 addresses the neighborhood’s needs, as identified by 

2 the needs analysis described in paragraph (4) and 

3 supported by evidence-based practices. 

4 (2) A description of the neighborhood that the 

5 eligible entity will serve. 

6 (3) Measurable annual goals for the outcomes 

7 of the grant, including— 

8 (A) performance goals, in accordance with 

9 the metrics described in section 106(a), for 

10 each year of the grant; and 

11 (B) projected participation rates and any 

12 plans to expand the number of children served 

13 or the neighborhood proposed to be served by 

14 the grant program. 

15 (4) An analysis of the needs and assets of the 

16 neighborhood identified in paragraph (2), includ17 ing— 

18 (A) a description of the process through 

19 which the needs analysis was produced, includ20 ing a description of how family and community 

21 members were engaged in such analysis; 

22 (B) an analysis of community assets with23 in, or accessible to, the neighborhood, including, 

24 at a minimum— 


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1 (i) early learning programs, including 

2 high-quality child care, Early Head Start 

3 programs, Head Start programs, and pre4 kindergarten programs; 

5 (ii) the availability of healthy food op6 tions and opportunities for physical activ7 ity; 

8 (iii) existing family and student sup9 ports; 

10 (iv) locally owned businesses and em11 ployers; and 

12 (v) institutions of higher education; 

13 (C) evidence of successful direct services 

14 and collaboration within the neighborhood; 

15 (D) the steps that the eligible entity is tak16 ing, at the time of the application, to meet the 

17 needs identified in the needs analysis; and 

18 (E) any barriers the eligible entity, public 

19 agencies, and other community-based organiza20 tions have faced in meeting such needs. 

21 (5) A description of the data and evidence base 

22 used to identify the pipeline services to be provided, 

23 including data regarding— 

24 (A) school readiness; 


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1 (B) academic achievement and college and 

2 career readiness; 

3 (C) secondary school graduation rates; 

4 (D) health indicators, such as rates of 

5 childhood obesity or other health and develop6 mental risk factors; 

7 (E) college enrollment, persistence, and 

8 completion rates; and 

9 (F) conditions for learning, including 

10 school climate surveys, discipline rates, and stu11 dent attendance and incident data. 

12 (6) A description of the process used to develop 

13 the application, including the involvement of family 

14 and community members. 

15 (7) An estimate of— 

16 (A) the number of children, by age, who 

17 will be served by each pipeline service over time; 

18 and 

19 (B) for each age group, the percentage of 

20 children (of such age group), within the neigh21 borhood, who the eligible entity proposes to 

22 serve, disaggregated by each service, and the 

23 goals for increasing such percentage over time. 

24 (8) A description of how the pipeline services 

25 will include the following activities: 


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1 (A) Providing high-quality early learning 

2 opportunities for children, beginning prenatally 

3 and extending through grade 3, by— 

4 (i) establishing or supporting high5 quality early learning opportunities that 

6 provide children with full-day, full-year ac7 cess to programs that support the cognitive 

8 and developmental skills, including social 

9 and emotional skills, needed for success in 

10 elementary school; 

11 (ii) providing for opportunities, 

12 through parenting classes, baby academies, 

13 home visits, or other evidence-based strate14 gies, for families and expectant parents 

15 to— 

16 (I) acquire the skills to promote 

17 early learning, development, and 

18 health and safety, including learning 

19 about child development and positive 

20 discipline strategies (such as through 

21 the use of technology and public 

22 media programming); 

23 (II) learn about the role of fami24 lies and expectant parents in their 

25 child’s education; and 


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1 (III) become informed about edu2 cational opportunities for their chil3 dren, including differences in quality 

4 among early learning opportunities; 

5 (iii) ensuring successful transitions 

6 between early learning programs and ele7 mentary school, including through the es8 tablishment of memoranda of under9 standing between early learning providers 

10 and local educational agencies serving 

11 young children and families; 

12 (iv) ensuring appropriate screening, 

13 diagnostic assessments, and referrals for 

14 children with disabilities, developmental 

15 delays, or other special needs; 

