II 

118TH CONGRESS 

1ST SESSION S. 848 

To establish competitive Federal grants that will empower community colleges 

and minority-serving institutions to become incubators for infant and 

toddler child care talent, training, and access on their campuses and 

in their communities, and for other purposes. 

IN THE SENATE OF THE UNITED STATES 

MARCH 16, 2023 

Mr. BOOKER (for himself and Ms. WARREN) introduced the following bill; 

which was read twice and referred to the Committee on Health, Education, Labor, and Pensions 

A BILL 

To establish competitive Federal grants that will empower 

community colleges and minority-serving institutions to 

become incubators for infant and toddler child care talent, training, and access on their campuses and in their 

communities, and for other purposes. 

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 ‘‘Preparing and 

5 Resourcing Our Student Parents and Early Childhood 

6 Teachers Act’’ or the ‘‘PROSPECT Act’’. 


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1 SEC. 2. TABLE OF CONTENTS. 

2 The table of contents of this Act is as follows: 

Sec. 1. Short title. 

Sec. 2. Table of contents. 

Sec. 3. Findings. 

TITLE I—ESTABLISHMENT OF INFANT AND TODDLER CHILD 

CARE LEADERSHIP GRANTS 

Sec. 101. Purpose. 

Sec. 102. Definitions. 

Sec. 103. Authorization of appropriations. 

Subtitle A—General Provisions 

Sec. 111. Program authorized. 

Sec. 112. Application; selection criteria. 

Sec. 113. Amount, duration, and administration of grants. 

Subtitle B—Planning and Implementation Grants 

Sec. 121. Grants authorized. 

Sec. 122. Planning grants. 

Sec. 123. Access grants providing infant and toddler child care for community 

college or minority-serving institution student parents. 

Sec. 124. Impact grants. 

Sec. 125. Pipeline grants. 

Sec. 126. Evaluation criteria for grants. 

Sec. 127. Report to Congress. 

Sec. 128. Nondiscrimination in programs and activities. 

TITLE II—CHILD CARE AND DEVELOPMENT BLOCK GRANT 

PROGRAM 

Sec. 201. Eligibility. 

Sec. 202. Conforming amendments. 

Sec. 203. Increased Federal matching payments for child care. 

TITLE III—OUTREACH REGARDING THE DEPENDENT CARE 

ALLOWANCE FOR FEDERAL STUDENT AID 

Sec. 301. Sharing dependent care allowance information for Federal student 

aid. 

3 SEC. 3. FINDINGS. 

4 Congress finds the following: 

5 (1) A child’s brain grows at a faster rate be6 tween birth and age 3 than at any later point in the 

7 child’s lifetime. 


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1 (2) Decades of research shows that children 

2 under age 3 that receive quality child care are more 

3 likely to have the behavioral, cognitive, and language 

4 skills development necessary for success in school, 

5 college, and life. 

6 (3) According to a 2018 survey, 83 percent of 

7 parents with a child under age 5 responded that 

8 finding quality, affordable child care was a serious 

9 problem in their area. 

10 (4) In 2017, on average, center-based child care 

11 for an infant cost 61 percent more than for a pre12 schooler, over $11,000 annually per child, and in 28 

13 States, more than the cost of public college tuition. 

14 (5) In the 2015–2016 academic year, approxi15 mately 4,300,000 postsecondary education students 

16 were raising children while in college, and over half 

17 of those students had children preschool-aged or 

18 younger. 

19 (6) According to a 2016 survey, 95 percent of 

20 child care centers at 2-year and 4-year colleges 

21 across the United States had a waiting list, with the 

22 average list containing 82 children. 

23 (7) Student parents were 20 percent more likely 

24 to leave college without a degree than students with25 out children. 


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1 (8) The Child Care Access Means Parents in 

2 School Federal Grant program under subpart 7 of 

3 part A of title IV of the Higher Education Act of 

4 1965 (20 U.S.C. 1070e et seq.) helps over 3,300 

5 students at institutions of higher education afford 

6 child care each year, but this program impacts just 

7 0.5 percent of the entire student parent population, 

8 and many institutions of higher education do not 

9 open their subsidized child care programs to children 

10 under age 3. 

11 (9) The share of community colleges and 4-year 

12 institutions of higher education with on-campus 

13 child care has been in decline. Community colleges 

14 saw a 10 percent decrease in the number of cam15 puses with child care between 2002 and 2017. 

16 (10) Student parents are more likely to be en17 rolled at community colleges and minority-serving 

18 institutions than other institutions of higher edu19 cation. Over a quarter of all community college stu20 dents are parents, and in the 2015–2016 academic 

21 year, 40 percent of Black women attending college 

22 were parents, 3 times the rate for White male col23 lege students. 

24 (11) Community colleges and minority-serving 

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1 cating infant and toddler child care providers, espe2 cially child care providers of color, so they are the 

3 optimal actors for driving quality infant and toddler 

4 child care access in their regions. 

5 TITLE I—ESTABLISHMENT OF IN6 FANT AND TODDLER CHILD 

7 CARE LEADERSHIP GRANTS 

8 SEC. 101. PURPOSE. 

9 The purposes of this title are to expand access to in10 fant and toddler child care for children of students at pub11 lic community colleges and at minority-serving institutions 

12 and to grow, diversify, and strengthen the workforce pipe13 line of highly effective infant and toddler child care pro14 viders, especially in communities of color and infant and 

15 toddler child care deserts. 

16 SEC. 102. DEFINITIONS. 

17 In this title: 

18 (1) COMMUNITY COLLEGE.—The term ‘‘commu19 nity college’’ means a public institution of higher 

20 education, as defined in section 101(a) of the Higher 

21 Education Act of 1965 (20 U.S.C. 1001(a)), that 

22 provides an educational program of not less than 2 

23 years that culminates in an associate degree and is 

24 acceptable for full credit toward a baccalaureate de25 gree. 


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1 (2) COMMUNITY COLLEGE OR MINORITY-SERV2 ING INSTITUTION STUDENT PARENT.—The term 

3 ‘‘community college or minority-serving institution 

4 student parent’’ means an individual who— 

5 (A) is a parent or legal guardian of a child 

6 who qualifies for infant and toddler child care; 

7 and 

8 (B) is a full-time or part-time student at 

9 a community college or minority-serving institu10 tion participating in an eligible entity. 

11 (3) CULTURALLY RESPONSIVE TEACHING.—The 

12 term ‘‘culturally responsive teaching’’ means teach13 ing— 

14 (A) using the cultural characteristics, expe15 riences, and perspectives of ethnically diverse 

16 students as conduits for teaching them more ef17 fectively; and 

18 (B) based on understanding the influences 

19 of race, culture, and ethnicity in teaching and 

20 learning and using the cultural experiences and 

21 contributions of different ethnic groups as in22 strumental tools for teaching academic and so23 cial knowledge and skills. 

24 (4) DROP-IN.—The term ‘‘drop-in’’, when used 

25 with respect to child care— 


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1 (A) means child care that— 

2 (i) does not require prescheduling a 

3 definite number of scheduled days or hours 

4 per week; or 

5 (ii) is short term, such as less than 5 

6 hours per day; and 

7 (B) includes child care described in sub8 paragraph (A) that requires parents to provide 

9 24-hour notice before using the child care or 

10 provides child care subject to availability. 

