II 

118TH CONGRESS 

2D SESSION S. 5593 

To amend the Elementary and Secondary Education Act to expand the 

Magnet Schools Assistance Program. 

IN THE SENATE OF THE UNITED STATES 

DECEMBER 18 (legislative day, DECEMBER 16), 2024 

Mr. MURPHY (for himself, Mr. BLUMENTHAL, Mr. BOOKER, Mr. KAINE, and 

Mr. VAN HOLLEN) introduced the following bill; which was read twice 

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

A BILL 

To amend the Elementary and Secondary Education Act 

to expand the Magnet Schools Assistance Program. 

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 ‘‘Magnet Schools Acces5 sibility, Growth, and Nonexclusionary Enrollment Trans6 formation Act’’ or the ‘‘MAGNET Act’’. 

7 SEC. 2. FINDINGS. 

8 Congress finds the following: 


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1 (1) Studies have found that the academic bene2 fits of attending integrated schools for students of 

3 color include— 

4 (A) higher achievement in mathematics, 

5 science, language, and reading; 

6 (B) school climates supportive of learning 

7 and studying; 

8 (C) increased likelihood of graduating from 

9 high school and entering and graduating from 

10 college; 

11 (D) higher income and educational attain12 ment; and 

13 (E) increased access to highly qualified 

14 teachers and leaders who are less likely to 

15 transfer to other schools. 

16 (2) The benefits of integrated schools extend to 

17 all students regardless of race or socioeconomic 

18 background. On average, students in 

19 socioeconomically and racially diverse schools have 

20 stronger academic outcomes than students in schools 

21 with concentrated poverty. Students in diverse 

22 schools have higher test scores, are more likely to 

23 enroll in college, and are less likely to drop out. Inte24 grated schools help reduce racial bias and counter 

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1 verse groups, improve students’ satisfaction and self2 confidence, and enhance leadership skills. 

3 (3) Students of color attending schools that are 

4 highly segregated by race and poverty are deprived 

5 of the benefits of integrated education. These 

6 schools are characterized by resource inequities that 

7 translate into large proportions of inexperienced and 

8 underprepared educators and a lack of rigorous 

9 coursework, which have negative consequences for 

10 students’ academic outcomes as measured by per11 formance on standardized achievement tests and 

12 high school graduation rates. 

13 (4) A 2019 study of every school district in the 

14 United States found that higher racial segregation 

15 contributes to a greater magnitude of achievement 

16 gaps in 3rd grade, and increases the rate at which 

17 gaps grow from 3rd to 8th grade, for students of 

18 color. 

19 (5) A recent Government Accountability Office 

20 report found that more than a third of students in 

21 the United States attended a school where 75 per22 cent or more of students were of a single race or 

23 ethnicity and 14 percent of students attended 

24 schools where 90 percent or more of students were 

25 of a single race or ethnicity. The report also found 


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1 that 80 percent of schools that were predominantly 

2 Black, Hispanic, and American Indian or Alaska 

3 Native had a high percentage of students from low4 income families. 

5 (6) A study reviewing 8 years of data from all 

6 United States school districts found that racial seg7 regation appears to undermine achievement, in part, 

8 because it concentrates minority students in high9 poverty schools, which are, on average, less effective 

10 than lower-poverty schools and tend to be under11 resourced. 

12 (7) Research shows that students’ exposure to 

13 other students from different backgrounds and the 

14 new ideas and opportunities that such exposure 

15 brings leads to improved critical thinking and prob16 lem-solving skills. Other benefits of attending diverse 

17 schools include increased civic participation in a di18 verse global economy and increased likelihood of liv19 ing in integrated neighborhoods and holding jobs in 

20 integrated workplaces as adults. 

21 (8) Research finds that magnet schools that 

22 most effectively foster school diversity share common 

23 features, including incorporation of integration into 

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1 vision of free transportation. In addition, whole 

2 school magnets in which all students in the school 

3 can participate in the programming can be more di4 verse than in-school magnet programs. 

