I 

114TH CONGRESS 

1ST SESSION H. R. 2882 

To support Promise Neighborhoods. 

IN THE HOUSE OF REPRESENTATIVES 

JUNE 24, 2015 

Mr. PAYNE (for himself, Mr. CONYERS, Mr. DANNY K. DAVIS of Illinois, Ms. 

NORTON, Ms. BROWN of Florida, Mr. CUMMINGS, Mr. RANGEL, Mr. 

RICHMOND, Mrs. WATSON COLEMAN, Mr. PASCRELL, Mr. MCGOVERN, 

Mr. TAKANO, Ms. FUDGE, Ms. WILSON of Florida, Ms. PLASKETT, Mr. 

MEEKS, Ms. LEE, Mr. SCOTT of Virginia, Mr. BUTTERFIELD, Ms. JACKSON LEE, and Ms. CLARKE of New York) 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 2015’’. 

6 SEC. 2. FINDINGS. 

7 Congress finds the following: 


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

2 children in the United States living in poverty in3 creased by 2,200,000, to 15,500,000 children. 

4 (2) According to the National Center for Chil5 dren in Poverty, the number of poor children under 

6 age 6 increased by 24 percent between 2000 and 

7 2007. The Center also found that, in Iowa, 20 per8 cent of children under age 6 live in poor families. 

9 (3) According to the Organization for Economic 

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

11 the United States had a child poverty rate of 20.6 

12 percent, making the United States the OECD nation 

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

14 4 most developed countries in the world, the United 

15 States has the highest rate of child poverty. 

16 (4) According to the National Center for Chil17 dren in Poverty, at age 4, children who live below 

18 the poverty line are 18 months below normal learn19 ing and achievement for their age group, and by age 

20 10 that gap is still present. For children living in 

21 the poorest families, the gap is even larger. 

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

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

24 chronically absent from school, to have emotional 


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1 and behavioral problems, and to live in stressful 

2 home environments. 

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

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

5 middle-income and high-income homes. 

6 (7) Studies show that children who attend high7 quality early childhood education programs are less 

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

9 special education, and more likely to perform better 

10 on standardized tests, experience reduced rates of 

11 teenage pregnancy, and graduate from high school. 

12 Additionally, such children are less likely to engage 

13 in criminal behavior and more likely to obtain em14 ployment at higher wages. Economically disadvan15 taged children gain even larger benefits from such 

16 high-quality programs. 

17 (8) Compared with children in kindergarten 

18 from low-income families, children in kindergarten 

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

20 the number of books and such children are 4 times 

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

22 high-income families also watch far less television 

23 and are more likely to visit museums or libraries. 

24 (9) By the time children from low-income fami25 lies enter kindergarten, they are already 3 months 


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1 behind the national average in reading and mathe2 matics skills, a gap that persists through high 

3 school. 

4 (10) A child from a middle-income family typi5 cally enters first grade with about 1,000 hours of 

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

7 other relatives, or teachers, but a child from a low8 income family averages less than 100 hours of such 

9 reading time. 

10 (11) The percentage of households with chil11 dren reporting food insecurity (limited or uncertain 

12 access to nutritious, safe foods) increased by 25 per13 cent between 2007 and 2008. Poor nutrition is 

14 linked to behavioral problems, lower educational per15 formance, and delayed socio-emotional development. 

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

17 graders from low-income families complete college. 

18 This is the same rate of college completion as low19 achieving 8th graders from high-income families. 

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

21 9th grade will not graduate 4 years later. For Afri22 can-American and Latino students, that figure in23 creases to 40 percent. A 16- to 24-year-old coming 

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


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1 to have completed high school as a 16- to 24-year2 old coming from a low-income family. 

3 (14) The average annual cost to incarcerate a 

4 youth in the United States is approximately 

5 $88,000, while per pupil annual spending for a stu6 dent in kindergarten through grade 12 is $10,000. 

7 SEC. 3. PURPOSE. 

8 The purpose of this Act is to significantly improve 

9 academic outcomes, including school readiness, high school 

10 graduation, and college entry and success of children liv11 ing in our Nation’s most distressed neighborhoods, by 

12 using data-driven decisionmaking and existing external re13 sources to provide children in such neighborhoods with ac14 cess to a community-based continuum of high-quality pipe15 line services that include access to early learning opportu16 nities, high-quality schools, and best available evidence 

17 that address the needs of such children from birth through 

18 college and career. 

