II 

117TH CONGRESS 

1ST SESSION S. 2186 

To support educational entities in fully implementing title IX and reducing 

and preventing sex discrimination in all areas of education, and for 

other purposes. 

IN THE SENATE OF THE UNITED STATES 

JUNE 23, 2021 

Ms. HIRONO (for herself, Mr. VAN HOLLEN, Mr. SCHATZ, Mr. MERKLEY, Mr. 

WYDEN, Mr. MARKEY, Ms. CANTWELL, Ms. BALDWIN, Ms. KLOBUCHAR, 

Ms. SMITH, and Mr. BLUMENTHAL) introduced the following bill; which 

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

Labor, and Pensions 

A BILL 

To support educational entities in fully implementing title 

IX and reducing and preventing sex discrimination in 

all areas of education, 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 ‘‘Patsy T. Mink and 

5 Louise M. Slaughter Gender Equity in Education Act of 

6 2021’’. 

7 SEC. 2. FINDINGS. 

8 FINDINGS.—Congress finds the following: 


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1 (1) Title IX of the Education Amendments of 

2 1972 (20 U.S.C. 1681 et seq.) (in this Act referred 

3 to as ‘‘title IX’’) and the implementing regulations 

4 of title IX prohibit sex discrimination in federally 

5 funded education programs and activities. 

6 (2) Although title IX requires that schools treat 

7 students equally with regard to athletic participation 

8 opportunities, athletic scholarships, and the benefits 

9 and services provided to athletic teams, female par10 ticipation rates, especially for girls of color, lag far 

11 behind male participation rates. Nationally, for ex12 ample, boys receive more than 1,130,000 more op13 portunities to play high school sports than girls. 

14 (3) Furthermore, a recent study from the Wom15 en’s Sports Foundation found that African-American 

16 youth and youth from low-income households were 

17 least likely to be current players (35 percent, and 28 

18 percent respectively) and most likely to have never 

19 played sports (49 percent, and 54 percent respec20 tively) compared to others. These disparities were 

21 especially prominent for girls from low-income fami22 lies (25 percent current players, 58 percent never 

23 played) and African-American families (28 percent 

24 current players, 55 percent never played). The gaps 

25 in participation in high school sports have not sigVerDate Sep 11 2014 02:15 Jul 03, 2021 Jkt 019200 PO 00000 Frm 00002 Fmt 6652 Sfmt 6201 E:\BILLS\S2186.IS S2186

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1 nificantly narrowed in the past 20 years—with 40 

2 percent of predominantly minority-serving high 

3 schools having large gaps between the percentage of 

4 spots on teams for girls and the percentage of stu5 dents who are girls (compared to only 16 percent of 

6 predominantly White high schools that have such 

7 gaps). 

8 (4) Female student athletes have been found to 

9 have higher levels of self-esteem, as well as reduced 

10 risk for cardiovascular disease, diabetes, osteoporo11 sis, and breast cancer, compared to those who do not 

12 play sports. In addition, female student athletes are 

13 more likely to graduate from high school than fe14 male students who do not play sports. Girls who play 

15 sports in high school go on to earn 7 percent higher 

16 annual wages than those who do not play sports, 

17 and are more likely to enter the labor force and pur18 sue higher-skill, previously male-dominated positions. 

19 Generally, sports participation for women is associ20 ated with a lower prevalence of experiencing intimate 

21 partner violence, reinforcing that athletic access not 

22 only strengthens health, educational, and workplace 

23 outcomes, but also personal safety. 

24 (5) Although the availability of athletic scholar25 ships facilitates access to higher education, many inVerDate Sep 11 2014 02:15 Jul 03, 2021 Jkt 019200 PO 00000 Frm 00003 Fmt 6652 Sfmt 6201 E:\BILLS\S2186.IS S2186

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1 stitutions of higher education fail to award propor2 tional athletic financial aid to women, which can af3 fect their long-term employment outcomes and eco4 nomic security. According to the Department of 

5 Education’s Equity in Athletics Disclosure Act data 

6 from 2019, male athletes at NCAA Division I and 

7 II schools received $240,000,000 more in athletic 

8 scholarships than female athletes at those schools. 