5 SEC. 3. PURPOSE. 

6 The purpose of this Act is to amend the Magnet 

7 Schools Assistance Program under part D of title IV of 

8 the Elementary and Secondary Education Act of 1965 (20 

9 U.S.C. 7231 et seq.)— 

10 (1) to create a supplemental diversity grant for 

11 aspiring magnet school programs to adopt effective 

12 practices designed to further desegregation aims and 

13 promote racial and socioeconomic diversity; and 

14 (2) to supplement voluntary State efforts to 

15 promote inter-district diversity. 

16 SEC. 4. AMENDMENTS TO MAGNET SCHOOLS ASSISTANCE 

17 PROGRAM. 

18 Part D of title IV of the Elementary and Secondary 

19 Education Act of 1965 (20 U.S.C. 7231 et seq.) is amend20 ed— 

21 (1) in section 4403, by striking ‘‘eligible local 

22 educational agencies, and consortia of such agen23 cies’’ and inserting ‘‘State educational agencies, eli24 gible local educational agencies, and consortia of eli25 gible local educational agencies’’; 


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1 (2) in section 4404— 

2 (A) in the matter preceding paragraph 

3 (1)— 

4 (i) by striking ‘‘local educational 

5 agency, or consortium of such agencies’’ 

6 and inserting ‘‘State educational agency, 

7 local educational agency, or consortium of 

8 local educational agencies’’; 

9 (ii) by inserting ‘‘(except as provided 

10 under section 4408A)’’ after ‘‘under this 

11 part’’; and 

12 (B) in paragraph (2), by striking ‘‘local 

13 educational agency, or consortium of such agen14 cies’’ and inserting ‘‘State educational agency, 

15 local educational agency, or consortium of local 

16 educational agencies’’; 

17 (3) in section 4405— 

18 (A) in subsection (a)— 

19 (i) by striking ‘‘An eligible local edu20 cational agency, or consortium of such 

21 agencies’’ and inserting ‘‘A State edu22 cational agency, eligible local educational 

23 agency, or consortium of eligible local edu24 cational agencies’’; and 


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1 (ii) by inserting ‘‘(except as provided 

2 under section 4408A)’’ after ‘‘under this 

3 part’’; and 

4 (4) in section 4406— 

5 (A) in the matter preceding paragraph 

6 (1)— 

7 (i) by striking ‘‘In awarding’’ and in8 serting the following: 

9 ‘‘(a) IN GENERAL.—In awarding’’; and 

10 (ii) by inserting ‘‘(except as provided 

11 under section 4408A)’’ after ‘‘under this 

12 part’’; 

13 (B) by striking paragraph (3); 

14 (C) by redesignating paragraph (4) as 

15 paragraph (3); 

16 (D) in paragraph (3), as redesignated by 

17 subparagraph (C), by striking the period at the 

18 end; and 

19 (E) by adding at the end the following: 

20 ‘‘(4) propose to establish whole-school magnet 

21 schools through proposing to design and implement 

22 schools that incorporate integration into school de23 sign, mission, structure, focus, and goals, over the 

24 placement of a specialized magnet program in a non25 magnet public school; 


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1 ‘‘(5) propose to newly implement or continue 

2 the implementation of inter-district public school 

3 choice programs, and propose magnet schools con4 structed or placed in a location that optimizes diver5 sity and accessibility to transportation for low-in6 come students; 

7 ‘‘(6) propose to improve the diversity and per8 formance of the local educational agency, consortium 

9 of local educational agencies, or State as a whole 

10 versus focusing on improvements confined to an in11 dividual school; or 

12 ‘‘(7) propose to design and implement inclusive 

13 enrollment practices, such as utilizing weighted lot14 teries and other inclusive and accessible practices 

15 that are consistent with the latest research and evi16 dence-based practices identified by the Secretary. 