19 SEC. 4. DEFINITIONS. 

20 In this Act: 

21 (1) IN GENERAL.—Except as otherwise pro22 vided, the terms used in this Act have the meanings 

23 given the terms in section 9101 of the Elementary 

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

25 7801). 


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1 (2) CHILD.—The term ‘‘child’’ means an indi2 vidual from birth through age 21. 

3 (3) COLLEGE AND CAREER READINESS.—The 

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

5 of preparation a student needs in order to— 

6 (A) enroll and succeed, without remedi7 ation, in credit-bearing courses at an institution 

8 of higher education; 

9 (B) demonstrate the full range of knowl10 edge and perform the full range of workplace 

11 skills necessary to succeed and advance in 21st 

12 century careers, such as higher-order thinking, 

13 collaboration and teamwork, and oral and writ14 ten communication skills; and 

15 (C) complete a program leading to an in16 dustry-recognized credential that prepares grad17 uates to obtain employment with family-sus18 taining wages and opportunities for advance19 ment. 

20 (4) COMMUNITY OF PRACTICE.—The term 

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

22 that interact regularly to share best practices to ad23 dress one or more persistent problems, or improve 

24 practice with respect to such problems, in one or 

25 more neighborhoods. 


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1 (5) EXPANDED LEARNING TIME.—The term 

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

3 school day, week, or year schedule to significantly 

4 increase the total number of school hours to include 

5 additional time for— 

6 (A) instruction in core academic subjects; 

7 (B) instruction in other subjects and en8 richment and other activities that contribute to 

9 a well-rounded education, including music and 

10 the arts, physical education, service-learning, 

11 and experiential and work-based learning oppor12 tunities (such as community service, learning 

13 apprenticeships, internships, and job shad14 owing); and 

15 (C) instructional and support staff to col16 laborate, plan, and engage in professional devel17 opment, including on family and community en18 gagement, within and across grades and sub19 jects. 

20 (6) FAMILY AND COMMUNITY ENGAGEMENT.— 

21 The term ‘‘family and community engagement’’ 

22 means the process of engaging family and commu23 nity members in education meaningfully and at all 

24 stages of the planning, implementation, and school 


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1 and neighborhood improvement process, including, 

2 at a minimum— 

3 (A) disseminating a clear definition of the 

4 neighborhood to the members of the neighbor5 hood; 

6 (B) ensuring representative participation 

7 by the members of such neighborhood in the 

8 planning and implementation of the activities of 

9 each grant awarded under this Act; 

10 (C) regular engagement by the eligible en11 tity and the partners of the eligible entity with 

12 family members and community partners; 

13 (D) the provision of strategies and prac14 tices to assist family and community members 

15 in actively supporting student achievement and 

16 child and youth development; and 

17 (E) collaboration with institutions of high18 er education and employers to align expecta19 tions and programming with college and career 

20 readiness. 

21 (7) FAMILY AND STUDENT SUPPORTS.—The 

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

23 (A) health programs (including both men24 tal health and physical health services); 


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1 (B) school-, public-, and child-safety pro2 grams; 

3 (C) programs that improve family stability; 

4 (D) employment programs (including those 

5 that meet local business needs, such as intern6 ships and externships); 

7 (E) social service programs; 

8 (F) legal aid programs; 

9 (G) financial education programs; 

10 (H) adult education and family literacy 

11 programs; 

12 (I) family and community engagement pro13 grams; and 

14 (J) programs that increase access to learn15 ing technology and enhance the digital literacy 

16 skills of students. 

17 (8) FAMILY MEMBER.—The term ‘‘family mem18 ber’’ means a parent (as defined in section 9101 the 

19 Elementary and Secondary Education Act of 1965 

20 (20 U.S.C. 7801)), relative, or other adult who is re21 sponsible for the education, care, and well-being of 

22 a child. 