11 (5) DUAL LANGUAGE LEARNER.—The term 

12 ‘‘dual language learner’’ means a child who— 

13 (A) is acquiring 2 or more languages at 

14 the same time; or 

15 (B) is learning a second language while 

16 continuing to develop the child’s first language, 

17 including a child who may also be identified by 

18 a State or locality as bilingual or limited 

19 English proficient or as an English language 

20 learner, an English learner, or a child who 

21 speaks a language other than English. 

22 (6) EARLY CHILDHOOD EDUCATOR PREPARA23 TION PROGRAM.—The term ‘‘early childhood educa24 tor preparation program’’ means a postsecondary 

25 course of study that— 


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1 (A) is designed to prepare individuals to 

2 teach in early childhood settings serving chil3 dren between birth and age 5; and 

4 (B) leads to a degree (including an associ5 ate’s, bachelor’s, or graduate degree) or a State 

6 or nationally recognized credential enabling in7 dividuals to teach in early childhood settings, 

8 including a child development associate creden9 tial or a State teaching license. 

10 (7) ELIGIBLE ENTITY.—The term ‘‘eligible enti11 ty’’ means— 

12 (A) a community college; 

13 (B) a minority-serving institution; or 

14 (C) a consortium of 2 or more community 

15 colleges or minority-serving institutions. 

16 (8) FLEX INFANT AND TODDLER CHILD

17 CARE.—The term ‘‘flex infant and toddler child 

18 care’’ means infant and toddler child care for which 

19 a child is registered to attend weekly, but for a total 

20 of less than five days per week. 

21 (9) HIGH SCHOOL.—The term ‘‘high school’’ 

22 has the meaning given the term in section 8101 of 

23 the Elementary and Secondary Education Act of 

24 1965 (20 U.S.C. 7801). 


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1 (10) INFANT AND TODDLER CHILD CARE.—The 

2 term ‘‘infant and toddler child care’’ means child 

3 care for children who are under the age of 3 as of 

4 the first day of the academic year of the applicable 

5 community college or minority-serving institution. 

6 (11) INFANT AND TODDLER CHILD CARE

7 DESERT.—The term ‘‘infant and toddler child care 

8 desert’’ means a community that the State or tribal 

9 entity involved determines has a low supply of qual10 ity, affordable infant and toddler child care. 

11 (12) INFANT OR TODDLER WITH A DIS12 ABILITY.—The term ‘‘infant or toddler with a dis13 ability’’ has the meaning given the term in section 

14 632 of the Individuals with Disabilities Education 

15 Act (20 U.S.C. 1432). 

16 (13) LOW-INCOME.—The term ‘‘low-income’’ 

17 means an individual from a family with an income 

18 at or below 150 percent of the poverty line (as de19 fined by the Office of Management and Budget and 

20 revised annually in accordance with section 673(2) 

21 of the Community Services Block Grant Act) appli22 cable to a family of the size involved. 

23 (14) MINORITY-SERVING INSTITUTION.—The 

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1 tution described in section 371(a) of the Higher 

2 Education Act of 1965 (20 U.S.C. 1067q(a)). 

3 (15) NONTRADITIONAL HOURS.—The term 

4 ‘‘nontraditional hours’’ means— 

5 (A) the hours before 9 a.m. and after 4 

6 p.m.; and 

7 (B) any hours during weekends, breaks 

8 during the academic year, and holidays. 

9 (16) ON-CAMPUS.—The term ‘‘on-campus’’, 

10 when used with respect to a childcare center, means 

11 a childcare center that is located on the campus of 

12 a community college or minority-serving institution. 

13 (17) SECRETARY.—The term ‘‘Secretary’’ 

14 means the Secretary of Education. 

15 (18) SERVICE AREA.—The term ‘‘service area’’, 

16 when used with respect to an eligible entity, means 

17 the area served by the eligible entity. 

18 (19) STATE.—The term ‘‘State’’ has the mean19 ing given the term in section 103 of the Higher 

20 Education Act of 1965 (20 U.S.C. 1003). 

21 SEC. 103. AUTHORIZATION OF APPROPRIATIONS. 

22 There is authorized to be appropriated to carry out 

23 this title a total of $9,000,000,000 for fiscal years 2021 

24 through 2025. 


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1 Subtitle A—General Provisions 

2 SEC. 111. PROGRAM AUTHORIZED. 

3 (a) IN GENERAL.—From amounts made available 

4 under section 103, the Secretary shall award to eligible 

5 entities— 

6 (1) planning grants under section 122; 

7 (2) access grants under section 123, which will 

8 provide free high-quality child care for as many as 

9 500,000 infants and toddlers who have a community 

10 college or minority-serving institution student par11 ent, helping to reduce barriers that impact the abil12 ity of community college or minority-serving institu13 tion student parents attending community college or 

14 a minority-serving institution to graduate, and re15 ducing their postgraduation debt; 

16 (3) impact grants under section 124, which will 

17 expand the supply and quality of child care in the 

18 community by providing training, mentorship, tech19 nical support, and expansion funding to new and ex20 isting child care providers in the service area of the 

21 eligible entity; and 

22 (4) pipeline grants under section 125, which 

23 will fund eligible entities to— 

24 (A) launch and expand early childhood ed25 ucator preparation programs; and 


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1 (B) form strategic partnerships with re2 gional institutions to expand, diversify, and 

3 strengthen the workforce pipeline for infant and 

4 toddler care providers. 

5 (b) ADMINISTRATION.—In administering this title, 

6 the Secretary shall— 

7 (1) consult with the Secretary of Health and 

8 Human Services with respect to all grants carried 

9 out under this Act; and 

10 (2) consult with the Administrator of the Small 

11 Business Administration with respect to impact 

12 grants carried out under section 124. 

13 SEC. 112. APPLICATION; SELECTION CRITERIA. 

14 (a) APPLICATION.— 

15 (1) IN GENERAL.—An eligible entity desiring a 

16 grant under subtitle B shall submit an application to 

17 the Secretary at such time, in such manner, and 

18 containing such information as the Secretary may 

19 require. 

20 (2) CONTENTS.—An application submitted 

21 under paragraph (1) shall include— 

22 (A) a landscape review on the need for in23 fant and toddler child care within the current 

24 and prospective student populations of the eligi25 ble entity and in the broader service area of the 


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1 eligible entity, with an emphasis on community 

2 college or minority-serving institution student 

3 parents in communities of color and low-income 

4 parents; 

5 (B) a landscape review of the infant and 

6 toddler care workforce within the service area of 

7 the eligible entity; 

8 (C) a high-level vision (which, in the case 

9 of an eligible entity desiring a planning grant 

10 under section 122, will be clarified and adjusted 

11 through the needs assessment and activities 

12 carried out under the grant) for how to leverage 

13 1 or more access, impact, or pipeline grants 

14 under subtitle B to enhance access and quality 

15 in the infant and toddler child care landscape of 

16 the service area of the eligible entity; 

17 (D) a description of how the eligible entity 

18 will advance child development (including social 

19 and emotional development), family engage20 ment, and culturally responsive and linguis21 tically responsive pedagogy for infant and tod22 dler child care within its child care center or 

23 early childhood education programs (as applica24 ble), through professional development, required 


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1 coursework, or targeted outreach and enroll2 ment; 

3 (E) an assurance that the eligible entity 

4 will submit annual reports that document how 

5 funds were allocated and the impact of the 

6 grant; 

7 (F) a commitment that wages for child 

8 care staff at each on-campus child care center 

9 of a participating community college or minor10 ity-serving institution during the grant period 

11 shall be— 

12 (i) comparable to wages for elemen13 tary educators with similar credentials and 

14 experience in the State; and 

15 (ii) at a minimum, at a rate that is 

16 enough to provide a living wage for all 

17 child care staff; and 

18 (G) in the case of an impact, access, or 

19 pipeline grant under subtitle B, an assurance 

20 that the eligible entity will continue to convene 

21 and consult an infant and toddler care com22 mittee described in section 122(a)(1). 

