I 

112TH CONGRESS 

1ST SESSION H. R. 2098 

To support Promise Neighborhoods. 

IN THE HOUSE OF REPRESENTATIVES 

JUNE 2, 2011 

Mr. PAYNE (for himself, Mr. HONDA, and Mr. SCOTT of Virginia) introduced 

the following bill; which was referred to the Committee on Education and 

the Workforce 

A BILL 

To support Promise Neighborhoods. 

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

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Promise Neighbor5 hoods Act of 2011’’. 

6 SEC. 2. FINDINGS. 

7 Congress finds the following: 

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

9 children in the United States living in poverty in10 creased by 2,200,000, to 15,500,000 children. 


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1 (2) According to the National Center for Chil2 dren in Poverty, the number of poor children under 

3 age 6 increased by 24 percent between 2000 and 

4 2007. The Center also found that, in Iowa, 20 per5 cent of children under age 6 live in poor families. 

6 (3) According to the Organisation for Economic 

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

8 the United States had a child poverty rate of 20.6 

9 percent, making the United States the OECD nation 

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

11 4 most developed countries in the world, the United 

12 States has the highest rate of child poverty. 

13 (4) According to the National Center for Chil14 dren in Poverty, at age 4, children who live below 

15 the poverty line are 18 months below normal learn16 ing and achievement for their age group, and by age 

17 10 that gap is still present. For children living in 

18 the poorest families, the gap is even larger. 

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

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

21 chronically absent from school, to have emotional 

22 and behavioral problems, and to live in stressful 

23 home environments. 


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

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

3 middle-income and high-income homes. 

4 (7) Studies show that children who attend high5 quality early childhood education programs are less 

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

7 special education, and more likely to perform better 

8 on standardized tests, experience reduced rates of 

9 teenage pregnancy, and graduate from high school. 

10 Additionally, such children are less likely to engage 

11 in criminal behavior and more likely to obtain em12 ployment at higher wages. Economically disadvan13 taged children gain even larger benefits from such 

14 high-quality programs. 

15 (8) Compared with children in kindergarten 

16 from low-income families, children in kindergarten 

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

18 the number of books and such children are 4 times 

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

20 high-income families also watch far less television 

21 and are more likely to visit museums or libraries. 

22 (9) By the time children from low-income fami23 lies enter kindergarten, they are already 3 months 

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1 matics skills, a gap that persists through high 

2 school. 

3 (10) A child from a middle-income family typi4 cally enters first grade with about 1,000 hours of 

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

6 other relatives, or teachers, but a child from a low7 income family averages less than 100 hours of such 

8 reading time. 

9 (11) The percentage of households with chil10 dren reporting food insecurity (limited or uncertain 

11 access to nutritious, safe foods) increased by 25 per12 cent between 2007 and 2008. Poor nutrition is 

13 linked to behavioral problems, lower educational per14 formance, and delayed socio-emotional development. 

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

16 graders from low-income families complete college. 

17 This is the same rate of college completion as low18 achieving 8th graders from high-income families. 

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

20 9th grade will not graduate 4 years later. For Afri21 can-American and Latino students, that figure in22 creases to 40 percent. A 16- to 24-year-old coming 

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

24 to have completed high school as a 16- to 24-year25 old coming from a low-income family. 


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1 (14) The average annual cost to incarcerate a 

2 youth in the United States is approximately 

3 $88,000, while per pupil annual spending for a stu4 dent in kindergarten through grade 12 is $10,000. 

5 SEC. 3. PURPOSE. 

6 The purpose of this Act is to significantly improve 

7 academic outcomes, including school readiness, high school 

8 graduation, and college entry and success of children liv9 ing in our Nation’s most distressed neighborhoods, by 

10 using data-driven decisionmaking and existing external re11 sources to provide children in such neighborhoods with ac12 cess to a community-based continuum of high-quality pipe13 line services that include access to early learning opportu14 nities, high-quality schools, and evidence-based practices 

15 that address the needs of such children from birth through 

16 college and career. 

17 SEC. 4. DEFINITIONS. 

18 In this Act: 

19 (1) IN GENERAL.—Except as otherwise pro20 vided, the terms used in this Act have the meanings 

21 given the terms in section 9101 of the Elementary 

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

23 7801). 