9 (6) Although title IX ensures gender equity in 

10 career and technical education, women are severely 

11 underrepresented in fields nontraditional to their 

12 gender. A recent study by the National Coalition for 

13 Women and Girls in Education indicated that 

14 women make up more than 80 percent of workers 

15 with training or certification in historically women16 dominated occupations that pay less than $30,000 

17 per year, including child care, early childhood edu18 cation, home care, and cosmetology. Women rep19 resent less than 40 percent of workers trained or 

20 certified in high-paying and historically male-domi21 nated fields, including transportation, advanced 

22 manufacturing, and construction. 

23 (7) Although title IX ensures gender equity in 

24 the fields of science, technology, engineering, and 

25 mathematics (in this section referred to as 


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1 ‘‘STEM’’) education, women are disproportionately 

2 lost at nearly every stage of the STEM pipeline. A 

3 recent report by the National Center for Education 

4 Statistics showed that women earned only 32 percent of all STEM degrees in 2017, and nearly 1 5 ⁄2 of 

6 these women were White. Women of color earned 

7 about 12 percent of STEM degrees in that same 

8 year. Furthermore, in STEM fields where women 

9 are particularly underrepresented, such as com10 puting and engineering, women earned an even 

11 smaller percentage of degrees, including only 19 per12 cent of computing bachelor’s degrees, and 21 per13 cent of engineering bachelor’s degrees. 

14 (8) Although title IX prohibits sex discrimina15 tion in employment in federally funded education 

16 programs, a recent report by the American Associa17 tion of University Women found that women com18 prise only 36 percent of tenured faculty and 30 per19 cent of university presidents. A similar study by the 

20 National Science Foundation confirmed that women 

21 only hold 34 percent of all tenured and tenure-track 

22 positions, and 27 percent of full professor positions 

23 in STEM fields. Furthermore, Black and Latina 

24 women, together, hold only 4 percent of all tenured 

25 and tenure-track positions, and barely over 2 percent 


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1 of full professor positions in STEM fields. Asian2 American women hold around 5 percent of all 

3 tenured and tenure-track positions, and less than 3 

4 percent of full professor positions in STEM fields. 

5 (9) Although title IX protects against sexual 

6 and sex-based harassment and violence, more than 

7 50 percent of girls and 40 percent of boys in grades 

8 7 through 12 experience sexual harassment each 

9 year, and approximately 10 percent of high school 

10 students experience dating violence each year. A re11 cent GLSEN report indicated that 87 percent of les12 bian, gay, bisexual, transgender, queer, and ques13 tioning (referred to in this section as ‘‘LGBTQ’’) 

14 students have experienced harassment or assault 

15 based on a personal characteristic, and nearly 66 

16 percent have experienced LGBTQ-related verbal har17 assment at school based on sexual orientation. Re18 search has shown that LGBTQ students who experi19 ence harassment at school are more likely to experi20 ence depression and anxiety, to engage in unhealthy 

21 and antisocial behaviors, and to have more unex22 cused absences from school. 

23 (10) Although title IX prohibits discrimination 

24 on the basis of pregnancy or parenting status, the 

25 limited availability of accommodations, including lacVerDate Sep 11 2014 02:15 Jul 03, 2021 Jkt 019200 PO 00000 Frm 00006 Fmt 6652 Sfmt 6201 E:\BILLS\S2186.IS S2186

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1 tation accommodations, excused absences for preg2 nancy-related medical conditions, and child care 

3 needs (including caring for a sick child) is a leading 

4 reasons that parenting mothers drop out of high 

5 school. A recent report by the National Women’s 

6 Law Center indicated that only half of teenage 

7 mothers earn a high school diploma by the age of 

8 22, compared with 89 percent of women who do not 

9 have a child during their teenage years, and that 

10 one-third of young mothers will never get a diploma 

11 or GED, further limiting continuing opportunities 

12 for education and employment. 

13 (11) Although title IX protects against dis14 crimination based on stereotypes of actual or per15 ceived sex, many people carry implicit or uncon16 scious biases that can unintentionally influence atti17 tudes, beliefs, behaviors, and decision-making proc18 esses. Research has shown that unconscious biases 

19 can impact classroom environments, teaching meth20 ods, student evaluations, disciplinary practices, and 

21 career and counseling guidance, which can lead to 

22 discrimination against students based on race, color, 

23 national origin, and disability, particularly for stu24 dents who are pursuing nontraditional fields. 


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1 (12) Nationally, the Feminist Majority Founda2 tion has estimated at least 100,000 title IX coordi3 nators are needed, but a recent report only identified 

4 23,000 title IX coordinators in 2016. The Feminist 

5 Majority Foundation has found that schools serving 

6 children in prekindergarten through grade 12 rarely 

7 have their own title IX coordinators. 