23 (9) INTEGRATED STUDENT SUPPORTS.—The 

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

25 supports, and community resources, which shall be 


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1 offered through a site coordinator for at-risk stu2 dents, that have been shown by evidence-based re3 search— 

4 (A) to increase academic achievement and 

5 engagement; 

6 (B) to support positive child and youth de7 velopment; and 

8 (C) to increase student preparedness for 

9 success in college and the workforce. 

10 (10) NEIGHBORHOOD.—The term ‘‘neighbor11 hood’’ means a defined geographical area in which 

12 there are multiple signs of distress, demonstrated by 

13 indicators of need, including poverty, childhood obe14 sity rates, academic failure, and rates of juvenile de15 linquency, adjudication, or incarceration. 

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

17 continuum of supports and services (including pipe18 line services, as defined in this Act) for children 

19 from birth through college entry, college success, 

20 and career attainment. 

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

22 services’’ includes, at a minimum, strategies to ad23 dress through services or programs (including inte24 grated student supports and wraparound services) 

25 the following: 


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1 (A) Prenatal education and support for ex2 pectant parents. 

3 (B) High-quality early learning opportuni4 ties. 

5 (C) High-quality schools and out-of-school6 time programs and strategies. 

7 (D) Support for a child’s transition to ele8 mentary school, between elementary school and 

9 middle school, from middle school to high 

10 school, and from high school into and through 

11 college and into the workforce. 

12 (E) Family and community engagement. 

13 (F) Family and student supports. 

14 (G) Activities that support college and ca15 reer readiness, such as— 

16 (i) assistance with college admissions, 

17 financial aid, and scholarship applications, 

18 especially for low-income and low-achieving 

19 students; and 

20 (ii) career preparation services and 

21 supports. 

22 (H) Neighborhood-based support for col23 lege-age students who have attended the schools 

24 in the pipeline, or students who are members of 

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1 nection to the community and success in college 

2 and the workforce. 

3 TITLE I—PROMISE NEIGHBOR4 HOOD PARTNERSHIP GRANTS 

5 SEC. 101. PROGRAM AUTHORIZED. 

6 (a) IN GENERAL.—From amounts appropriated 

7 under section 204, the Secretary shall award grants, on 

8 a competitive basis, to eligible entities to implement a com9 prehensive, evidence-based pipeline that engages commu10 nity partners to improve academic achievement, student 

11 development, and college and career readiness, measured 

12 by common outcomes, by carrying out the activities de13 scribed in section 104 in neighborhoods with high con14 centrations of low-income individuals and persistently low15 achieving schools or schools with an achievement gap. 

16 (b) DURATION.— 

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

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

19 (2) RENEWAL.—The Secretary may renew 

20 grants under this title for an additional period of not 

21 more than 5 years, if an eligible entity demonstrates 

22 significant success in— 

23 (A) ensuring school readiness, including 

24 success in early learning; 


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1 (B) improving academic outcomes, includ2 ing academic achievement and graduation rates; 

3 (C) increasing college and career readiness, 

4 including rates of enrollment in institutions of 

5 higher education; and 

6 (D) improving the health, mental health, 

7 and social and emotional well-being of children. 

8 (c) CONTINUED FUNDING.—Continued funding after 

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

10 the eligible entity’s progress toward meeting the perform11 ance metrics described in section 106(a). 

12 (d) MATCHING REQUIREMENT.— 

13 (1) IN GENERAL.—Each eligible entity receiving 

14 a grant under this title shall contribute matching 

15 funds in an amount equal to not less than 100 per16 cent of the amount of the grant. 

17 (2) PRIVATE FUNDS.—A portion of such funds 

18 shall come from private, nongovernmental sources as 

19 follows: 

20 (A) An eligible entity that includes a local 

21 educational agency eligible to receive funding 

22 under subpart 1 or 2 of part B of title VI of 

23 the Elementary and Secondary Education Act 

24 of 1965 (20 U.S.C. 7341 et seq.)— 


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1 (i) shall contribute not less than 10 

2 percent of the amount of the grant from 

3 private, nongovernmental sources; and 

4 (ii) shall increase this portion gradu5 ally over the life of the grant until it 

6 equals or exceeds 15 percent of the amount 

7 of the grant. 