23 (b) SELECTION CRITERIA.— 

24 (1) IN GENERAL.—The Secretary shall award 

25 grants under subtitle B on a competitive basis, in 


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1 accordance with the priorities described in para2 graph (2), and in a manner that supports eligible 

3 entities that— 

4 (A) enroll a high percentage of students 

5 who are eligible for a Federal Pell Grant under 

6 section 401 of the Higher Education Act of 

7 1965 (20 U.S.C. 1070a) and who have children 

8 under age 3; 

9 (B) are located within or in the immediate 

10 vicinity of an infant and toddler child care 

11 desert; or 

12 (C) have a clear and compelling plan for— 

13 (i) in the case of a planning grant 

14 under section 122, carrying out the activi15 ties of the planning grant; 

16 (ii) in the case of an access grant 

17 under section 123, expanding access to 

18 free infant and toddler child care for com19 munity college or minority-serving institu20 tion student parents; 

21 (iii) in the case of an impact grant 

22 under section 124, expanding the supply 

23 and quality of child care in the community 

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1 laboration with existing child care agencies 

2 and organizations; or 

3 (iv) in the case of a pipeline grant 

4 under section 125, growing and strength5 ening the workforce pipeline of highly ef6 fective infant and toddler child care pro7 viders, especially such providers serving in8 fant and toddler child care deserts, by ex9 panding early childhood education pro10 grams or upgrading an on-campus child 

11 care center into a lab school. 

12 (2) PRIORITIES IN AWARDING GRANTS.—In 

13 awarding grants under subtitle B, the Secretary 

14 shall, to the extent practicable based on the strength 

15 of the applications and the availability of appropria16 tions— 

17 (A) first, ensure that not less than 80 per18 cent of the funds appropriated for grants under 

19 subtitle B are awarded to eligible entities that 

20 are eligible institutions, as defined in section 

21 312(b) of the Higher Education Act of 1965 

22 (20 U.S.C. 1058(b)); 

23 (B) second, ensure that not less than 1 eli24 gible entity in each State is awarded a grant; 

25 and 


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1 (C) third, provide special consideration to 

2 applications described in paragraph (3). 

3 (3) ADDITIONAL CONSIDERATION AND FUND4 ING.—In awarding grants under subtitle B and sub5 ject to paragraph (2), the Secretary shall provide 

6 special consideration, and may provide additional 

7 funding as needed, including funding to exceed the 

8 limits described in section 113(a), for— 

9 (A) applications for access grants under 

10 section 123 that will provide— 

11 (i) infant and toddler child care for 

12 children of all ages between birth and age 

13 3; 

14 (ii) infant and toddler child care avail15 able during nontraditional hours; 

16 (iii) infant and toddler child care that 

17 has the supports and staffing needed for 

18 children who are dual language learners; 

19 (iv) infant and toddler child care that 

20 has the supports and staffing needed for 

21 children in need of trauma-informed care 

22 and infants and toddlers with disabilities, 

23 which may include providing training for 

24 infant and toddler child care staff to sup25 port the needs of infants and toddlers with 


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1 disabilities or coordinating with service 

2 providers to deliver services under section 

3 619 or part C of the Individuals with Dis4 abilities Education Act (20 U.S.C. 1419; 

5 1431 et seq.); and 

6 (v) child care and aftercare for chil7 dren age 3 and older, especially for chil8 dren that age out of the infant and toddler 

9 child care program supported under this 

10 title, and for siblings of children enrolled 

11 in campus-sponsored infant and toddler 

12 care; and 

13 (B) applications for pipeline grants under 

14 section 125 that propose to— 

15 (i) develop and teach courses on cul16 turally responsive and linguistically respon17 sive teaching in early childhood education; 

18 and 

19 (ii) develop and teach courses on sup20 porting infants and toddlers with disabil21 ities who are under age 3. 

22 (c) PREREQUISITES FOR ACCESS, IMPACT, AND PIPE23 LINE GRANTS.—An eligible entity shall receive and timely 

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1 tion 122 before receiving an access, impact, or pipeline 

2 grant under section 123, 124, or 125. 

3 SEC. 113. AMOUNT, DURATION, AND ADMINISTRATION OF 

4 GRANTS. 

5 (a) AMOUNT OF GRANTS.—Each grant awarded 

6 under subtitle B to an eligible entity shall be in an amount 

7 of— 

8 (1) in the case of a grant awarded to an indi9 vidual community college or minority-serving institu10 tion, not more than $20,000,000; and 

11 (2) in the case of a grant to a consortium of 

12 community colleges or minority-serving institutions, 

13 not more than $220,000,000. 

14 (b) DURATION OF GRANTS.—A grant awarded under 

15 subtitle B shall be for a period of 4 years, except that 

16 a planning grant awarded under section 122 shall be for 

17 a period of 1 year. 

18 (c) NUMBER OF GRANTS.— 

19 (1) PLANNING GRANTS.—No eligible entity 

20 shall receive more than 1 planning grant under sec21 tion 122. 

22 (2) IMPACT, ACCESS, AND PIPELINE GRANTS.— 

23 An eligible entity may receive multiple grants under 

24 sections 123, 124, and 125, including 2 or more 


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1 grants under different sections for the same grant 

2 period or for overlapping grant periods. 

3 (d) ANNUAL GRANT COMPETITIONS.—The Secretary 

4 shall conduct annual grant competitions for the grants 

5 under subtitle B. 

6 (e) RULE OF CONSTRUCTION.—Nothing in this title 

7 shall be construed to limit any program or grant estab8 lished under any other Federal law, including the Higher 

9 Education Act of 1965 (20 U.S.C. 1001 et seq.), the Ele10 mentary and Secondary Education Act of 1965 (20 U.S.C. 

11 6301 et seq.), or the Individuals with Disabilities Edu12 cation Act (20 U.S.C. 1400 et seq.). 

13 Subtitle B—Planning and 

14 Implementation Grants 

15 SEC. 121. GRANTS AUTHORIZED. 

16 From amounts made available under section 103, the 

17 Secretary shall award to eligible entities— 

18 (1) planning grants under section 122, to en19 able the eligible entities to assess the infant and tod20 dler care needs of current and prospective commu21 nity college or minority-serving institution student 

22 parents and the surrounding community and develop 

23 a detailed proposal to address such needs; 

24 (2) access grants under section 123, which will 

25 provide free high-quality child care for up to 


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1 500,000 children under the age of 3 of community 

2 college or minority-serving institution student par3 ents, helping to reduce barriers that impact the abil4 ity of community college or minority-serving institu5 tion student parents to graduate, and reducing their 

6 postgraduation debt; 

7 (3) impact grants under section 124, which will 

8 expand the supply and quality of child care in the 

9 community by providing training, mentorship, tech10 nical support, and expansion funding to new and ex11 isting child care providers in the service area of the 

12 eligible entities; and 

13 (4) pipeline grants under section 125, which 

14 will fund eligible entities to— 

15 (A) launch and expand early childhood ed16 ucator preparation programs; and 

17 (B) form strategic partnerships with re18 gional institutions to expand, diversify, and 

19 strengthen the workforce pipeline for infant and 

20 toddler child care providers. 