24 (2) CHILD.—The term ‘‘child’’ means an indi25 vidual from birth through age 21. 


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1 (3) COLLEGE AND CAREER READINESS.—The 

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

3 of preparation a student needs in order to— 

4 (A) enroll and succeed, without remedi5 ation, in credit-bearing courses at an institution 

6 of higher education; 

7 (B) demonstrate the full range of knowl8 edge and perform the full range of workplace 

9 skills necessary to succeed and advance in 21st 

10 century careers, such as higher-order thinking, 

11 collaboration and teamwork, and oral and writ12 ten communication skills; and 

13 (C) complete a program leading to an in14 dustry-recognized credential that prepares grad15 uates to obtain employment with family-sus16 taining wages and opportunities for advance17 ment. 

18 (4) COMMUNITY OF PRACTICE.—The term 

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

20 that interact regularly to share best practices to ad21 dress 1 or more persistent problems, or improve 

22 practice with respect to such problems, in 1 or more 

23 neighborhoods. 

24 (5) EXPANDED LEARNING TIME.—The term 

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


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1 school day, week, or year schedule to significantly 

2 increase the total number of school hours to include 

3 additional time for— 

4 (A) instruction in core academic subjects; 

5 (B) instruction in other subjects and en6 richment and other activities that contribute to 

7 a well-rounded education, including music and 

8 the arts, physical education, service-learning, 

9 and experiential and work-based learning oppor10 tunities (such as community service, learning 

11 apprenticeships, internships, and job shad12 owing); and 

13 (C) instructional and support staff to col14 laborate, plan, and engage in professional devel15 opment, including on family and community en16 gagement, within and across grades and sub17 jects. 

18 (6) FAMILY AND COMMUNITY ENGAGEMENT.— 

19 The term ‘‘family and community engagement’’ 

20 means the process of engaging family and commu21 nity members in education meaningfully and at all 

22 stages of the planning, implementation, and school 

23 and neighborhood improvement process, including, 

24 at a minimum— 


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1 (A) disseminating a clear definition of the 

2 neighborhood to the members of the neighbor3 hood; 

4 (B) ensuring representative participation 

5 by the members of such neighborhood in the 

6 planning and implementation of the activities of 

7 each grant awarded under this Act; 

8 (C) regular engagement by the eligible en9 tity and the partners of the eligible entity with 

10 family members and community partners; 

11 (D) the provision of strategies and prac12 tices to assist family and community members 

13 in actively supporting student achievement and 

14 child and youth development; and 

15 (E) collaboration with institutions of high16 er education and employers to align expecta17 tions and programming with college and career 

18 readiness. 

19 (7) FAMILY AND STUDENT SUPPORTS.—The 

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

21 (A) health programs (including both men22 tal health and physical health services); 

23 (B) school-, public-, and child-safety pro24 grams; 

25 (C) programs that improve family stability; 


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1 (D) employment programs (including those 

2 that meet local business needs, such as intern3 ships and externships); 

4 (E) social service programs; 

5 (F) legal aid programs; 

6 (G) financial education programs; 

7 (H) adult education and family literacy 

8 programs; 

9 (I) family and community engagement pro10 grams; and 

11 (J) programs that increase access to learn12 ing technology and enhance the digital literacy 

13 skills of students. 

14 (8) FAMILY MEMBER.—The term ‘‘family mem15 ber’’ means a parent (as defined in section 9101 the 

16 Elementary and Secondary Education Act of 1965 

17 (20 U.S.C. 7801)), relative, or other adult who is re18 sponsible for the education, care, and well-being of 

19 a child. 

20 (9) INTEGRATED STUDENT SUPPORTS.—The 

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

22 supports, and community resources, which shall be 

23 offered through a site coordinator for at-risk stu24 dents, that have been shown by evidence-based re25 search— 


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1 (A) to increase academic achievement and 

2 engagement; 

3 (B) to support positive child and youth de4 velopment; and 

5 (C) to increase student preparedness for 

6 success in college and the workforce. 

7 (10) NEIGHBORHOOD.—The term ‘‘neighbor8 hood’’ means a defined geographical area in which 

9 there are multiple signs of distress, demonstrated by 

10 indicators of need, including poverty, childhood obe11 sity rates, academic failure, and rates of juvenile de12 linquency, adjudication, or incarceration. 

