II 

118TH CONGRESS 

2D SESSION S. 5387 

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 SENATE OF THE UNITED STATES 

NOVEMBER 21, 2024 

Mr. BOOKER introduced the following bill; which was read twice and referred 

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

A BILL 

To strengthen student achievement and graduation rates and 

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

comprehensive needs of children and youth. 

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

3 SECTION 1. SHORT TITLE; TABLE OF CONTENTS. 

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

5 ‘‘Developing Innovative Partnerships and Learning Op6 portunities that Motivate Achievement Act’’ or the ‘‘DI7 PLOMA Act’’. 


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

2 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. 

3 SEC. 2. FINDINGS. 

4 Congress finds the following: 

5 (1) The future strength of the Nation’s democ6 racy, as well as the Nation’s economy, is dependent 

7 upon the investments made in children and youth 

8 today. 

9 (2) Evidence demonstrates that effective part10 nerships among schools and communities increase 

11 student achievement by addressing the academic 

12 needs of students as well as the challenges the stu13 dents face outside the classroom. For example: 

14 (A) Chicago public schools lead one of the 

15 Nation’s largest community school initiatives 

16 and found that students in grades 9 through 12 

17 who attend a community school have 61 percent 

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1 munity school counterparts. When compared to 

2 non-community school counterparts— 

3 (i) students in grades 9 through 12 

4 were found to have more positive edu5 cational experiences; 

6 (ii) students in grades 4 through 8 

7 had higher emotional health scores on the 

8 survey; and 

9 (iii) students in kindergarten through 

10 grade 3 had 53 percent fewer suspensions 

11 and 55 percent fewer incidents of mis12 conduct. 

13 (B) In a 7-year study of 200 Chicago pub14 lic schools, sociologist Anthony Bryk found that 

15 in schools where grassroots organizations forge 

16 strong connections with nearby schools, trust 

17 levels and parent involvement are greater. 

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

19 Partnership, an initiative across multiple school 

20 districts in the Salt Lake, Utah area, has 

21 helped increase student achievement and grad22 uation rates. Since the program’s launch in 

23 2014, 5 out of the 8 targeted indicators have 

24 improved. Kindergarten readiness in numeracy 

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1 ficiency improved by 8 percent, high school 

2 graduation rose by 5 percent, postsecondary 

3 readiness grew by 4 percent, and postsecondary 

4 completion increased by 5 percent. To overcome 

5 pandemic-related learning loss in literacy, 

6 Promise Partnership school Mill Creek Elemen7 tary collaborated with 80 volunteers from orga8 nizations including Goldman Sachs and Domin9 ion Energy to offer tutoring support through 

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

11 2021 school year, the number of 3rd grade stu12 dents participating in the program testing at or 

13 above grade level tripled. 

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

15 City Community School Initiative improved at16 tendance, on-time grade progression, and grad17 uation rates across elementary and secondary 

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

19 initiative led to a reduction in disciplinary inci20 dents for elementary and middle school stu21 dents while also improving math achievement 

22 scores. Middle school students attending com23 munity schools scored 4.2 percentage points 

24 higher on math exams compared to their peers 

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1 dents attending community schools earned 12 

2 percent more credits per academic year than 

3 students enrolled at non-community schools. 

4 (E) In Wisconsin, where formal partner5 ships with community agencies are required for 

6 grant programs, non-traditional partners have 

7 proven to be instrumental for smaller commu8 nities to enrich after school programs. Those 

9 partners have included— 

10 (i) local trucking companies; 

11 (ii) statewide nonprofit organizations, 

12 such as The Grange; 

13 (iii) Farm Bureau; 

14 (iv) small retailers; and 

15 (v) retirees. 

16 (F) The Union City Public Schools school 

17 district in New Jersey proves that by breaking 

18 down institutional ‘‘silos’’ and creating deep 

19 partnerships, through collaboration and munic20 ipal involvement, schools can be vibrant places 

21 of hope despite poverty, unemployment, and 

22 lack of affordable housing. 

23 (G) Six family resource centers housed in 

24 community schools in Redwood City, California 

25 promote school readiness among children while 


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1 also providing parents with educational services, 

2 community resources, and leadership opportuni3 ties. A 2017 report indicates that with the as4 sistance of English language proficiency sup5 ports, 70 percent of Redwood City community 

6 school parents were able to participate in their 

7 children’s school meetings, attend professional 

8 development programs, and engage in family-to9 family education and outreach. Over the course 

10 of a 3-year period, students whose parents par11 ticipated in family engagement programs had a 

12 40-percent increase in attendance and were 

13 more likely to see improvement in their math 

14 and English language test scores. 

15 (H) By meeting the comprehensive needs 

16 of students, Communities In Schools, a national 

17 dropout prevention organization, found that 99 

18 percent of participating students stayed in 

19 school, 78 percent of participating students met 

20 or made progress toward their attendance goals, 

21 90 percent met or made progress toward their 

22 behavior goals, and 88 percent met or made 

23 progress toward their academic improvement 

24 goals. 


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1 (3) In adopting the Every Student Succeeds 

2 Act (Public Law 114–95), Congress recognized com3 munity schools as a strategy to significantly improve 

4 the coordination and integration, accessibility, and 

5 effectiveness of services for children and families, 

6 particularly for children attending high-poverty 

7 schools, including high-poverty rural schools. Con8 gress recognized community schools as an effective 

9 use of funds for school districts in the American 

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

11 (4) Approximately 86 percent of 9th graders 

12 graduate from high school within 4 years. Of stu13 dents who graduate from high school, 63-percent en14 roll in a 2- or 4-year college in the fall after com15 pleting high school. Only about half (64 percent) of 

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

17 year degree receive a bachelor’s degree within 6 

18 years or less. 

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

20 has slipped from being first in the world in high 

21 school and college graduation rates to 21st and 

22 14th, respectively, putting the Nation at a growing 

23 competitive disadvantage with other countries. 

24 (6) The 2022 National Assessment of Edu25 cational Progress Long-Term Trend Assessment reVerDate Sep 11 2014 09:01 Dec 17, 2024 Jkt 059200 PO 00000 Frm 00007 Fmt 6652 Sfmt 6201 E:\BILLS\S5387.IS S5387

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1 sults indicate that between 2020 and 2022, students 

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

3 largest drop since 1990, and a 7-percent decrease, 

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

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

6 5 percent decrease by their White peers, thus ex7 panding the achievement gap from 25 percentage 

8 points to 33 percentage points in just 2 years. 

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

10 data showed that quality partnerships between 

11 schools and their communities can result in im12 proved attendance, motivation, conduct, and aca13 demic achievement. Community-level strategies like 

14 focusing on parental involvement, community build15 ing, and cultural competence were shown to con16 tribute to decreases in the achievement gap between 

17 lower- and upper-income students. 

18 (8) Research from the Government Account19 ability Office found that students who change 

20 schools less frequently are more likely to perform at 

21 grade level and less likely to repeat a grade than 

22 their less stable peers. 

