I 

114TH CONGRESS 

1ST SESSION H. R. 495 

To strengthen student achievement and graduation rates and prepare young 

people for college, careers, and citizenship through innovative partnerships that meet the comprehensive needs of children and youth. 

IN THE HOUSE OF REPRESENTATIVES 

JANUARY 22, 2015 

Ms. CHU of California (for herself, Ms. NORTON, Mr. LOEBSACK, Ms. MENG, 

Ms. LEE, Mr. HONDA, Ms. TSONGAS, Mr. HINOJOSA, Mr. VARGAS, and 

Mr. ELLISON) introduced the following bill; which was referred to the 

Committee on Education and the Workforce, and in addition to the Committee on Energy and Commerce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions 

as fall within the jurisdiction of the committee concerned 

A BILL 

To strengthen student achievement and graduation rates and 

prepare young people for college, careers, and citizenship 

through innovative partnerships that meet the comprehensive needs of children and youth. 

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; TABLE OF CONTENTS. 

4 (a) SHORT TITLE.—This Act may be cited as the 

5 ‘‘Developing Innovative Partnerships and Learning OpVerDate Sep 11 2014 06:10 Jan 29, 2015 Jkt 049200 PO 00000 Frm 00001 Fmt 6652 Sfmt 6201 E:\BILLS\H495.IH H495

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1 portunities that Motivate Achievement Act’’ or the ‘‘DI2 PLOMA Act’’. 

3 (b) TABLE OF CONTENTS.—The table of contents for 

4 this Act is as follows: 

Sec. 1. Short title; table of contents. 

Sec. 2. Findings. 

Sec. 3. Purposes. 

Sec. 4. Definitions. 

Sec. 5. Demonstration program authorized; allotment to States. 

Sec. 6. State child and youth strategy. 

Sec. 7. Coordinating body; State applications. 

Sec. 8. State use of funds. 

Sec. 9. Local consortium application; local child and youth strategy. 

Sec. 10. Local use of funds. 

Sec. 11. Construction. 

Sec. 12. Accountability and transparency. 

Sec. 13. Authorization of appropriations. 

5 SEC. 2. FINDINGS. 

6 Congress finds the following: 

7 (1) The future strength of the Nation’s democ8 racy, as well as the Nation’s economy, is dependent 

9 upon the investments made in children and youth 

10 today. 

11 (2) Evidence demonstrates that effective part12 nerships among schools and communities increase 

13 student achievement by addressing the academic 

14 needs of students as well as the challenges the stu15 dents face outside the classroom. For example: 

16 (A) Chicago Public Schools leads the Na17 tion’s largest community school initiative and 

18 found that nearly half of the students in com19 munity schools had increased math and reading 


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1 grades, and that between 2001 and 2006, com2 munity schools had greater gains in math and 

3 reading than regular Chicago public schools. 

4 (B) In a massive study of Chicago public 

5 schools, sociologist Anthony Bryk demonstrates 

6 that in schools where grassroots organizations 

7 forge strong connections with their schools, 

8 trust levels are greater, the school environment 

9 is civil, and parent involvement is greater. 

10 (C) Cincinnati Community Learning Cen11 ters, an initiative started in 2001, brings a 

12 number of organizations (such as the YMCA, 

13 the United Way, and the University of Cin14 cinnati) to schools, where a School Based Re15 source Coordinator develops and facilitates com16 munity-based partnerships and resources that 

17 are responsive to the needs of the school and 

18 community. In Cincinnati, graduation rates in19 creased from 51 percent in 2000 to 83 percent 

20 in 2009, the achievement gap between African21 American students and White students de22 creased from 14.5 percent in 2003 to 4.3 per23 cent in 2009, and Cincinnati is the first urban 

24 district in Ohio to receive an ‘‘effective’’ rating. 


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1 (D) In Wisconsin, where partnerships are 

2 required for grant programs, non-traditional 

3 partners have proven to be instrumental for 

4 smaller communities to enrich after school pro5 grams. Those might include local trucking com6 panies, the Grange, Farm Bureau, small retail7 ers, and retirees. 

8 (E) Union City (New Jersey) school dis9 trict proves that by breaking down institutional 

10 ‘‘silos’’ and creating deep partnerships, collabo11 ration and municipal involvement, schools can 

12 be vibrant places of hope despite poverty, unem13 ployment, and lack of affordable housing. 

14 (F) Molly Stark Elementary School in 

15 Bennington, Vermont, is a full-service commu16 nity school of about 400 students from kinder17 garten through 5th grade that exemplifies the 

18 spirit of community involvement. People of all 

19 ages, backgrounds and experiences learn and 

20 work together as neighbors to improve student 

21 learning. In addition to a rigorous curriculum, 

22 the school offers on-site pediatric, psychological, 

23 dental, pre-school, outreach, nutrition, coun24 seling, after school and summer school pro25 grams that level the playing field for all stuVerDate Sep 11 2014 06:10 Jan 29, 2015 Jkt 049200 PO 00000 Frm 00004 Fmt 6652 Sfmt 6201 E:\BILLS\H495.IH H495

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1 dents, particularly the roughly 60 percent of 

2 students eligible for free or reduced-price lunch. 

3 (G) Harmon Johnson Elementary School 

4 in Sacramento, California, has a student popu5 lation with 97 percent of students eligible for 

6 free or reduced-price lunch and 69 percent as 

7 English Language Learners. This community 

8 school encourages 21st century learning, and 

9 saw an API increase by 45 points in the last 

10 year. The school offers many resources to ad11 dress students’ social, emotional, and physical 

12 needs, including a health and wellness center, 

13 access to 9 mental health therapists and a 

14 state-of-the-art dental program that were all de15 veloped with strong parent collaboration. 

16 (H) By meeting the comprehensive needs 

17 of students, Communities In Schools, a national 

18 dropout prevention organization, demonstrates 

19 that 78 percent of participating students im20 proved their attendance, 89 percent had fewer 

21 behavior incidents, 80 percent improved their 

22 academic performance, and 78 percent of eligi23 ble seniors graduated from high school. 

24 (3) According to a 2013 report by the National 

25 Equity and Excellence Commission, ‘‘to ensure that 


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1 every child receives what he or she needs to succeed 

2 in school, we require a systemic means of cutting 

3 through the red tape that ties up funding streams 

4 and personnel. Governance reforms must ensure co5 ordination and cooperation across federal, state and 

6 local agencies. Communities, tribes, states and the 

7 federal government must work together.’’. 

