II 

116TH CONGRESS 

2D SESSION S. 4831 

To provide resources for States, State educational agencies, local educational 

agencies, educators, school leaders, and others to measure and address 

instructional loss in students in kindergarten through grade 12. 

IN THE SENATE OF THE UNITED STATES 

OCTOBER 21 (legislative day, OCTOBER 19), 2020 

Ms. HIRONO (for herself, Mr. BOOKER, Mr. VAN HOLLEN, Mr. CASEY, and 

Ms. BALDWIN) introduced the following bill; which was read twice and 

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

A BILL 

To provide resources for States, State educational agencies, 

local educational agencies, educators, school leaders, and 

others to measure and address instructional loss in students in kindergarten through grade 12. 

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 ‘‘Learning Opportunity 

5 and Achievement Act’’. 

6 SEC. 2. PURPOSE. 

7 It is the purpose of this Act to provide resources for 

8 States, State educational agencies, local educational agenVerDate Sep 11 2014 21:55 Oct 31, 2020 Jkt 019200 PO 00000 Frm 00001 Fmt 6652 Sfmt 6201 E:\BILLS\S4831.IS S4831

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1 cies, educators, school leaders, and others to measure and 

2 address instructional loss in students in kindergarten 

3 through grade 12. 

4 SEC. 3. FINDINGS. 

5 Congress finds the following: 

6 (1) Children in every State were affected by 

7 school closures during the 2019–2020 school year, 

8 which resulted in fewer instructional days for the 

9 Nation’s 56,400,000 students in Kindergarten 

10 through grade 12, and caused instructional loss for 

11 these students. 

12 (2) Instructional loss for certain students, in13 cluding Black and Hispanic students, low-income 

14 students, children with disabilities, English learners, 

15 Native students, migratory students, students expe16 riencing homelessness, children and youth in foster 

17 care, and others, could be especially severe, com18 pounding existing opportunity and achievement 

19 gaps. 

20 (3) Instructional loss for students who lack ac21 cess to broadband connectivity and mobile devices, 

22 or who otherwise lack access to high-quality remote 

23 learning, remote instruction, and conducive learning 

24 environments, could also be severe. 


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1 (4) Before the coronavirus pandemic, oppor2 tunity and achievement gaps between Black and 

3 Hispanic students and White students deprived the 

4 economy of the United States of between 

5 $310,000,000,000 and $525,000,000,000 per year 

6 in productivity, equivalent to 2 percent to 4 percent 

7 of gross domestic product. Furthermore, achieve8 ment gaps between low-income students and high-in9 come students deprived the United States economy 

10 of between $400,000,000,000 and $670,000,000,000 

11 per year in productivity, equivalent to 3 percent to 

12 5 percent of gross domestic product. 

13 (5) Preliminary estimates indicate students will 

14 return for the 2020–2021 school year with roughly 

15 70 percent of learning gains in reading relative to a 

16 typical school year, and, in some grades, with less 

17 than 50 percent of learning gains in mathematics, 

18 nearly a full year behind where they would have 

19 been under normal circumstances. 

20 (6) The average instructional loss due to recent 

21 school closures could be 7 months for all students, 

22 10.3 months for Black students, 9.2 months for His23 panic students, and more than a year for low-income 

24 students. 


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1 (7) Students in Kindergarten through grade 12 

2 in the United States could lose between $61,000 and 

3 $82,000 in lifetime earnings solely due to corona4 virus-related instructional loss. 

5 (8) Coronavirus-related instructional loss could 

6 result in reduced annual earnings for White students 

7 ($1,348 per year), but even further reduced earnings 

8 for Black students ($2,186 per year) and Hispanic 

9 students ($1,809 per year), resulting in 

10 $98,800,000,000 in reduced earnings per year. 