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

24 and education by Teachers College, Columbia Uni25 versity, school ‘‘connectedness’’ is identified as imVerDate Sep 11 2014 09:01 Dec 17, 2024 Jkt 059200 PO 00000 Frm 00008 Fmt 6652 Sfmt 6201 E:\BILLS\S5387.IS S5387

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1 portant to student learning, achievement, and well2 being. When students feel a sense of connection with 

3 the larger world and community institutions, they 

4 are more engaged in instructional activities and ex5 press greater commitment to school. 

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

7 service, sports, college, and other youth organiza8 tions, as well as civic and faith-based groups, want 

9 to partner with schools and educators to reinforce 

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

11 the community know how to effectively connect with 

12 each other. 

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

14 in a global economy, the co-partnering efforts of gov15 ernment, social services, businesses, arts organiza16 tions, families, community-based organizations, and 

17 philanthropy need to concentrate their efforts where 

18 they are most needed: in our schools. 

19 (12) Research from Johns Hopkins University 

20 has shown that access to summer learning opportu21 nities leads to significant student learning gains not 

22 experienced by students who cannot access summer 

23 learning opportunities. 

24 (13) Research from the Community School 

25 Partnership found that community schools see a reVerDate Sep 11 2014 08:59 Dec 17, 2024 Jkt 049001 PO 00000 Frm 00009 Fmt 6652 Sfmt 6201 E:\BILLS\S5387.IS S5387

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1 turn of $7.11 for every dollar of investment in com2 munity schools coordinators. 

3 (14) A 2017 report from the Learning Policy 

4 Institute found that teacher retention has a direct 

5 impact on student learning and academic perform6 ance. Implementing strategies such as teacher resi7 dency programs, high-quality mentoring, grow your 

8 own models, and principal training and State leader9 ship academies can lead to higher rates of educator 

10 retention and career satisfaction. For example, Cali11 fornia’s Paraprofessional Teacher Training Program 

12 has prepared more than 2,200 paraprofessionals to 

13 become fully certified teachers, with 92 percent of 

14 graduates obtaining teaching positions in California 

15 public schools. 

16 (15) According to the National Center for Edu17 cation Statistics, 44 percent of public schools re18 ported having at least 1 full-time or part-time va19 cant teaching position in the spring of 2022. Of 

20 those schools with reported unfilled teaching posi21 tions, 51 percent cited resignation as the leading 

22 cause of vacancies. 

23 SEC. 3. PURPOSES. 

24 The purposes of this Act are to— 

25 (1) create engaging learning experiences that— 


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1 (A) strengthen academic achievement, 

2 build civic capacity, and provide a continuum of 

3 supports and opportunities for children, youth, 

4 and families; and 

5 (B) prepare children and youth for college, 

6 careers, and citizenship through results-focused 

7 partnerships that mobilize and coordinate 

8 school and community resources; 

9 (2) ensure the academic, physical, social, emo10 tional, health, mental health, and civic development 

11 of disadvantaged children and youth and thereby 

12 strengthen their families and communities; 

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

14 families in their role as first educators of their chil15 dren; 

16 (4) promote community and family engagement 

17 in education; 

18 (5) leverage and integrate the human and fi19 nancial assets of local communities, schools, State 

20 governments, the Federal Government, and the nat21 ural assets of communities— 

22 (A) toward better results for children, 

23 youth, and families; and 

24 (B) for sustained civic capacity; 


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1 (6) develop school improvement strategies that 

2 incorporate approaches that meet the comprehensive 

3 needs of children and youth, such as full service 

4 community schools, community-based, integrated 

5 student services, and related approaches; 

6 (7) ensure that schools and neighborhoods are 

7 safe and provide a positive climate for learning; and 

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

9 COVID–19 pandemic and reduce chronic absentee10 ism. 

11 SEC. 4. DEFINITIONS. 

12 In this Act: 

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

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

15 term in section 602 of the Individuals with Disabil16 ities Education Act (20 U.S.C. 1401). 

17 (2) CHRONICALLY ABSENT.—The term ‘‘chron18 ically absent’’, when used with respect to a student, 

19 means a student who misses not less than 10 per20 cent, or not less than 20 days, of school days in an 

21 academic year. 

22 (3) COMMUNITY-BASED, INTEGRATED STUDENT

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

24 student services’’ means interventions, coordinated 

25 through a primary point of contact, that improve 


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1 student achievement by connecting community re2 sources with the academic and social service needs 

3 of students. 

4 (4) COMMUNITY ENGAGEMENT IN EDU5 CATION.—The term ‘‘community engagement in edu6 cation’’— 

7 (A) means systematic efforts to involve, en8 gage, and collaborate with parents, community 

9 residents, members of school communities, com10 munity partners, and other stakeholders in ex11 ploring the needs of their students and schools, 

12 developing plans to address those needs, and 

13 working together to address those needs; and 

14 (B) includes an intentional, ongoing proc15 ess to develop a welcoming school and school 

16 system, mobilize the community’s assets to sup17 port student achievement and growth, engage 

18 those individuals and stakeholders who tradi19 tionally have not participated in the school or 

20 school system, improve working relationships, 

21 and deepen the commitment to student success. 

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

23 learning’’— 


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1 (A) means instructional practices that ef2 fectively use technology to strengthen the stu3 dent learning experience; and 

4 (B) may include online and formative as5 sessments, instructional resources, online con6 tent and courses, applications of technology in 

7 the classroom and school building, adaptive 

8 software for children with disabilities, learning 

9 platforms, and online professional communities 

10 of practice. 

11 (6) DUAL OR CONCURRENT ENROLLMENT PRO12 GRAM.—The term ‘‘dual or concurrent enrollment 

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

14 8101 of the Elementary and Secondary Education 

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

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

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

18 8101 of the Elementary and Secondary Education 

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

20 (8) EVIDENCE-BASED.—The term ‘‘evidence21 based’’, when used with respect to a goal or service, 

22 means a goal or service that meets an evidence level 

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

24 8101(21)(A)(i) of the Elementary and Secondary 

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


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1 7801(21)(A)(i)(I), (II), and (III)) or section 

2 8101(21)(A)(ii) of such Act. 

3 (9) FAMILY ENGAGEMENT IN EDUCATION.— 

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

5 a shared responsibility of families and schools for 

6 student success, in which schools and community7 based organizations are committed to reaching out 

8 to engage families in meaningful ways that— 

9 (A) encourage the families to actively sup10 port their children’s learning and development, 

11 as well as the learning and development of 

12 other children; and 

13 (B) are continuous from birth through 

14 young adulthood and reinforce learning that 

15 takes place in the home, school, and commu16 nity. 