8 (4) Approximately only 75 percent of 9th grad9 ers graduate from high school 4 years later. Of stu10 dents who graduate from high school, 2 out of 3 (67 

11 percent) enroll in a 2- or 4-year college in the fall 

12 after completing high school. Only about half (58 

13 percent) of first-time, full-time college freshmen 

14 seeking a 4-year degree receive a bachelor’s degree 

15 within 6 years or less. 

16 (5) Over the past 4 decades, the United States 

17 has slipped from being first in the world in high 

18 school and college graduation rates to 21st and 

19 14th, respectively, putting the Nation at a growing 

20 competitive disadvantage with other countries. 

21 (6) Research shows that the holistic needs of 

22 students must be met in order to strengthen student 

23 achievement. One analysis of 16 factors influencing 

24 student achievement found that over half of the facVerDate Sep 11 2014 21:31 Jan 29, 2015 Jkt 049200 PO 00000 Frm 00006 Fmt 6652 Sfmt 6201 E:\BILLS\H495.IH H495

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1 tors identified were present in the lives of students 

2 outside of the classroom. 

3 (7) Research from the Government Account4 ability Office found that students who change 

5 schools less frequently are more likely to perform at 

6 grade level and less likely to repeat a grade than 

7 their less stable peers. 

8 (8) In research by Teachers College, Columbia 

9 University, studies in psychology, health, and edu10 cation feature school ‘‘connectedness’’ as important 

11 to student learning, achievement, and well-being. 

12 When students feel a sense of connection with the 

13 larger world and community institutions, they are 

14 more engaged in instructional activities and express 

15 greater commitment to school (Furrer & Skinner, 

16 2003; Roeser, Midgley, & Urdan, 1996; Wentzel, 

17 1997). 

18 (9) We know from successful experiences that 

19 hundreds of thousands of arts, cultural, service, 

20 sports, colleges and other youth organizations, as 

21 well as civic and faith-based groups want to partner 

22 with schools and educators to reinforce learning, but 

23 far too often, neither the school nor the community 

24 know how to effectively connect with each other. 


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1 (10) In order for the United States to compete 

2 in a global economy, the copartnering efforts of gov3 ernment, social services, business, arts, home, com4 munity-based organizations, and philanthropy need 

5 to concentrate their efforts where they are most 

6 needed: in our schools. 

7 (11) Research from Johns Hopkins University 

8 shows that access to summer learning opportunities 

9 leads to significant student learning gains not expe10 rienced by students who cannot access summer 

11 learning opportunities. 

12 (12) A study of summer learning programs in 

13 California found that students experienced improved 

14 academic skills, school attendance, relationships with 

15 peers and adults, and positive work habits after at16 tending summer learning programs. 

17 SEC. 3. PURPOSES. 

18 The purposes of this Act are— 

19 (1) to create engaging learning experiences 

20 that— 

21 (A) strengthen academic achievement, 

22 build civic capacity, and provide a continuum of 

23 supports and opportunities for children, youth, 

24 and their families; and 


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1 (B) prepare young people for college, ca2 reers, and citizenship through results-focused 

3 partnerships at all levels that mobilize and co4 ordinate school and community resources; 

5 (2) to ensure the academic, physical, social, 

6 emotional, health, mental health, and civic develop7 ment of disadvantaged youth and thereby strengthen 

8 their families and communities; 

9 (3) to engage and support parents, care givers, 

10 and families in their role as first educators of their 

11 children; 

12 (4) to promote community and family engage13 ment in the academic and developmental needs of 

14 children and youth; 

15 (5) to leverage and integrate the human and fi16 nancial assets of local communities, schools, State 

17 governments, the Federal Government, and the nat18 ural assets of communities— 

19 (A) toward better results for children, 

20 youth, and families; and 

21 (B) for sustained civic capacity; and 

22 (6) to develop school improvement strategies 

23 that incorporate approaches that meet the com24 prehensive needs of children and youth, such as full 


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1 service community schools, community-based, inte2 grated student services, and related approaches. 

3 SEC. 4. DEFINITIONS. 

4 In this Act: 

5 (1) COMMUNITY-BASED, INTEGRATED STUDENT

6 SERVICES.—The term ‘‘community-based, integrated 

7 student services’’ means interventions, coordinated 

8 through a single point of contact, that improve stu9 dent achievement by connecting community re10 sources with the academic and social service needs 

11 of students. 

12 (2) COMMUNITY ENGAGEMENT IN EDU13 CATION.— 

14 (A) IN GENERAL.—The term ‘‘community 

15 engagement in education’’ means systematic ef16 forts to involve, engage, and collaborate with 

17 parents, community residents, members of 

18 school communities, community partners, and 

19 other stakeholders in exploring the needs of 

20 their students and schools, developing plans to 

21 address those needs, and working together to 

22 address those needs. 

23 (B) INCLUSIONS.—The term includes ef24 fective community engagement in an ongoing 

25 process to develop a welcoming school and 


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1 school system, mobilize the community’s assets 

2 to support student achievement and growth, en3 gage those individuals and stakeholders who 

4 traditionally have not participated, improve 

5 working relationships, and deepen the commit6 ment to student success. 

7 (3) FAMILY ENGAGEMENT IN EDUCATION.— 

8 The term ‘‘family engagement in education’’ means 

9 a shared responsibility of families and schools for 

10 student success, in which schools and community11 based organizations are committed to reaching out 

12 to engage families in meaningful ways that encour13 age the families to actively support their children’s 

14 learning and development, as well as the learning 

15 and development of other children. The shared re16 sponsibility is continuous from birth through young 

17 adulthood and reinforces learning that takes place in 

18 the home, school, and community. 

19 (4) FULL SERVICE COMMUNITY SCHOOL.—The 

20 term ‘‘full service community school’’ means a public 

21 elementary school or secondary school that— 

22 (A) participates in a community-based ef23 fort to coordinate educational, developmental, 

24 family, health, and other comprehensive services 

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1 cialized instructional support personnel em2 ployed by the school or the local educational 

3 agency, and public and private partnerships; 

4 and 

5 (B) provides access to such services to stu6 dents, families, and the community, such as ac7 cess during the school year (including before8 and after-school hours), and during the sum9 mer. 