17 ‘‘(b) PRIORITY FOR MEETING MULTIPLE CRI18 TERIA.—In awarding grants under this part, the Secretary 

19 shall give additional priority to applicants that meet more 

20 than 1 criterion under subsection (a).’’; 

21 (5) in section 4407— 

22 (A) in subsection (a)— 

23 (i) in the matter preceding paragraph 

24 (1)— 


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1 (I) by striking ‘‘an eligible local 

2 educational agency, or consortium of 

3 such agencies’’ and inserting ‘‘a State 

4 educational agency, eligible local edu5 cational agency, or a consortium of el6 igible local educational agencies’’; and 

7 (II) by inserting ‘‘(except as pro8 vided under section 4408A)’’ after 

9 ‘‘under this part’’; 

10 (ii) in paragraph (6), by striking 

11 ‘‘local educational agency, or consortium of 

12 such agencies’’ and inserting ‘‘State edu13 cational agency, local educational agency, 

14 or consortium of local educational agen15 cies’’; 

16 (iii) in paragraph (7), by striking 

17 ‘‘local educational agency, or consortium of 

18 such agencies’’ and inserting ‘‘State edu19 cational agency, local educational agency, 

20 or consortium of local educational agen21 cies’’; 

22 (iv) in paragraph (8), by striking 

23 ‘‘local educational agency, or consortium of 

24 such agencies’’ and inserting ‘‘State edu25 cational agency, local educational agency, 


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1 or consortium of local educational agen2 cies’’; and 

3 (v) in paragraph (9)(B), by inserting 

4 ‘‘the State educational agency or’’ before 

5 ‘‘the eligible local educational agency’’; 

6 (B) in subsection (b), by inserting ‘‘(except 

7 as provided under section 4408A)’’ after ‘‘under 

8 this part’’; and 

9 (C) by adding at the end the following: 

10 ‘‘(c) TECHNICAL ASSISTANCE FOR NOVICE OR FIRST11 TIME APPLICANTS.— 

12 ‘‘(1) IN GENERAL.—A State educational agen13 cy, an eligible local educational agency, or a consor14 tium of eligible local educational agencies, that is a 

15 novice or first-time applicant for a grant under this 

16 part and receives a grant under this part may use 

17 not more than 1 percent of the grant funds for tech18 nical assistance in implementing the magnet school 

19 plan. 

20 ‘‘(2) DEFINITION OF NOVICE.—In this sub21 section, the term ‘novice’, when used with respect to 

22 an applicant, means as applicant that applied for a 

23 grant under this part previously but did not receive 

24 such a grant.’’; 

25 (6) in section 4408— 


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1 (A) in subsection (b)— 

2 (i) by striking ‘‘A local educational 

3 agency, or consortium of such agencies,’’ 

4 and inserting ‘‘A State educational agency, 

5 local educational agency, or consortium of 

6 local educational agencies’’; and 

7 (ii) by inserting ‘‘(except as provided 

8 under section 4408A)’’ after ‘‘under this 

9 part’’; 

10 (B) in subsection (c)— 

11 (i) by striking ‘‘a local educational 

12 agency, or a consortium of such agencies,’’ 

13 and inserting ‘‘a State educational agency, 

14 local educational agency, or consortium of 

15 local educational agencies’’; and 

16 (ii) by inserting ‘‘(except as provided 

17 under section 4408A)’’ after ‘‘under this 

18 part’’; and 

19 (C) in subsection (d), by inserting ‘‘(except 

20 as provided under section 4408A)’’ after ‘‘under 

21 this part’’; and 

22 (7) by striking section 4409 and inserting the 

23 following: 


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1 ‘‘SEC. 4409. AUTHORIZATION OF APPROPRIATIONS; RES2 ERVATION. 