17 (10) FULL SERVICE COMMUNITY SCHOOL.—The 

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

19 elementary school or secondary school that— 

20 (A) participates in a community-based ef21 fort to coordinate educational, developmental, 

22 family, health, and other comprehensive services 

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1 ployed by the school or the local educational 

2 agency, and public and private partnerships; 

3 (B) provides access to such services to stu4 dents, families, and the community, including 

5 access during the school year (including before6 and after-school hours), and during the sum7 mer; 

8 (C) provides community-based, integrated 

9 student services and well-designed learning op10 portunities that expand on rigorous community11 connected classroom instruction; and 

12 (D) promotes a culture of belonging, safe13 ty, and active family and community engage14 ment through collaborative leadership and prac15 tices that result in positive academic and non16 academic outcomes, including improvements 

17 in— 

18 (i) student attendance; 

19 (ii) student behavior; 

20 (iii) academic achievement; 

21 (iv) school readiness; 

22 (v) student mental and physical 

23 health; 

24 (vi) high school graduation rates; 

25 (vii) school climate; and 


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1 (viii) reduced racial and economic stu2 dent achievement gaps. 

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

4 consortium’’ means a consortium consisting of com5 munity partners that— 

6 (A) shall include— 

7 (i) a local educational agency; and 

8 (ii) not less than one community part9 ner that is independent of the local edu10 cational agency, such as— 

11 (I) a community-based organiza12 tion; 

13 (II) a child and youth serving or14 ganization or agency; 

15 (III) an institution of higher edu16 cation; 

17 (IV) a nonprofit organization; 

18 (V) a business; 

19 (VI) a teacher organization; 

20 (VII) an organization rep21 resenting education professionals; 

22 (VIII) a local government, includ23 ing a government agency serving chil24 dren and youth, such as a child wel25 fare and juvenile justice agency; 


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1 (IX) an organization representing 

2 students; or 

3 (X) an organization representing 

4 parents; and 

5 (B) may include additional community 

6 partners from other communities. 

7 (12) LOCAL EDUCATIONAL AGENCY.—The term 

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

9 the term in section 8101 of the Elementary and Sec10 ondary Education Act of 1965 (20 U.S.C. 7801). 

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

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

13 8101 of the Elementary and Secondary Education 

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

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

16 means the Secretary of Education. 

17 (15) SPECIALIZED INSTRUCTIONAL SUPPORT

18 PERSONNEL.—The term ‘‘specialized instructional 

19 support personnel’’ means— 

20 (A) school counselors, school social work21 ers, and school psychologists; and 

22 (B) other qualified professional personnel, 

23 such as school nurses, speech language patholo24 gists, community school coordinators, and 

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1 ment, diagnosis, and counseling, and edu2 cational, therapeutic, and other necessary serv3 ices (including related services as that term is 

4 defined in section 602 of the Individuals with 

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

6 part of a comprehensive program to meet stu7 dent needs. 

8 (16) SPECIALIZED INSTRUCTIONAL SUPPORT

9 SERVICES.—The term ‘‘specialized instructional sup10 port services’’ means the services provided by spe11 cialized instructional support personnel. 

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

13 the several States of the United States, the District 

14 of Columbia, and the Commonwealth of Puerto Rico. 

15 (18) STATE EDUCATIONAL AGENCY.—The term 

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

17 the term in section 8101 of the Elementary and Sec18 ondary Education Act of 1965 (20 U.S.C. 7801). 

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

20 schools’’ means schools that are identified by the 

21 State for comprehensive support and improvement in 

22 accordance with section 1111(c)(4)(D)(i) of the Ele23 mentary and Secondary Education Act of 1965 (20 

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


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1 SEC. 5. RESERVATIONS. 

2 From the funds appropriated under section 15 for 

3 any fiscal year, the Secretary shall reserve— 

4 (1) 2 percent for national activities, which the 

5 Secretary may carry out directly or through grants 

6 and contracts, such as— 

7 (A) providing training and technical assist8 ance to local consortia and organizations 

9 partnering with local consortia to carry out 

10 services under this Act; or 

11 (B) conducting the national evaluation 

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

13 (2) 1 percent for payments to the outlying 

14 areas and the Bureau of Indian Education, to be al15 lotted in accordance with their respective needs for 

16 assistance under this Act, as determined by the Sec17 retary, to enable the outlying areas and the Bureau 

18 of Indian Affairs to carry out the purposes of this 

19 Act. 

20 SEC. 6. DEMONSTRATION COMPETITIVE PROGRAM AU21 THORIZED. 

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

23 funds appropriated under section 15 are less than 

24 $200,000,000, the Secretary shall award grants, on a 

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1 sortia to develop and plan for, and to carry out, local strat2 egies in accordance with sections 11 and 12. 

3 (b) APPLICATION.— 

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

5 to receive a grant under this section shall submit an 

6 application to the Secretary at such time, in such 

7 manner, and containing such information as the Sec8 retary may require. 

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

10 consortium that intends to use grant funds to de11 velop and plan for the implementation of such local 

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

13 Secretary shall initially require an application that 

14 includes a description of how the local consortium 

15 intends to develop such local strategies. Upon com16 pletion of the planning phase, the Secretary shall 

17 then require submission of the information described 

18 in paragraph (3). 

19 (3) IMPLEMENTATION PERIOD.—An applicant 

20 that does not intend to use grant funds for the plan21 ning phase, or an applicant that has completed the 

22 planning phase, shall submit an application that— 

23 (A) demonstrates the capacity for success24 ful implementation of the local strategies in ac25 cordance with sections 11 and 12 through a hisVerDate Sep 11 2014 08:59 Dec 17, 2024 Jkt 049001 PO 00000 Frm 00021 Fmt 6652 Sfmt 6201 E:\BILLS\S5387.IS S5387

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1 tory of successful collaboration and effective2 ness in strengthening outcomes for children and 

3 youth; and 

4 (B) proposes— 

5 (i) to serve children and youth in 

6 schools or communities with the highest 

7 proportions of students from low-income 

8 families in the State; and 

9 (ii) to provide a comprehensive con10 tinuum of services, including not less than 

11 1 service from each of not less than 3 cat12 egories of services described in paragraphs 

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

14 (4) APPROVAL.—In the case of a local consor15 tium that has received grant funds for the planning 

16 phase, that applicant shall also receive funds under 

17 this section for implementation if the applicant sub18 mits an implementation period application described 

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

20 section. If the Secretary determines that such re21 quirements have not been met, the Secretary shall 

22 notify the applicant, assist the applicant in meeting 

23 such requirements, and approve the implementation 

24 application. 


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1 (5) LOW-INCOME FAMILIES.—In this sub2 section, the term ‘‘low-income family’’ means a fam3 ily with an income that is not more than 138 per4 cent of the poverty line (as defined in section 673(2) 

5 of the Community Services Block Grant Act (42 

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

7 involved. 

8 SEC. 7. ALLOTMENTS TO STATES. 

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

10 funds appropriated under section 15 are at least 

11 $200,000,000, the Secretary shall, using the funds re12 maining after making the reservations under section 5, 

13 award to each State that has an allotment application ap14 proved under section 9(b) an allotment in an amount that 

15 bears the same relationship to the remainder as the 

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

17 title I of the Elementary and Secondary Education Act 

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

19 year bears to the amount all such States received under 

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

State shall receive less than an amount equal to 1 21 ⁄2 of 1 

22 percent of such remainder. 