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

14 continuum of supports and services (including pipe15 line services, as defined in this Act) for children 

16 from birth through college entry, college success, 

17 and career attainment. 

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

19 services’’ includes, at a minimum, strategies to ad20 dress through services or programs (including inte21 grated student supports and wraparound services) 

22 the following: 

23 (A) Prenatal education and support for ex24 pectant parents. 


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1 (B) High-quality early learning opportuni2 ties. 

3 (C) High-quality schools and out-of-school4 time programs and strategies. 

5 (D) Support for a child’s transition to ele6 mentary school, between elementary school and 

7 middle school, from middle school to high 

8 school, and from high school into and through 

9 college and into the workforce. 

10 (E) Family and community engagement. 

11 (F) Family and student supports. 

12 (G) Activities that support college and ca13 reer readiness, such as— 

14 (i) assistance with college admissions, 

15 financial aid, and scholarship applications, 

16 especially for low-income and low-achieving 

17 students; and 

18 (ii) career preparation services and 

19 supports. 

20 (H) Neighborhood-based support for col21 lege-age students who have attended the schools 

22 in the pipeline, or students who are members of 

23 the community, facilitating their continued con24 nection to the community and success in college 

25 and the workforce. 


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1 TITLE I—PROMISE NEIGHBOR2 HOOD PARTNERSHIP GRANTS 

3 SEC. 101. PROGRAM AUTHORIZED. 

4 (a) IN GENERAL.—From amounts appropriated 

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

6 a competitive basis, to eligible entities to implement a com7 prehensive, evidence-based pipeline that engages commu8 nity partners to improve academic achievement, student 

9 development, and college and career readiness, measured 

10 by common outcomes, by carrying out the activities de11 scribed in section 104 in neighborhoods with high con12 centrations of low-income individuals and persistently low13 achieving schools or schools with an achievement gap. 

14 (b) DURATION.— 

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

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

17 (2) RENEWAL.—The Secretary may renew 

18 grants under this title for an additional period of not 

19 more than 5 years, if an eligible entity demonstrates 

20 significant success in— 

21 (A) ensuring school readiness, including 

22 success in early learning; 

23 (B) improving academic outcomes, includ24 ing academic achievement and graduation rates; 


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1 (C) increasing college and career readiness, 

2 including rates of enrollment in institutions of 

3 higher education; and 

4 (D) improving the health, mental health, 

5 and social and emotional well-being of children. 

6 (c) CONTINUED FUNDING.—Continued funding after 

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

8 the eligible entity’s progress toward meeting the perform9 ance metrics described in section 106(a). 

10 (d) MATCHING REQUIREMENT.—Each eligible entity 

11 receiving a grant under this title shall contribute matching 

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

13 of the amount of the grant. Such matching funds may 

14 come from Federal or non-Federal sources. The Secretary 

15 may require that a portion of such matching funds come 

16 from private sources. 

17 (e) FINANCIAL HARDSHIP WAIVER.—The Secretary 

18 may waive or reduce the matching requirement described 

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

20 due to significant financial hardship. 

21 SEC. 102. ELIGIBLE ENTITIES. 

22 In this title, the term ‘‘eligible entity’’ means a non23 profit entity in partnership with a local educational agen24 cy. Such partnership may also include any of the following 

25 entities: 


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1 (1) An institution of higher education, as de2 fined in section 102 of the Higher Education Act of 

3 1965 (20 U.S.C. 1002). 

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

5 of local government. 

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

7 defined under section 4 of the Indian Self-Deter8 mination and Education Assistance Act (25 U.S.C. 

9 450b). 

10 SEC. 103. APPLICATION REQUIREMENTS. 

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

12 under this title, an eligible entity shall submit an applica13 tion to the Secretary at such time, in such manner, and 

14 containing such information as the Secretary may require. 

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

16 application described in subsection (a) shall include the 

17 following: 

18 (1) A description of a plan to significantly im19 prove the academic outcomes of children living in an 

20 identified neighborhood by providing a pipeline that 

21 addresses the neighborhood’s needs, as identified by 

22 the needs analysis described in paragraph (4) and 

23 supported by evidence-based practices. 

24 (2) A description of the neighborhood that the 

25 eligible entity will serve. 