8 SEC. 3. DEFINITIONS. 

9 In this Act: 

10 (1) ESEA DEFINITIONS.—The terms ‘‘elemen11 tary school’’, ‘‘institution of higher education’’, 

12 ‘‘local educational agency’’, ‘‘secondary school’’, and 

13 ‘‘State educational agency’’ have the meanings given 

14 those terms in section 8101 of the Elementary and 

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

16 (2) DIRECTOR.—The term ‘‘Director’’ means 

17 the Director of the Office for Gender Equity estab18 lished under section 5(a). 

19 (3) EDUCATIONAL ENTITY.—The term ‘‘edu20 cational entity’’ means any of the following entities 

21 that receive Federal funds: 

22 (A) A State educational agency. 

23 (B) A local educational agency. 

24 (C) An institution of higher education. 


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1 (D) An elementary school or secondary 

2 school. 

3 (4) GENDER IDENTITY.—The term ‘‘gender 

4 identity’’ means the gender-related identity, appear5 ance, mannerisms, or other gender-related character6 istics of an individual, regardless of the individual’s 

7 designated sex at birth. 

8 (5) NATIONAL GENDER EQUITY INFRASTRUC9 TURE.—The term ‘‘national gender equity infra10 structure’’ means the horizontal and vertical net11 work of title IX coordinators and their allies who 

12 work to advance gender equity and eliminate dis13 crimination in the United States. 

14 (6) SECRETARY.—The term ‘‘Secretary’’ means 

15 the Secretary of Education. 

16 (7) SEX.—The term ‘‘sex’’ includes— 

17 (A) a sex stereotype; 

18 (B) pregnancy, childbirth, or a related 

19 medical condition; 

20 (C) sexual orientation or gender identity; 

21 and 

22 (D) sex characteristics, including intersex 

23 traits. 


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1 (8) SEXUAL ORIENTATION.—The term ‘‘sexual 

2 orientation’’ means homosexuality, heterosexuality, 

3 or bisexuality. 

4 (9) TITLE IX COORDINATOR.—The term ‘‘title 

5 IX coordinator’’ means a responsible employee, as 

6 described in section 106.8(a) of title 34, Code of 

7 Federal Regulations, or successor regulations, des8 ignated to coordinate efforts under title IX of the 

9 Education Amendments of 1972 (20 U.S.C. 1681 et 

10 seq.). 

11 SEC. 4. PURPOSES. 

12 The purposes of this Act are to— 

13 (1) advance gender equity in education in the 

14 United States; 

15 (2) support educational entities so that such en16 tities have the support to fully implement title IX; 

17 (3) provide title IX coordinators with training, 

18 technical assistance, and support to fully carry out 

19 their roles and responsibilities; 

20 (4) increase general awareness about the rights 

21 and obligations of individuals and entities under title 

22 IX; 

23 (5) identify, implement, and disseminate best 

24 practices for reducing and preventing sex discrimina25 tion in all areas of education; 


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1 (6) promote educational environments that are 

2 safe and free of sexual and sex-based bullying, har3 assment, and violence; 

4 (7) promote equity in education for students 

5 who face discrimination based on multiple character6 istics, including— 

7 (A) race and color; 

8 (B) ethnicity; 

9 (C) national origin; 

10 (D) disability status; 

11 (E) religion; 

12 (F) age; or 

13 (G) actual or perceived sex; and 

14 (8) promote activities that strengthen the na15 tional gender equity infrastructure. 

16 SEC. 5. ESTABLISHMENT OF AN OFFICE FOR GENDER EQ17 UITY. 

18 (a) IN GENERAL.—The Secretary shall establish an 

19 Office for Gender Equity. The Director of the Office for 

20 Gender Equity shall be the Special Assistant for Gender 

21 Equity, as authorized under section 202(b)(3) of the De22 partment of Education Organization Act (20 U.S.C. 

23 3412(b)(3)). The Director of the Office for Gender Equity 

24 shall report directly to the Secretary. 


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1 (b) DUTIES.—The Office for Gender Equity shall be 

2 responsible for the following: 

3 (1) Supporting educational entities in the full 

4 implementation of title IX. 

5 (2) Providing title IX coordinators with train6 ing, technical assistance, and support to fully carry 

7 out their roles and responsibilities. 