23 (b) ALLOTMENT USE.—A State receiving an allot24 ment under subsection (a)— 


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

2 after receiving the allotment, use such allotment to 

3 develop the State strategy described in section 8; 

4 and 

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

6 grant, use such allotment to award subgrants to 

7 local consortia to leverage and integrate human and 

8 financial assets at all levels in order to— 

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

10 emotional, and civic development of disadvan11 taged children and youth; and 

12 (B) strengthen the families and commu13 nities of disadvantaged children and youth and 

14 make progress towards the State’s evidence15 based annual goals developed pursuant to sec16 tion 8(b)(1). 

17 (c) DURATION.—The Secretary shall award an allot18 ment under this section for a period of 5 years and shall 

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

20 of the 5-year period. 

21 (d) EXTENSION; RENEWAL.— 

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

23 used a portion of the allotment period for planning 

24 purposes, as described in subsection (b)(1), the Sec25 retary may grant an extension of the allotment peVerDate Sep 11 2014 08:59 Dec 17, 2024 Jkt 049001 PO 00000 Frm 00024 Fmt 6652 Sfmt 6201 E:\BILLS\S5387.IS S5387

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1 riod for an additional period of not more than 3 

2 years for implementation as described in subsection 

3 (b)(2). 

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

5 allotment under this subsection for a period of 5 

6 years. 

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

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

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

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

11 allotment to the remaining States with an approved allot12 ment application under section 9(b) in accordance with 

13 this section. 

14 SEC. 8. STATE CHILD AND YOUTH STRATEGY. 

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

16 (1) shall be developed by the State, in consulta17 tion with the Governor of the State; 

18 (2) shall include the components described in 

19 subsection (b); and 

20 (3) may include other components as the State 

21 determines necessary to strengthen results for chil22 dren and youth. 

23 (b) REQUIRED COMPONENTS.—The State strategy 

24 components required under subsection (a)(2) are the fol25 lowing: 


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1 (1) STATE RESULTS FRAMEWORK.—The State 

2 strategy shall contain comprehensive, evidence-based 

3 annual goals and aligned quantifiable indicators 

4 demonstrating continuous improvement with respect 

5 to children and youth, particularly disadvantaged 

6 children and youth, that shall serve as targets for 

7 each year with respect to which the State strategy 

8 applies. Such evidence-based annual goals shall in9 clude the following goals: 

10 (A) Children and youth have the necessary 

11 supplies to be ready for school. 

12 (B) Students are engaged and achieving in 

13 school. 

14 (C) Schools and neighborhoods are safe 

15 and provide a positive climate for learning. 

16 (D) Families and communities are sup17 portive and engaged in their children’s edu18 cation as equal partners. 

19 (E) Graduates are ready for postsecondary 

20 education and 21st-century careers. 

21 (F) Students are contributing to their 

22 communities. 

23 (G) Students are not chronically absent. 


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1 (H) Additional annual goals set forth by 

2 the State in alignment with the purposes of this 

3 Act. 

4 (2) NEEDS AND ASSETS ASSESSMENT.—The 

5 State strategy shall contain an assessment of the 

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

7 assets within the State that can be mobilized, coordi8 nated, and integrated to achieve the State’s evi9 dence-based annual goals developed pursuant to 

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

11 the Federal Interagency Forum on Child and Family 

12 Statistics. Such assessment shall identify popu13 lations of underserved children and youth across the 

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

15 goals and aligned quantifiable indicators for such 

16 goals. 

17 (3) PLAN TO ACHIEVE CHILDREN AND YOUTH

18 GOALS.—The State strategy shall include a descrip19 tion of the State’s plan to achieve the State’s evi20 dence-based annual goals developed pursuant to 

21 paragraph (1) for children and youth from birth 

22 through the transition to adulthood, including the 

23 following: 

24 (A) LEVERAGE AND INTEGRATION.—A de25 scription of how funds received under this Act 


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1 will be coordinated and integrated with other 

2 Federal and State funds in order to achieve the 

3 State’s evidence-based annual goals developed 

4 pursuant to paragraph (1). 

5 (B) ELIMINATION OF STATE BARRIERS TO

6 COORDINATION AND INTEGRATION.—A descrip7 tion of how funds received under this Act will 

8 be used to identify and eliminate State barriers 

9 to the coordination and integration of pro10 grams, initiatives, and funding streams to 

11 achieve the State’s evidence-based annual goals 

12 developed pursuant to paragraph (1). 

13 (C) COMMUNITY ENGAGEMENT IN EDU14 CATION.—A description of the State’s plan to 

15 increase community engagement in education. 

16 (D) FAMILY ENGAGEMENT IN EDU17 CATION.—A description of the State’s plan to 

18 increase family engagement in education. 

19 (c) EXISTING PLANS, STRATEGIES, AND ASSESS20 MENTS.—Existing plans, strategies, needs assessments, or 

21 assets assessments may be used to satisfy the require22 ments of this section if such existing plans, strategies, 

23 needs assessments, or assets assessments include the in24 formation required by this section, or can be modified to 


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

2 with such modifications. 

3 SEC. 9. COORDINATING BODY; STATE ALLOTMENT APPLI4 CATIONS. 

5 (a) COORDINATING BODY.— 

6 (1) IN GENERAL.—In order for a State to be el7 igible to receive an allotment under section 7, the 

8 State shall designate or establish a coordinating 

9 body that shall— 

10 (A) administer funds provided under sec11 tion 7; 

12 (B) facilitate communication between the 

13 public and the coordinating body pertaining to 

14 issues impacting children and youth from birth 

15 through the transition to adulthood, including 

16 issues pertaining to service coordination and in17 tegration; 

18 (C) identify and eliminate State barriers to 

19 the coordination and integration of programs, 

20 initiatives, and funding streams, and facilitate 

21 coordination and collaboration among State 

22 agencies serving children and youth; 

23 (D) strengthen the capacity of State and 

24 local organizations to achieve positive outcomes 

25 for children and youth through training, techVerDate Sep 11 2014 08:59 Dec 17, 2024 Jkt 049001 PO 00000 Frm 00029 Fmt 6652 Sfmt 6201 E:\BILLS\S5387.IS S5387

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1 nical assistance, professional development, and 

2 other means; 

3 (E) assist the State in developing and car4 rying out the State strategy described in section 

5 8; and 

6 (F) coordinate the submission of the State 

7 allotment application under subsection (b). 

8 (2) DESIGNATION OF COORDINATING BODY.— 

9 The State may designate an existing agency, Chil10 dren’s Cabinet, P–20 Council, child and youth devel11 opment partnership, or other organization as the co12 ordinating body described in paragraph (1) if the 

13 agency, cabinet, council, partnership, or organiza14 tion— 

15 (A) performs duties similar to the duties 

16 described in paragraph (1); or 

17 (B) can be modified to perform the duties 

18 described in paragraph (1). 

19 (b) STATE ALLOTMENT APPLICATIONS.— 

20 (1) IN GENERAL.—Each State desiring an allot21 ment under section 7 shall submit to the Secretary 

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

23 containing such information as the Secretary may 

24 require. 