8 (B) An eligible entity that includes an In9 dian tribe or tribal organization, as defined 

10 under section 4 of the Indian Self-Determina11 tion and Education Assistance Act (25 U.S.C. 

12 450b)— 

13 (i) shall contribute not less than 10 

14 percent of the amount of the grant from 

15 private, nongovernmental sources; and 

16 (ii) shall increase this portion gradu17 ally over the life of the grant until it 

18 equals or exceeds 15 percent of the amount 

19 of the grant. 

20 (C) An eligible entity not described in sub21 paragraph (A) or (B)— 

22 (i) shall contribute not less than 10 

23 percent of the amount of the grant from 

24 private, nongovernmental sources; and 


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1 (ii) shall increase this portion gradu2 ally over the life of the grant until it 

3 equals or exceeds 25 percent of the amount 

4 of the grant. 

5 (e) FINANCIAL HARDSHIP WAIVER.—The Secretary 

6 may waive or reduce the matching requirement described 

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

8 due to significant financial hardship. 

9 SEC. 102. ELIGIBLE ENTITIES. 

10 In this title, the term ‘‘eligible entity’’ means a non11 profit entity acting as the lead applicant for a grant under 

12 this title in partnership with a local educational agency. 

13 Such partnership may also include any of the following 

14 entities: 

15 (1) An institution of higher education, as de16 fined in section 102 of the Higher Education Act of 

17 1965 (20 U.S.C. 1002). 

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

19 of local government. 

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

21 defined under section 4 of the Indian Self-Deter22 mination and Education Assistance Act (25 U.S.C. 

23 450b). 


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1 SEC. 103. APPLICATION REQUIREMENTS. 

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

3 under this title, an eligible entity shall submit an applica4 tion to the Secretary at such time, in such manner, and 

5 containing such information as the Secretary may require. 

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

7 application described in subsection (a) shall include the 

8 following: 

9 (1) A description of a plan to significantly im10 prove the academic outcomes of children living in an 

11 identified neighborhood by providing a pipeline that 

12 addresses the neighborhood’s needs, as identified by 

13 the needs analysis described in paragraph (4) and 

14 supported by evidence-based practices. 

15 (2) A description of the neighborhood that the 

16 eligible entity will serve. 

17 (3) Measurable annual goals for the outcomes 

18 of the grant, including— 

19 (A) performance goals, in accordance with 

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

21 each year of the grant; and 

22 (B) projected participation rates and any 

23 plans to expand the number of children served 

24 or the neighborhood proposed to be served by 

25 the grant program. 


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

2 neighborhood identified in paragraph (2), includ3 ing— 

4 (A) a description of the process through 

5 which the needs analysis was produced, includ6 ing a description of how family and community 

7 members were engaged in such analysis; 

8 (B) an analysis of community assets with9 in, or accessible to, the neighborhood, including, 

10 at a minimum— 

11 (i) early learning programs, including 

12 high-quality child care, Early Head Start 

13 programs, Head Start programs, and pre14 kindergarten programs; 

15 (ii) the availability of healthy food op16 tions and opportunities for physical activ17 ity; 

18 (iii) existing family and student sup19 ports; 

20 (iv) locally owned businesses and em21 ployers; and 

22 (v) institutions of higher education; 

23 (C) evidence of successful direct services 

24 and collaboration within the neighborhood; 


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1 (D) the steps that the eligible entity is tak2 ing, at the time of the application, to meet the 

3 needs identified in the needs analysis; and 

4 (E) any barriers the eligible entity, public 

5 agencies, and other community-based organiza6 tions have faced in meeting such needs. 

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

8 used to identify the pipeline services to be provided, 

9 including data regarding— 

10 (A) school readiness; 

11 (B) academic achievement and college and 

12 career readiness; 

13 (C) secondary school graduation rates; 

14 (D) health indicators, such as rates of 

15 childhood obesity or other health and develop16 mental risk factors; 

17 (E) college enrollment, persistence, and 

18 completion rates; and 

19 (F) conditions for learning, including 

20 school climate surveys, discipline rates, and stu21 dent attendance and incident data. 

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

23 the application, including the involvement of family 

24 and community members. 

