II 

116TH CONGRESS 

1ST SESSION S. 1964 

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 25, 2019 

Ms. HIRONO (for herself, Ms. BALDWIN, Mr. BLUMENTHAL, Ms. CANTWELL, 

Ms. CORTEZ MASTO, Mrs. GILLIBRAND, Ms. HARRIS, Ms. HASSAN, Ms. 

KLOBUCHAR, Mr. MARKEY, Mr. MERKLEY, Ms. ROSEN, Mr. SCHATZ, 

Mrs. SHAHEEN, and Ms. WARREN) introduced the following bill; which 

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

Labor, and Pensions 

A BILL 

To 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 2019’’. 


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1 SEC. 2. FINDINGS. 

2 Congress finds the following: 

3 (1) Title IX of the Education Amendments of 

4 1972 (20 U.S.C. 1681 et seq.) (in this Act referred 

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

6 of title IX prohibit sex discrimination in federally 

7 funded education programs and activities. 

8 (2) Although title IX requires that schools treat 

9 students equally with regard to athletic participation 

10 opportunities, athletic scholarships, and the benefits 

11 and services provided to athletic teams, female par12 ticipation rates, especially for girls of color, lag far 

behind male participation rates. Currently, only 2 13 ⁄3

14 of Black and Latina girls play sports, and barely 

over 1 15 ⁄2 of Asian-American girls play sports, compared to more than 3 16 ⁄4 of White girls. Female stu17 dent athletes have been found to have higher levels 

18 of self-esteem and to be more likely to graduate 

19 from high school than female students who do not 

20 play sports. Although the availability of athletic 

21 scholarships facilitates access to higher education, 

22 many schools fail to award proportional athletic fi23 nancial aid to women, which can affect their long24 term employment outcomes and economic security. 

25 (3) Although title IX ensures gender equity in 

26 career and technical education, women are severely 


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1 underrepresented in fields nontraditional to their 

2 gender. A recent study by the National Coalition for 

3 Women and Girls in Education indicated that 

4 women make up more than 80 percent of workers 

5 with training or certification in historically women6 dominated occupations that pay less than $30,000 

7 per year, including child care, early childhood edu8 cation, home care, and cosmetology. Women rep9 resent less than 40 percent of workers trained or 

10 certified in high-paying and historically male-domi11 nated fields, including transportation, advanced 

12 manufacturing, and construction. 

13 (4) Although title IX ensures gender equity in 

14 the fields of science, technology, engineering, and 

15 mathematics (in this section referred to as 

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

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

18 recent report by the National Center for Education 

19 Statistics showed that women earned only 32 percent of all STEM degrees in 2017, and nearly 1 20 ⁄2 of 

21 these women were White. Women of color earned 

22 about 12 percent of STEM degrees in that same 

23 year. Furthermore, in STEM fields where women 

24 are particularly underrepresented, such as com25 puting and engineering, women earned an even 


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1 smaller percentage of degrees, including only 19 per2 cent of computing bachelor’s degrees, and 21 per3 cent of engineering bachelor’s degrees. 

4 (5) Although title IX prohibits sex discrimina5 tion in employment in federally funded education 

6 programs, a recent report by the American Associa7 tion of University Women found that women com8 prise only 36 percent of tenured faculty and 30 per9 cent of university presidents. A similar study by the 

10 National Science Foundation confirmed that women 

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

12 positions, and 27 percent of full professor positions 

13 in STEM fields. Furthermore, Black and Latina 

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

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

16 of full professor positions in STEM fields. Asian17 American women hold around 5 percent of all 

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

19 percent of full professor positions in STEM fields. 

20 (6) Although title IX protects against sexual 

21 and sex-based harassment and violence, more than 

22 50 percent of girls and 40 percent of boys in grades 

23 7 through 12 experience sexual harassment each 

24 year, and approximately 10 percent of high school 

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1 cent GLSEN report indicated that 87 percent of les2 bian, gay, bisexual, transgender, queer, and ques3 tioning (referred to in this section as ‘‘LGBTQ’’) 

4 students have experienced harassment or assault 

5 based on a personal characteristic, and nearly 66 

6 percent have experienced LGBTQ-related verbal har7 assment at school based on sexual orientation. Re8 search has shown that LGBTQ students who experi9 ence harassment at school are more likely to experi10 ence depression and anxiety, to engage in unhealthy 

11 and antisocial behaviors, and to have more unex12 cused absences from school. 

13 (7) Although title IX prohibits discrimination 

14 on the basis of pregnancy or parenting status, the 

15 limited availability of accommodations for preg16 nancy-related conditions, including medical absences, 

17 and the limited access to school-related activities for 

18 pregnant and parenting students, are the leading 

19 reasons that parenting mothers drop out of high 

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

Law Center indicated that only 1 21 ⁄2 of teenage moth22 ers earn a high school diploma by the age of 22, 

23 compared with 89 percent of women who do not 

have a child during their teenage years, and that 1 24 ⁄3

25 of young mothers will never get a diploma or GED, 


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1 further limiting continuing opportunities for edu2 cation and employment. 