8 (3) Providing grants to implement programs 

9 and activities that are focused on reducing and pre10 venting sex discrimination in all areas of education. 

11 (4) Identifying and disseminating information 

12 and evidence-based best practices for reducing and 

13 preventing sex discrimination in all areas of edu14 cation. 

15 (5) Maintaining an Office for Gender Equity re16 source center website to disseminate information and 

17 evidence-based best practices for achieving gender 

18 equity. 

19 (6) Performing any other activity consistent 

20 with achieving the purposes of this Act. 

21 (c) COORDINATION.—To carry out the purposes of 

22 this Act, the Secretary shall coordinate with other relevant 

23 Federal offices and agencies, including— 

24 (1) the White House Gender Policy Council; 

25 (2) the White House Domestic Policy Council; 


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1 (3) the Office for Civil Rights of the Depart2 ment of Education; 

3 (4) the Institute of Education Sciences; 

4 (5) the Women’s Bureau of the Department of 

5 Labor; 

6 (6) the Office on Women’s Health of the De7 partment of Health and Human Services; 

8 (7) the Civil Rights Division of the Department 

9 of Justice; 

10 (8) the Office on Violence Against Women of 

11 the Department of Justice; 

12 (9) the Centers for Disease Control and Preven13 tion; 

14 (10) the Office of Safe and Healthy Students of 

15 the Department of Education; and 

16 (11) other entities determined relevant for car17 rying out the purposes of this Act. 

18 SEC. 6. SUPPORT FOR TITLE IX COORDINATORS. 

19 (a) IN GENERAL.—The Director shall provide coordi20 nation, training, technical assistance, and support for title 

21 IX coordinators to ensure that educational entities are 

22 able to fully implement title IX and reduce and prevent 

23 sex discrimination in all areas of education. 

24 (b) TITLE IX COORDINATOR TRAINING.— 


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1 (1) IN GENERAL.—Not less than once a year, 

2 the Director shall conduct a training for all title IX 

3 coordinators, which shall address the different needs 

4 of elementary and secondary schools and postsec5 ondary institutions. The training may be conducted 

6 in partnership with a national organization with rel7 evant expertise, and may be completed online or in 

8 person. 

9 (2) CONTENTS OF TRAINING.—The training de10 scribed in paragraph (1) shall include the following 

11 information: 

12 (A) The role and responsibility of title IX 

13 coordinators. 

14 (B) Information and evidence-based best 

15 practices for increasing awareness about rights 

16 and obligations under title IX. 

17 (C) Information and evidence-based best 

18 practices for investigating and responding to 

19 claims of violations of title IX. 

20 (D) Information and evidence-based best 

21 practices for identifying and preventing implicit 

22 and explicit sex discrimination in all areas of 

23 education, including— 

24 (i) recruitment and admissions; 


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1 (ii) teaching practices, textbooks, and 

2 curricula; 

3 (iii) campus safety and security; 

4 (iv) financial assistance; 

5 (v) access to facilities, resources, and 

6 housing; 

7 (vi) access to course offerings; 

8 (vii) student health services and insur9 ance benefits; 

10 (viii) counseling and career guidance; 

11 (ix) athletics; 

12 (x) discipline policies; 

13 (xi) employment; and 

14 (xii) other areas that the Director de15 termines are relevant for such purposes. 

16 (3) APPLICATION OF TRAINING.— 

17 (A) IN GENERAL.—The Director shall take 

18 steps to ensure that the trainings described in 

19 paragraph (1)— 

20 (i) are adapted, as necessary, to ad21 dress issues of sex discrimination at all lev22 els of education; 

23 (ii) are updated with the latest infor24 mation and evidence-based best practices; 

25 and 


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1 (iii) address recent trends in sex dis2 crimination. 

3 (B) ATTENTION TO DISCRIMINATION

4 BASED ON MULTIPLE CHARACTERISTICS.—The 

5 Director shall take steps to ensure that such 

6 trainings include attention to students who face 

7 discrimination based on multiple characteristics, 

8 including— 

9 (i) race and color; 

10 (ii) ethnicity; 

11 (iii) national origin; 

12 (iv) disability status; 

13 (v) religion; 

14 (vi) age; or 

15 (vii) actual or perceived sex. 