21 SEC. 122. PLANNING GRANTS. 

22 (a) USE OF FUNDS.—An eligible entity receiving a 

23 grant under this section shall use grant funds to— 

24 (1) establish an infant and toddler child care 

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1 munity being served and composed of members who 

2 are— 

3 (A) student parents at the participating 

4 community college or minority-serving institu5 tion; 

6 (B) faculty of any participating community 

7 college or minority-serving institution; 

8 (C) representatives of a local educational 

9 agency (as defined in section 8101 of the Ele10 mentary and Secondary Education Act of 1965 

11 (20 U.S.C. 7801)) serving the service area of 

12 the eligible entity; 

13 (D) where applicable, a local public charter 

14 school provider; 

15 (E) representatives of a local child care re16 source and referral agency; and 

17 (F) infant and toddler child care profes18 sionals (such as representatives from a local 

19 Head Start or Early Head Start program, 

20 home-based infant and toddler child care pro21 viders, and child care providers with expertise 

22 working with infants or toddlers with disabil23 ities); 

24 (2) conduct an infant and toddler child care 

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1 nity college or minority-serving institution student 

2 parents, the infant and toddler child care workforce, 

3 and the service area of the eligible entity, that in4 cludes information on the level of need for— 

5 (A) infant and toddler child care during 

6 nontraditional hours; 

7 (B) 3-year-old child care, toddler care, and 

8 infant care; 

9 (C) care for infants and toddlers with dis10 abilities; 

11 (D) care for children from households that 

12 speak a language other than English; and 

13 (E) child care in specific communities, es14 pecially infant and toddler child care deserts; 

15 (3) begin research, outreach, and planning for 

16 expanding access to free infant and toddler child 

17 care for community college or minority-serving insti18 tution student parents, which may include drafting 

19 a delivery agreement with infant and toddler child 

20 care providers in the community to provide infant 

21 and toddler child care to community college or mi22 nority-serving institution student parents; and 

23 (4) develop a detailed proposal, with a focus on 

24 the needs of parents of children under age 3, to ad25 dress those needs, which may include applying for 


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1 an impact, access, or pipeline grant under section 

2 123, 124, or 125. 

3 (b) REPORTING REQUIREMENTS.—Not later than 30 

4 days after the end of a grant period under this section, 

5 the eligible entity that received the grant shall prepare and 

6 submit a report to the Secretary that includes— 

7 (1) the results of the needs assessment con8 ducted under subsection (a)(2); 

9 (2) the detailed proposal developed under sub10 section (a)(4); and 

11 (3) in the case of an eligible entity that desires 

12 an impact, access, or pipeline grant under section 

13 123, 124, or 125, an application for the grant. 

14 SEC. 123. ACCESS GRANTS PROVIDING INFANT AND TOD15 DLER CHILD CARE FOR COMMUNITY COL16 LEGE OR MINORITY-SERVING INSTITUTION 

17 STUDENT PARENTS. 

18 (a) USE OF GRANTS.—An eligible entity receiving a 

19 grant under this section shall use grant funds to expand 

20 access to free infant and toddler child care for community 

21 college or minority-serving institution student parents by 

22 carrying out 1 or more of the following: 

23 (1) Paying the infant and toddler child care 

24 costs of community college or minority-serving insti25 tution student parents at an on-campus child care 


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1 center, State licensed off-campus child care center, 

2 or State licensed or registered home-based child care 

3 provider. 

4 (2)(A) Operating an on-campus child care cen5 ter that provides infant and toddler child care; or 

6 (B) contracting with a child care provider that 

7 is operating 1 or more child care centers (as of the 

8 date of the contract) to operate an on-campus child 

9 care center that provides infant and toddler child 

10 care. 

11 (3) Coordinating with local child care resource 

12 and referral agencies for services such as helping 

13 community college or minority-serving institution 

14 student parents find infant and toddler child care. 

15 (4) Expanding the resources for existing on16 campus child care centers, as of the date of the ap17 plication for the grant, by— 

18 (A) expanding the space of the center for 

19 infant and toddler child care; 

20 (B) purchasing equipment to be used for 

21 infant and toddler child care; or 

22 (C) hiring staff to accommodate additional 

23 children under the age of 3. 

24 (5) Lengthening the hours of an existing on25 campus infant and toddler child care center or keepVerDate Sep 11 2014 07:15 Mar 28, 2023 Jkt 039200 PO 00000 Frm 00025 Fmt 6652 Sfmt 6201 E:\BILLS\S848.IS S848

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1 ing the on-campus infant and toddler child care cen2 ter open during breaks (including summer). 

3 (6) Establishing capacity for drop-in infant and 

4 toddler child care or flex infant and toddler child 

5 care for the children of community college or minor6 ity-serving institution student parents. 

7 (7) Renovating campus facilities to allow for the 

8 operation of an on-campus child care center that— 

9 (A) satisfies the standards that apply to 

10 alterations or (as applicable) new construction 

11 under title II or III of the Americans with Dis12 abilities Act of 1990 (42 U.S.C. 12131 et seq., 

13 12181 et seq.), as the case may be; and 

14 (B)(i) meets a high-quality standard, ac15 cording to a State quality rating and improve16 ment system or the standards applicable to an 

17 Early Head Start program under the Head 

18 Start Act (42 U.S.C. 9831 et seq.); or 

19 (ii) is accredited through the National As20 sociation for the Education of Young Children 

21 or another organization of similar expertise, as 

22 determined by the Secretary. 

23 (b) REQUIREMENTS OF ON-CAMPUS CHILD CARE

24 CENTERS.—In order for an on-campus child care center 

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1 ticipating in an eligible entity to be supported with funds 

2 from a grant under this section, the on-campus child care 

3 center shall meet the following requirements: 

4 (1) The child care center shall be licensed by 

5 the State and shall meet a high-quality standard de6 scribed in subsection (a)(7)(B)(i) or be accredited in 

7 accordance with subsection (a)(7)(B)(ii). 

8 (2) Children of community college or minority9 serving institution student parents shall receive pri10 ority enrollment in the child care center, with pri11 ority going first to low-income community college or 

12 minority-serving institution student parents, al13 though dependents of faculty and staff of the com14 munity college or minority-serving institution and 

15 community members may be enrolled once the en16 rollment needs of all requesting community college 

17 or minority-serving institution student parents are 

18 fulfilled. 

19 (3) The child care center shall provide infant 

20 and toddler child care to children of community col21 lege or minority-serving institution student parents, 

22 without regard as to whether the parent is a full23 time or part-time student. 