10 (5) LOCAL CONSORTIUM.—The term ‘‘local con11 sortium’’ means a consortium consisting of commu12 nity representatives that— 

13 (A) shall include— 

14 (i) a local educational agency; and 

15 (ii) not less than one other community 

16 partner that is independent of the local 

17 educational agency; and 

18 (B) may include a broad array of commu19 nity partners, including— 

20 (i) a community-based organization; 

21 (ii) a child and youth serving organi22 zation or agency; 

23 (iii) an institution of higher education; 

24 (iv) a foundation; 

25 (v) a business; 


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1 (vi) a teacher organization; 

2 (vii) an organization representing edu3 cation professionals; 

4 (viii) a local government, including a 

5 government agency serving children and 

6 youth, such as a child welfare and juvenile 

7 justice agency; 

8 (ix) an organization representing stu9 dents; and 

10 (x) an organization representing par11 ents; and 

12 (C) may include representatives from mul13 tiple jurisdictions. 

14 (6) LOCAL EDUCATIONAL AGENCY.—The term 

15 ‘‘local educational agency’’ has the meaning given 

16 the term in section 9101 of the Elementary and Sec17 ondary Education Act of 1965 (20 U.S.C. 7801). 

18 (7) OUTLYING AREA.—The term ‘‘outlying 

19 area’’ has the meaning given the term in section 

20 9101 of the Elementary and Secondary Education 

21 Act of 1965 (20 U.S.C. 7801). 

22 (8) PERSISTENTLY LOWEST-ACHIEVING

23 SCHOOL.—The term ‘‘persistently lowest-achieving 

24 school’’ has the meaning given the term in the final 

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1 lished by the Department of Education in the Fed2 eral Register on October 28, 2010 (75 Fed. Reg. 

3 66367 et seq.). 

4 (9) SECRETARY.—The term ‘‘Secretary’’ means 

5 the Secretary of Education. 

6 (10) SPECIALIZED INSTRUCTIONAL SUPPORT

7 PERSONNEL.—The term ‘‘specialized instructional 

8 support personnel’’ means school counselors, school 

9 social workers, school psychologists, and other quali10 fied professional personnel involved in providing as11 sessment, diagnosis, counseling, educational, thera12 peutic, and other necessary corrective or supportive 

13 services (including related services as that term is 

14 defined in section 602 of the Individuals with Dis15 abilities Education Act (20 U.S.C. 1401)) as part of 

16 a comprehensive program to meet student needs. 

17 (11) SPECIALIZED INSTRUCTIONAL SUPPORT

18 SERVICES.—The term ‘‘specialized instructional sup19 port services’’ means the services provided by spe20 cialized instructional support personnel, and includes 

21 any other corrective or supportive services to meet 

22 student needs. 

23 (12) STATE.—The term ‘‘State’’ means each of 

24 the several States of the United States, the District 

25 of Columbia, and the Commonwealth of Puerto Rico. 


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1 (13) CHRONICALLY ABSENT.—The term 

2 ‘‘chronically absent’’, when used with respect to a 

3 student, means a student who misses 10 percent or 

4 20 days or more of school days in an academic year. 

5 (14) DIGITAL LEARNING.—The term ‘‘digital 

6 learning’’ means instructional practices that effec7 tively use technology to strengthen the student 

8 learning experience and may include online and 

9 formative assessments, instructional resources, on10 line content and courses, applications of technology 

11 in the classroom and school building, adaptive soft12 ware for students with special needs, learning plat13 forms, and online professional communities of prac14 tice. 

15 SEC. 5. DEMONSTRATION PROGRAM AUTHORIZED; ALLOT16 MENT TO STATES. 

17 (a) FORMULA GRANTS AUTHORIZED.— 

18 (1) IN GENERAL.—From the amounts appro19 priated under section 13, the Secretary is authorized 

20 to award grants, under subsection (c) or (d), to 

21 States having applications approved under section 

22 7(b) to enable the States to award subgrants to local 

23 consortia to leverage and integrate human and fi24 nancial assets at all levels in order to— 


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1 (A) ensure the academic, physical, social, 

2 emotional, and civic development of disadvan3 taged youth; and 

4 (B) strengthen the families and commu5 nities of the disadvantaged youth and achieve 

6 the results developed pursuant to section 

7 6(c)(1). 

8 (2) DURATION.—The Secretary shall award a 

9 grant under this subsection for a period of 5 years. 

10 (3) RENEWAL.—The Secretary may renew a 

11 grant under this subsection for a period of 5 years. 

12 (b) RESERVATION.—From the funds appropriated 

13 under section 13 for any fiscal year, the Secretary shall 

14 reserve— 

15 (1) not more than 2 percent for national activi16 ties, which the Secretary may carry out directly or 

17 through grants and contracts, such as— 

18 (A) providing training technical assistance 

19 to local consortia and organizations partnering 

20 with local consortia to carry out services under 

21 this Act; or 

22 (B) conducting the national evaluation 

23 pursuant to section 12(a)(3); and 

24 (2) not more than 1 percent for payments to 

25 the outlying areas and the Bureau of Indian Affairs, 


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1 to be allotted in accordance with their respective 

2 needs for assistance under this Act, as determined 

3 by the Secretary, to enable the outlying areas and 

4 the Bureau of Indian Affairs to carry out the pur5 poses of this Act. 

6 (c) STATE ALLOTMENTS.— 

7 (1) DETERMINATION.—From the funds appro8 priated under section 13 for any fiscal year that are 

9 equal to or greater than $200,000,000 which remain 

10 after the Secretary makes the reservations under 

11 subsection (b), the Secretary shall allot to each State 

12 for the fiscal year an amount that bears the same 

13 relationship to the remainder as the amount the 

14 State received under subpart 2 of part A of title I 

15 of the Elementary and Secondary Education Act of 

16 1965 (20 U.S.C. 6331 et seq.) for the preceding fis17 cal year bears to the amount all States received 

18 under that subpart for the preceding fiscal year, ex19 cept that no State shall receive less than an amount 

equal to 1 20 ⁄2 of 1 percent of such funds. 

21 (2) REALLOTMENT OF UNUSED FUNDS.—If a 

22 State does not receive an allotment under this Act 

23 for a fiscal year, the Secretary shall reallot the 

24 amount of the State’s allotment to the remaining 

25 States in accordance with this section. 


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1 (d) COMPETITIVE GRANTS AUTHORIZED.— 

2 (1) IN GENERAL.—For any year for which the 

3 amount appropriated under section 13 is less than 

4 $200,000,000, the Secretary shall award grants, on 

5 a competitive basis, to local consortia to enable the 

6 local consortia to carry out local strategies in ac7 cordance with sections 9 and 10. 