11 (9) Instructional loss caused by school closures 

12 and disruptions in learning could further compound 

13 learning, achievement, and opportunity gaps, reduce 

14 lifetime earnings, and harm competitiveness between 

15 the United States and other countries that mitigated 

16 the pandemic. 

17 (10) The pandemic has created new challenges 

18 for education, but educators have performed admi19 rably and adjusted accordingly to educate students. 

20 However, more resources are needed to make sure 

21 the Nation’s 3,700,000 educators have the necessary 

22 tools to address instructional loss in students, espe23 cially at-risk or marginalized students. 

24 (11) Specifically, more resources are needed to 

25 support evidence-based approaches to professional 


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1 development that will help educators in their efforts 

2 to more effectively use technology, address equity 

3 gaps in learning, and provide personalized instruc4 tion within continually changing learning environ5 ments. 

6 (12) Research has shown that, among other 

7 things, effective professional development for edu8 cators should be collaborative, job-embedded, con9 tent-based, and sustained. 

10 (13) Research has also shown that effective 

11 professional development for educators should be in12 tensive, provide opportunities for coaching and ex13 pert support, and offer opportunities for feedback. 

14 SEC. 4. DEFINITIONS. 

15 In this Act: 

16 (1) ESEA DEFINITIONS.—The terms ‘‘Depart17 ment’’, ‘‘elementary school’’, ‘‘evidence-based’’, ‘‘in18 stitution of higher education’’, ‘‘local educational 

19 agency’’, ‘‘outlying area’’, ‘‘paraprofessional’’, ‘‘pro20 fessional development’’, ‘‘school leader’’, ‘‘secondary 

21 school’’, ‘‘Secretary’’, ‘‘State’’, and ‘‘State edu22 cational agency’’ have the meanings given those 

23 terms in section 8101 of the Elementary and Sec24 ondary Education Act of 1965 (20 U.S.C. 7801). 


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1 (2) ALASKA NATIVE AND ALASKA NATIVE ORGA2 NIZATION.—The terms ‘‘Alaska Native’’ and ‘‘Alas3 ka Native organization’’ have the meanings given 

4 those terms in section 6306 of the Elementary and 

5 Secondary Education Act of 1965 (20 U.S.C. 7546). 

6 (3) AT-RISK OR MARGINALIZED STUDENTS.— 

7 The term ‘‘at-risk or marginalized students’’ means 

8 students in elementary or secondary school who 

9 are— 

10 (A) low-income students; 

11 (B) minority students; 

12 (C) children with disabilities; 

13 (D) English learners; 

14 (E) migratory students; 

15 (F) homeless children and youth; or 

16 (G) children or youth in foster care. 

17 (4) CHILD WITH A DISABILITY.—The term 

18 ‘‘child with a disability’’ has the meaning given that 

19 term in section 602 of the Individuals with Disabil20 ities Education Act (20 U.S.C. 1401). 

21 (5) COMMUNITY-BASED ORGANIZATION.—The 

22 term ‘‘community-based organization’’ means a pub23 lic or private nonprofit organization with dem24 onstrated effectiveness that— 


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1 (A) is representative of a community or 

2 significant segments of a community; and 

3 (B) provides educational or related services 

4 to individuals in the community. 

5 (6) DISTANCE LEARNING.—The term ‘‘distance 

6 learning’’ means the transmission of educational or 

7 instructional programming to geographically dis8 persed individuals and groups via telecommuni9 cations or physical materials that is aligned to the 

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

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

13 learner’’ has the meaning given that term in section 

14 8101 of the Elementary and Secondary Education 

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

16 (8) HOMELESS CHILDREN AND YOUTH.—The 

17 term ‘‘homeless children and youth’’ has the mean18 ing given the term ‘‘homeless children or youths’’ in 

19 section 725 of the McKinney-Vento Homeless Assist20 ance Act (42 U.S.C. 11434a). 

21 (9) HYBRID LEARNING.—The term ‘‘hybrid 

22 learning’’ means any combination of distance and in23 person learning where distance learning represents a 

24 substantial component of the instructional model. 