24 (4) Not less than 85 percent of the community 

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1 ents using the on-campus child care center for infant 

2 and toddler child care shall be eligible to receive 

3 Federal Pell Grants under section 401 of the Higher 

4 Education Act of 1965 (20 U.S.C. 1070a), except 

5 that the Secretary may grant a waiver from this re6 quirement if the Secretary determines necessary. 

7 (5) The child care center shall provide drop-in 

8 infant and toddler child care for community college 

9 and minority-serving institution student parents and 

10 may not impose minimum enrollment requirements 

11 for children of community college or minority-serving 

12 institution student parents. The Secretary shall pro13 mulgate regulations that specify the percentage of 

14 infant and toddler child care slots that must be re15 served for drop-in infant and toddler child care 

16 under this paragraph. 

17 (6) The child care center— 

18 (A) shall provide infant and toddler child 

19 care for children under the age of 3 (as of the 

20 first day of the academic year of the community 

21 college or minority-serving institution sup22 porting the child care center) of community col23 lege and minority-serving institution student 

24 parents for free; 


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1 (B) may charge faculty and staff of the 

2 community college or minority institution and 

3 community members fees, using a sliding scale 

4 based on family income, to enroll their children 

5 in the child care center; and 

6 (C) shall comply with the suspension and 

7 expulsion performance standard for Head Start 

8 programs under section 1302.17 of title 45, 

9 Code of Federal Regulations, or any successor 

10 standard. 

11 (7)(A) The child care center shall maintain a 

12 continuity of care for the children of parents who— 

13 (i) were community college or minority14 serving institution student parents during any 

15 reasonable or unavoidable break in the parents’ 

16 enrollment; or 

17 (ii) transferred from a community college 

18 to a 4-year minority-serving institution during 

19 the student’s enrollment at the 4-year institu20 tion. 

21 (B) The child care center may charge a parent 

22 described in subparagraph (A) a fee for the child 

23 care services provided during the period when the 

24 parent is not enrolled in the community college or 

25 minority-serving institution, using a sliding scale 


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1 based on family income during this period, as long 

2 as the fee does not exceed 7 percent of the family’s 

3 income. 

4 (8) The child care center shall pay its child care 

5 staff a wage that— 

6 (A) is comparable to wages for elementary 

7 educators with similar credentials and experi8 ence in the State; and 

9 (B) at a minimum, provides a living wage 

10 for all child care staff of the child care center; 

11 and 

12 (9) The child care center, if not a child care 

13 provider covered by subsection (c) of section 658H 

14 of the Child Care and Development Block Grant Act 

15 of 1990 (42 U.S.C. 9858f), shall comply with that 

16 section in the same manner and to the same extent 

17 as such a child care provider, with respect to back18 ground checks for child care staff members (includ19 ing prospective child care staff members) for the 

20 center. 

21 (c) CONSULTATION AND REPORTS.— 

22 (1) CONSULTATION.—An eligible entity receiv23 ing a grant under this section shall, for each year 

24 of the grant, consult with an infant and toddler child 

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1 garding the results of the grant and the contents of 

2 the annual report submitted to the Secretary. 

3 (2) REPORTS.—An eligible entity receiving a 

4 grant under this section shall, for each year of the 

5 grant, prepare and submit a report to the Secretary 

6 that includes— 

7 (A) the number of community college or 

8 minority-serving institution student parents 

9 that received access to State licensed or reg10 istered child care because of the grant, in the 

11 aggregate and disaggregated by age, gender, 

12 race and ethnicity, family income, disability sta13 tus, and full-time or part-time enrollment sta14 tus in the community college or minority-serv15 ing institution; 

16 (B) the number of children under age 3 

17 enrolled in each on-campus child care center 

18 supported under the grant, disaggregated by 

19 age, gender, disability status, marital status of 

20 parents, and race and ethnicity; 

21 (C) for each on-campus child care center 

22 supported under the grant, the number of sus23 pensions of children enrolled in the child care 

24 center, in the aggregate and disaggregated by 

25 race and ethnicity, gender, and disability status; 


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1 (D) the demographics, including race, eth2 nicity, and gender of the staff and leadership of 

3 all child care centers supported under the 

4 grant; 

5 (E) the most frequent times of the day and 

6 days of the week, and the average number of 

7 hours per week, that on-campus child care cen8 ters were used by community college or minor9 ity-serving institution student parents, and the 

10 child care hours per week provided to commu11 nity college or minority-serving institution stu12 dent parents, disaggregated by child care pro13 vided at nontraditional hours and traditional 

14 daytime, weekday child care; 

15 (F) semester-to-semester persistence and 

16 fall-to-fall persistence rates of community col17 lege or minority-serving institution student par18 ents with children enrolled in infant and toddler 

19 child care sponsored by the community college 

20 or minority-serving institution, compared to the 

21 persistence rate of community college or minor22 ity-serving institution student parents with chil23 dren under 3 who are not enrolled in commu24 nity college or minority-serving institution spon25 sored child care— 


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1 (i) collected in accordance with regu2 lations promulgated by the Secretary; and 

3 (ii) in the aggregate and 

4 disaggregated as described in subpara5 graph (A) and by the age of the children 

6 of the community college or minority-serv7 ing institution students; 

8 (G) the degree or certificate completion 

9 rate of community college minority-serving in10 stitution student parents with children enrolled 

11 in child care that is sponsored by the commu12 nity college or minority-serving institution and 

13 is not infant and toddler child care, in the ag14 gregate and disaggregated as described in such 

15 subparagraph and by the age of the children of 

16 the community college or minority-serving insti17 tution student parents; and 

18 (H) if grant funds are used to renovate 

19 campus facilities under subsection (a)(7), proof 

20 of the on-campus child care center’s compliance 

21 with the standards that apply to alterations or 

22 (as applicable) new construction under title II 

23 or III of the Americans with Disabilities Act of 

24 1990 (42 U.S.C. 12131 et seq., 12181 et seq.), 

25 as the case may be. 


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1 (3) CROSS-TABULATION.—In each report sub2 mitted by an eligible entity under paragraph (2), the 

3 eligible entity shall also provide the information de4 scribed in subparagraphs (A), (B), (C), and (F)(ii) 

5 of such paragraph cross-tabulated by, at a min6 imum, gender, disability status, and each major ra7 cial and ethnic group, which shall be presented in a 

8 manner that— 

9 (A) is first anonymized and does not reveal 

10 personally identifiable information about an in11 dividual community college or minority-serving 

12 institution student parent or child enrolled in 

13 the child care center; 

14 (B) does not include a number of individ15 uals in any subgroup of community college or 

16 minority-serving institution student parents or 

17 children enrolled in the child care center that is 

18 insufficient to yield statistically reliable infor19 mation or that would reveal personally identifi20 able information about an individual; and 

21 (C) is consistent with the requirements of 

22 section 444 of the General Education Provi23 sions Act (20 U.S.C. 1232g, commonly known 

24 as the ‘‘Family Educational Rights and Privacy 

25 Act of 1974’’). 


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1 (d) DEFINITION.—In subsection (b)(9), the term 

2 ‘‘child care staff member’’ means an individual— 

3 (1) who is employed by a child care center cov4 ered by subsection (b) for compensation; or 

5 (2) whose activities involve the care or super6 vision of children for, or unsupervised access to chil7 dren who are cared for or supervised by, such a 

8 child care center. 