3 ‘‘(a) AUTHORIZATION.—There are authorized to be 

4 appropriated to carry out this part such sums as may be 

5 necessary for fiscal years 2025 through 2029. 

6 ‘‘(b) USE OF FUNDING.—From the total amount ap7 propriated under subsection (a) for any fiscal year, the 

8 Secretary shall expend not less than $109,000,000 to 

9 carry out this part, except for section 4408A. The Sec10 retary may use any amounts appropriated under sub11 section (a) for a fiscal year that are in excess of 

12 $109,000,000 to carry out section 4408A. 

13 ‘‘(c) RESERVATION FOR TECHNICAL ASSISTANCE.— 

14 The Secretary may reserve not more than 1 percent of 

15 the funds appropriated under subsection (a) for any fiscal 

16 year to provide technical assistance and share best prac17 tices with respect to magnet school programs assisted 

18 under this part. 

19 ‘‘(d) AVAILABILITY OF FUNDS FOR GRANTS TO

20 AGENCIES NOT PREVIOUSLY ASSISTED.—In any fiscal 

21 year for which the amount appropriated pursuant to sub22 section (a) exceeds $75,000,000, the Secretary shall give 

23 priority in using such amounts in excess of $75,000,000 

24 to awarding grants to State educational agencies, local 

25 educational agencies, or consortia of local educational 


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1 agencies that did not receive a grant under this part in 

2 the preceding fiscal year.’’. 

3 SEC. 5. MAGNET SCHOOLS ASSISTANCE PROGRAM SUPPLE4 MENTAL DIVERSITY GRANT. 

5 Part D of title IV of the Elementary and Secondary 

6 Education Act of 1965 (20 U.S.C. 7231 et seq.) is amend7 ed by inserting after section 4408 the following: 

8 ‘‘SEC. 4408A. SUPPLEMENTAL DIVERSITY GRANTS. 

9 ‘‘(a) IN GENERAL.—The Secretary, in accordance 

10 with this section, is authorized to award grants to eligible 

11 entities— 

12 ‘‘(1) that have not received a grant under this 

13 part during the 3-year period preceding the date of 

14 the grant award under this section; and 

15 ‘‘(2) that are looking to adopt additional effec16 tive, evidence-based practices designed to further de17 segregation aims and promote diversity. 

18 ‘‘(b) ELIGIBILITY, APPLICATION, AND OTHER RE19 QUIREMENTS.— 

20 ‘‘(1) ELIGIBILITY.—For the purposes of this 

21 section, the term ‘eligible entity’ means a local edu22 cational agency, consortium of such agencies, or 

23 State educational agency, including an agency or 

24 consortium that is described in paragraph (1) or (2) 

25 of section 4404. 


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1 ‘‘(2) APPLICATIONS.—An eligible entity desiring 

2 to receive a grant under this section shall submit an 

3 application to the Secretary at such time, in such 

4 manner, and containing such information and assur5 ances as the Secretary may reasonably require. 

6 ‘‘(3) INFORMATION AND ASSURANCES.—Each 

7 application submitted under paragraph (1) shall in8 clude— 

9 ‘‘(A) a description of— 

10 ‘‘(i) how a grant awarded under this 

11 section will be used to promote socio12 economic and racial integration, and imple13 ment evidence-based practices, including 

14 any evidence, or if such evidence is not 

15 available, a rationale based upon current 

16 research findings, to support the grant 

17 promoting socioeconomic and racial inte18 gration; 

19 ‘‘(ii) how the applicant will construct 

20 inclusive enrollment practices, such as uti21 lizing weighted lotteries and other inclusive 

22 and accessible practices that are consistent 

23 with the latest research and evidence-based 

24 practices identified by the Secretary; 

25 ‘‘(iii) whether the applicant— 


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1 ‘‘(I) has ever engaged in any vol2 untary desegregation effort, and to 

3 what extent such efforts have in4 creased student diversity and de5 creased racial or socioeconomic isola6 tion in schools served by such appli7 cant; and 