16 (C) EVALUATION.—The Director shall— 

17 (i) develop and conduct pre- and post18 training evaluations to assess the effective19 ness of such trainings in improving the 

20 knowledge of the roles and responsibilities 

21 of title IX coordinators; and 

22 (ii) use such evaluations to update the 

23 title IX coordinator trainings annually. 

24 (c) HANDBOOK FOR CONDUCTING TITLE IX COMPLI25 ANCE SELF-EVALUATIONS.—The Director shall develop a 


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1 handbook for conducting self-evaluations of compliance 

2 with title IX in all areas of education, as described in sub3 section (b)(2)(D). 

4 (d) ASSESSMENT OF TITLE IX COORDINATOR SUP5 PORT.—The Director shall collect relevant data and statis6 tics on all title IX coordinators, including demographic in7 formation for gender, race, and ethnicity, salary informa8 tion, budgets, and primary roles, in order to make rec9 ommendations for improving title IX coordinator support. 

10 (e) DISSEMINATION.—The Director shall ensure that 

11 the workplace contact information of all title IX coordina12 tors and any training materials or information developed 

13 under this section are made available on the Office for 

14 Gender Equity resource center website, described in sec15 tion 5(b)(5). 

16 SEC. 7. SUPPORT FOR LOCAL IMPLEMENTATION. 

17 (a) GRANTS AUTHORIZED.— 

18 (1) IN GENERAL.—The Secretary, acting 

19 through the Director, is authorized to award grants 

20 to eligible entities to support such eligible entities in 

21 fully implementing title IX and reducing and pre22 venting sex discrimination in all areas of education. 

23 (2) ELIGIBLE ENTITY.—In this section, the 

24 term ‘‘eligible entity’’ means— 

25 (A) a State educational agency; 


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1 (B) a local educational agency; 

2 (C) an institution of higher education; 

3 (D) an elementary school or secondary 

4 school; or 

5 (E) a partnership consisting of— 

6 (i) an entity described in subpara7 graphs (A) through (D); and 

8 (ii) a national organization with rel9 evant expertise, or another entity that the 

10 Secretary determines has relevant exper11 tise. 

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

13 grant shall use such funds to carry out programs and ac14 tivities designed to fully implement title IX and prevent 

15 and reduce sex discrimination, including programs and ac16 tivities that— 

17 (1) increase awareness of and counteract sex 

18 stereotypes, biases, and discrimination; 

19 (2) include trainings for students, teachers, fac20 ulty, and all personnel to learn about best practices 

21 for reducing and preventing sex discrimination in all 

22 areas of education; 

23 (3) increase access to school, campus, and com24 munity resources, facilities, and course offerings; 


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1 (4) support title IX coordinators in performing 

2 outreach, advocacy, and education about title IX and 

3 reducing and preventing sex discrimination; 

4 (5) are aimed at identifying patterns or sys5 temic problems in compliance with title IX; 

6 (6) strengthen prevention education and aware7 ness programs regarding sexual and sex-based har8 assment and violence; 

9 (7) develop, conduct and analyze evidence-based 

10 campus climate and victimization surveys; 

11 (8) include institutional assessment activities to 

12 identify areas and causes of gender inequities; 

13 (9) make efforts to improve progress on gender 

14 equity indicators as described in subsection 

15 (c)(2)(A); 

16 (10) make efforts to improve accuracy in meas17 urement, data collection, and reporting of gender eq18 uity indicators as described in subsection (c)(2)(A); 

19 and 

20 (11) make efforts to strengthen the national 

21 gender equity infrastructure, which may include hir22 ing a dedicated employee to serve as a title IX coor23 dinator. 

24 (c) APPLICATIONS.— 


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

2 grant under this section shall submit an application 

3 to the Secretary at such time, in such manner, and 

4 containing such information as the Secretary may 

5 reasonably require. 

6 (2) CONTENTS OF APPLICATION.—Each appli7 cation submitted by an eligible entity under this sec8 tion shall include the following: 

9 (A) A description of locally defined and 

10 documented gender equity needs and priorities, 

11 which may include any of the following indica12 tors: 

13 (i) Academic indicators, including per14 formance on State assessments, enroll15 ment, admission, attrition, time to comple16 tion, and graduation rates. 

17 (ii) Civil rights data, including statis18 tics on bullying, harassment, violence, dis19 cipline, and expulsion. 

20 (iii) Campus climate and victimization 

21 data. 

22 (iv) Employment data. 