9 SEC. 124. IMPACT GRANTS. 

10 (a) USE OF FUNDS.—Grants awarded under this sec11 tion shall be used by eligible entities to expand the supply 

12 and quality of child care in the community by providing 

13 training, mentorship, technical support, and startup fund14 ing, in collaboration with existing (as of the date of appli15 cation for the grant) child care agencies and organiza16 tions, through carrying out 1 or more of the following ac17 tivities: 

18 (1) Contracting with local child care resource 

19 and referral organizations to support onsite technical 

20 assistance for child care providers, and training, 

21 mentorships, and business technical assistance re22 lated to existing (as of the date of the grant) or new 

23 start-up child care programs. 

24 (2) Contracting with local child care resource 

25 and referral organizations to provide staffed family 


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1 child care networks, such as a hub that supports a 

2 group of home-based care providers to promote high3 quality care. 

4 (3) Establishing a network of child care pro5 viders in the community, or partnering with an ex6 isting, as of the date of application, provider or net7 work (such as an Early Head Start program oper8 ating in the community) to facilitate provider access 

9 to training, coaching, mentorship, licensure, tech10 nical support, and expansion funding. 

11 (4) Developing content for training for commu12 nity child care providers (including home-based pro13 viders and unlicensed providers) on strong child care 

14 business practices and other supports and training 

15 the providers may require. 

16 (5) Compensating qualified individuals to de17 liver training for community members on providing 

18 high-quality child care. 

19 (6) Awarding microenterprise grants for State 

20 licensed, qualified early childhood education profes21 sionals, State licensed child care centers, and State 

22 licensed or registered home-based child care pro23 viders to open a child care program that provides in24 fant and toddler child care , or to expand infant and 

25 toddler child care (including expanding access to 


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1 serve infants or toddlers with disabilities) at a child 

2 care program in areas with low access to affordable, 

3 quality infant and toddler child care. 

4 (7) Developing and communicating clear path5 ways for community child care providers and current 

6 and prospective students of infant and toddler child 

7 care education, particularly individuals with low in8 comes and from historically underrepresented 

9 groups, to take advantage of professional develop10 ment, certificate, and associate degree offerings, for 

11 the purpose of advancing their skills and careers. 

12 (8) Prioritizing child care programs, pathways, 

13 and resources in communities of color and low-in14 come communities. 

15 (9) Developing and delivering child care profes16 sional development and courses in languages other 

17 than English. 

18 (b) RULE REGARDING PROFESSIONAL DEVELOP19 MENT.—If an eligible entity elects to use grant funds 

20 under this section for professional development, the eligi21 ble entity shall ensure that— 

22 (1) a portion of the professional development is 

23 open, available, and easily accessible to unlicensed 

24 child care providers and a portion of the professional 


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1 development is available to State licensed or reg2 istered child care providers; and 

3 (2) not more than 30 percent of the funds pro4 vided through the grant under this section are allo5 cated toward professional development. 

6 (c) CONSULTATION AND REPORTS.— 

7 (1) CONSULTATION.—An eligible entity receiv8 ing a grant under this section shall, for each year 

9 of the grant, consult with an infant and toddler child 

10 care committee described in section 122(a)(2) and 

11 the lead agency for the applicable State designated 

12 under section 658D of the Child Care Development 

13 and Block Grant Act of 1990 (42 U.S.C. 9858b) re14 garding the results of the grant and the contents of 

15 the annual report submitted to the Secretary. 

16 (2) REPORTS.—An eligible entity receiving a 

17 grant under this section shall, for each year of the 

18 grant, prepare and submit a report to the Secretary 

19 that includes— 

20 (A) the number of child care providers that 

21 attended child care professional development 

22 sessions coordinated by the eligible entity under 

23 the grant, and the type of training received; 

24 (B)(i) the number of child care providers 

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1 ceived professional development through the 

2 grant, including the number of such child care 

3 providers reached through the development and 

4 delivery of coursework in languages other than 

5 English; and 

6 (ii) the number of such child care providers 

7 that received professional development through 

8 the grant and graduated with an infant toddler 

9 credential, a child development associate cre10 dential, or associate degree related to early 

11 childhood development; 

12 (C) the number of community colleges or 

13 minority-serving institutions that joined or es14 tablished networks of child care providers; 

15 (D) the number of State licensed child care 

16 spots created for children under 3 as a result 

17 of the training or microenterprise grants pro18 vided, in the aggregate and disaggregated by lo19 cation in an infant and toddler child care 

20 desert, location in a community of color, and, 

21 for recipients of microenterprise grants under 

22 subsection (a)(6), race, ethnicity, and gender of 

23 recipient; 

24 (E) the number of participants in 

25 mentorship programs supported under the 


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1 grant, in the aggregate and disaggregated by 

2 race, ethnicity, and gender; and 

3 (F) the number of community child care 

4 providers receiving technical support from the 

5 on-campus child care center or network or the 

6 child care resource and referral agency under 

7 the grant. 

8 (3) CROSS-TABULATION.—In each report sub9 mitted by an eligible entity under paragraph (2), the 

10 eligible entity shall also provide the information de11 scribed in paragraph (2)(E) cross-tabulated by, at a 

12 minimum, gender and each major racial and ethnic 

13 group, which shall be presented in a manner that— 

14 (A) is first anonymized and does not reveal 

15 personally identifiable information about an in16 dividual participant in a mentorship program; 

17 (B) does not include a number of individ18 uals in any subgroup of mentorship program 

19 participants that is insufficient to yield statis20 tically reliable information or that would reveal 

21 personally identifiable information about an in22 dividual; and 

23 (C) is consistent with the requirements of 

24 section 444 of the General Education Provi25 sions Act (20 U.S.C. 1232g, commonly known 


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1 as the ‘‘Family Educational Rights and Privacy 

2 Act of 1974’’). 

3 SEC. 125. PIPELINE GRANTS. 

4 (a) USE OF FUNDS.—Grants awarded under this sec5 tion shall be used by eligible entities to grow and strength6 en the workforce pipeline of highly effective infant and 

7 toddler child care providers, especially such providers serv8 ing infant and toddler child care deserts, through carrying 

9 out 1 or more of the following activities: 

10 (1) Establishing— 

11 (A) an associate degree program that in12 cludes not less than 2 courses specifically on in13 fants and toddlers; or 

14 (B) a stackable child development associate 

15 credential, infant toddler credential, or early 

16 childhood education certificate, that can be in17 corporated into a higher-level credential or cer18 tificate. 

19 (2) Hiring faculty to adopt and teach previously 

20 developed competency-based high-quality infant-tod21 dler courses, or to develop and teach infant-toddler 

22 courses, which may include courses required for an 

23 infant or toddler care certificate, such as courses on 

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1 ilies, language development, child mental health, 

2 supporting infants and toddlers with disabilities, and 

3 effective interactions with children. 

4 (3) Developing and executing a plan for in5 creased coordination between an early childhood edu6 cator preparation program of a participating com7 munity college or minority-serving institution and an 

8 on-campus child care center of the community col9 lege or minority-serving institution, to enhance the 

10 quality of both the child care and the early childhood 

11 educator preparation program. 

12 (4) Creating or enhancing a partnership be13 tween a participating community college and a 4- 

14 year degree-granting institution, to support and co15 ordinate associate degree programs or provide for 

16 articulation agreements in early childhood education 

17 with related baccalaureate degree programs. 