8 ‘‘(II) is engaged in any voluntary 

9 desegregation effort on the date of 

10 submitting the application, and to 

11 what extent; 

12 ‘‘(iv) how the applicant will ensure 

13 that families from a multitude of racial, 

14 ethnic, socioeconomic, and linguistic back15 grounds are aware of magnet schools and 

16 the application process, including a de17 scription of— 

18 ‘‘(I) the variety of platforms 

19 (such as social media, print, tele20 vision, and radio) the applicant will 

21 use to make families aware of magnet 

22 schools and the application process; 

23 ‘‘(II) the language spoken by stu24 dents and families in the region the 

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1 cant will make information on magnet 

2 schools and the application process 

3 available in these languages; and 

4 ‘‘(III) how to enter a lottery or 

5 other inclusive enrollment pool for 

6 magnet schools; 

7 ‘‘(v) the manner and extent to which 

8 the proposed activities will increase student 

9 academic achievement in the instructional 

10 area offered by the school, including any 

11 evidence, or if such evidence is not avail12 able, a rationale based on current research 

13 findings, to support the activities increas14 ing student academic achievement; 

15 ‘‘(vi) how the applicant will support 

16 the social and emotional learning of stu17 dents; 

18 ‘‘(vii) how the applicant will imple19 ment restorative school discipline policies 

20 that reduce the use of suspension and ex21 pulsion and improve overall school climate; 

22 ‘‘(viii) how the applicant will assess, 

23 monitor, and evaluate the impact of the ac24 tivities funded under this section on stu25 dent achievement, integration, and overall 


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1 school climate by developing a data plan 

2 that— 

3 ‘‘(I) is aligned to a clear vision 

4 for equity, with specific criteria for 

5 determining racial or socioeconomic 

6 segregation and a target for reducing 

7 these conditions; 

8 ‘‘(II) monitors the goal of reduc9 ing racial segregation by tracking 

10 multiple measures of success (includ11 ing by enrollment, graduation rates, 

12 academic achievement, academic 

13 growth, and social-emotional out14 comes); 

15 ‘‘(III) disaggregates data across 

16 subgroups of students, as defined in 

17 section 1111(c)(2); and 

18 ‘‘(IV) ensures data collected are 

19 accessible, with opportunities to in20 clude stakeholder feedback in a timely 

21 manner; 

22 ‘‘(ix) how grant funds under this sec23 tion will be used to— 


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1 ‘‘(I) improve student academic 

2 achievement for all students attending 

3 the magnet school programs; 

4 ‘‘(II) close historic opportunity 

5 and achievement gaps between each of 

6 the subgroups of students, defined in 

7 section 1111(c)(2), attending the 

8 magnet school programs; and 

9 ‘‘(III) implement services and ac10 tivities that are consistent with other 

11 programs under this Act, as appro12 priate; and 

13 ‘‘(x) how the magnet program funded 

14 by the grant will improve the overall qual15 ity of the school district the program is 

16 housed within; and 

17 ‘‘(B) the same assurances described in sec18 tion 4405(b)(2). 

19 ‘‘(4) APPLICATIONS FROM STATE EDUCATIONAL

20 AGENCIES.—A State educational agency that sub21 mits an application under paragraph (1) shall de22 scribe how, specifically, the State views magnet 

23 schools as a solution to promote integration in the 

24 State. 

25 ‘‘(c) PRIORITY.— 


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1 ‘‘(1) IN GENERAL.—In awarding grants under 

2 this section, the Secretary shall give priority to ap3 plicants that— 

4 ‘‘(A) have integration embedded into 

5 school design, mission, structure, focus, and 

6 goals; 

7 ‘‘(B) propose to design and implement in8 clusive enrollment practices, such as utilizing 

9 weighted lotteries and other inclusive and acces10 sible practices that are consistent with the lat11 est research and evidence-based practices iden12 tified by the Secretary; 