8 (2) TARGETED LOCAL CONSORTIA.—The Sec9 retary shall only award a grant to a local consortium 

10 under this subsection if the local consortium submits 

11 an application that proposes— 

12 (A) to serve children and youth in schools 

13 or communities with the highest proportions of 

14 students from low-income families; and 

15 (B) to provide a comprehensive continuum 

16 of services, including not less than 1 service 

17 from each of not less than 3 categories of serv18 ices described in paragraphs (3) through (11) 

19 of section 10(b), which proposal— 

20 (i) shall be submitted by a local con21 sortium comprised of a broad representa22 tion of stakeholders and decisionmakers in 

23 the community, including a multitude of 

24 community partners described in section 

25 4(5)(B); or 


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1 (ii) shall demonstrate the capacity for 

2 successful implementation through a his3 tory of successful collaboration and effec4 tiveness in strengthening outcomes for chil5 dren and youth. 

6 (3) ACCOUNTABILITY AND TRANSPARENCY.— 

7 The Secretary shall apply those provisions of section 

8 12 that the Secretary determines applicable to local 

9 consortia receiving funds under this subsection. 

10 SEC. 6. STATE CHILD AND YOUTH STRATEGY. 

11 (a) IN GENERAL.—A State that receives a grant 

12 under this Act shall use the grant funds to develop and 

13 implement a State child and youth strategy (hereafter in 

14 this Act referred to as the ‘‘State strategy’’). 

15 (b) STRATEGY REQUIREMENTS.—The State strat16 egy— 

17 (1) shall be developed by the Governor of the 

18 State and the State educational agency; 

19 (2) shall include the components described in 

20 subsection (c); and 

21 (3) may include other components as the Gov22 ernor determines necessary to strengthen results for 

23 children and youth. 


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1 (c) REQUIRED COMPONENTS.—The State strategy 

2 components required under subsection (b) are the fol3 lowing: 

4 (1) STATE RESULTS FRAMEWORK.—The State 

5 strategy shall contain comprehensive, research-based 

6 annual goals and aligned quantifiable indicators 

7 demonstrating continuous improvement with respect 

8 to youth, particularly disadvantaged youth, that 

9 shall serve as targets for each year with respect to 

10 which the State strategy applies. The goals shall in11 clude the following: 

12 (A) Children are ready for school. 

13 (B) Students are engaged and achieving in 

14 school. 

15 (C) Students are physically, mentally, so16 cially, and emotionally healthy. 

17 (D) Schools and neighborhoods are safe 

18 and provide a positive climate for learning. 

19 (E) Families and communities are sup20 portive and engaged in their children’s edu21 cation as equal partners. 

22 (F) Graduates are ready for postsecondary 

23 education and 21st-century careers. 

24 (G) Students are contributing to their 

25 communities. 


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1 (H) Students are not chronically absent. 

2 (2) NEEDS AND ASSETS ASSESSMENT.—The 

3 State strategy shall contain an assessment of the 

4 children’s needs, and of assets within the State that 

5 can be mobilized, coordinated, and integrated to 

6 achieve the State strategy’s goals, which may include 

7 data collected by the Federal Interagency Forum on 

8 Child and Family Statistics. 

9 (3) STATE CHILD AND YOUTH PLAN.—The 

10 State strategy shall include a description of the 

11 State’s plan to achieve the goals described in para12 graph (1) for young people from birth through the 

13 transition to adulthood, including the following: 

14 (A) LEVERAGE AND INTEGRATION.—A de15 scription of how funds received under this Act 

16 will be coordinated and integrated with other 

17 Federal and State funds in order to achieve the 

18 goals developed pursuant to paragraph (1). 

19 (B) ELIMINATION OF STATE BARRIERS TO

20 COORDINATION AND INTEGRATION.—A descrip21 tion of how funds received under this Act will 

22 be used to identify and eliminate State barriers 

23 to the coordination and integration of pro24 grams, initiatives, and funding streams to 


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1 achieve the goals developed pursuant to para2 graph (1). 

3 (C) COMMUNITY ENGAGEMENT IN EDU4 CATION.—A description of the State’s plan to 

5 increase community engagement in the aca6 demic and developmental needs of children and 

7 youth. 

8 (D) FAMILY ENGAGEMENT IN EDU9 CATION.—A description of the State’s plan to 

10 increase family engagement in the academic 

11 and developmental needs of children and youth. 

12 (d) EXISTING PLANS, STRATEGIES, AND ASSESS13 MENTS.—Existing plans, strategies, needs assessments, or 

14 assets assessments may be used to satisfy the require15 ments of this section if such existing plans, strategies, 

16 needs assessments, or assets assessments include the in17 formation required by this section, or can be modified to 

18 do so, and are submitted to the Secretary with such modi19 fications. 

20 SEC. 7. COORDINATING BODY; STATE APPLICATIONS. 

21 (a) COORDINATING BODY.— 

22 (1) IN GENERAL.—In order for a State to be el23 igible to receive a grant under this Act, the Gov24 ernor of the State shall designate or establish a coVerDate Sep 11 2014 06:10 Jan 29, 2015 Jkt 049200 PO 00000 Frm 00022 Fmt 6652 Sfmt 6201 E:\BILLS\H495.IH H495

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1 ordinating body for student learning and develop2 ment that shall— 

3 (A) administer funds provided under this 

4 Act; 

5 (B) facilitate communication between the 

6 public and the Governor pertaining to issues 

7 impacting children and youth from birth 

8 through the transition to adulthood, including 

9 issues pertaining to service coordination and in10 tegration; 

11 (C) identify and eliminate State barriers to 

12 the coordination and integration of programs, 

13 initiatives, and funding streams, and facilitate 

14 coordination and collaboration among State 

15 agencies serving children and youth; 

16 (D) strengthen the capacity of State and 

17 local organizations to achieve positive outcomes 

18 for children and youth through training, tech19 nical assistance, professional development, and 

20 other means; 

21 (E) assist the Governor in developing and 

22 carrying out the State strategy; and 

23 (F) coordinate the submission of the State 

24 application under subsection (b). 


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1 (2) DESIGNATION OF COORDINATING BODY.— 

2 The Governor may designate an existing agency, 

3 Children’s Cabinet, P–20 Council, child and youth 

4 development partnership, or other organization as 

5 the coordinating body for student learning and de6 velopment described in paragraph (1) if the agency, 

7 cabinet, council, partnership, or organization— 

8 (A) performs duties similar to the duties 

9 described in paragraph (1); or 

10 (B) if the duties of the agency, cabinet, 

11 council, partnership, or organization can be 

12 modified to include the duties described in 

13 paragraph (1). 