23 (v) Athletics equity data. 

24 (vi) Attendance and absenteeism data. 


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1 (vii) Evidence of burden on title IX 

2 coordinators, including coordinator to stu3 dent ratio and competing responsibilities. 

4 (viii) Other documentation of need 

5 that the Secretary determines is relevant. 

6 (B) A description of the evidence that will 

7 serve as the basis for the activities that the eli8 gible entity proposes to carry out using grant 

9 funds under this section. 

10 (C) A description of the activities that the 

11 eligible entity proposes to carry out using grant 

12 funds under this section. 

13 (D) A description of how the proposed ac14 tivities will be adapted, as necessary, to meet 

15 the needs of students who face discrimination 

16 based on multiple characteristics, including— 

17 (i) race and color; 

18 (ii) ethnicity; 

19 (iii) national origin; 

20 (iv) disability status; 

21 (v) religion; 

22 (vi) age; or 

23 (vii) actual or perceived sex. 


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1 (E) A description of how the proposed ac2 tivities will help the eligible entity fully imple3 ment title IX. 

4 (F) A description of a plan for how the 

5 proposed activities under this section will con6 tinue with local support following completion of 

7 the grant period and termination of Federal 

8 funding. 

9 (G) A description of how the proposed ac10 tivities are a significant component of a com11 prehensive plan for gender equity in education 

12 and full implementation of title IX. 

13 (d) RULE OF CONSTRUCTION.—Nothing in this sec14 tion shall be construed as prohibiting persons of any sex 

15 or gender from participating in any of the programs or 

16 activities funded under this section. 

17 (e) AWARD BASIS.— 

18 (1) MERIT REVIEW.—Grants shall be awarded 

19 under this section on a competitive basis. 

20 (2) PRIORITIES.— 

21 (A) IN GENERAL.—The Secretary shall es22 tablish criteria for determining which eligible 

23 entities shall have priority in receiving a grant 

24 under this section. 


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1 (B) LEVEL OF PRIORITY.—The criteria de2 scribed in subparagraph (A) may include a con3 sideration of the extent to which the application 

4 demonstrates that the eligible entity— 

5 (i) has demonstrated a high need for 

6 gender equity assistance based on indica7 tors described in subsection (c)(2)(A) and 

8 a high commitment to addressing these 

9 issues; 

10 (ii) will address the needs of students 

11 who face discrimination based on multiple 

12 characteristics, including— 

13 (I) race and color; 

14 (II) ethnicity; 

15 (III) national origin; 

16 (IV) disability status; 

17 (V) religion; 

18 (VI) age; or 

19 (VII) actual or perceived sex; 

20 (iii) will address relevant issues of na21 tional significance through solutions that 

22 can be replicated; 

23 (iv) will implement an institutional 

24 change strategy with a long-term impact 

25 that will continue to be a central activity 


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1 of the eligible entity upon termination of 

2 the grant; 

3 (v) will serve a high percentage of 

4 low-income students; and 

5 (vi) will serve a high percentage of ra6 cially diverse students. 

7 (C) SPECIAL RULE.—To the extent prac8 ticable, the Secretary shall ensure that grants 

9 awarded under this section, for each fiscal year, 

10 address— 

11 (i) all levels of education, including— 

12 (I) elementary and secondary 

13 education; 

14 (II) undergraduate and graduate 

15 education; 

16 (III) postdoctoral education and 

17 research; 

18 (IV) career and technical edu19 cation; and 

20 (V) adult education; 

21 (ii) all regions of the United States; 

22 and 

23 (iii) urban, rural, and suburban edu24 cational entities. 

25 (f) EVALUATION AND DISSEMINATION.— 


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1 (1) EVALUATION.— 

2 (A) IN GENERAL.—Each eligible entity 

3 that receives a grant under this section shall 

4 conduct an assessment about the extent to 

5 which the eligible entity made progress on the 

6 indicators under subsection (c)(2)(A). 

7 (B) ASSESSMENT.—An eligible entity may 

8 work in partnership with the Institute of Edu9 cation Sciences to conduct such assessment. 

10 (C) USE BY SECRETARY.—Not later than 

11 1 year after receiving the grant award, the eli12 gible entity shall submit a report to the Sec13 retary containing the results of such assess14 ment. The Secretary shall use those reports in 

15 order to build the knowledge base on promising 

16 models for preventing and reducing sex dis17 crimination across all areas and levels of edu18 cation. 