13 ‘‘(C) continue to experience pronounced 

14 disparities in educational opportunities between 

15 each of the subgroups of students, defined in 

16 section 1111(c)(2), and propose to use funds to 

17 carry out evidence-based practices to reduce 

18 such disparities; 

19 ‘‘(D) demonstrate a commitment to fur20 thering inter-district diversity through partner21 ships with neighboring local educational agen22 cies in States that allow for these types of part23 nerships; 

24 ‘‘(E) demonstrate the provision of free and 

25 accessible transportation for students to attend 


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1 the magnet school programs served by such 

2 grant funds; or 

3 ‘‘(F) demonstrate a commitment to au4 thentically engaging families and community 

5 members from a multitude of racial, ethnic, so6 cioeconomic, and linguistic backgrounds at all 

7 stages in the magnet program’s development 

8 and operations. 

9 ‘‘(2) PRIORITY FOR MEETING MULTIPLE CRI10 TERIA.—In awarding grants under this section, the 

11 Secretary shall give additional priority to applicants 

12 that meet more than 1 criterion under paragraph 

13 (1). 

14 ‘‘(d) USE OF FUNDS.—Grant funds made available 

15 under this section may be used by an eligible entity to 

16 support any of the following: 

17 ‘‘(1) Activities that promote socioeconomic and 

18 racial integration in schools, including evidence19 based practices to increase student diversity and de20 crease racial or socioeconomic isolation in schools, 

21 such as— 

22 ‘‘(A) providing for ongoing data collection 

23 and evaluation activities to promote continuous 

24 improvement that ensures fidelity of magnet 

25 implementation; 


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1 ‘‘(B) developing and refining diversity 

2 goals for magnet school enrollment; and 

3 ‘‘(C) ensuring student recruitment for 

4 magnet schools includes students in public 

5 housing within the boundaries of the school dis6 trict, if it exists. 

7 ‘‘(2) Activities that increase the capacity of ex8 isting facilities to house specialized magnet pro9 grams or convert entirely to magnet schools, such 

10 as— 

11 ‘‘(A) providing not more than 15 percent 

12 of the grant funds for making infrastructure 

13 improvements and necessary equipment pur14 chases to enable an existing public school facil15 ity to effectively develop, implement, and oper16 ate a thematic magnet school program; and 

17 ‘‘(B) allowing existing facilities or schools 

18 to transition entirely to a magnet school rather 

19 than a traditional school housing a magnet pro20 gram. 

21 ‘‘(3) Enrollment management activities that 

22 promote a more diverse classroom and safe learning 

23 environment, such as— 

24 ‘‘(A) supporting enhanced selection and re25 cruitment materials and activities (including 


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1 parent tours, open houses, and revised mar2 keting materials); 

3 ‘‘(B) providing free and accessible trans4 portation for students to attend the magnet 

5 school; and 

6 ‘‘(C) funding an individual employed by 

7 the eligible entity to devote at least a majority 

8 of the employee’s time to enrollment activities, 

9 including reaching underserved communities to 

10 support the school’s diversity goals. 

11 ‘‘(4) Activities that strengthen the educator 

12 pipeline for magnet school programs, such as— 

13 ‘‘(A) forging partnerships with nearby in14 stitutions of higher education with comprehen15 sive educator preparation programs that incor16 porate extensive clinical practice and experi17 ence, including historically Black colleges and 

18 universities, Tribal Colleges and Universities, 

19 and other minority-serving institutions, to re20 cruit educators with a stated desire to work in 

21 a magnet program served by the eligible entity; 

22 and 

23 ‘‘(B) hiring prospective educators who are 

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1 structional area that is gained over not less 

2 than 10 years of work experience in a relevant 

3 field, to teach at magnet programs served by 

4 the eligible entity. 