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1 (10) MIGRATORY CHILD.—The term ‘‘migratory 

2 child’’ means a child or youth who made a qualifying 

3 move (as defined in section 1309 of the Elementary 

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

5 6399) in the preceding 36 months— 

6 (A) as a migratory agricultural worker or 

7 a migratory fisher (as those terms are defined 

8 in such section); or 

9 (B) with, or to join, a parent or spouse 

10 who is a migratory agricultural worker or a mi11 gratory fisher (as those terms are defined in 

12 such section). 

13 (11) NATIVE HAWAIIAN, NATIVE HAWAIIAN

14 COMMUNITY-BASED ORGANIZATION AND NATIVE HA15 WAIIAN EDUCATIONAL ORGANIZATION.—The terms 

16 ‘‘Native Hawaiian’’, ‘‘Native Hawaiian community17 based organization’’ and ‘‘Native Hawaiian edu18 cational organization’’ have the meanings given 

19 those terms in section 6207 of the Elementary and 

20 Secondary Education Act of 1965 (20 U.S.C. 7517). 

21 (12) NATIVE STUDENTS.—The term ‘‘Native 

22 students’’ means students in elementary or sec23 ondary school who are American Indian, Alaska Na24 tive, or Native Hawaiian. 


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1 (13) POVERTY LINE.—The term ‘‘poverty line’’ 

2 means the poverty line (as defined by the Office of 

3 Management and Budget and revised annually in ac4 cordance with section 673(2) of the Community 

5 Services Block Grant Act) applicable to a family of 

6 the size involved. 

7 SEC. 5. PROFESSIONAL DEVELOPMENT TO ADDRESS IN8 STRUCTIONAL LOSS IN STUDENTS. 

9 (a) IN GENERAL.—There are authorized to be appro10 priated, and there are appropriated, out of any amounts 

11 in the Treasury not otherwise appropriated, 

12 $2,250,000,000 to carry out part A of title II of the Ele13 mentary and Secondary Education Act of 1965 (20 U.S.C. 

14 6611 et seq.) for fiscal year 2022, of which, not less than 

15 10 percent shall be used for activities under that part for 

16 school leaders (as such term is defined in that Act). 

17 (b) EMERGENCY DESIGNATION.— 

18 (1) IN GENERAL.—The amounts provided by 

19 this section are designated as an emergency require20 ment pursuant to section 4(g) of the Statutory Pay21 As-You-Go Act of 2010 (2 U.S.C. 933(g)). 

22 (2) DESIGNATION IN SENATE.—In the Senate, 

23 this section is designated as an emergency require24 ment pursuant to section 4112(a) of H. Con. Res. 


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1 71 (115th Congress), the concurrent resolution on 

2 the budget for fiscal year 2018. 

3 SEC. 6. PROFESSIONAL DEVELOPMENT GRANTS. 

4 (a) GRANTS AUTHORIZED.—From amounts made 

5 available under subsection (d), the Secretary shall award 

6 grants, on a competitive basis, to States to enable States 

7 to provide funds to local educational agencies for supple8 mental professional development opportunities for edu9 cators, paraprofessionals, specialized instructional support 

10 personnel, and school leaders regarding how to effectively 

11 deliver distance learning and hybrid learning models. 