3 (8) Although title IX protects against discrimi4 nation based on stereotypes of actual or perceived 

5 sex (including sexual orientation or gender identity), 

6 many people carry implicit or unconscious biases 

7 that can unintentionally influence attitudes, beliefs, 

8 behaviors, and decisionmaking processes. Research 

9 has shown that unconscious biases can impact class10 room environments, teaching methods, student eval11 uations, disciplinary practices, and career and coun12 seling guidance, particularly for students who are 

13 pursuing nontraditional fields. 

14 SEC. 3. DEFINITIONS. 

15 In this Act: 

16 (1) ESEA DEFINITIONS.—The terms ‘‘elemen17 tary school’’, ‘‘institution of higher education’’, 

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

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

20 those terms in section 8101 of the Elementary and 

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

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

23 the Director of the Office for Gender Equity estab24 lished under section 5(a). 


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1 (3) EDUCATIONAL ENTITY.—The term ‘‘edu2 cational entity’’ means any of the following entities 

3 that receive Federal funds: 

4 (A) A State educational agency. 

5 (B) A local educational agency. 

6 (C) An institution of higher education. 

7 (D) An elementary school or secondary 

8 school. 

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

10 the Secretary of Education. 

11 (5) TITLE IX COORDINATOR.—The term ‘‘title 

12 IX coordinator’’ means a responsible employee, as 

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

14 Federal Regulations, designated to coordinate efforts 

15 under title IX of the Education Amendments of 

16 1972 (20 U.S.C. 1681 et seq.). 

17 SEC. 4. PURPOSES. 

18 The purposes of this Act are to— 

19 (1) promote gender equity in education in the 

20 United States; 

21 (2) support educational entities so that such en22 tities have the support to fully implement title IX; 

23 (3) provide title IX coordinators with training, 

24 technical assistance, and support to fully carry out 

25 their roles and responsibilities; 


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1 (4) increase general awareness about the rights 

2 and obligations of individuals and entities under title 

3 IX; 

4 (5) identify, implement, and disseminate best 

5 practices for reducing and preventing sex discrimina6 tion in all areas of education; 

7 (6) promote educational environments that are 

8 safe and free of sexual and sex-based bullying, har9 assment, and violence; and 

10 (7) promote equity in education for students 

11 who face discrimination based on multiple character12 istics, including— 

13 (A) race; 

14 (B) ethnicity; 

15 (C) national origin; 

16 (D) disability status; 

17 (E) religion; 

18 (F) age; or 

19 (G) actual or perceived sex (including sex20 ual orientation or gender identity). 

21 SEC. 5. ESTABLISHMENT OF AN OFFICE FOR GENDER EQ22 UITY. 

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

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

25 Gender Equity shall be the Special Assistant for Gender 


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1 Equity, as authorized under section 202(b)(3) of the De2 partment of Education Organization Act (20 U.S.C. 

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

4 shall report directly to the Secretary. 

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

6 responsible for the following: 

7 (1) Supporting educational entities in the full 

8 implementation of title IX. 

9 (2) Providing title IX coordinators with train10 ing, technical assistance, and support to fully carry 

11 out their roles and responsibilities. 

12 (3) Providing grants to implement programs 

13 and activities that are focused on reducing and pre14 venting sex discrimination in all areas of education. 

15 (4) Identifying and disseminating best practices 

16 for reducing and preventing sex discrimination in all 

17 areas of education. 

18 (5) Maintaining an Office of Gender Equity re19 source center website to disseminate best practices 

20 in achieving gender equity. 

21 (6) Performing any other activity consistent 

22 with achieving the purposes of this Act. 

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

24 this Act, the Secretary shall coordinate with other relevant 

25 Federal offices and agencies, including— 


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

3 (2) the Institute of Education Sciences; 

4 (3) the White House Council on Women and 

5 Girls; 

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

7 Labor; 

8 (5) the Office on Women’s Health of the De9 partment of Health and Human Services; 

10 (6) the Civil Rights Division of the Department 

11 of Justice; 

12 (7) the Office on Violence Against Women of 

13 the Department of Justice; 

14 (8) the Centers for Disease Control and Preven15 tion; 

16 (9) the Office of Safe and Healthy Students of 

17 the Department of Education; and 

18 (10) other entities determined relevant for car19 rying out the purposes of this Act. 

20 SEC. 6. SUPPORT FOR TITLE IX COORDINATORS. 

21 (a) IN GENERAL.—The Director shall provide coordi22 nation, training, technical assistance, and support for title 

23 IX coordinators to ensure that educational entities are 

24 able to fully implement title IX and reduce and prevent 

25 sex discrimination in all areas of education. 