5 ‘‘(5) Activities that support a rigorous, well6 rounded curriculum and high-quality instruction, 

7 such as— 

8 ‘‘(A) providing ongoing professional devel9 opment to educators, principals, other school 

10 leaders, specialized instructional support per11 sonnel, and other staff (such as cultural com12 petency training, job-embedded coaching, social 

13 and emotional learning, activities that support 

14 college, career, and life readiness, and other ac15 tivities); 

16 ‘‘(B) creating culturally responsive teach17 ing and learning environments; 

18 ‘‘(C) offering school staff members oppor19 tunities for networking and attending con20 ferences; 

21 ‘‘(D) encouraging theme integration 

22 throughout the curriculum and curriculum writ23 ing; 

24 ‘‘(E) updating equipment and resources, 

25 such as by utilizing supplemental materials to 


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1 enhance and enrich the magnet theme and de2 veloping multiple assessments to engage dif3 ferent types of learners; and 

4 ‘‘(F) developing and implementing oppor5 tunities for students to participate in experien6 tial learning, including through field trips and 

7 meaningful project-based learning. 

8 ‘‘(6) Activities that support family engagement, 

9 such as— 

10 ‘‘(A) planning community events specifi11 cally geared toward supporting low-income fam12 ilies, such as through purchasing food, pro13 viding subsidies or passes for local public trans14 portation services, and providing subsidies for 

15 child care services while parents are engaging 

16 with the magnet school; 

17 ‘‘(B) establishing schools housing magnet 

18 programs as centerpieces of their community 

19 through outreach and wraparound services; 

20 ‘‘(C) creating a community advisory board, 

21 demographically reflective of both the local com22 munity where the magnet school is located and 

23 the broader community of students planning to 

24 attend the magnet school, to assist the magnet 

25 school in providing support and guidance in the 


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1 selection and implementation of their respective 

2 theme; 

3 ‘‘(D) providing opportunities for families to 

4 participate in exploration of the magnet theme, 

5 guest speaker presentations, and author visits; 

6 and 

7 ‘‘(E) inviting parents to be a part of the 

8 recruitment team that helps promote the mag9 net program. 

10 ‘‘(7) Strengthening partnerships in the commu11 nity, such as developing community partnerships 

12 with businesses, health and human services agencies, 

13 and other entities that enhance and support the 

14 magnet theme and provide rich learning and edu15 cational experiences for students. 

16 ‘‘(8) Activities that support inter-district or re17 gional integration, such as— 

18 ‘‘(A) collaborating with urban and subur19 ban districts in a comprehensive regional plan; 

20 ‘‘(B) providing financial incentives to help 

21 receiving schools cover the cost of transferring 

22 students; 

23 ‘‘(C) creating a clear vision for equity that 

24 includes a set of goals and benchmarks, which 

25 are responsive to realistic timelines and local 


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1 factors, for achieving greater diversity, edu2 cational quality, and equity for targeted student 

3 subgroups that are specific to the region; 

4 ‘‘(D) establishing a measurable definition 

5 of and means to reduce racial isolation at 

6 school and classroom levels; 

7 ‘‘(E) investing in regional magnet pro8 grams, capital improvements, and educator pro9 fessional development that raise the quality of 

10 schooling options available in all districts; 

11 ‘‘(F) developing marketing campaigns that 

12 build strong and accessible systems of public in13 formation around schooling options; and 

14 ‘‘(G) offering services for transfer students 

15 and families that include transportation, school 

16 counseling, and family liaisons. 

17 ‘‘(9) Activities that support the implementation 

18 of restorative discipline policies that reduce the use 

19 of suspension and expulsion and improve overall 

20 school climate. 

21 ‘‘(e) PROHIBITION.—The Secretary shall not award 

22 a grant under this section to an eligible entity that plans 

23 to establish, or has in place, application fees or admissions 

24 criteria related to fees. 