12 (b) APPLICATION.—Not later than 30 days after the 

13 date of enactment of this Act, the Secretary shall request 

14 applications for grants under this section. Each State de15 siring a grant under this section shall submit an applica16 tion to the Secretary at such time, in such manner, and 

17 containing such information as the Secretary may reason18 ably require, including— 

19 (1) a plan to ensure that local educational 

20 agencies use evidence-based approaches to profes21 sional development, and approaches that are collabo22 rative, job-embedded, content-based, and sustained 

23 in duration; 

24 (2) a description of how the local educational 

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1 sional development, at the time the application is 

2 submitted; and 

3 (3) a description of how the State will ensure 

4 that local educational agencies use grant funds to 

5 provide evidence-based professional development— 

6 (A) focused on distance learning and hy7 brid learning; 

8 (B) that supports at-risk and marginalized 

9 students, including low-income students, minor10 ity students, children with disabilities, English 

11 learners, migratory students, homeless children 

12 and youth, and children or youth in foster care; 

13 and 

14 (C) that is collaborative, job-embedded, 

15 content-based, and sustained in duration. 

16 (c) USES OF FUNDS.— 

17 (1) IN GENERAL.—A State receiving a grant 

18 under this section shall use grant funds to provide 

19 funds to local educational agencies for supplemental 

20 professional development opportunities for edu21 cators, paraprofessionals, specialized instructional 

22 support personnel, and school leaders regarding how 

23 to effectively deliver distance learning and hybrid 

24 learning models. 


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1 (2) ADMINISTRATIVE COSTS.—A State may re2 serve not more than 10 percent of grant funds for 

3 administrative costs. 

4 (d) AUTHORIZATION OF APPROPRIATIONS.—There 

5 are authorized to be appropriated to carry out this section 

6 $50,000,000. 

7 SEC. 7. TRAINING RESOURCE GRANTS. 

8 (a) GRANTS AUTHORIZED.—From amounts made 

9 available under subsection (e), the Secretary shall award 

10 grants, on a competitive basis, to eligible entities to enable 

11 those eligible entities to develop training resources for edu12 cators, paraprofessionals, specialized instructional support 

13 personnel, and school leaders, including online training re14 sources. 

15 (b) ELIGIBLE ENTITY.—In this section, the term ‘‘el16 igible entity’’ means— 

17 (1) a State educational agency; 

18 (2) a local educational agency; or 

19 (3) an entity described in paragraph (1) or (2) 

20 in partnership with one or more of the following: 

21 (A) A public elementary school or sec22 ondary school. 

23 (B) A nonprofit institution of higher edu24 cation. 


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1 (C) A national nonprofit organization with 

2 experience researching, evaluating, and pro3 viding information and guidance, including best 

4 practices, on professional development or train5 ing programs or professional enhancement ac6 tivities, which may include activities that lead 

7 to an advanced credential, for educators, para8 professionals, specialized instructional support 

9 personnel, or school leaders. 

10 (D) An Alaska Native organization. 

11 (E) A Native Hawaiian community-based 

12 organization or Native Hawaiian educational 

13 organization. 

14 (F) A community-based nonprofit organi15 zation. 

16 (c) APPLICATION; PRIORITY.— 

17 (1) APPLICATION.—Not later than 30 days 

18 after the date of enactment of this Act, the Sec19 retary shall request applications for grants under 

20 this section. Each eligible entity desiring a grant 

21 under this section shall submit an application to the 

22 Secretary at such time, in such manner, and con23 taining such information as the Secretary may rea24 sonably require, including— 


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1 (A) a plan to develop evidence-based train2 ing resources; 

3 (B) a description of the eligible entity’s ex4 perience creating evidence-based training re5 sources; and 

6 (C) a description of how the eligible entity 

7 will use grant funds to create evidence-based 

8 training resources— 

9 (i) focused on distance learning and 

10 hybrid learning; 

11 (ii) that support at-risk and 

12 marginalized students, including low-in13 come students, minority students, children 

14 with disabilities, English learners, migra15 tory students, homeless children and 

16 youth, and children or youth in foster care; 

17 and 

18 (iii) that support approaches to pro19 fessional development that are collabo20 rative, job-embedded, content-based, and 

21 sustained in duration. 

22 (2) PRIORITY.—In awarding grants under this 

23 section, the Secretary shall give priority to eligible 

24 entities— 


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1 (A) that serve a high rate of students who 

2 are from families at or below the poverty line; 

3 or 

4 (B) that serve a population with a high 

5 rate of COVID–19 infection. 