19 (2) DISSEMINATION.—The Secretary shall co20 ordinate with the Director of the Institute of Edu21 cation Sciences and other relevant Federal offices 

22 and agencies to— 

23 (A) ensure that the results of the activities 

24 carried out under this section are made readily 


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1 available on the Office for Gender Equity re2 source center website; and 

3 (B) widely disseminate the results de4 scribed in subparagraph (A) to relevant Federal 

5 offices, and agencies, educational entities and 

6 the general public. 

7 SEC. 8. RESEARCH AND DEVELOPMENT. 

8 (a) IN GENERAL.—The Secretary shall coordinate 

9 with the Director of the Institute of Education Sciences 

10 and other relevant Federal offices and agencies and enti11 ties to investigate, identify, and disseminate best practices 

12 to fully implement title IX and reduce and prevent sex 

13 discrimination in all areas of education, including— 

14 (1) the reduction and prevention of sex stereo15 typing, bias, and discrimination in curricula, text16 books, software, and other educational materials; 

17 (2) the development of policies and programs 

18 to— 

19 (A) address and prevent sexual and sex20 based harassment and violence; 

21 (B) ensure that schools and campuses are 

22 free from threats to the safety of students, 

23 teachers, faculty, and personnel; and 

24 (C) ensure athletic programs are equitable; 

25 (3) the development and evaluation of— 


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1 (A) counseling and career guidance train2 ing; and 

3 (B) programs to reduce and prevent sex 

4 stereotyping, bias, and discrimination; 

5 (4) best practices for mitigating implicit bias in 

6 teaching, discipline, and all areas of education; 

7 (5) best practices for addressing the needs of 

8 students who face discrimination based on multiple 

9 characteristics, including— 

10 (A) race and color; 

11 (B) ethnicity; 

12 (C) national origin; 

13 (D) disability status; 

14 (E) religion; 

15 (F) age; or 

16 (G) actual or perceived sex; and 

17 (6) other activities that the Secretary deter18 mines are consistent with the purposes of this Act. 

19 (b) DISSEMINATION.—The best practices described 

20 under subsection (a) shall be published on the Office for 

21 Gender Equity resource center website, as described in 

22 section 5(b)(5), and the What Works Clearinghouse 

23 website of the Institute of Education Sciences. 


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1 SEC. 9. REPORT; DISSEMINATION. 

2 (a) REPORT TO CONGRESS.—Not later than 2 years 

3 after the date of enactment of this Act and every 2 years 

4 thereafter, the Secretary shall publish a report on the 

5 steps the Department of Education has taken to— 

6 (1) support educational entities in fully imple7 menting title IX and reducing and preventing sex 

8 discrimination; 

9 (2) provide coordination, training, and re10 sources for title IX coordinators to fully carry out 

11 their roles and responsibilities; and 

12 (3) promote equity in education for students 

13 who face discrimination based on multiple character14 istics, including— 

15 (A) race and color; 

16 (B) ethnicity; 

17 (C) national origin; 

18 (D) disability status; 

19 (E) religion; 

20 (F) age; or 

21 (G) actual or perceived sex. 

22 (b) DISSEMINATION.—The Secretary shall coordinate 

23 with the Director of the Institute of Education Sciences 

24 and the heads of relevant Federal agencies to ensure that 

25 the results of trainings, activities, evaluations, and re26 search developments under this Act are made readily 


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1 available on the Office for Gender Equity resource center 

2 website and disseminated widely to other relevant Federal 

3 agencies and offices, educational entities, and the general 

4 public. 

5 SEC. 10. RULE OF CONSTRUCTION. 

6 Nothing in this Act shall be construed— 

7 (1) as modifying any provision of title IX of the 

8 Education Amendments of 1972 (20 U.S.C. 1681 et 

9 seq.); or 

10 (2) as affecting the enforcement of such title by 

11 the Department of Education, the Department of 

12 Justice, or any other Federal agency. 

13 SEC. 11. AUTHORIZATION OF APPROPRIATIONS. 

14 (a) IN GENERAL.—There are authorized to be appro15 priated to carry out this Act $160,000,000 for each of 

16 fiscal years 2022 through 2026. 

17 (b) USE.—From amounts made available to carry out 

18 this Act for each fiscal year, the Secretary shall use not 

19 less than $140,000,000 of such amounts to award grants 

20 under section 7. 

Æ 


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