25 ‘‘(f) LIMITATIONS.— 


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1 ‘‘(1) DURATION OF AWARDS.—A grant under 

2 this section shall be awarded for a period that shall 

3 not exceed 5 fiscal years. 

4 ‘‘(2) AMOUNT.—No grant awarded under this 

5 section to an eligible entity shall exceed $7,500,000 

6 for the grant period. 

7 ‘‘(g) REPORTING AND ACCOUNTABILITY.— 

8 ‘‘(1) REPORTS.—Each eligible entity that re9 ceives a grant under this section shall, on an annual 

10 basis, prepare and submit a report to the Secretary 

11 containing information about— 

12 ‘‘(A) how the grant funds were used; 

13 ‘‘(B) how the grant recipient widely dis14 tributed information about the magnet school 

15 funded by the grant in an accessible manner; 

16 ‘‘(C) the immediate and projected near17 term impact, over the remaining period of the 

18 grant, that the grant funds had and will have 

19 on increasing socioeconomic or racial diversity, 

20 or both, in schools served by the eligible entity, 

21 or in magnet school programs served by such 

22 entity, or both; 

23 ‘‘(D) how, if applicable, the grant funds 

24 fostered inter-district diversity; 


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1 ‘‘(E) how the grant funds increased stu2 dent academic achievement in the instructional 

3 area offered by the magnet school or local edu4 cational agency, or both; 

5 ‘‘(F) how the grant funds improved aca6 demic achievement of all students across all 

7 subjects in schools served by the eligible entity; 

8 ‘‘(G) how the grant funds improved stu9 dents’ access to well-rounded curriculum and 

10 prepared, qualified educators; and 

11 ‘‘(H) how the grant funds improved the 

12 quality of education for students attending the 

13 magnet school program or schools served by the 

14 eligible entity, or both, measured by a tangible 

15 increase in access to other opportunities out16 lined in subsection (b)(2). 

17 ‘‘(2) MAKING REPORTS PUBLIC.—The Secretary 

18 shall, on an annual basis, make public the reports 

19 received under paragraph (1). 

20 ‘‘(3) ACCOUNTABILITY.— 

21 ‘‘(A) IN GENERAL.—The Secretary shall 

22 pursue enforcement actions against a grant re23 cipient under this section that fails to dem24 onstrate the improvements described in sub25 paragraphs (C) through (H) of paragraph (1). 


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1 ‘‘(B) WRITTEN NOTICE OF CONCERNS.— 

2 ‘‘(i) IN GENERAL.—In a case in which 

3 the Secretary determines that it is not 

4 clear that grant funds awarded under this 

5 section to a grant recipient are making a 

6 tangible and noticeable improvement in the 

7 areas described in subparagraphs (C) 

8 through (H) of paragraph (1), the Sec9 retary shall, after 2 fiscal years, provide a 

10 written notice to the grant recipient con11 taining the Secretary’s concerns regarding 

12 the recipient’s use of grant funds. 

13 ‘‘(ii) RESPONSE.—A grant recipient 

14 that receives a written notice under clause 

15 (i) shall, not later than 90 days after the 

16 date of receipt of the notice, submit to the 

17 Secretary a plan for addressing the Sec18 retary’s concerns not later than 1 year 

19 after the date of receipt of the notice. 

20 ‘‘(C) FAILURE TO DEMONSTRATE IM21 PROVEMENTS.—In a case in which the Sec22 retary determines that a grant recipient has not 

23 addressed the Secretary’s concerns in accord24 ance with subparagraph (B)(ii), the Secretary 


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1 shall provide a written notice to the grant re2 cipient— 

3 ‘‘(i) to return the remainder of the 

4 grant funds not later than 90 days after 

5 the date of receipt of the written notice; or 

6 ‘‘(ii) if the grant awarded to the re7 cipient is disbursed on an annual basis, 

8 that the recipient will no longer receive a 

9 grant under this section.’’. 

Æ 


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