16 (v) improving the early learning work17 force in the community, including 

18 through— 

19 (I) investments in the recruit20 ment, retention, distribution, and sup21 port of high-quality professionals, es22 pecially those with certification and 

23 experience in child development; 


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1 (II) the provision of high-quality 

2 teacher preparation and professional 

3 development; 

4 (III) the use of joint professional 

5 development for early learning pro6 viders and elementary school teachers 

7 and administrators; or 

8 (IV) efforts to increase the pay 

9 and benefits of early learning profes10 sionals; and 

11 (vi) enhancing data systems and data 

12 sharing among the eligible entity, partners, 

13 early learning providers, schools, and local 

14 educational agencies operating in the 

15 neighborhood. 

16 (B) Supporting, enhancing, operating, or 

17 expanding ambitious, rigorous, and comprehen18 sive education reforms designed to significantly 

19 improve educational outcomes for children and 

20 youth in early learning programs through grade 

21 12, which may include— 

22 (i) operating schools or working in 

23 close collaboration with local schools to 

24 provide high-quality academic programs, 

25 curricula, and integrated student supports; 


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1 (ii) the provision of expanded learning 

2 time; and 

3 (iii) the provision of programs and ac4 tivities that ensure that students— 

5 (I) are prepared for the college 

6 admissions, scholarship, and financial 

7 aid application processes; and 

8 (II) graduate college and career 

9 ready. 

10 (C) Supporting access to a healthy life11 style, which may include— 

12 (i) the provision of high-quality and 

13 nutritious meals; 

14 (ii) access to programs that promote 

15 physical activity, physical education, and 

16 fitness; and 

17 (iii) education to promote a healthy 

18 lifestyle and positive body image. 

19 (D) Providing social, health, and mental 

20 health services and supports, including referrals 

21 for essential care and preventative screenings, 

22 for children, family, and community members, 

23 which may include— 

24 (i) dental services; 

25 (ii) vision care; and 


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1 (iii) oral and auditory screenings and 

2 referrals. 

3 (E) Supporting students and family mem4 bers as they transition from early learning pro5 grams into elementary school, from elementary 

6 school to middle school, from middle school to 

7 high school, from high school into and through 

8 college and into the workforce, including 

9 through specialized resources to address chal10 lenges that students may face as they transi11 tion, such as the following: 

12 (i) Early college high schools. 

13 (ii) Dual enrollment programs. 

14 (iii) Career academies. 

15 (iv) Counseling and support services. 

16 (v) Dropout prevention and recovery 

17 strategies. 

18 (vi) Collaboration with the juvenile 

19 justice system and reentry counseling for 

20 adjudicated youth. 

21 (vii) Advanced Placement (AP) or 

22 International Baccalaureate (IB) pro23 grams. 

24 (viii) Teen parent classrooms. 

25 (ix) Graduation and career coaches. 


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1 (9) A description of the strategies that will be 

2 used to provide pipeline services (including a de3 scription of the process used to identify such strate4 gies and the outcomes expected, and a description of 

5 which programs and services will be provided to chil6 dren, family members, community members, and 

7 children not attending schools or programs operated 

8 by the eligible entity or its partner providers) to sup9 port the purpose of this Act. 

10 (10) An explanation of the process the eligible 

11 entity will use to establish and maintain family and 

12 community engagement. 

13 (11) An explanation of how the eligible entity 

14 will continuously evaluate and improve the pipeline, 

15 including— 

16 (A) a description of the metrics, consistent 

17 with section 106(a), that will be used to inform 

18 each component of the pipeline; and 

19 (B) the processes for using data to im20 prove instruction, optimize integrated student 

21 supports, provide for continuous program im22 provement, and hold staff and partner organiza23 tions accountable. 

24 (12) An identification of the fiscal agent, which 

25 may be any entity described in section 102. 