14 (b) STATE APPLICATION.— 

15 (1) IN GENERAL.—Each State desiring a grant 

16 under this Act shall submit to the Secretary an ap17 plication at such time, in such manner, and con18 taining such information as the Secretary may re19 quire. 

20 (2) CONTENTS.—Each application submitted 

21 under this subsection shall include the following: 

22 (A) STATE STRATEGY.—A description of 

23 how the State will develop the State strategy. 

24 (B) GRANTS TO LOCAL CONSORTIA.—A de25 scription of how subgrants to local consortia 


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1 will be awarded pursuant to section 8 and how 

2 the subgrants will facilitate community plan3 ning and effective service coordination, integra4 tion, and provision at the local level to achieve 

5 the goals developed by the State pursuant to 

6 section 6(c)(1) within the context of local needs 

7 and priorities. 

8 (C) CAPACITY BUILDING.—A description of 

9 how grant funds received under this Act will be 

10 used to build State and local capacity through 

11 training, technical assistance, and professional 

12 development. 

13 (D) ACCOUNTABILITY FOR RESULTS.—A 

14 description of the State’s plans to adhere to the 

15 accountability and transparency requirements 

16 described in section 12(b). 

17 (3) REVISED APPLICATION.—Each State desir18 ing to renew a grant under this Act shall submit a 

19 revised application to the Secretary every 5 years 

20 based on an assessment of the activities conducted 

21 under this Act. 

22 SEC. 8. STATE USE OF FUNDS. 

23 (a) IN GENERAL.—From the grant funds made avail24 able to a State under this Act for any fiscal year— 


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1 (1) the State shall use not less than 95 percent 

2 to award subgrants to local consortia under sub3 section (b); 

4 (2) the State may use not less than 3 percent 

5 for evaluation and capacity building activities, in6 cluding training, technical assistance, and profes7 sional development; and 

8 (3) the State may use not more than 2 percent 

9 for the administrative costs of carrying out respon10 sibilities under this Act. 

11 (b) SUBGRANTS TO LOCAL CONSORTIA.— 

12 (1) IN GENERAL.—A State that receives a 

13 grant under this Act shall use the portion of the 

14 grant funds described in subsection (a)(1) to award 

15 subgrants to local consortia. 

16 (2) PRIORITY.—In awarding subgrants to local 

17 consortia, a State shall give priority to applications 

18 from local consortia— 

19 (A) that— 

20 (i) propose to serve children and 

21 youth in schools designated by the State 

22 educational agency as persistently lowest23 achievement schools; or 


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1 (ii) that include at least one persist2 ently lowest-achieving school, as deter3 mined by the State; and 

4 (B) that propose to provide a comprehen5 sive continuum of services, including not less 

6 than 1 service from each of not less than 3 cat7 egories of services described in paragraphs (3) 

8 through (11) of section 10(b), which proposal— 

9 (i) shall be submitted by local con10 sortia comprised of a broad representation 

11 of stakeholders and decisionmakers in the 

12 community, including a multitude of com13 munity partners described in section 

14 4(5)(B); or 

15 (ii) shall demonstrate the capacity for 

16 successful implementation through a his17 tory of successful collaboration and effec18 tiveness in strengthening outcomes for chil19 dren and youth. 

20 (3) DURATION OF GRANT.—Each subgrant 

21 awarded under this section shall be for a period of 

22 5 years and shall be renewable based on progress to23 ward achieving the results described in section 

24 9(b)(2)(A). 


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1 (c) PLANNING GRANTS.—A State that receives a 

2 grant under this Act may award planning grants to local 

3 consortia to enable the local consortia to develop the local 

4 strategy described in section 9(b). Such planning grants 

5 shall be for a duration of— 

6 (1) not more than 6 months and in an amount 

7 of not more than $50,000; or 

8 (2) not more than 1 year and in an amount of 

9 not more than $100,000. 

10 (d) SUPPLEMENT, NOT SUPPLANT.—A State that re11 ceives a grant under this Act shall use the grant funds 

12 to supplement, not supplant, Federal and non-Federal 

13 funds available to support child and youth services. 

14 (e) ALLOCATION TO RURAL AREAS.— 

15 (1) IN GENERAL.—A State that receives grant 

16 funding under this Act for a fiscal year shall use the 

17 grant funds to award an amount, in the aggregate, 

18 of subgrant funding under section 8 to rural local 

19 consortia in the State that is not less than the 

20 amount that bears the same relation to the amount 

21 of the grant funding as the amount received by local 

22 educational agencies serving rural local consortia in 

23 the State under subpart 2 of part A of title I of the 

24 Elementary and Secondary Education Act of 1965 

25 (20 U.S.C. 6331 et seq.) for the preceding fiscal 


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1 year bears to the amount received by the State 

2 under such subpart for the preceding fiscal year. 

3 (2) RURAL LOCAL CONSORTIUM.—In this sub4 section the term ‘‘rural local consortium’’ means a 

5 local consortium serving an area of the State that 

6 has a locale code of 41, 42, or 43. 

7 SEC. 9. LOCAL CONSORTIUM APPLICATION; LOCAL CHILD 

8 AND YOUTH STRATEGY. 

9 (a) LOCAL CONSORTIUM APPLICATION.— 

10 (1) IN GENERAL.—A local consortium that de11 sires a subgrant under section 8 shall submit an ap12 plication to the State at such time, in such manner, 

13 and containing such information as the State may 

14 require. 

15 (2) CONTENTS.—An application submitted 

16 under this section shall include— 

17 (A) a description of the local consortium, 

18 including which public or nonprofit entity par19 ticipating in the local consortium shall serve as 

20 the fiscal agent for the local consortium; 

21 (B) the local child and youth strategy 

22 (hereafter in this Act referred to as ‘‘local 

23 strategy’’) described in subsection (b); and 

24 (C) a description of how the local strategy 

25 will be coordinated with the local educational 


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1 agency plan required under section 1112 of the 

2 Elementary and Secondary Education Act of 

3 1965 (20 U.S.C. 6312). 

4 (b) LOCAL STRATEGY.— 

5 (1) IN GENERAL.—The local strategy— 

6 (A) shall be developed by the local consor7 tium; 

8 (B) shall include the components described 

9 in paragraph (2); and 

10 (C) may include such other components as 

11 the local consortium determines necessary to 

12 strengthen outcomes for young people from 

13 birth through the transition to adulthood. 