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1 (2) CONTENTS.—Each application submitted 

2 under this subsection by an applicant who does not 

3 intend to carry out a planning period as described 

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

5 (A) STATE STRATEGY.—The State strategy 

6 described in section 8 and a description of how 

7 the State has— 

8 (i) coordinated with the State edu9 cational agency; 

10 (ii) consulted with potential commu11 nity partners; and 

12 (iii) allowed for the meaningful par13 ticipation of parents. 

14 (B) SUBGRANTS TO LOCAL CONSORTIA.—A 

15 description of how subgrants to local consortia 

16 will be awarded pursuant to section 10, includ17 ing the criteria used by the State in such deter18 minations and how the subgrants will facilitate 

19 community planning and effective service co20 ordination, integration, and provision at the 

21 local level to achieve the evidence-based annual 

22 goals developed by the State pursuant to sec23 tion 8(b)(1) within the context of local needs 

24 and priorities. Such criteria shall include a pri25 ority for subgrant applications from local conVerDate Sep 11 2014 08:59 Dec 17, 2024 Jkt 049001 PO 00000 Frm 00031 Fmt 6652 Sfmt 6201 E:\BILLS\S5387.IS S5387

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1 sortia intending to serve target schools with the 

2 greatest needs. 

3 (C) CAPACITY BUILDING.—A description of 

4 how an allotment received under section 7 will 

5 be used to provide professional development, 

6 training, and technical assistance opportunities 

7 for staff for the purpose of building State and 

8 local capacity. 

9 (D) ACCOUNTABILITY FOR RESULTS.—A 

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

11 accountability and transparency requirements 

12 described in section 14. 

13 (3) CONTENTS FOR APPLICANT WHO INTENDS

14 TO DEVELOP STATE STRATEGY.— 

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

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

17 or 3 years of the allotment period to develop a 

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

19 the Secretary shall only require the applicant to 

20 include in the initial application, a description 

21 of how the applicant intends to develop the 

22 State strategy, including how the State will— 

23 (i) coordinate with the State edu24 cational agency; 


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1 (ii) consult with potential community 

2 partners; and 

3 (iii) allow for the meaningful partici4 pation of parents. 

5 (B) IMPLEMENTATION PHASE APPLICA6 TION.—The Secretary shall require an applicant 

7 described in subparagraph (A) to submit the 

8 State strategy described in section 8 and the 

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

10 and (D) of paragraph (2), only after that appli11 cant has developed the State strategy and com12 pleted the planning period. 

13 (C) APPROVAL.—The Secretary shall ap14 prove the State strategy and allow the imple15 mentation period to proceed for such an appli16 cant if the State strategy and the submission 

17 under subparagraph (B) meet the requirements 

18 of this Act. If the Secretary determines that the 

19 State strategy or such submission does not 

20 meet those requirements, the Secretary shall 

21 notify the applicant, assist the applicant in 

22 meeting those requirements, and approve the 

23 applicant for the implementation phase. 

24 (4) REVISED APPLICATION.—Each State desir25 ing to renew an allotment under section 7 shall subVerDate Sep 11 2014 08:59 Dec 17, 2024 Jkt 049001 PO 00000 Frm 00033 Fmt 6652 Sfmt 6201 E:\BILLS\S5387.IS S5387

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1 mit a revised application to the Secretary every 5 

2 years based on an assessment of the activities con3 ducted under this Act. Such renewal application 

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

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

6 assessment. 

7 SEC. 10. STATE USE OF FUNDS. 

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

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

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

11 to award— 

12 (A) subgrants to local consortia under sub13 section (b); and 

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

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

16 for educator and specialized instructional support 

17 personnel recruitment and retention, evaluation and 

18 capacity building activities, including training, tech19 nical assistance, and professional development; and 

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

21 for the administrative costs of carrying out respon22 sibilities under this Act. 

23 (b) SUBGRANTS TO LOCAL CONSORTIA.— 

24 (1) IN GENERAL.— 


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

2 an allotment under section 7 shall use the por3 tion of the allotment described in subsection 

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

5 (B) RESERVATION FOR RURAL AREAS.— 

6 (i) IN GENERAL.—From the total 

7 amount of funds available under subpara8 graph (A) to award subgrants to local con9 sortia for a fiscal year, the State shall re10 serve not less than 5 percent to award sub11 grants to rural local consortia for such fis12 cal year. 

13 (ii) RURAL LOCAL CONSORTIUM.—In 

14 this subsection the term ‘‘rural local con15 sortium’’ means a local consortium serving 

16 an area of the State that has a locale code 

17 of 41, 42, or 43. 

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

19 consortia, a State shall give priority to applications 

20 from local consortia— 

21 (A) that propose to serve children and 

22 youth in target schools; or 

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

24 provide a comprehensive continuum of services, 

25 including not less than 1 service from each of 


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1 not less than 3 categories of services described 

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

3 12(b), and which application— 

4 (i) is submitted by local consortia 

5 comprised of a broad representation of 

6 stakeholders and decision makers in the 

7 community, including a multitude of com8 munity partners described in section 4(11); 

9 or 

10 (ii) demonstrates the capacity for suc11 cessful implementation through a history 

12 of successful collaboration and effective13 ness in strengthening outcomes for chil14 dren and youth. 

15 (c) PLANNING GRANTS.—A State that receives an al16 lotment under section 7 may award planning grants to 

17 local consortia to enable the local consortia to develop the 

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

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

20 planning grants shall be for a duration of— 

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

22 of not more than $50,000; or 

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

24 of not more than $100,000. 


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1 (d) SUPPLEMENT, NOT SUPPLANT.—A State that re2 ceives an allotment under this Act shall use the allotment 

3 funds to supplement, not supplant, Federal and non-Fed4 eral funds available to carry out activities described in this 

5 Act. 

6 SEC. 11. LOCAL CONSORTIUM APPLICATION; LOCAL CHILD 

7 AND YOUTH STRATEGY. 

8 (a) LOCAL CONSORTIUM APPLICATION.— 

9 (1) IN GENERAL.—A local consortium that de10 sires a subgrant under section 10(b) shall submit an 

11 application to the State at such time, in such man12 ner, and containing such information as the State 

13 may require. 

14 (2) CONTENTS.—An application submitted 

15 under this section shall include— 

16 (A) a description of the local consortium, 

17 including which public or nonprofit entity par18 ticipating in the local consortium shall serve as 

19 the fiscal agent for the local consortium; 

20 (B) the local strategy described in sub21 section (b); 

22 (C) a description of how the local strategy 

23 will be coordinated with the local educational 

24 agency plan required under section 1112 of the 


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1 Elementary and Secondary Education Act of 

2 1965 (20 U.S.C. 6312); and 

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

4 consortium to receive comprehensive, coordi5 nated continuum of services and support in ac6 cordance with the local strategy. 

7 (b) LOCAL CHILD AND YOUTH STRATEGY.— 

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

9 (A) shall be developed by the local consor10 tium; 

11 (B) shall include the components described 

12 in paragraph (2); and 

13 (C) may include such other components as 

14 the local consortium determines necessary to 

15 strengthen outcomes for children and youth 

16 from birth through the transition to adulthood. 