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1 (13) A list of Federal and non-Federal sources 

2 of funding that the eligible entity will secure to com3 ply with the matching-funds requirement described 

4 in section 101(d), including other programs funded 

5 by the Department of Education, or programs in the 

6 Department of Health and Human Services, the De7 partment of Housing and Urban Development, the 

8 Department of Justice, or the Department of Labor. 

9 (c) MEMORANDUM OF UNDERSTANDING.—An eligible 

10 entity, as part of the application described in this section, 

11 shall submit a preliminary memorandum of under12 standing, signed by each partner entity or agency. The 

13 preliminary memorandum of understanding shall describe, 

14 at a minimum— 

15 (1) each partner’s financial and programmatic 

16 commitment with respect to the strategies described 

17 in the application, including an identification of the 

18 fiscal agent; 

19 (2) each partner’s long-term commitment to 

20 providing pipeline services that, at a minimum, ac21 counts for the cost of supporting the pipeline (in22 cluding after grant funds are no longer available) 

23 and potential changes in local government; 

24 (3) each partner’s mission and plan that will 

25 govern the work that partners do together; 


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1 (4) each partner’s long-term commitment to 

2 supporting the pipeline through data collection, mon3 itoring, reporting, and sharing; and 

4 (5) each partner’s commitment to ensure sound 

5 fiscal management and controls, including evidence 

6 of a system of supports and personnel. 

7 SEC. 104. USE OF FUNDS. 

8 (a) IN GENERAL.—Each eligible entity that receives 

9 a grant under this title shall use the grant funds to— 

10 (1) implement the pipeline services, as described 

11 in the application under section 103; and 

12 (2) continuously evaluate the success of the 

13 program and improve the program based on data 

14 and outcomes. 

15 (b) SPECIAL RULE.—Each eligible entity that re16 ceives a grant under this title shall, in the 3rd year of 

17 the grant and each subsequent year, including each year 

18 of a renewal grant, use not less than 80 percent of grant 

19 funds to carry out the activities described in subsection 

20 (a)(1). 

21 SEC. 105. REPORT AND PUBLICLY AVAILABLE DATA. 

22 (a) REPORT.—Each eligible entity that receives a 

23 grant under this title shall prepare and submit an annual 

24 report to the Secretary, which shall include— 


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1 (1) information about the number and percent2 age of children, family members, and community 

3 members in the neighborhood who are served by the 

4 grant program, including a description of the num5 ber and percentage of children accessing each of the 

6 pipeline services; 

7 (2) data (disaggregated by the categories de8 scribed in section 205(a)(1)) about the grant pro9 gram’s success in— 

10 (A) narrowing achievement gaps and im11 proving student achievement; 

12 (B) ensuring school readiness and healthy 

13 socio-emotional development; 

14 (C) increasing student persistence; 

15 (D) increasing student attendance, and de16 creasing incidences of violence, suspension, and 

17 expulsion; 

18 (E) improving conditions for learning, as 

19 measured by a school climate survey; 

20 (F) increasing the number and percentage 

21 of family members who participate in adult edu22 cation and family literacy programs and other 

23 community activities; and 

24 (G) increasing secondary school graduation 

25 rates and college entry and completion rates; 


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1 (3) information relating to the performance 

2 metrics described in section 106(a); and 

3 (4) other indicators that may be required by the 

4 Secretary, in consultation with the Director of the 

5 Institute of Education Sciences. 

6 (b) PUBLICLY AVAILABLE DATA.—Each eligible enti7 ty that receives a grant under this title shall make publicly 

8 available, including through electronic means, the informa9 tion described in subsection (a). To the extent practicable, 

10 such information shall be provided in a form and language 

11 accessible to parents and families in the neighborhood, and 

12 such information shall be a part of statewide longitudinal 

13 data systems. 

14 SEC. 106. ACCOUNTABILITY. 

15 (a) PERFORMANCE METRICS.—The Secretary shall 

16 establish performance metrics relevant to the evaluation 

17 of the grant program under this title. 

18 (b) EVALUATION.—The Secretary shall evaluate the 

19 implementation and impact of the activities funded under 

20 this title, in accordance with section 302. 

21 TITLE II—PROMISE SCHOOL 

22 GRANTS 

23 SEC. 201. PROGRAM AUTHORIZED. 

24 (a) IN GENERAL.—From amounts appropriated 

25 under section 304, the Secretary shall award grants, on 


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1 a competitive basis, to eligible entities to implement 

2 school-centered, evidence-based strategies and integrated 

3 student supports that leverage community partnerships to 

4 improve student achievement and child and youth develop5 ment by carrying out the activities described in section 

6 204 in schools with high concentrations of low-income chil7 dren. 