14 (2) COMPONENTS.—The local strategy compo15 nents required under paragraph (1)(B) are the fol16 lowing: 

17 (A) LOCAL RESULTS FRAMEWORK.—Com18 prehensive, research-based goals and aligned 

19 quantifiable indicators for the goals, with re20 spect to youth, particularly disadvantaged 

21 youth, that shall serve as targets for the year 

22 with respect to which the local strategy applies. 

23 The goals shall include the following: 

24 (i) Children are ready for school. 


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1 (ii) Students are engaged and achiev2 ing in school. 

3 (iii) Students are physically, mentally, 

4 socially, and emotionally healthy. 

5 (iv) Schools and neighborhoods are 

6 safe and provide a positive climate for 

7 learning. 

8 (v) Families are supportive and en9 gaged in their children’s education. 

10 (vi) Students are ready for postsec11 ondary education and 21st-century careers. 

12 (vii) Students are contributing to 

13 their communities. 

14 (B) ASSETS ASSESSMENT.—An assessment 

15 of potential resources, services, and opportuni16 ties available within or near the community that 

17 children and youth, their families, and re18 sources in the community may be able to access 

19 in order to meet the needs identified under sub20 paragraph (C), to help achieve the goals and in21 dicators under subparagraph (A), and to sup22 port students to achieve the challenging State 

23 student academic achievement standards, in24 cluding the variety of services that can be inte25 grated— 


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1 (i) into a community school site; and 

2 (ii) through the presence of special3 ized student support personnel and local 

4 educational agency liaisons for homeless 

5 children and youth designated pursuant to 

6 section 722(g)(1)(J)(ii) of the McKinney7 Vento Homeless Assistance Act (42 U.S.C. 

8 11432(g)(1)(J)(ii)). 

9 (C) NEEDS ASSESSMENT.—An analysis of 

10 the comprehensive needs of the students served 

11 by the local consortium, their families, and the 

12 community that— 

13 (i) includes input from students, par14 ents, and community members; 

15 (ii) assesses the academic, physical, 

16 social, emotional, health, mental health, 

17 and civic needs of students and their fami18 lies; and 

19 (iii) may impact students’ ability to 

20 meet the challenging State student aca21 demic achievement standards. 

22 (D) SERVICE INTEGRATION AND PROVI23 SION.—A plan to coordinate and integrate serv24 ices and provide services in order to meet the 

25 needs identified under subparagraph (C) and 


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1 achieve the results and aligned quantifiable in2 dicators described in subparagraph (A), includ3 ing— 

4 (i) a description of the services admin5 istered by members of the local consortium 

6 that are funded through grants provided 

7 under the Elementary and Secondary Edu8 cation Act of 1965 (20 U.S.C. 6301 et 

9 seq.) that will be coordinated as part of the 

10 subgrant provided under section 8; and 

11 (ii) if applicable, a description of the 

12 coordination among services provided by 

13 community-based organizations and serv14 ices provided by specialized instructional 

15 support personnel serving local educational 

16 agencies participating in the local consor17 tium. 

18 (E) COMMUNITY ENGAGEMENT IN EDU19 CATION.—A plan to increase community en20 gagement in academic and developmental needs 

21 of children and youth. 

22 (F) FAMILY ENGAGEMENT IN EDU23 CATION.—A plan to increase family engagement 

24 in the academic and developmental needs of 

25 children and youth. 


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1 (3) EXISTING PLANS, STRATEGIES, AND AS2 SESSMENTS.—Existing plans, strategies, needs as3 sessments, or assets assessments may be used to 

4 satisfy the requirements of this section if such exist5 ing plans, strategies, needs assessments, or assets 

6 assessments include the information required by this 

7 section, or can be modified to do so, and are sub8 mitted to the Secretary with such modifications. 

9 SEC. 10. LOCAL USE OF FUNDS. 

10 (a) MANDATORY USE OF FUNDS.—A local consor11 tium that receives a subgrant under section 8 shall use 

12 the subgrant funds— 

13 (1) to integrate multiple private and public 

14 services into a comprehensive, coordinated con15 tinuum that meets the holistic needs of young peo16 ple; 

17 (2) to implement the comprehensive, coordi18 nated continuum of services described in paragraph 

19 (1) through research-based services producing quan20 tifiable results that align with the local results 

21 framework described in section 9(b)(2)(A); 

22 (3) to address the needs identified in the needs 

23 assessment carried out pursuant to section 

24 9(b)(2)(C) by leveraging the assets identified in the 


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1 assets assessment carried out pursuant to section 

2 9(b)(2)(B); and 

3 (4) if applicable, to coordinate efforts with the 

4 specialized instructional support personnel serving 

5 local educational agencies participating in the local 

6 consortium. 

7 (b) PERMISSIBLE USE OF FUNDS.—A local consor8 tium that receives a subgrant under section 8 may use 

9 the subgrant funds to coordinate, integrate, and enhance 

10 existing services, and provide new services, in order to pro11 vide young people with research-based, comprehensive 

12 services at, or that are connected to, schools, including— 

13 (1) community-based, integrated student serv14 ices; 

15 (2) full service community schools; 

16 (3) high-quality early childhood learning and 

17 development, including— 

18 (A) early childhood education; 

19 (B) programs under the Head Start Act 

20 (42 U.S.C. 9831 et seq.), including Early Head 

21 Start programs; 

22 (C) early reading first programs; 

23 (D) child care services; 

24 (E) early childhood-school transition serv25 ices; 


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1 (F) home visiting; 

2 (G) parenting education; and 

3 (H) services for young children with spe4 cial needs; 

5 (4) academic support services, including— 

6 (A) tutoring; 

7 (B) extended day programs, afterschool 

8 programs, or both such programs, which shall 

9 include services provided through 21st Century 

10 Community Learning Centers under part B of 

11 title IV of the Elementary and Secondary Edu12 cation Act of 1965 (20 U.S.C. 7171 et seq.); 

13 (C) academic support services for English14 language learners; 

15 (D) programs for students and parents to 

16 learn together, including opportunities in such 

17 fields as technology, art, music, and language 

18 acquisition; 

19 (E) multiple pathways toward attaining a 

20 high school diploma and preparing students for 

21 college, including— 

22 (i) dual enrollment programs; 

23 (ii) early college high schools; 

24 (iii) strategies for preventing at-risk 

25 youth from dropping out of high school; 


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1 (iv) dropout recovery strategies, in2 cluding strategies that award credit based 