17 (2) COMPONENTS.—The local strategy compo18 nents required under paragraph (1)(B) are the fol19 lowing: 

20 (A) LOCAL RESULTS FRAMEWORK.—Com21 prehensive, evidence-based annual goals and 

22 aligned quantifiable indicators for the goals, 

23 with respect to youth, particularly disadvan24 taged children and youth, that shall serve as 

25 targets for the year with respect to which the 


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1 local strategy applies. Such evidence-based an2 nual goals shall include the following goals: 

3 (i) Children are have the necessary 

4 supplies to be ready for school. 

5 (ii) Students are engaged and achiev6 ing in school. 

7 (iii) Schools and neighborhoods are 

8 safe and provide a positive climate for 

9 learning. 

10 (iv) Families are supportive and en11 gaged in their children’s education. 

12 (v) Students are ready for postsec13 ondary education and 21st-century careers. 

14 (vi) Students are contributing to their 

15 communities. 

16 (vii) Students are not chronically ab17 sent. 

18 (viii) Additional annual goals set forth 

19 by the local consortium in alignment with 

20 the purposes of this Act. 

21 (B) ASSETS ASSESSMENT.—An assessment 

22 of potential resources, services, and opportuni23 ties available within or near the community and 

24 schools identified by the local consortium to re25 ceive support through a subgrant under section 


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1 10(b) that children and youth, their families, 

2 and resources in the community may be able to 

3 access in order to meet the needs identified 

4 under subparagraph (C), to help achieve the 

5 evidence-based annual goals and aligned quan6 tifiable indicators for such goals under subpara7 graph (A), and to support students to achieve 

8 the challenging State academic standards (de9 scribed in section 1111 of the Elementary and 

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

11 6311)), including the variety of services that 

12 can be integrated— 

13 (i) into a community school site; and 

14 (ii) through the presence of special15 ized instructional support personnel and 

16 local educational agency liaisons for home17 less children and youth designated pursu18 ant to section 722(g)(1)(J)(ii) of the 

19 McKinney-Vento Homeless Assistance Act 

20 (42 U.S.C. 11432(g)(1)(J)(ii)). 

21 (C) NEEDS ASSESSMENT.—An analysis of 

22 the comprehensive needs of the students served 

23 by the local consortium, their families, and the 

24 community that— 


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1 (i) includes input from students, par2 ents, and community members, including 

3 input from such individuals connected to 

4 schools identified by the local consortium 

5 to receive support through a subgrant 

6 under section 10(b); 

7 (ii) identifies populations of under8 served children and youth, based on the 

9 State’s evidence-based annual goals and 

10 aligned quantifiable indicators for such 

11 goals developed pursuant to section 

12 8(b)(1); 

13 (iii) assesses the academic, physical, 

14 social, emotional, health, mental health, 

15 and civic needs of students and their fami16 lies enrolled in schools identified by the 

17 local consortium to receive support through 

18 a subgrant under section 10(b); and 

19 (iv) may impact students’ ability to 

20 meet the challenging State student aca21 demic achievement standards. 

22 (D) SERVICE INTEGRATION AND PROVI23 SION.—A plan to coordinate and integrate serv24 ices and provide services in order to meet the 

25 needs identified under subparagraph (C) and 


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1 achieve the evidence-based annual goals and 

2 aligned quantifiable indicators for such goals 

3 developed pursuant to subparagraph (A), in4 cluding— 

5 (i) a description of the services admin6 istered by members of the local consortium 

7 that are funded through grants provided 

8 under the Elementary and Secondary Edu9 cation Act of 1965 (20 U.S.C. 6301 et 

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

11 subgrant under section 10(b); and 

12 (ii) if applicable, a description of the 

13 coordination among services provided by 

14 community-baed organizations and services 

15 provided by specialized instructional sup16 port personnel serving local educational 

17 agencies participating in the local consor18 tium. 

19 (E) COMMUNITY ENGAGEMENT IN EDU20 CATION.—A plan to increase community en21 gagement in education. 

22 (F) FAMILY ENGAGEMENT IN EDU23 CATION.—A plan to increase family engagement 

24 in education. 


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1 (3) EXISTING PLANS, STRATEGIES, AND AS2 SESSMENTS.—Existing plans, strategies, needs as3 sessments, or assets assessments may be used to 

4 satisfy the requirements of this section if such exist5 ing plans, strategies, needs assessments, or assets 

6 assessments include the information required by this 

7 section, or can be modified to do so, and are sub8 mitted to the Secretary (or the State, in the case of 

9 a subgrant) with such modifications. 

10 SEC. 12. LOCAL USE OF FUNDS. 

11 (a) MANDATORY USE OF FUNDS.—A local consor12 tium that receives a subgrant under section 10(b) or a 

13 grant under section 6 shall use the subgrant or grant 

14 funds— 

15 (1) to integrate services into a comprehensive, 

16 coordinated continuum that meets the holistic needs 

17 of children and youth; 

18 (2) to implement the comprehensive, coordi19 nated continuum of services described in paragraph 

20 (1) through evidence-based services producing quan21 tifiable results that align with the local results 

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

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

24 assessment carried out pursuant to section 

25 11(b)(2)(C) by leveraging the assets identified in the 


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1 assets assessment carried out pursuant to section 

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

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

4 teachers, school leaders, paraprofessionals, and spe5 cialized instructional support personnel serving local 

6 educational agencies participating in the local con7 sortium, and promote capacity building activities 

8 with the local educational agency. 

9 (b) PERMISSIBLE USE OF FUNDS.—A local consor10 tium that receives a subgrant under section 10(b) or a 

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

12 to coordinate, integrate, and enhance existing services, 

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

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

15 that are connected to, schools, including— 

16 (1) community-based, integrated student serv17 ices; 

18 (2) full service community schools; 

19 (3) high-quality early childhood learning and 

20 development services and programs, including— 

21 (A) early childhood education; 

22 (B) programs under the Head Start Act 

23 (42 U.S.C. 9831 et seq.), including Early Head 

24 Start programs; 

25 (C) early reading first programs; 


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1 (D) child care services; 

2 (E) early childhood-school transition serv3 ices; 

4 (F) home visiting; 

5 (G) parenting education; and 

6 (H) services for children with disabilities; 

7 (4) academic support services for students (in8 cluding children with disabilities), including— 

9 (A) tutoring; 

10 (B) extended day programs, afterschool 

11 programs, or both such programs, which may 

12 include services provided through 21st Century 

13 Community Learning Centers under part B of 

14 title IV of the Elementary and Secondary Edu15 cation Act of 1965 (20 U.S.C. 7171 et seq.); 

16 (C) academic support services for English 

17 learners; 

18 (D) programs for students and parents to 

19 learn together, including opportunities in such 

20 fields as technology, art, music, and language 

21 acquisition; 

22 (E) multiple pathways toward attaining a 

23 high school diploma and preparing students for 

24 postsecondary education, including— 


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1 (i) dual or concurrent enrollment pro2 grams; 