8 (b) GENERAL PROVISIONS.—The requirements of 

9 subsections (b), (c), (d), and (e) of section 101 and section 

10 104(b) shall apply to a grant under this title in the same 

11 manner as such subsections apply to a grant under title 

12 I, except that the performance metrics used for section 

13 101(c) shall be the metrics under section 206(a). 

14 SEC. 202. DEFINITION OF ELIGIBLE ENTITY. 

15 In this title, the term ‘‘eligible entity’’ means— 

16 (1) not less than 1 local educational agency in 

17 partnership with one or more nonprofit entities; 

18 (2) a school funded by the Bureau of Indian 

19 Education that falls under the definition of a local 

20 educational agency under section 9101 of the Ele21 mentary and Secondary Education Act of 1965 (20 

22 U.S.C. 7801) in partnership with one or more non23 profit organizations or institutions of higher edu24 cation; or 


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1 (3) a charter school that is not a local edu2 cational agency, operating in partnership with one or 

3 more nonprofit organizations or institutions of high4 er education. 

5 SEC. 203. APPLICATION REQUIREMENTS; PRIORITY. 

6 (a) IN GENERAL.—To be eligible to receive a grant 

7 under this title, an eligible entity shall submit an applica8 tion to the Secretary at such time, in such manner, and 

9 containing such information as the Secretary may require. 

10 (b) CONTENTS OF APPLICATION.—At a minimum, 

11 the application described in subsection (a) shall include 

12 the following: 

13 (1) A description of the local educational agen14 cy, schools, and students that will be served by the 

15 grant program. 

16 (2) A description of the steps that the eligible 

17 entity is taking— 

18 (A) to meet the needs identified in the 

19 analysis described in paragraph (4); and 

20 (B) to remove any barriers that the eligible 

21 entity has identified in meeting such needs. 

22 (3) The designation of a site coordinator, who 

23 shall meet nationally recognized professional devel24 opment standards, and have appropriate time, au25 tonomy, and support to provide— 


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1 (A) leadership in building relationships and 

2 establishing and sustaining partnerships that 

3 support school improvement, school turnaround 

4 efforts in accordance with section 1116 of the 

5 Elementary and Secondary Education Act of 

6 1965 (20 U.S.C. 6316), increases in student 

7 achievement, positive child and youth develop8 ment, and family and community engagement; 

9 and 

10 (B) effective coordination of student serv11 ices at all stages of the pipeline. 

12 (4) An analysis of the needs and assets of the 

13 schools and communities that will be assisted under 

14 this title. Such analysis shall include— 

15 (A) student data, including information 

16 about— 

17 (i) school readiness; 

18 (ii) achievement; 

19 (iii) credit accumulation; 

20 (iv) grade to grade promotion; 

21 (v) graduation; 

22 (vi) attendance; and 

23 (vii) discipline; and 


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1 (B) information about the assets described 

2 in section 103(b)(4)(B) with respect to such 

3 schools and communities. 

4 (5) An explanation of how the eligible entity 

5 and its program partners will use evidence-based 

6 practice, data, and research to leverage partnerships 

7 to implement integrated student supports and wrap8 around services to— 

9 (A) address the needs identified in para10 graph (4); 

11 (B) ensure that family members and com12 munity members— 

13 (i) participate in the education of 

14 their children and become an integral part 

15 of the school culture, school improvement, 

16 and decisionmaking; and 

17 (ii) promote strategies that include 

18 the educational and financial planning that 

19 are necessary to increase access to, and 

20 success in, postsecondary education; 

21 (C) enable teachers and administrators, in22 cluding early learning providers, to complement 

23 and enrich efforts to help children— 

24 (i) make learning gains; 

25 (ii) prepare for graduation; and 


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1 (iii) plan for the future, including pre2 paring for college and careers; and 

3 (D) coordinate and leverage other pro4 grams that serve children, the schools served by 

5 the grant, and the neighborhood. 