6 (d) USES OF FUNDS.— 

7 (1) IN GENERAL.—An eligible entity receiving a 

8 grant under this section shall use grant funds to de9 velop evidence-based training resources for edu10 cators, paraprofessionals, specialized instructional 

11 support personnel, and school leaders, including on12 line training resources. 

13 (2) ADMINISTRATIVE COSTS.—An eligible entity 

14 receiving a grant under this section may reserve not 

15 more than 5 percent of grant funds for administra16 tive costs. 

17 (e) AUTHORIZATION OF APPROPRIATIONS.—There 

18 are authorized to be appropriated to carry out this section 

19 $100,000,000. 

20 SEC. 8. STUDENT SUPPORT GRANTS. 

21 (a) GRANTS AUTHORIZED.—From amounts made 

22 available under subsection (e), the Secretary shall award 

23 grants, on a competitive basis, to eligible entities to enable 

24 those eligible entities to provide evidence-based tutoring 

25 services and related academic supports for at-risk or 


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1 marginalized students, including low-income students, mi2 nority students, children with disabilities, English learn3 ers, migratory students, homeless children and youth, and 

4 children or youth in foster care, and Native students. 

5 (b) ELIGIBLE ENTITY.—In this section, the term ‘‘el6 igible entity’’ means— 

7 (1) a State educational agency; 

8 (2) a local educational agency; or 

9 (3) an entity described in paragraphs (1) or (2) 

10 in partnership with one or more of the following: 

11 (A) A public elementary school or sec12 ondary school. 

13 (B) A nonprofit institution of higher edu14 cation. 

15 (C) A national nonprofit organization with 

16 experience researching, evaluating, and pro17 viding information and guidance, including best 

18 practices, on evidence-based professional devel19 opment or training programs or professional en20 hancement activities, which may include activi21 ties that lead to an advanced credential, for 

22 educators, paraprofessionals, specialized in23 structional support personnel, or school leaders. 

24 (D) An Alaska Native organization. 


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1 (E) A Native Hawaiian community-based 

2 organization or Native Hawaiian educational 

3 organization. 

4 (F) A community-based nonprofit organi5 zation. 

6 (c) APPLICATION.—Not later than 30 days after the 

7 date of enactment of this Act, the Secretary shall request 

8 applications for grants under this section. Each eligible 

9 entity desiring a grant under this section shall submit an 

10 application to the Secretary at such time, in such manner, 

11 and containing such information as the Secretary may rea12 sonably require, including— 

13 (1) a description of the eligible entity’s experi14 ence providing evidence-based tutoring services or 

15 related academic supports; and 

16 (2) a description of how the eligible entity will 

17 use grant funds to provide evidence-based tutoring 

18 services or related academic supports— 

19 (A) focused on addressing instructional 

20 loss due to COVID–19; and 

21 (B) that support at-risk and marginalized 

22 students, including low-income students, minor23 ity students, children with disabilities, English 

24 learners, migratory students, homeless children 


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1 and youth, and children or youth in foster care, 

2 and Native students. 

3 (d) USES OF FUNDS.— 

4 (1) IN GENERAL.—An eligible entity receiving a 

5 grant under this section shall use grant funds to 

6 provide evidence-based tutoring services and related 

7 academic supports for at-risk or marginalized stu8 dents, including low-income students, minority stu9 dents, children with disabilities, English learners, 

10 migratory students, homeless children and youth, 

11 and children or youth in foster care, and Native stu12 dents. 

13 (2) ADMINISTRATIVE COSTS.—An eligible entity 

14 receiving a grant under this section may reserve not 

15 more than 10 percent of grant funds for administra16 tive costs. 

17 (e) AUTHORIZATION OF APPROPRIATIONS.—There 

18 are authorized to be appropriated to carry out this section 

19 $50,000,000. 