18 (5) Upgrading an on-campus child care center 

19 into a child care lab school for the purpose of facili20 tating early childhood educator preparation program 

21 practicum work, which may include installing one22 way observation windows or live-feed cameras. 

23 (6) Awarding microgrants to students in early 

24 childhood educator preparation programs for tuition, 

25 books, transportation, permitting or licensing fees, 


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1 apprenticeships, and time spent doing practicum 

2 work. 

3 (7) Developing and teaching courses on cul4 turally responsive teaching in early childhood edu5 cation. 

6 (8) Forming partnerships with local public high 

7 schools to establish early childhood education career 

8 and technical education programs, including pro9 grams that lead to a degree or credential or provide 

10 opportunities for students to enter the community 

11 college or minority-serving institution with postsec12 ondary credits that can be counted towards an early 

13 childhood education certificate, credential, or degree. 

14 (b) CONSULTATION AND REPORTS.— 

15 (1) CONSULTATION.—An eligible entity receiv16 ing a grant under this section shall, for each year 

17 of the grant, consult with an infant and toddler child 

18 care committee described in section 122(a)(2) re19 garding the results of the grant and the contents of 

20 the annual report submitted to the Secretary. 

21 (2) REPORTING REQUIREMENTS.—An eligible 

22 entity receiving a grant under this section shall, for 

23 each year of the grant, prepare and submit a report 

24 to the Secretary that includes— 


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1 (A) the number of students that enrolled 

2 in early childhood educator preparation pro3 grams due to the support provided by the 

4 grant, in the aggregate and disaggregated by 

5 credential or degree type of the program and by 

6 age, gender, race or ethnic group, ability to 

7 speak a second language, family income level, 

8 disability status, and full-time or part-time stu9 dent status; 

10 (B) the amount of funds allocated to early 

11 childhood educator preparation program stu12 dents through microgrants under this section, 

13 in the aggregate and disaggregated by usage of 

14 funds and by demographics of the students re15 ceiving the microgrants, including age, gender, 

16 race or ethnic group, second language ability, 

17 parent status, family income level, disability 

18 status, and full-time or part-time student sta19 tus; 

20 (C) the persistence, retention, and comple21 tion rates of students receiving the microgrants, 

22 as compared to such rates for students not re23 ceiving the microgrants; 

24 (D) the number of students dual-enrolled 

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1 nority-serving institution early childhood educa2 tor preparation program; 

3 (E) the number of students that completed 

4 degrees, certificates, or credentials in dual-en5 rollment programs, in the aggregate and 

6 disaggregated by degree, certificate, and creden7 tial type; and 

8 (F) the details of any partnerships or ar9 ticulation agreements established with local 

10 public high schools or local 4-year degree-grant11 ing institutions of higher education. 

12 (3) CROSS-TABULATION.—In each report sub13 mitted by an eligible entity under paragraph (2), the 

14 eligible entity shall also provide the information de15 scribed in subparagraphs (A) and (B) of such para16 graph cross-tabulated by, at a minimum, gender, 

17 each major racial and ethnic group, and disability 

18 status, which shall be presented in a manner that— 

19 (A) is first anonymized and does not reveal 

20 personally identifiable information about an in21 dividual student; 

22 (B) does not include a number of individ23 uals in any subgroup of students that is insuffi24 cient to yield statistically reliable information or 


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1 that would reveal personally identifiable infor2 mation about an individual; and 

3 (C) is consistent with the requirements of 

4 section 444 of the General Education Provi5 sions Act (20 U.S.C. 1232g, commonly known 

6 as the ‘‘Family Educational Rights and Privacy 

7 Act of 1974’’). 

8 SEC. 126. EVALUATION CRITERIA FOR GRANTS. 

9 For each year of the grant program under this title, 

10 the Secretary shall evaluate the effectiveness of grants 

11 under chapter 1. Each evaluation shall include the fol12 lowing criteria: 

13 (1) For access grants awarded under section 

14 123— 

15 (A) the number of community college or 

16 minority-serving institution student parents 

17 that received access to licensed or registered in18 fant and toddler child care due to the grant, in 

19 the aggregate and disaggregated by age, gen20 der, race or ethnic group, family income level, 

21 disability status, marital status, and full-time or 

22 part-time student status; 

23 (B) the most frequent times, and the aver24 age number of hours per week, that on-campus 

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1 lege or minority-serving institution student par2 ents; 

3 (C) semester-to-semester persistence and 

4 fall-to-fall persistence rates of community col5 lege or minority-serving institution student par6 ents with children enrolled in infant or toddler 

7 child care sponsored by the community college 

8 or minority-serving institution, compared to 

9 such rate for students with children not en10 rolled in the community college or minority11 serving institution child care program, in the 

12 aggregate and disaggregated by the categories 

13 described in subparagraph (A); and 

14 (D) degree and certificate completion rate 

15 of community college or minority-serving insti16 tution student parents with children enrolled in 

17 child care sponsored by the community college 

18 or minority-serving institution, compared to 

19 such rate for students with children not en20 rolled in such a sponsored child care program, 

21 in the aggregate and disaggregated by the cat22 egories described in subparagraph (A). 

23 (2) For impact grants awarded under section 

24 124— 


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1 (A) the number of attendees for the child 

2 care professional development sessions coordi3 nated by the eligible entity under the grants; 

4 (B) the number of community colleges or 

5 minority-serving institutions that joined or es6 tablished networks of child care providers as a 

7 result of the grants; 

8 (C) the number of State licensed child care 

9 spots created for children under 3 in infant and 

10 toddler child care deserts and communities of 

11 color that were established as a result of micro12 enterprise grants supported under section 

13 124(a)(6); and 

14 (D) the number of child care providers flu15 ent in a language other than English that re16 ceived professional development under the 

17 grants. 

18 (3) For pipeline grants under section 125— 

19 (A) the number of early childhood educator 

20 preparation programs that were established 

21 with funding under the grants; 

22 (B) the number of existing early childhood 

23 educator preparation programs that expanded 

24 course, certificate, or degree offerings as a re25 sult of funding under the grants; 


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1 (C) the number of students that enrolled 

2 in early childhood educator preparation pro3 grams because of funding provided under the 

4 grants, in the aggregate and disaggregated 

5 by— 

6 (i) type of degree or credential; and 

7 (ii) student age, gender, race or ethnic 

8 group, second language ability, family in9 come level, disability status, and status as 

10 enrolled full- or part-time; 

11 (D) the amount of funds allocated to early 

12 childhood educator preparation program stu13 dents through microgrants supported under sec14 tion 125(a)(6), in the aggregate and 

15 disaggregated by— 

16 (i) category of usage of funds; and 

17 (ii) the categories described in sub18 paragraph (C)(ii); 

19 (E) persistence, retention, and completion 

20 rates of students receiving such microgrants, as 

21 compared to students not receiving microgrants; 

22 (F) the number of new early childhood ed23 ucator preparation program partnerships 

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1 ity-serving institutions and area high schools as 

2 a result of the grants; 

3 (G) the number of students dual-enrolled 

4 in high school and community college early 

5 childhood educator preparation programs as a 

6 result of the grants; and 

7 (H) the number of students that completed 

8 a degree or credential in a dual-enrollment pro9 gram as a result of the grants, in the aggregate 

10 and disaggregated by degree or credential. 