6 (6) An explanation of the extent to which the 

7 eligible entity and its program partners will serve or 

8 involve children residing in the neighborhood regard9 less of whether such children attend a school served 

10 by the grant (including by, as appropriate, providing 

11 high-quality early learning opportunities for chil12 dren, beginning at birth and extending through 

13 grade 3) by— 

14 (A) as appropriate, carrying out the activi15 ties described in section 103(b)(7)(A); and 

16 (B) carrying out the activities described in 

17 subparagraphs (B) through (E) of section 

18 103(b)(7). 

19 (7) A description of the capacity of the eligible 

20 entity for measuring student outcomes and school21 specific outcomes. 

22 (8) A description of how the strategies sup23 ported with funds under this title will be— 


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1 (A) coordinated with other programs and 

2 strategies carried out by the local educational 

3 agency; and 

4 (B) to the greatest extent practicable, co5 ordinated with other agencies, such as agencies 

6 that provide reentry services to adjudicated 

7 youth. 

8 (9) A description of the strategy the eligible en9 tity will use to— 

10 (A) support family and community engage11 ment; and 

12 (B) make schools the centers of their re13 spective communities. 

14 (10) A list of Federal and non-Federal sources 

15 of funding that the eligible entity will secure to com16 ply with the matching-funds requirement described 

17 in section 101(d), including other programs funded 

18 by the Department of Education, or programs in the 

19 Department of Health and Human Services, the De20 partment of Housing and Urban Development, the 

21 Department of Justice, or the Department of Labor. 

22 (c) MEMORANDUM OF UNDERSTANDING.—An eligible 

23 entity, as part of the application described in this section, 

24 shall submit a preliminary memorandum of understanding 

25 that meets the requirements of section 103(c). 


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1 (d) PRIORITY.—In awarding grants under this title, 

2 the Secretary shall give priority to applicants that— 

3 (1) propose to provide a continuum of high4 quality education and student support services for 

5 children beginning in prekindergarten and extending 

6 through high school graduation; and 

7 (2) propose to include significant investments in 

8 high-quality early learning programs, consistent with 

9 section 203(b)(6)(A). 

10 SEC. 204. USE OF FUNDS. 

11 Each eligible entity that receives a grant under this 

12 title shall use the grant funds to— 

13 (1) implement the activities described in the ap14 plication under section 203; and 

15 (2) continuously evaluate the success of the 

16 grant program and improve the grant program 

17 based on data and outcomes. 

18 SEC. 205. REPORT AND PUBLICLY AVAILABLE DATA. 

19 (a) REPORT.—Each eligible entity that receives a 

20 grant under this title shall prepare and submit an annual 

21 report to the Secretary, which shall include— 

22 (1) information about the number and percent23 age of children served by the grant program, 

24 disaggregated by age, gender, race, ethnicity, disVerDate Mar 15 2010 23:29 May 31, 2013 Jkt 029200 PO 00000 Frm 00034 Fmt 6652 Sfmt 6201 E:\BILLS\H2195.IH H2195

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1 ability status, socioeconomic status, and English 

2 proficiency; 

3 (2) data about the grant program’s success 

4 in— 

5 (A) narrowing achievement gaps; 

6 (B) ensuring school readiness and healthy 

7 socio-emotional development; 

8 (C) improving academic achievement; 

9 (D) increasing student persistence; 

10 (E) increasing on-time secondary school 

11 graduation rates and college entry; and 

12 (F) increasing student attendance and de13 creasing incidents of violence, suspension, and 

14 expulsion; and 

15 (3) other indicators that may be required by the 

16 Secretary, in consultation with the Director of the 

17 Institute of Education Sciences. 

18 (b) PUBLICLY AVAILABLE DATA.—Each eligible enti19 ty that receives a grant under this title shall make publicly 

20 available, including through electronic means, the informa21 tion described in subsection (a). To the extent practicable, 

22 such information shall be provided in a form and language 

23 accessible to parents and families in the neighborhood. 


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1 SEC. 206. ACCOUNTABILITY. 

2 (a) PERFORMANCE METRICS.—The Secretary shall 

3 establish performance metrics relevant to the evaluation 

4 of the grant program under this title. 