20 SEC. 9. INNOVATION GRANTS. 

21 (a) GRANTS AUTHORIZED.—From amounts made 

22 available under subsection (d), the Secretary shall award 

23 grants, on a competitive basis, to local educational agen24 cies to enable those local educational agencies to carry out 

25 the activities described in subsection (c). 


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1 (b) APPLICATION.—Not later than 30 days after the 

2 date of enactment of this Act, the Secretary shall request 

3 applications for grants under this section. Each local edu4 cational agency desiring a grant under this section shall 

5 submit an application to the Secretary at such time, in 

6 such manner, and containing such information as the Sec7 retary may reasonably require, including a description of 

8 how the local educational agency will use grant funds to— 

9 (1) support evidence-based approaches to ad10 dressing instructional loss due to COVID–19; and 

11 (2) support evidence-based approaches to ad12 dressing instructional loss due to COVID–19 in at13 risk and marginalized students, including low-income 

14 students, minority students, children with disabil15 ities, English learners, migratory students, homeless 

16 children and youth, and children or youth in foster 

17 care. 

18 (c) USES OF FUNDS.— 

19 (1) IN GENERAL.—A local educational agency 

20 receiving a grant under this section shall use grant 

21 funds (in an amount of not more than $50,000 

22 each)— 

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1 cialized instructional support personnel, and 

2 school leaders; 

3 (B) to develop evidence-based training re4 sources for educators, paraprofessionals, spe5 cialized instructional support personnel, and 

6 school leaders; or 

7 (C) to propose innovative, evidence-based 

8 projects to improve distance learning and hy9 brid learning for students. 

10 (2) PRIORITY.—In awarding grants under this 

11 section, the Secretary shall give priority to local edu12 cational agencies— 

13 (A) that serve a high percentage of at-risk 

14 or marginalized students, including low-income 

15 students, minority students, children with dis16 abilities, English learners, migratory students, 

17 homeless children and youth, or children or 

18 youth in foster care, or Native students; or 

19 (B) who plan to engage in projects that 

20 address instructional loss for at-risk or 

21 marginalized students, including low-income 

22 students, minority students, children with dis23 abilities, English learners, migratory students, 

24 homeless children and youth, and children or 

25 youth in foster care, and Native students. 


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1 (3) ADMINISTRATIVE COSTS.—A local edu2 cational agency receiving a grant under this section 

3 may reserve not more than 5 percent of grant funds 

4 for administrative costs. 

5 (d) AUTHORIZATION OF APPROPRIATIONS.—There 

6 are authorized to be appropriated to carry out this section 

7 $25,000,000. 

8 SEC. 10. LEARNING HUBS. 

9 (a) DEFINITIONS.—In this section: 

10 (1) ELIGIBLE SCHOOL.—The term ‘‘eligible 

11 school’’ means a public elementary or secondary 

12 school— 

13 (A) with respect to which not less than 40 

14 percent of students enrolled are children count15 ed under section 1124(c) of the Elementary and 

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

17 6333(c)); and 

18 (B) that is in compliance with the require19 ments of the Americans with Disabilities Act of 

20 1990 (42 U.S.C. 12101 et seq.). 

21 (2) LEARNING HUB.—The term ‘‘learning hub’’ 

22 means a supervised, on-campus learning environ23 ment where students, during times of physical school 

24 closure, have access to broadband connectivity (such 

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1 vices, and other devices necessary for distance learn2 ing, school supplies, and technology and digital sup3 port services. 

4 (b) PROGRAM AUTHORIZED.—From amounts made 

5 available under subsection (f), the Secretary shall award 

6 grants, on a competitive basis, to local educational agen7 cies to enable those local educational agencies to carry out 

8 the activities described in subsection (d) at eligible schools. 