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1 (3) Measurable annual goals for the outcomes 

2 of the grant, including— 

3 (A) performance goals, in accordance with 

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

5 each year of the grant; and 

6 (B) projected participation rates and any 

7 plans to expand the number of children served 

8 or the neighborhood proposed to be served by 

9 the grant program. 

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

11 neighborhood identified in paragraph (2), includ12 ing— 

13 (A) a description of the process through 

14 which the needs analysis was produced, includ15 ing a description of how family and community 

16 members were engaged in such analysis; 

17 (B) an analysis of community assets with18 in, or accessible to, the neighborhood, including, 

19 at a minimum— 

20 (i) early learning programs, including 

21 high-quality child care, Early Head Start 

22 programs, Head Start programs, and pre23 kindergarten programs; 


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1 (ii) the availability of healthy food op2 tions and opportunities for physical activ3 ity; 

4 (iii) existing family and student sup5 ports; 

6 (iv) locally owned businesses and em7 ployers; and 

8 (v) institutions of higher education; 

9 (C) evidence of successful collaboration 

10 within the neighborhood; 

11 (D) the steps that the eligible entity is tak12 ing, at the time of the application, to meet the 

13 needs identified in the needs analysis; and 

14 (E) any barriers the eligible entity, public 

15 agencies, and other community-based organiza16 tions have faced in meeting such needs. 

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

18 used to identify the pipeline services to be provided, 

19 including data regarding— 

20 (A) school readiness; 

21 (B) academic achievement and college and 

22 career readiness; 

23 (C) secondary school graduation rates; 


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1 (D) health indicators, such as rates of 

2 childhood obesity or other health and develop3 mental risk factors; 

4 (E) college enrollment, persistence, and 

5 completion rates; and 

6 (F) conditions for learning, including 

7 school climate surveys, discipline rates, and stu8 dent attendance and incident data. 

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

10 the application, including the involvement of family 

11 and community members. 

12 (7) An estimate of— 

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

14 will be served by each pipeline service; and 

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

16 children (of such age group), within the neigh17 borhood, who the eligible entity proposes to 

18 serve, disaggregated by each service, and the 

19 goals for increasing such percentage over time. 

20 (8) A description of how the pipeline services 

21 will include the following activities: 

22 (A) Providing high-quality early learning 

23 opportunities for children, beginning prenatally 

24 and extending through grade 3, by— 


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1 (i) establishing or supporting high2 quality early learning opportunities that 

3 provide children with full-day, full-year ac4 cess to programs that support the cognitive 

5 and developmental skills, including social 

6 and emotional skills, needed for success in 

7 elementary school; 

8 (ii) providing for opportunities, 

9 through parenting classes, baby academies, 

10 home visits, or other evidence-based strate11 gies, for families and expectant parents 

12 to— 

13 (I) acquire the skills to promote 

14 early learning, development, and 

15 health and safety, including learning 

16 about child development and positive 

17 discipline strategies (such as through 

18 the use of technology and public 

19 media programming); 

20 (II) learn about the role of fami21 lies and expectant parents in their 

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1 dren, including differences in quality 

2 among early learning opportunities; 

3 (iii) ensuring successful transitions 

4 between early learning programs and ele5 mentary school, including through the es6 tablishment of memoranda of under7 standing between early learning providers 

8 and local educational agencies serving 

9 young children and families; 

10 (iv) ensuring appropriate screening, 

11 diagnostic assessments, and referrals for 

12 children with disabilities, developmental 

13 delays, or other special needs; 

14 (v) improving the early learning work15 force in the community, including 

16 through— 

17 (I) investments in the recruit18 ment, retention, distribution, and sup19 port of high-quality professionals, es20 pecially those with certification and 

21 experience in child development; 

22 (II) the provision of high-quality 

23 teacher preparation and professional 

24 development; 


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1 (III) the use of joint professional 

2 development for early learning pro3 viders and elementary school teachers 

4 and administrators; or 

5 (IV) efforts to increase the pay 

6 and benefits of early learning profes7 sionals; and 

8 (vi) enhancing data systems and data 

9 sharing among the eligible entity, partners, 

10 early learning providers, schools, and local 

11 educational agencies operating in the 

12 neighborhood. 