25 (7) An estimate of— 


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

2 will be served by each pipeline service over time; 

3 and 

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

5 children (of such age group), within the neigh6 borhood, who the eligible entity proposes to 

7 serve, disaggregated by each service, and the 

8 goals for increasing such percentage over time. 

9 (8) A description of how the pipeline services 

10 will include the following activities: 

11 (A) Providing high-quality early learning 

12 opportunities for children, beginning prenatally 

13 and extending through grade 3, by— 

14 (i) establishing or supporting high15 quality early learning opportunities that 

16 provide children with full-day, full-year ac17 cess to programs that support the cognitive 

18 and developmental skills, including social 

19 and emotional skills, needed for success in 

20 elementary school; 

21 (ii) providing for opportunities, 

22 through parenting classes, baby academies, 

23 home visits, or other evidence-based strate24 gies, for families and expectant parents 

25 to— 


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1 (I) acquire the skills to promote 

2 early learning, development, and 

3 health and safety, including learning 

4 about child development and positive 

5 discipline strategies (such as through 

6 the use of technology and public 

7 media programming); 

8 (II) learn about the role of fami9 lies and expectant parents in their 

10 child’s education; and 

11 (III) become informed about edu12 cational opportunities for their chil13 dren, including differences in quality 

14 among early learning opportunities; 

15 (iii) ensuring successful transitions 

16 between early learning programs and ele17 mentary school, including through the es18 tablishment of memoranda of under19 standing between early learning providers 

20 and local educational agencies serving 

21 young children and families; 

22 (iv) ensuring appropriate screening, 

23 diagnostic assessments, and referrals for 

24 children with disabilities, developmental 

25 delays, or other special needs; 


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1 (v) improving the early learning work2 force in the community, including 

3 through— 

4 (I) investments in the recruit5 ment, retention, distribution, and sup6 port of high-quality professionals, es7 pecially those with certification and 

8 experience in child development; 

9 (II) the provision of high-quality 

10 teacher preparation and professional 

11 development; 

12 (III) the use of joint professional 

13 development for early learning pro14 viders and elementary school teachers 

15 and administrators; or 

16 (IV) efforts to increase the pay 

17 and benefits of early learning profes18 sionals; and 

19 (vi) enhancing data systems and data 

20 sharing among the eligible entity, partners, 

21 early learning providers, schools, and local 

22 educational agencies operating in the 

23 neighborhood. 

24 (B) Supporting, enhancing, operating, or 

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1 sive education reforms designed to significantly 

2 improve educational outcomes for children and 

3 youth in early learning programs through grade 

4 12, which may include— 

5 (i) operating schools or working in 

6 close collaboration with local schools to 

7 provide high-quality academic programs, 

8 curricula, and integrated student supports; 

9 (ii) the provision of expanded learning 

10 time; and 

11 (iii) the provision of programs and ac12 tivities that ensure that students— 

13 (I) are prepared for the college 

14 admissions, scholarship, and financial 

15 aid application processes; and 

16 (II) graduate college and career 

17 ready. 

18 (C) Supporting access to a healthy life19 style, which may include— 

20 (i) the provision of high-quality and 

21 nutritious meals; 

22 (ii) access to programs that promote 

23 physical activity, physical education, and 

24 fitness; and 


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1 (iii) education to promote a healthy 

2 lifestyle and positive body image. 

3 (D) Providing social, health, and mental 

4 health services and supports, including referrals 

5 for essential care and preventative screenings, 

6 for children, family, and community members, 

7 which may include— 

8 (i) dental services; 

9 (ii) vision care; and 

10 (iii) oral and auditory screenings and 

11 referrals. 

12 (E) Supporting students and family mem13 bers as they transition from early learning pro14 grams into elementary school, from elementary 

15 school to middle school, from middle school to 

16 high school, from high school into and through 

17 college and into the workforce, including 

18 through specialized resources to address chal19 lenges that students may face as they transi20 tion, such as the following: 

21 (i) Early college high schools. 

22 (ii) Dual enrollment programs. 

23 (iii) Career academies. 

24 (iv) Counseling and support services. 


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1 (v) Dropout prevention and recovery 

2 strategies. 