3 (ii) early college high schools; 

4 (iii) strategies for preventing at-risk 

5 youth from dropping out of high school; 

6 (iv) dropout recovery strategies, in7 cluding strategies that award credit based 

8 on student performance instead of instruc9 tional time; and 

10 (v) other activities that combine rig11 orous coursework, personalized learning 

12 environments, practical applications, and 

13 comprehensive support services; and 

14 (F) summer enrichment and learning expe15 riences; 

16 (5) health services, including— 

17 (A) primary health care; 

18 (B) dental care; 

19 (C) vision care; 

20 (D) speech and hearing care; 

21 (E) mental health services; 

22 (F) nutrition services; 

23 (G) health education; and 

24 (H) developmental and habilitation serv25 ices; 


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1 (6) youth development, including— 

2 (A) mentoring and other youth develop3 ment programs, including programs that engage 

4 older adults; 

5 (B) recreation and physical education; 

6 (C) service learning, civic education, lead7 ership development, entrepreneurship, and com8 munity service opportunities; 

9 (D) job training, career counseling, and in10 ternship opportunities; 

11 (E) career and technical education; 

12 (F) college preparation and counseling 

13 services; 

14 (G) positive behavioral interventions and 

15 supports; 

16 (H) financial literacy and Federal financial 

17 aid awareness activities; and 

18 (I) social and emotional learning; 

19 (7) social services for students and families, in20 cluding— 

21 (A) family support programs, including 

22 housing assistance, counseling, financial edu23 cation, crisis intervention, and related services; 


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1 (B) programs that provide assistance to 

2 students who have been truant, suspended, or 

3 expelled; 

4 (C) programs or efforts intended to iden5 tify young people without a high school diploma 

6 and reengage the young people in school so that 

7 the young people may attain a high school di8 ploma; 

9 (D) strategies that engage older adults as 

10 resources to students and families; and 

11 (E) services for homeless students, foster 

12 children and youth, students previously under 

13 the custody of the juvenile justice system, and 

14 students who are pregnant and parenting; 

15 (8) parent and adult education programs, in16 cluding— 

17 (A) programs that promote family literacy, 

18 including family literacy programs for English 

19 learners; 

20 (B) parent and caregiver leadership and 

21 parent and caregiver education activities; 

22 (C) translation services; 

23 (D) adult education, including instruction 

24 in English as a second language, and job train25 ing; and 


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1 (E) citizenship preparation for individuals 

2 choosing to become United States citizens; 

3 (9) juvenile crime prevention and rehabilitation 

4 programs, including— 

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

6 and drug courts; and 

7 (B) tribal youth programs; 

8 (10) specialized instructional support services, 

9 including specialized instructional support personnel; 

10 (11) service coordination staffing that ensures 

11 young people receive comprehensive services to meet 

12 the holistic needs of the young people; 

13 (12) training, technical assistance, and profes14 sional development for school-based and community15 based personnel to build capacity and skills to edu16 cate English learners; 

17 (13) training, technical assistance, and profes18 sional development for school-based and community19 based personnel providing comprehensive services to 

20 children and youth; 

21 (14) establishing contracts or agreements in 

22 order to work with nonprofit and other organizations 

23 to implement the requirements and allowable serv24 ices under this section; 


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1 (15) reasonable program administration and 

2 planning associated with the activities required 

3 under this section, including— 

4 (A) recruiting teachers and specialized in5 structional support personnel; and 

6 (B) developing programs designed to retain 

7 and promote school-based personnel, includ8 ing— 

9 (i) mentoring programs; 

10 (ii) grow your own programs; and 

11 (iii) leadership and career advance12 ment programs; 

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

14 and 

15 (17) other services consistent with this section. 

16 SEC. 13. RULE OF CONSTRUCTION. 

17 Nothing in this Act shall be construed to alter or oth18 erwise affect the rights, remedies, and procedures afforded 

19 school or local educational agency employees under Fed20 eral, State, or local laws (including applicable regulations 

21 or court orders) or under the terms of collective bar22 gaining agreements, memoranda of understanding, or 

23 other agreements between such employees and their em24 ployers. 


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1 SEC. 14. ACCOUNTABILITY AND TRANSPARENCY. 

2 (a) FEDERAL ACCOUNTABILITY AND TRANS3 PARENCY.— 

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

5 Secretary shall report to the public, Congress, and 

6 the President— 

7 (A) the collective progress made by— 

8 (i) States receiving an allotment 

9 under section 7 in achieving the evidence10 based annual goals established within the 

11 State results frameworks described in sec12 tion 8(b)(1); or 

13 (ii) local consortia receiving grants 

14 under section 6 in achieving the evidence15 based annual goals established within the 

16 local results frameworks pursuant to sec17 tion 11(b)(2)(A); 

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

19 States and local consortia to improve the lives 

20 of children, youth, and families, including— 

21 (i) the characteristics of the children 

22 and youth and families served by the ac23 tivities and services assisted under this 

24 Act; 

25 (ii) the services and supports provided 

26 under this Act; and 


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1 (iii) outcomes resulting from the ac2 tivities and services funded under this Act; 

3 (C) actions taken pursuant to paragraph 

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

5 and 

6 (D) other information the Secretary deter7 mines to be of interest to the public. 

8 (2) CORRECTION OF DEFICIENCIES.—If the 

9 Secretary determines, based on a review of annual 

10 reports, strategies, data submissions, evaluations, or 

11 other documentation, that a State receiving an allot12 ment under section 7 or a local consortium receiving 

13 a grant under section 6 makes insufficient progress 

14 toward achieving the evidence-based annual goals es15 tablished within the applicable results framework 3 

16 years after receiving an allotment or grant, or is 

17 misusing such funds, ineffectively using such funds, 

18 or otherwise not complying with the requirements of 

19 this Act, the Secretary shall— 

20 (A) notify the recipient of the deficiencies 

21 that require correction and request that the re22 cipient submit a plan to correct the deficiencies 

23 not later than 6 months after such notice is re24 ceived; 


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1 (B) negotiate a plan to correct the defi2 ciencies, and provide appropriate training or 

3 technical assistance designed to assist the re4 cipient in complying with the requirements of 

5 this Act; and 

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

7 submit or negotiate a plan to correct the defi8 ciencies or fails to make substantial efforts, not 

9 later than 6 months after the date of the notifi10 cation described in subparagraph (A), to correct 

11 the deficiencies and comply with the require12 ments of this Act— 

13 (i) terminate the provision of funds 

14 under this Act to the recipient for the re15 mainder of the period of the allotment or 

16 grant; and 

17 (ii) redistribute the terminated allot18 ment in the manner described in section 

19 7(a)(5). 

20 (3) INDEPENDENT ONGOING EVALUATION.— 

21 (A) IN GENERAL.—The Secretary shall 

22 carry out an ongoing evaluation of the activities 

23 conducted under this Act and shall submit the 

24 evaluation results to Congress and the public by 

25 not later than 1 year after an allotment deVerDate Sep 11 2014 08:59 Dec 17, 2024 Jkt 049001 PO 00000 Frm 00053 Fmt 6652 Sfmt 6201 E:\BILLS\S5387.IS S5387

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1 scribed in section 7(b)(2) is awarded or a grant 

2 under section 6 is awarded. 