13 (B) Supporting, enhancing, operating, or 

14 expanding ambitious, rigorous, and comprehen15 sive education reforms designed to significantly 

16 improve educational outcomes for children and 

17 youth in early learning programs through grade 

18 12, which may include— 

19 (i) operating schools or working in 

20 close collaboration with local schools to 

21 provide high-quality academic programs, 

22 curricula, and integrated student supports; 

23 (ii) the provision of expanded learning 

24 time; and 


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1 (iii) the provision of programs and ac2 tivities that ensure that students— 

3 (I) are prepared for the college 

4 admissions, scholarship, and financial 

5 aid application processes; and 

6 (II) graduate college and career 

7 ready. 

8 (C) Supporting access to a healthy life9 style, which may include— 

10 (i) the provision of high-quality and 

11 nutritious meals; 

12 (ii) access to programs that promote 

13 physical activity, physical education, and 

14 fitness; and 

15 (iii) education to promote a healthy 

16 lifestyle and positive body image. 

17 (D) Providing social, health, and mental 

18 health services and supports, including referrals 

19 for essential care and preventative screenings, 

20 for children, family, and community members, 

21 which may include— 

22 (i) dental services; 

23 (ii) vision care; and 

24 (iii) oral and auditory screenings and 

25 referrals. 


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1 (E) Supporting students and family mem2 bers as they transition from early learning pro3 grams into elementary school, from elementary 

4 school to middle school, from middle school to 

5 high school, from high school into and through 

6 college and into the workforce, including 

7 through specialized resources to address chal8 lenges that students may face as they transi9 tion, such as the following: 

10 (i) Early college high schools. 

11 (ii) Dual enrollment programs. 

12 (iii) Career academies. 

13 (iv) Counseling and support services. 

14 (v) Dropout prevention and recovery 

15 strategies. 

16 (vi) Collaboration with the juvenile 

17 justice system and reentry counseling for 

18 adjudicated youth. 

19 (vii) Advanced Placement (AP) or 

20 International Baccalaureate (IB) pro21 grams. 

22 (viii) Teen parent classrooms. 

23 (ix) Graduation and career coaches. 

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

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1 scription of the process used to identify such strate2 gies and the outcomes expected, and a description of 

3 which programs and services will be provided to chil4 dren, family members, community members, and 

5 children not attending schools or programs operated 

6 by the eligible entity or its partner providers) to sup7 port the purpose of this Act. 

8 (10) An explanation of the process the eligible 

9 entity will use to establish and maintain family and 

10 community engagement. 

11 (11) An explanation of how the eligible entity 

12 will continuously evaluate and improve the pipeline, 

13 including— 

14 (A) a description of the metrics, consistent 

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

16 each component of the pipeline; and 

17 (B) the processes for using data to im18 prove instruction, optimize integrated student 

19 supports, provide for continuous program im20 provement, and hold staff and partner organiza21 tions accountable. 

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

23 may be any entity described in section 102. 

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

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1 ply with the matching-funds requirement described 

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

3 by the Department of Education, or programs in the 

4 Department of Health and Human Services, the De5 partment of Housing and Urban Development, the 

6 Department of Justice, or the Department of Labor. 

7 (c) MEMORANDUM OF UNDERSTANDING.—An eligible 

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

9 shall submit a preliminary memorandum of under10 standing, signed by each partner entity or agency. The 

11 preliminary memorandum of understanding shall describe, 

12 at a minimum— 

13 (1) each partner’s financial and programmatic 

14 commitment with respect to the strategies described 

15 in the application, including an identification of the 

16 fiscal agent; 

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

18 providing pipeline services that, at a minimum, ac19 counts for the cost of supporting the pipeline (in20 cluding after grant funds are no longer available) 

21 and potential changes in local government; 

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

23 govern the work that partners do together; 


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

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

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

5 fiscal management and controls, including evidence 

6 of a system of supports and personnel. 

7 SEC. 104. USE OF FUNDS. 

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

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

10 (1) implement the pipeline services, as described 

11 in the application under section 103; and 

12 (2) continuously evaluate the success of the 

13 program and improve the program based on data 

14 and outcomes. 

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

17 the grant and each subsequent year, including each year 

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

19 funds to carry out the activities described in subsection 

20 (a)(1). 