11 SEC. 127. REPORT TO CONGRESS. 

12 The Secretary shall prepare and submit to Congress 

13 an annual report on the grant program under this title 

14 that includes— 

15 (1) the results from the most recent evaluation 

16 under section 126; and 

17 (2) information regarding the progress made by 

18 the grants based on the most recent reports sub19 mitted under sections 122(b), 123(c), 124(c), and 

20 125(b). 

21 SEC. 128. NONDISCRIMINATION IN PROGRAMS AND ACTIVI22 TIES. 

23 (a) NONDISCRIMINATION.—No person in the United 

24 States shall, on the basis of actual or perceived race, color, 

25 religion, national origin, sex (which includes sexual oriVerDate Sep 11 2014 07:15 Mar 28, 2023 Jkt 039200 PO 00000 Frm 00050 Fmt 6652 Sfmt 6201 E:\BILLS\S848.IS S848

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1 entation, gender identity, pregnancy, childbirth, medical 

2 conditions related to pregnancy or childbirth, or sex 

3 stereotypes), or disability, be excluded from participation 

4 in, be denied the benefits of, or be subjected to discrimina5 tion under any program or activity funded, in whole or 

6 in part, with funds made available under this title or with 

7 amounts appropriated for grants, contracts, or certificates 

8 similar to a child care certificate as defined in section 

9 658P of the Child Care and Development Block Grant Act 

10 of 1990 (42 U.S.C. 9858n), administered with such funds. 

11 (b) ENFORCEMENT.—Subsection (a) shall be en12 forced in the same manner and by the same means, as 

13 if such subsection was incorporated in title VI of the Civil 

14 Rights Act of 1964 (42 U.S.C. 2000d et seq.), and as if 

15 a violation of subsection (a) was treated as if it was a 

16 violation of section 601 of such Act (42 U.S.C. 2000d). 

17 (c) RULE OF CONSTRUCTION.—Nothing in this sec18 tion shall be construed to alter or change any provisions 

19 of section 658N of the Child Care and Development Block 

20 Grant of 1990 (42 U.S.C. 9858l). 


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1 TITLE II—CHILD CARE AND DE2 VELOPMENT BLOCK GRANT 

3 PROGRAM 

4 SEC. 201. ELIGIBILITY. 

5 (a) IN GENERAL.—Section 658P(4)(C)(i) of the 

6 Child Care and Development Block Grant Act of 1990 (42 

7 U.S.C. 9858n(4)(C)(i)) is amended by striking ‘‘job train8 ing or educational program’’ and inserting ‘‘job training 

9 or educational program (which may be a program of study 

10 at an institution of higher education (as defined in section 

11 102 of the Higher Education Act of 1965 (20 U.S.C. 

12 1002)), a program of secondary education, or a program 

13 of study leading to the recognized equivalent of a sec14 ondary school diploma)’’. 

15 (b) PLAN REQUIREMENTS.—Section 658E(c)(2) of 

16 such Act (42 U.S.C. 9858c(c)(2)) is amended by adding 

17 at the end the following: 

18 ‘‘(W) ELIGIBILITY STANDARDS.—The plan 

19 shall contain an assurance that the State will 

20 not use any requirement for the eligibility of a 

21 child under this subchapter that is more restric22 tive than the requirements of (including regula23 tions issued under) this subchapter, such as a 

24 family income standard, or a work, training, or 

25 education standard, that is more restrictive 


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1 than the standards specified in section 

2 658P(4).’’. 

3 SEC. 202. CONFORMING AMENDMENTS. 

4 Section 658H(c) of the Child Care and Development 

5 Block Grant Act of 1990 (42 U.S.C. 9858f(c)) is amend6 ed— 

7 (1) in paragraph (1), in the matter preceding 

8 subparagraph (A), by inserting ‘‘or a child care cen9 ter covered by section 123(b) of the Preparing and 

10 Resourcing Our Student Parents and Early Child11 hood Teachers Act’’ before ‘‘if such’’; and 

12 (2) in paragraph (2), by inserting ‘‘, including 

13 a child care center covered by section 123(b) of the 

14 Preparing and Resourcing Our Student Parents and 

15 Early Childhood Teachers Act,’’ before ‘‘shall be in16 eligible’’. 

17 SEC. 203. INCREASED FEDERAL MATCHING PAYMENTS FOR 

18 CHILD CARE. 

19 Section 418(a)(2)(C) of the Social Security Act (42 

20 U.S.C. 618(a)(2)(C)) is amended to read as follows: 

21 ‘‘(C) FEDERAL MATCHING OF STATE EX22 PENDITURES.—The Secretary shall pay to each 

23 eligible State for a fiscal year an amount equal 

24 to the lesser of— 


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1 ‘‘(i) the State’s allotment under sub2 paragraph (B); or 

3 ‘‘(ii) the sum of— 

4 ‘‘(I) in the case of a State that 

5 provides payments for child care as6 sistance for infants and toddlers 

7 (within the meaning of section 658G 

8 of the Child Care and Development 

9 Block Grant Act of 1990) at not less 

10 than 75 percent of the market rates, 

11 based on the most recent market rate 

12 survey conducted under section 

13 658E(c)(4)(B) of that Act or using an 

14 alternative methodology, such as a 

15 cost estimation model, that has been 

16 developed by the State lead agency 

17 and approved by the Administration 

18 for Children and Families, taking into 

19 account the geographic area, type of 

20 child care, and age of the child, 90 

21 percent of the State’s expenditures for 

22 such assistance; and 

23 ‘‘(II) the amount equal to the 

24 Federal medical assistance percentage 

25 that applies to the State for the fiscal 


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1 year under section 1905(b) (without 

2 regard to any adjustments to such 

3 percentage applicable under that sec4 tion or any other provision of law) of 

5 so much of the State’s expenditures 

6 for child care in that fiscal year for 

7 children other than infants and tod8 dlers.’’. 

9 TITLE III—OUTREACH REGARD10 ING THE DEPENDENT CARE 

11 ALLOWANCE FOR FEDERAL 

12 STUDENT AID 

13 SEC. 301. SHARING DEPENDENT CARE ALLOWANCE INFOR14 MATION FOR FEDERAL STUDENT AID. 

15 Section 132(h)(4) of the Higher Education Act of 

16 1965 (20 U.S.C. 1015a(h)(4)) is amended— 

17 (1) in the paragraph heading, by inserting 

18 ‘‘AND INFORMATION’’ after ‘‘DISCLAIMER’’; 

19 (2) in subparagraph (B), by striking ‘‘and’’ 

20 after the semicolon; 

21 (3) in subparagraph (C), by striking the period 

22 and inserting ‘‘; and’’; and 

23 (4) by adding at the end the following: 

24 ‘‘(D) explaining— 


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1 ‘‘(i) that a student with a dependent 

2 may be eligible to include a dependent care 

3 allowance described in section 471(a)(8) in 

4 the student’s cost of attendance; 

5 ‘‘(ii) the effect that a dependent care 

6 allowance may have on the amount of fi7 nancial aid available to the student from 

8 the institution; and 

9 ‘‘(iii) how to apply for the dependent 

10 care allowance.’’. 

Æ 


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