3 on student performance instead of instruc4 tional time; and 

5 (v) other activities that combine rig6 orous coursework, personalized learning 

7 environments, practical applications, and 

8 comprehensive support services; 

9 (F) summer enrichment and learning expe10 riences; and 

11 (G) services for students with disabilities; 

12 (5) health services, including— 

13 (A) primary health care; 

14 (B) dental care; 

15 (C) vision care; 

16 (D) speech and hearing care; 

17 (E) mental health services; 

18 (F) nutrition services; 

19 (G) health education; and 

20 (H) developmental and habilitation services 

21 for young people with special needs; 

22 (6) youth development, including— 

23 (A) mentoring and other youth develop24 ment programs, including programs that engage 

25 older adults; 


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1 (B) recreation and physical education; 

2 (C) service learning, civic education, lead3 ership development, entrepreneurship, and com4 munity service opportunities; 

5 (D) job training, career counseling, and in6 ternship opportunities; 

7 (E) career and technical education; 

8 (F) college preparation and counseling 

9 services; and 

10 (G) positive behavioral interventions and 

11 supports; 

12 (7) social services for students and families, in13 cluding— 

14 (A) family support programs, including 

15 housing assistance, counseling, financial edu16 cation, crisis intervention, and related services; 

17 (B) programs that provide assistance to 

18 students who have been truant, suspended, or 

19 expelled; 

20 (C) programs or efforts intended to iden21 tify young people without a high school diploma 

22 and reengage the young people in school so that 

23 the young people may attain a high school di24 ploma; 


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1 (D) strategies that engage older adults as 

2 resources to students and families; and 

3 (E) services for homeless students, foster 

4 children and youth, students previously under 

5 the custody of the juvenile justice system, and 

6 students who are pregnant and parenting; 

7 (8) parent and adult education programs, in8 cluding— 

9 (A) programs that promote family literacy, 

10 including family literacy programs for English11 language learners; 

12 (B) parent and caregiver leadership and 

13 parent and caregiver education activities; 

14 (C) translation services; 

15 (D) adult education, including instruction 

16 in English as a second language, and job train17 ing; and 

18 (E) citizenship preparation for individuals 

19 choosing to become United States citizens; 

20 (9) juvenile crime prevention and rehabilitation 

21 programs, including— 

22 (A) youth courts, teen courts, peer juries, 

23 and drug courts; and 

24 (B) tribal youth programs; 


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1 (10) specialized instructional support services, 

2 including specialized instructional support personnel; 

3 (11) service coordination staffing that ensures 

4 young people receive comprehensive services to meet 

5 the holistic needs of the young people; 

6 (12) training, technical assistance, and profes7 sional development for school-based and community8 based personnel to build capacity and skills to edu9 cate English-language learners; 

10 (13) training, technical assistance, and profes11 sional development for school-based and community12 based personnel providing comprehensive services to 

13 children and youth; 

14 (14) subgrants to nonprofit and other organiza15 tions to implement the requirements and allowable 

16 services under this section; 

17 (15) reasonable program administration and 

18 planning associated with the activities required 

19 under this section; 

20 (16) access to and training on digital learning; 

21 and 

22 (17) other services consistent with this section. 

23 SEC. 11. CONSTRUCTION. 

24 Nothing in this Act shall be construed to alter or oth25 erwise affect the rights, remedies, and procedures afforded 


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1 school or school district employees under Federal, State, 

2 or local laws (including applicable regulations or court or3 ders) or under the terms of collective bargaining agree4 ments, memoranda of understanding, or other agreements 

5 between such employees and their employers. 

6 SEC. 12. ACCOUNTABILITY AND TRANSPARENCY. 

7 (a) FEDERAL ACCOUNTABILITY AND TRANS8 PARENCY.— 

9 (1) ANNUAL REPORT.—On an annual basis, the 

10 Secretary shall report to the public, Congress, and 

11 the President— 

12 (A) the collective progress made by— 

13 (i) States in achieving the goals estab14 lished within the State results frameworks 

15 described in section 6(c)(1); and 

16 (ii) communities in achieving the goals 

17 established within the local results frame18 works pursuant to section 9(b)(2)(A); 

19 (B) how funds under this Act were used by 

20 States and local consortia to improve the lives 

21 of children, youth, and families, including— 

22 (i) the characteristics of the young 

23 people and families served by the activities 

24 and services assisted under this Act; 


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1 (ii) the services and supports provided 

2 under this Act; and 

3 (iii) outcomes resulting from the ac4 tivities and services funded under this Act; 

5 (C) actions taken pursuant to paragraph 

6 (2) regarding misuse or ineffective use of funds; 

7 and 

8 (D) other information the Secretary deter9 mines to be of interest to the public. 

10 (2) CORRECTION OF DEFICIENCIES.—If the 

11 Secretary determines, based on a review of State an12 nual reports, State strategies, State data submis13 sions, evaluations, or other documentation, that a 

14 State or entity that receives funds through a grant 

15 or contract made under this Act makes insufficient 

16 progress toward achieving the goals established with17 in the State results framework pursuant to section 

18 6(c)(1) within 3 years of receiving a grant under 

19 section 5(a), or is misusing, ineffectively using, or 

20 otherwise not complying with the requirements of 

21 this Act, the Secretary shall— 

22 (A) notify the State of the deficiencies that 

23 require correction and request that the State 

24 submit a plan to correct the deficiencies; 


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1 (B) negotiate a plan to correct the defi2 ciencies, and provide appropriate training or 

3 technical assistance designed to assist the State 

4 in complying with the requirements of this Act; 

5 and 

6 (C) in the case that the State fails to sub7 mit or negotiate a plan to correct the defi8 ciencies or fails to make substantial efforts, 

9 within 6 months after the date of the notifica10 tion described in paragraph (1), to correct the 

11 deficiencies and comply with the requirements 

12 of this Act— 

13 (i) terminate the provision of funds 

14 under this Act to the State or entity for 

15 the remainder of the period of the grant or 

16 contract; and 

17 (ii) redistribute the terminated fund18 ing in the manner described in section 

19 5(c). 

20 (3) INDEPENDENT ONGOING EVALUATION.— 

21 (A) IN GENERAL.—The Secretary shall 

22 carry out an ongoing evaluation of the activities 

23 conducted under this Act and shall submit the 

24 evaluation results to Congress and the public by 

25 not later than June of 2018 and June of 2020. 