3 (B) RIGOROUS AND INDEPENDENT EVAL4 UATION.—The Secretary shall enter into a con5 tract with an entity independent of the Depart6 ment of Education to carry out the evaluation 

7 required under this paragraph. To the extent 

8 the Secretary determines feasible, the evalua9 tion shall include large-scale, longitudinal, ran10 domized studies to identify the most effective 

11 combinations of academic and nonacademic 

12 interventions, including interventions adminis13 tered by community-based organizations, to 

14 achieve improvements in academic and other 

15 outcomes for students. 

16 (C) EVALUATION OUTCOMES.— 

17 (i) IN GENERAL.—The evaluation re18 quired under this paragraph shall measure 

19 the process of developing and imple20 menting effective partnerships among 

21 schools, local educational agencies, fami22 lies, students, and community partners, as 

23 well as the impact of activities conducted 

24 under this Act, which may include impacts 

25 on the following outcomes: 


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1 (I) Student achievement as meas2 ured by assessment data, classroom 

3 grades, and other means of measuring 

4 student performance. 

5 (II) Graduation rates. 

6 (III) School readiness. 

7 (IV) Reduced numbers of deten8 tions, suspensions, and expulsions and 

9 the use of seclusion and physical re10 straint. 

11 (V) Enrollment in postsecondary 

12 education and vocational training. 

13 (VI) Job readiness, including 

14 readiness for military service. 

15 (VII) The degree of communica16 tion between schools and families. 

17 (VIII) The degree of parent and 

18 caregiver participation in school ac19 tivities. 

20 (IX) Student health, including 

21 mental health and risk factors at 

22 birth. 

23 (X) Student civic participation. 

24 (XI) Attendance. 


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1 (XII) The number of students 

2 and families receiving services. 

3 (XIII) Other outcome areas as 

4 determined by the Secretary in con5 sultation with State educational agen6 cies, local educational agencies, teach7 er organizations, secondary students, 

8 and nonprofit organizations providing 

9 services to children and youth. 

10 (ii) DISAGGREGATION.—The outcomes 

11 described in clause (i) shall be 

12 disaggregated by all subgroups identified 

13 in section 1111(b)(2)(B)(xi) of the Ele14 mentary and Secondary Education Act of 

15 1965 (20 U.S.C. 6311(b)(2)(B)(xi)), and 

16 family income. 

17 (b) STATE ACCOUNTABILITY AND TRANSPARENCY.— 

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

19 each State receiving an allotment under section 7 

20 and each local consortium receiving a grant under 

21 section 6 shall report to the public and the Secretary 

22 such information as the Secretary may reasonably 

23 require, including— 

24 (A) progress made toward achieving— 


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1 (i) in the case of a State, the evi2 dence-based annual goals established with3 in the State results framework pursuant to 

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

5 manner as information is disaggregated 

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

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

8 the evidence-based annual goals established 

9 within the local results frameworks pursu10 ant to section 11(b)(2)(A); 

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

12 States or local consortia, as applicable, to im13 prove the lives of children, youth, and families, 

14 including— 

15 (i) the characteristics of children, 

16 youth, and families served by the activities 

17 and services assisted under this Act; 

18 (ii) the services and supports provided 

19 under this Act; and 

20 (iii) outcomes resulting from the ac21 tivities and services funded under this Act; 

22 (C) information on Federal and State bar23 riers to effective State and local coordination; 

24 (D) in the case of State recipients, the ex25 tent of coordination between State departments 


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1 and agencies providing children and youth serv2 ices in place to achieve the evidence-based an3 nual goals within the State results framework 

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

5 (E) in the case of State recipients, the ex6 tent to which the objectives and budgets of 

7 State departments and agencies providing child 

8 and youth services were consistent with the rec9 ommendations of the State strategy for the pre10 ceding year; 

11 (F) the efficiency and adequacy of State 

12 and local programs and policies with respect to 

13 child and youth services; 

14 (G) actions taken pursuant to paragraph 

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

16 and 

17 (H) other information the State or local 

18 consortium determines to be of interest to the 

19 public. 

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

21 receiving an allotment under section 7 determines, 

22 based on a review of annual reports submitted in ac23 cordance with subsection (c), data submissions, eval24 uations, or other documentation, that a local consor25 tium that receives funds through a subgrant made 


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1 under this Act makes insufficient progress toward 

2 achieving the evidence-based annual goals estab3 lished within the local results framework pursuant to 

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

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

6 subgrant, ineffectively using the subgrant, or other7 wise not complying with the requirements of this 

8 Act, the State shall— 

9 (A) notify the local consortium of the defi10 ciencies that require correction and request that 

11 the local consortium submit a plan to correct 

12 the deficiencies not later than 6 months after 

13 such notice is received by the local consortium; 

14 (B) negotiate a plan to correct the defi15 ciencies, and provide appropriate training or 

16 technical assistance designed to assist the local 

17 consortium in complying with the requirements 

18 of this Act and make progress in achieving the 

19 evidence-based annual goals established within 

20 the local results framework pursuant to section 

21 11(b)(2)(A); and 

22 (C) in the case that the local consortium 

23 fails to submit or negotiate a plan to correct 

24 the deficiencies or fails to make substantial ef25 forts, not later than 6 months after the date of 


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1 the notification described in subparagraph (A), 

2 to correct the deficiencies and comply with the 

3 requirements of this Act, the State shall termi4 nate the provision of funds under this Act to 

5 the local consortium for the remainder of the 

6 period of the subgrant and redistribute the ter7 minated funding in a manner determined by the 

8 State to be in the best interests of the children 

9 and youth in such State in accordance with this 

10 Act. 

11 (c) LOCAL ACCOUNTABILITY AND TRANSPARENCY.— 

12 On an annual basis, each local consortium receiving a 

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

14 and submit to the State a report containing such informa15 tion as the State may reasonably require, including— 

16 (1) progress made toward achieving the evi17 dence-based annual goals established within the local 

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

19 disaggregated in the same manner as information is 

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

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

22 local consortium to improve the lives of children, 

23 youth, and families, including— 


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1 (A) the characteristics of the children and 

2 youth and families served by the activities and 

3 services assisted under this Act; 

4 (B) the services and supports provided 

5 under this Act; 

6 (C) the capacity building efforts provided 

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

9 educational agency in the local consortia; and 

10 (D) outcomes resulting from the activities 

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

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

14 (3) information on State barriers to effective 

15 local coordination of private and public services; 

16 (4) the extent of coordination between local 

17 agencies and organizations providing services to 

18 achieve the evidence-based annual goals within the 

19 local results framework pursuant to section 

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

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


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1 SEC. 15. AUTHORIZATION OF APPROPRIATIONS. 

2 There are authorized to be appropriated to carry out 

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

4 years 2025 through 2032. 

Æ 


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