21 SEC. 105. REPORT AND PUBLICLY AVAILABLE DATA. 

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

23 grant under this title shall prepare and submit an annual 

24 report to the Secretary, which shall include— 


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

3 members in the neighborhood who are served by the 

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

6 pipeline services; 

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

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

12 (B) ensuring school readiness and healthy 

13 socio-emotional development; 

14 (C) increasing student persistence; 

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

17 expulsion; 

18 (E) improving conditions for learning, as 

19 measured by a school climate survey; 

20 (F) increasing the number and percentage 

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

23 community activities; and 

24 (G) increasing secondary school graduation 

25 rates and college entry and completion rates; 


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1 (3) information relating to the performance 

2 metrics described in section 106(a); and 

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

4 Secretary, in consultation with the Director of the 

5 Institute of Education Sciences. 

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

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

10 such information shall be provided in a form and language 

11 accessible to parents and families in the neighborhood, and 

12 such information shall be a part of statewide longitudinal 

13 data systems. 

14 SEC. 106. ACCOUNTABILITY. 

15 (a) PERFORMANCE METRICS.—The Secretary shall 

16 establish performance metrics relevant to the evaluation 

17 of the grant program under this title. 

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

19 implementation and impact of the activities funded under 

20 this title, in accordance with section 302. 

21 TITLE II—PROMISE SCHOOL 

22 GRANTS 

23 SEC. 201. PROGRAM AUTHORIZED. 

24 (a) IN GENERAL.—From amounts appropriated 

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


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1 a competitive basis, to eligible entities to implement 

2 school-centered, evidence-based strategies and integrated 

3 student supports that leverage community partnerships to 

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

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

8 (b) GENERAL PROVISIONS.—The requirements of 

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

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

11 manner as such subsections apply to a grant under title 

12 I, except that the performance metrics used for section 

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

14 SEC. 202. DEFINITION OF ELIGIBLE ENTITY. 

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

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

17 partnership with 1 or more nonprofit entities; 

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

19 Education that falls under the definition of a local 

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

22 U.S.C. 7801) in partnership with 1 or more non23 profit organizations or institutions of higher edu24 cation; or 


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

3 more nonprofit organizations or institutions of high4 er education. 

5 SEC. 203. APPLICATION REQUIREMENTS; PRIORITY. 

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

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

9 containing such information as the Secretary may require. 

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

11 the application described in subsection (a) shall include 

12 the following: 

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

15 grant program. 

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

17 entity is taking— 

18 (A) to meet the needs identified in the 

19 analysis described in paragraph (4); and 

20 (B) to remove any barriers that the eligible 

21 entity has identified in meeting such needs. 

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

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


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1 (A) leadership in building relationships and 

2 establishing and sustaining partnerships that 

3 support school improvement, school turnaround 

4 efforts in accordance with section 1116 of the 

5 Elementary and Secondary Education Act of 

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

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

9 and 

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

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

13 schools and communities that will be assisted under 

14 this title. Such analysis shall include— 

15 (A) student data, including information 

16 about— 

17 (i) school readiness; 

18 (ii) achievement; 

19 (iii) credit accumulation; 

20 (iv) grade to grade promotion; 

21 (v) graduation; 

22 (vi) attendance; and 

23 (vii) discipline; and 


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1 (B) information about the assets described 

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

3 schools and communities. 

4 (5) An explanation of how the eligible entity 

5 and its program partners will use evidence-based 

6 practice, data, and research to leverage partnerships 

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

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

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

13 (i) participate in the education of 

14 their children and become an integral part 

15 of the school culture, school improvement, 

16 and decisionmaking; and 

17 (ii) promote strategies that include 

18 the educational and financial planning that 

19 are necessary to increase access to, and 

20 success in, postsecondary education; 

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

23 and enrich efforts to help children— 

24 (i) make learning gains; 

25 (ii) prepare for graduation; and 


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

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

5 the grant, and the neighborhood. 

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

7 eligible entity and its program partners will serve or 

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

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

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

13 grade 3) by— 

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

16 (B) carrying out the activities described in 

17 subparagraphs (B) through (E) of section 

18 103(b)(7). 

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

20 entity for measuring student outcomes and school21 specific outcomes. 

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


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1 (A) coordinated with other programs and 

2 strategies carried out by the local educational 

3 agency; and 

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

6 that provide reentry services to adjudicated 

7 youth. 