5 (b) EVALUATION.—The Secretary shall evaluate the 

6 implementation and impact of the activities funded under 

7 this title, pursuant to section 302. 

8 TITLE III—GENERAL 

9 PROVISIONS 

10 SEC. 301. PLANNING GRANTS. 

11 (a) PURPOSE.—The purposes of the planning grant 

12 program established under this section are to— 

13 (1) enable communities to assess their needs 

14 and assets regarding the unmet needs of children 

15 and youth; 

16 (2) develop appropriate plans to address such 

17 unmet needs through the provision of pipeline serv18 ices; and 

19 (3) support communities as such communities 

20 prepare to apply for a grant under title I or title II. 

21 (b) PLANNING GRANTS AUTHORIZED.—From the 

22 amounts appropriated under section 304, the Secretary 

23 may reserve not more than 10 percent for planning grants 

24 to entities eligible for grants under title I or II. 


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1 (c) DURATION.—Grants awarded under this section 

2 shall be for a period of not more than 1 year, and such 

3 grants shall not be renewed. 

4 (d) APPLICATION.— 

5 (1) IN GENERAL.—To be eligible to receive a 

6 grant under this section, an eligible entity shall sub7 mit an application to the Secretary at such time, in 

8 such manner, and containing such information as 

9 the Secretary may require. 

10 (2) CONTENTS.—At a minimum, the applica11 tion described in paragraph (1) shall describe— 

12 (A) how the eligible entity will conduct a 

13 needs and assets analysis; 

14 (B) how the eligible entity will use plan15 ning grant funds in accordance with the pur16 pose of this Act, including to establish a process 

17 to prioritize and allocate resources and services 

18 to address the unmet needs of children and 

19 youth in the community; and 

20 (C) how the eligible entity will use plan21 ning grant funds to become more competitive in 

22 applying for a grant under title I or II. 

23 (e) LIMITATION.—No entity may receive a grant 

24 under this section while concurrently receiving grant fund25 ing under title I or II of this Act. 


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1 (f) MATCHING FUNDS.—The Secretary shall require 

2 that each eligible entity receiving a grant under this sec3 tion contribute matching funds in an amount equal to not 

4 less than 50 percent of the amount of the grant. Such 

5 matching funds may come from Federal or non-Federal 

6 sources. 

7 SEC. 302. EVALUATION. 

8 From the amounts appropriated under section 304, 

9 the Secretary may reserve not more than 3 percent for 

10 a national evaluation of the activities carried out under 

11 titles I and II. In conducting such evaluations, the Sec12 retary shall— 

13 (1) direct the Director of the Institute of Edu14 cation Sciences, in consultation with the relevant 

15 program office at the Department, to evaluate the 

16 implementation and impact of the activities funded 

17 under titles I and II, including the costs and bene18 fits of such activities, relative expenditures on dif19 ferent activities in the pipeline, and the impacts of 

20 such activities on incarceration and recidivism rates 

21 of children in neighborhoods served by grants under 

22 such titles; 

23 (2) direct the Director of the Institute of Edu24 cation Sciences to identify best practices to improve 


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1 the effectiveness of activities funded under titles I 

2 and II; and 

3 (3) disseminate research on best practices to 

4 significantly improve the academic outcomes of chil5 dren living in our Nation’s most distressed commu6 nities. 

7 SEC. 303. NATIONAL ACTIVITIES. 

8 From the amounts appropriated under section 304 

9 for a fiscal year, the Secretary may reserve not more than 

10 5 percent for national activities, which may include— 

11 (1) research on the activities carried out under 

12 titles I and II; 

13 (2) identifying and disseminating best practices; 

14 (3) support for the community of practice re15 lated to the purposes of this grant, which may in16 clude technical assistance and conferences; 

17 (4) professional development; and 

18 (5) other activities consistent with the purpose 

19 of this Act. 

20 SEC. 304. AUTHORIZATION OF APPROPRIATIONS. 

21 There are authorized to be appropriated to carry out 

22 this Act such sums as may be necessary for fiscal year 

23 2014 and each of the 4 succeeding fiscal years. 

Æ 


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