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1 (B) RIGOROUS AND INDEPENDENT EVAL2 UATION.—The Secretary shall enter into a con3 tract with an entity independent of the Depart4 ment of Education to carry out the evaluation 

5 required under this paragraph. To the extent 

6 the Secretary determines feasible, the evalua7 tion shall include large-scale, longitudinal, ran8 domized studies to identify the most effective 

9 combinations of academic and nonacademic 

10 interventions, including interventions adminis11 tered by community-based organizations, to 

12 achieve improvements in academic and other 

13 outcomes for students. 

14 (C) EVALUATION OUTCOMES.— 

15 (i) IN GENERAL.—The evaluation re16 quired under this paragraph shall measure 

17 the process of developing and imple18 menting effective partnerships among 

19 schools, school districts, families, students, 

20 and community partners, as well as the im21 pact of activities conducted under this Act, 

22 which may include impacts on the fol23 lowing outcomes: 

24 (I) Student achievement as meas25 ured by assessment data, classroom 


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1 grades, and other means of measuring 

2 student performance. 

3 (II) Graduation rates. 

4 (III) School readiness. 

5 (IV) Numbers of detentions, sus6 pensions, and expulsions. 

7 (V) Enrollment in postsecondary 

8 education. 

9 (VI) The degree of communica10 tion between schools and families. 

11 (VII) The degree of parental par12 ticipation in school activities. 

13 (VIII) Student health, including 

14 mental health and risk factors at 

15 birth. 

16 (IX) Student civic participation. 

17 (X) Attendance. 

18 (XI) The number of students and 

19 families receiving services. 

20 (XII) Other outcome areas as de21 termined by the Secretary in consulta22 tion with State educational agencies, 

23 local educational agencies, teacher or24 ganizations, secondary students, and 


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1 nonprofit organizations providing 

2 services to children and youth. 

3 (ii) DISAGGREGATION.—The outcomes 

4 described in clause (i) shall be 

5 disaggregated by all subgroups identified 

6 in section 1111(b)(2)(C)(v) of the Elemen7 tary and Secondary Education Act of 1965 

8 (20 U.S.C. 6311(b)(2)(C)(v)), gender, and 

9 family income. 

10 (b) STATE ACCOUNTABILITY AND TRANSPARENCY.— 

11 (1) ANNUAL REPORT.—On an annual basis, 

12 each State shall report to the public and the Sec13 retary such information as the Secretary may rea14 sonably require, including— 

15 (A) progress made toward achieving— 

16 (i) the goals established within the 

17 State results framework pursuant to sec18 tion 6(c)(1) disaggregated in the same 

19 manner as information is disaggregated 

20 under subsection (a)(3)(C)(ii); and 

21 (ii) the goals established within the 

22 local results frameworks pursuant to sec23 tion 9(b)(2)(A); 


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1 (B) how funds under this Act were used by 

2 States and local consortia to improve the lives 

3 of children, youth, and families, including— 

4 (i) the characteristics of the young 

5 people and families served by the activities 

6 and services assisted under this Act; 

7 (ii) the services and supports provided 

8 under this Act; and 

9 (iii) outcomes resulting from the ac10 tivities and services funded under this Act; 

11 (C) information on Federal barriers to ef12 fective State and local coordination; 

13 (D) the extent of coordination between 

14 State departments and agencies providing youth 

15 services in place to achieve the goals within the 

16 State results framework pursuant to section 

17 6(c)(1); 

18 (E) the extent to which the objectives and 

19 budgets of State departments and agencies pro20 viding child and youth services were consistent 

21 with the recommendations of the State strategy 

22 for the preceding year; 

23 (F) the efficiency and adequacy of State 

24 and local programs and policies with respect to 

25 child and youth services; 


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1 (G) actions taken pursuant to paragraph 

2 (2) regarding misuse or ineffective use of funds; 

3 and 

4 (H) other information the State determines 

5 to be of interest to the public. 

6 (2) CORRECTION OF DEFICIENCIES.—If the 

7 State determines, based on a review of reports, data 

8 submissions, evaluations, or other documentation, 

9 that a local consortium or organization that receives 

10 funds through a subgrant made under this Act 

11 makes insufficient progress toward achieving the 

12 goals established within the local results framework 

13 pursuant to section 9(b)(2)(A) within 3 years of re14 ceiving a subgrant under section 8, or is misusing, 

15 ineffectively using, or otherwise not complying with 

16 the requirements of this Act, the State shall— 

17 (A) notify the local consortium of the defi18 ciencies that require correction and request that 

19 the consortium submit a plan to correct the de20 ficiencies; 

21 (B) negotiate a plan to correct the defi22 ciencies, and provide appropriate training or 

23 technical assistance designed to assist the local 

24 consortium in complying with the requirements 

25 of this Act; and 


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1 (C) in the case that the local consortium 

2 fails to submit or negotiate a plan to correct 

3 the deficiencies or fails to make substantial ef4 forts, within 6 months after the date of the no5 tification described in subparagraph (A), to cor6 rect the deficiencies and comply with the re7 quirements of this Act, terminate the provision 

8 of funds under this Act to the local consortium 

9 or organization for the remainder of the period 

10 of the subgrant and redistribute the terminated 

11 funding in a manner determined by the State to 

12 be in the best interests of the children and 

13 youth in such State in accordance with this Act. 

14 (c) LOCAL ACCOUNTABILITY AND TRANSPARENCY.— 

15 On an annual basis, each local consortium shall report to 

16 the public and the State such information as the State 

17 may reasonably require, including— 

18 (1) progress made toward achieving the goals 

19 established within the local results framework pursu20 ant to section 9(b)(2)(A) disaggregated in the same 

21 manner as information is disaggregated under sub22 section (a)(3)(C)(ii); 

23 (2) how funds under this Act were used by the 

24 local consortium and subgrant recipients to improve 

25 the lives of children, youth, and families, including— 


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1 (A) the characteristics of the young people 

2 and families served by the activities and serv3 ices assisted under this Act; 

4 (B) the services and supports provided 

5 under this Act; and 

6 (C) outcomes resulting from the activities 

7 and services funded under this Act; 

8 (3) information on State barriers to effective 

9 local coordination; 

10 (4) the extent of coordination between local 

11 agencies and organizations providing services to 

12 achieve the goals within the local results framework 

13 pursuant to section 9(b)(2)(A); and 

14 (5) other information the local consortium de15 termines to be of interest to the public. 

16 SEC. 13. AUTHORIZATION OF APPROPRIATIONS. 

17 There are authorized to be appropriated to carry out 

18 this Act such sums as may be necessary for each of fiscal 

19 years 2016 through 2019. 

Æ 


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