3 (vi) Collaboration with the juvenile 

4 justice system and reentry counseling for 

5 adjudicated youth. 

6 (vii) Advanced Placement (AP) or 

7 International Baccalaureate (IB) pro8 grams. 

9 (viii) Teen parent classrooms. 

10 (ix) Graduation and career coaches. 

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

12 used to provide pipeline services (including a de13 scription of the process used to identify such strate14 gies and the outcomes expected, and a description of 

15 which programs and services will be provided to chil16 dren, family members, community members, and 

17 children not attending schools or programs operated 

18 by the eligible entity or its partner providers) to sup19 port the purpose of this Act. 

20 (10) An explanation of the process the eligible 

21 entity will use to establish and maintain family and 

22 community engagement. 

23 (11) An explanation of how the eligible entity 

24 will continuously evaluate and improve the pipeline, 

25 including— 


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1 (A) a description of the metrics, consistent 

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

3 each component of the pipeline; and 

4 (B) the processes for using data to im5 prove instruction, optimize integrated student 

6 supports, provide for continuous program im7 provement, and hold staff and partner organiza8 tions accountable. 

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

10 may be any entity described in section 102. 

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

12 of funding that the eligible entity will secure to com13 ply with the matching-funds requirement described 

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

15 by the Department of Education, or programs in the 

16 Department of Health and Human Services, the De17 partment of Housing and Urban Development, the 

18 Department of Justice, or the Department of Labor. 

19 (c) MEMORANDUM OF UNDERSTANDING.—An eligible 

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

21 shall submit a preliminary memorandum of under22 standing, signed by each partner entity or agency. The 

23 preliminary memorandum of understanding shall describe, 

24 at a minimum— 


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1 (1) each partner’s financial and programmatic 

2 commitment with respect to the strategies described 

3 in the application, including an identification of the 

4 fiscal agent; 

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

6 providing pipeline services that, at a minimum, ac7 counts for the cost of supporting the pipeline (in8 cluding after grant funds are no longer available) 

9 and potential changes in local government; 

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

11 govern the work that partners do together; 

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

13 supporting the pipeline through data collection, mon14 itoring, reporting, and sharing; and 

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

16 fiscal management and controls, including evidence 

17 of a system of supports and personnel. 

18 SEC. 104. USE OF FUNDS. 

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

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

21 (1) implement the pipeline services, as described 

22 in the application under section 103; and 

23 (2) continuously evaluate the success of the 

24 program and improve the program based on data 

25 and outcomes. 


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1 (b) SPECIAL RULES.—Each eligible entity that re2 ceives a grant under this title— 

3 (1) shall, in the 3rd year of the grant and each 

4 subsequent year, including each year of a renewal 

5 grant, use not less than 80 percent of grant funds 

6 to carry out the activities described in subsection 

7 (a)(1); 

8 (2) if it includes an institution of higher edu9 cation, shall ensure that the institution limits the 

10 overhead rate charged by the institution (to cover 

11 costs for items such as administration, insurance, 

12 and taxes) to not more than 20 percent. 

13 SEC. 105. REPORT AND PUBLICLY AVAILABLE DATA. 

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

15 grant under this title shall prepare and submit an annual 

16 report to the Secretary, which shall include— 

17 (1) information about the number and percent18 age of children, family members, and community 

19 members in the neighborhood who are served by the 

20 grant program, including a description of the num21 ber and percentage of children accessing each of the 

22 pipeline services; 

23 (2) data (disaggregated by the categories de24 scribed in section 205(a)(1)) about the grant pro25 gram’s success in— 


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1 (A) narrowing achievement gaps and im2 proving student achievement; 

3 (B) ensuring school readiness and healthy 

4 socio-emotional development; 

5 (C) increasing student persistence; 

6 (D) increasing student attendance, and de7 creasing incidences of violence, suspension, and 

8 expulsion; 

9 (E) improving conditions for learning, as 

10 measured by a school climate survey; 

11 (F) increasing the number and percentage 

12 of family members who participate in adult edu13 cation and family literacy programs and other 

14 community activities; and 

15 (G) increasing secondary school graduation 

16 rates and college entry and completion rates; 

17 (3) information relating to the performance 

18 metrics described in section 106(a); and 

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

20 Secretary, in consultation with the Director of the 

21 Institute of Education Sciences. 

22 (b) PUBLICLY AVAILABLE DATA.—Each eligible enti23 ty that receives a grant under this title shall make publicly 

24 available, including through electronic means, the informa25 tion described in subsection (a). To the extent practicable, 


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1 such information shall be provided in a form and language 

2 accessible to parents and families in the neighborhood, and 

3 such information shall be a part of statewide longitudinal 

4 data systems. 