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

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

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

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

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

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

18 by the Department of Education, or programs in the 

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

21 Department of Justice, or the Department of Labor. 

22 (c) MEMORANDUM OF UNDERSTANDING.—An eligible 

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

24 shall submit a preliminary memorandum of understanding 

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


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

2 the Secretary shall give priority to applicants that— 

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

5 children beginning in prekindergarten and extending 

6 through high school graduation; and 

7 (2) propose to include significant investments in 

8 high-quality early learning programs, consistent with 

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

10 SEC. 204. USE OF FUNDS. 

11 Each eligible entity that receives a grant under this 

12 title shall use the grant funds to— 

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

15 (2) continuously evaluate the success of the 

16 grant program and improve the grant program 

17 based on data and outcomes. 

18 SEC. 205. REPORT AND PUBLICLY AVAILABLE DATA. 

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

20 grant under this title shall prepare and submit an annual 

21 report to the Secretary, which shall include— 

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

24 disaggregated by age, gender, race, ethnicity, disVerDate Mar 15 2010 00:07 Jun 08, 2011 Jkt 099200 PO 00000 Frm 00034 Fmt 6652 Sfmt 6201 E:\BILLS\H2098.IH H2098

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1 ability status, socioeconomic status, and English 

2 proficiency; 

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

4 in— 

5 (A) narrowing achievement gaps; 

6 (B) ensuring school readiness and healthy 

7 socio-emotional development; 

8 (C) improving academic achievement; 

9 (D) increasing student persistence; 

10 (E) increasing on-time secondary school 

11 graduation rates and college entry; and 

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

14 expulsion; and 

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

16 Secretary, in consultation with the Director of the 

17 Institute of Education Sciences. 

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

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

22 such information shall be provided in a form and language 

23 accessible to parents and families in the neighborhood. 


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1 SEC. 206. ACCOUNTABILITY. 

2 (a) PERFORMANCE METRICS.—The Secretary shall 

3 establish performance metrics relevant to the evaluation 

4 of the grant program under this title. 

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

6 implementation and impact of the activities funded under 

7 this title, pursuant to section 302. 

8 TITLE III—GENERAL 

9 PROVISIONS 

10 SEC. 301. PLANNING GRANTS. 

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

12 program established under this section are to— 

13 (1) enable communities to assess their needs 

14 and assets regarding the unmet needs of children 

15 and youth; 

16 (2) develop appropriate plans to address such 

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

19 (3) support communities as such communities 

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

21 (b) PLANNING GRANTS AUTHORIZED.—From the 

22 amounts appropriated under section 304, the Secretary 

23 may reserve not more than 10 percent for planning grants 

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


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

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

3 grants shall not be renewed. 

4 (d) APPLICATION.— 

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

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

8 such manner, and containing such information as 

9 the Secretary may require. 

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

12 (A) how the eligible entity will conduct a 

13 needs and assets analysis; 

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

17 to prioritize and allocate resources and services 

18 to address the unmet needs of children and 

19 youth in the community; and 

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

22 applying for a grant under title I or II. 

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

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


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

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

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

5 matching funds may come from Federal or non-Federal 

6 sources. 

7 SEC. 302. EVALUATION. 

8 From the amounts appropriated under section 304, 

9 the Secretary may reserve not more than 3 percent for 

10 a national evaluation of the activities carried out under 

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

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

15 program office at the Department, to evaluate the 

16 implementation and impact of the activities funded 

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

20 such activities on incarceration and recidivism rates 

21 of children in neighborhoods served by grants under 

22 such titles; 

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


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1 the effectiveness of activities funded under titles I 

2 and II; and 

3 (3) disseminate research on best practices to 

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

7 SEC. 303. NATIONAL ACTIVITIES. 

8 From the amounts appropriated under section 304 

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

10 5 percent for national activities, which may include— 

11 (1) research on the activities carried out under 

12 titles I and II; 

13 (2) identifying and disseminating best practices; 

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

17 (4) professional development; and 

18 (5) other activities consistent with the purpose 

19 of this Act. 

20 SEC. 304. AUTHORIZATION OF APPROPRIATIONS. 

21 There are authorized to be appropriated to carry out 

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

23 2012 and each of the 4 succeeding fiscal years. 

Æ 


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