9 (c) APPLICATION.— 

10 (1) IN GENERAL.—Not later than 30 days after 

11 the date of enactment of this Act, the Secretary 

12 shall request applications for grants under this sec13 tion. Each local educational agency desiring a grant 

14 under this section shall submit an application to the 

15 Secretary at such time, in such manner, and con16 taining such information as the Secretary may rea17 sonably require, including, at a minimum— 

18 (A) an assurance that the local educational 

19 agency has developed a high-quality distance 

20 learning curriculum for students in the learning 

21 hubs; and 

22 (B) an assurance that learning hubs will 

23 be required to meet Federal, State, Tribal, and 

24 local public health and safety guidelines, as ap25 plicable. 


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1 (2) PRIORITY.—In providing funds under this 

2 section, the Secretary shall give priority to local edu3 cational agencies that— 

4 (A) plan to serve a high percentage of at5 risk or marginalized students, including— 

6 (i) low-income students, minority stu7 dents, children with disabilities, English 

8 learners, migratory students, homeless 

9 children and youth, and children or youth 

10 in foster care; 

11 (ii) Native students; or 

12 (iii) students who lack internet and 

13 device access; and 

14 (B) have adopted high-quality distance 

15 learning models. 

16 (d) USES OF FUNDS.—A local educational agency re17 ceiving a grant under this section shall use grant funds 

18 to pay expenses related to the administration of learning 

19 hubs at eligible schools, including— 

20 (1) the cost of paying instructors who are edu21 cators, paraprofessionals, or specialized instructional 

22 support personnel who are employed by the local 

23 educational agency or eligible school receiving grant 

24 funds; or 


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1 (2) the cost of broadband connectivity, laptop 

2 computers and other devices necessary for distance 

3 learning, school supplies, and technology and digital 

4 support services. 

5 (e) REPORT.—Not later than 180 days after receiving 

6 a grant under this section, a local educational agency re7 ceiving a grant under this section shall submit a report 

8 to the Secretary containing information about the effec9 tiveness of learning hubs at eligible schools that are sup10 ported with funds under the grant, including the number 

11 of students served. 

12 (f) AUTHORIZATION OF APPROPRIATIONS.—There 

13 are authorized to be appropriated to carry out this section 

14 $25,000,000. 

15 SEC. 11. BEST PRACTICES. 

16 (a) BEST PRACTICES.—The Secretary, acting 

17 through the Director of the Institute of Education 

18 Sciences, shall identify information about best practices 

19 for schools to measure and address instructional loss dur20 ing the period of the public health emergency declared by 

21 the Secretary of Health and Human Services under sec22 tion 319 of the Public Health Service Act (42 U.S.C. 

23 247d) with respect to COVID–19, especially for at-risk or 

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1 ers, migratory students, homeless children and youth, and 

2 children or youth in foster care, and Native students. 

3 (b) REPORT.—Not later than 1 year after the date 

4 of enactment of this Act, the Secretary shall— 

5 (1) prepare and submit a report to Congress 

6 containing the information about best practices iden7 tified under subsection (a); 

8 (2) widely disseminate such information to 

9 States; and 

10 (3) make such information available on the De11 partment’s website. 

12 SEC. 12. STUDY ON INSTRUCTIONAL LOSS. 

13 Not later than 1 year after the date of enactment 

14 of this Act, the Secretary, acting through the Director of 

15 the Institute of Education Sciences, shall— 

16 (1) carry out a study to determine instructional 

17 loss in at-risk or marginalized students, including 

18 low-income students, minority students, children 

19 with disabilities, English learners, migratory stu20 dents, homeless children and youth, and children or 

21 youth in foster care, during the period of the public 

22 health emergency declared by the Secretary of 

23 Health and Human Services under section 319 of 

24 the Public Health Service Act (42 U.S.C. 247d) with 

25 respect to COVID–19; and 


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1 (2) prepare and submit a report to Congress 

2 containing the results of that study. 

Æ 


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