5 SEC. 106. ACCOUNTABILITY. 

6 (a) PERFORMANCE METRICS.—The Secretary shall 

7 establish performance metrics relevant to the evaluation 

8 of the grant program under this title. 

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

10 implementation and impact of the activities funded under 

11 this title, in accordance with section 202. 

12 TITLE II—GENERAL PROVISIONS 

13 SEC. 201. PLANNING GRANTS. 

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

15 program established under this section are to— 

16 (1) enable communities to assess their needs 

17 and assets regarding the unmet needs of children 

18 and youth; 

19 (2) develop appropriate plans to address such 

20 unmet needs through the provision of pipeline serv21 ices; and 

22 (3) support communities as such communities 

23 prepare to apply for a grant under title I. 

24 (b) PLANNING GRANTS AUTHORIZED.—From the 

25 amounts appropriated under section 204, the Secretary 


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1 may reserve not more than 10 percent for planning grants 

2 to entities eligible for grants under title I. 

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

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

5 grants shall not be renewed. 

6 (d) APPLICATION.— 

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

8 grant under this section, an eligible entity shall sub9 mit an application to the Secretary at such time, in 

10 such manner, and containing such information as 

11 the Secretary may require. 

12 (2) CONTENTS.—At a minimum, the applica13 tion described in paragraph (1) shall describe— 

14 (A) how the eligible entity will conduct a 

15 needs and assets analysis; 

16 (B) how the eligible entity will use plan17 ning grant funds in accordance with the pur18 pose of this Act, including to establish a process 

19 to prioritize and allocate resources and services 

20 to address the unmet needs of children and 

21 youth in the community; and 

22 (C) how the eligible entity will use plan23 ning grant funds to become more competitive in 

24 applying for a grant under title I. 


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

2 under this section while concurrently receiving grant fund3 ing under title I of this Act. 

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

5 that each eligible entity receiving a grant under this sec6 tion contribute matching funds in an amount equal to not 

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

8 matching funds may come from Federal or non-Federal 

9 sources. 

10 SEC. 202. EVALUATION. 

11 From the amounts appropriated under section 204, 

12 the Secretary may reserve not more than 3 percent for 

13 a national evaluation of the activities carried out under 

14 title I. In conducting such evaluations, the Secretary 

15 shall— 

16 (1) direct the Director of the Institute of Edu17 cation Sciences, in consultation with the relevant 

18 program office at the Department, to evaluate the 

19 implementation and impact of the activities funded 

20 under title I, including the costs and benefits of such 

21 activities, relative expenditures on different activities 

22 in the pipeline, and the impacts of such activities on 

23 incarceration and recidivism rates of children in 

24 neighborhoods served by grants under such title; 


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1 (2) direct the Director of the Institute of Edu2 cation Sciences to identify best practices to improve 

3 the effectiveness of activities funded under title I; 

4 and 

5 (3) disseminate research on best practices to 

6 significantly improve the academic outcomes of chil7 dren living in our Nation’s most distressed commu8 nities. 

9 SEC. 203. NATIONAL ACTIVITIES. 

10 From the amounts appropriated under section 204 

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

12 5 percent for national activities, which may include— 

13 (1) research on the activities carried out under 

14 title I; 

15 (2) identifying and disseminating best practices; 

16 (3) support for the community of practice re17 lated to the purposes of this grant, which may in18 clude technical assistance and conferences; 

19 (4) professional development; and 

20 (5) other activities consistent with the purpose 

21 of this Act. 


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1 SEC. 204. AUTHORIZATION OF APPROPRIATIONS. 

2 There are authorized to be appropriated to carry out 

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

4 2016 and each of the 4 succeeding fiscal years. 

Æ 


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