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1 (b) TITLE IX COORDINATOR TRAINING.— 

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

3 the Director shall conduct a training for all title IX 

4 coordinators. The training may be conducted in 

5 partnership with a national organization with rel6 evant expertise, and may be completed online or in 

7 person. 

8 (2) CONTENTS OF TRAINING.—The training de9 scribed in paragraph (1) shall include the following 

10 information: 

11 (A) The role and responsibility of title IX 

12 coordinators. 

13 (B) Best practices for increasing aware14 ness about rights and obligations under title 

15 IX. 

16 (C) Best practices for investigating and re17 sponding to claims of violations of title IX. 

18 (D) Best practices for identifying and pre19 venting implicit and explicit sex discrimination 

20 in all areas of education, including— 

21 (i) recruitment and admissions; 

22 (ii) teaching practices, textbooks, and 

23 curricula; 

24 (iii) campus safety and security; 

25 (iv) financial assistance; 


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1 (v) access to facilities, resources, and 

2 housing; 

3 (vi) access to course offerings; 

4 (vii) student health services and insur5 ance benefits; 

6 (viii) counseling and career guidance; 

7 (ix) athletics; 

8 (x) discipline policies; 

9 (xi) employment; and 

10 (xii) other areas that the Director de11 termines are relevant for such purposes. 

12 (3) APPLICATION OF TRAINING.— 

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

14 steps to ensure that the trainings described in 

15 paragraph (1)— 

16 (i) are adapted, as necessary, to ad17 dress issues of sex discrimination at all lev18 els of education; 

19 (ii) are updated with the latest evi20 dence-based best practices; and 

21 (iii) address recent trends in sex dis22 crimination. 

23 (B) ATTENTION TO DISCRIMINATION

24 BASED ON MULTIPLE CHARACTERISTICS.—The 

25 Director shall take steps to ensure that such 


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1 trainings include attention to students who face 

2 discrimination based on multiple characteristics, 

3 including— 

4 (i) race; 

5 (ii) ethnicity; 

6 (iii) national origin; 

7 (iv) disability status; 

8 (v) religion; 

9 (vi) age; or 

10 (vii) actual or perceived sex (including 

11 sexual orientation or gender identity). 

12 (C) EVALUATION.—The Director shall— 

13 (i) develop and conduct pre- and post14 training evaluations to assess the effective15 ness of such trainings in improving the 

16 knowledge of the roles and responsibilities 

17 of title IX coordinators; and 

18 (ii) use such evaluations to update the 

19 title IX coordinator trainings annually. 

20 (c) HANDBOOK FOR CONDUCTING TITLE IX COMPLI21 ANCE SELF-EVALUATIONS.—The Director shall develop a 

22 handbook for conducting self-evaluations of compliance 

23 with title IX in all areas of education, as described in sub24 section (b)(2)(D). 


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1 (d) ASSESSMENT OF TITLE IX COORDINATOR SUP2 PORT.—The Director shall collect relevant data and statis3 tics on all title IX coordinators, including salary informa4 tion, budgets, and primary roles, in order to make rec5 ommendations for improving title IX coordinator support. 

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

7 the workplace contact information of all title IX coordina8 tors and any training materials or information developed 

9 under this section are made available on the Office of Gen10 der Equity resource center website, described in section 

11 5(b)(5). 

12 SEC. 7. SUPPORT FOR LOCAL IMPLEMENTATION. 

13 (a) GRANTS AUTHORIZED.— 

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

15 through the Director, is authorized to award grants 

16 to eligible entities to support such eligible entities in 

17 fully implementing title IX and reducing and pre18 venting sex discrimination in all areas of education. 

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

20 term ‘‘eligible entity’’ means— 

21 (A) a State educational agency; 

22 (B) a local educational agency; 

23 (C) an institution of higher education; 

24 (D) an elementary school or secondary 

25 school; or 


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1 (E) a partnership consisting of— 

2 (i) an entity described in subpara3 graphs (A) through (D); and 

4 (ii) a national organization with rel5 evant expertise, or another entity that the 

6 Secretary determines has relevant exper7 tise. 

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

9 grant shall use such funds to carry out programs and ac10 tivities designed to fully implement title IX and prevent 

11 and reduce sex discrimination, including programs and ac12 tivities that— 

13 (1) increase awareness of and counteract sex 

14 stereotypes, biases, and discrimination; 

15 (2) include trainings for students, teachers, fac16 ulty, and all personnel to learn about best practices 

17 for reducing and preventing sex discrimination in all 

18 areas of education; 

19 (3) increase access to campus resources, facili20 ties, and course offerings; 

21 (4) support title IX coordinators in performing 

22 outreach, advocacy, and education about title IX and 

23 reducing and preventing sex discrimination; 

24 (5) are aimed at identifying patterns or sys25 temic problems in compliance with title IX; 


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1 (6) strengthen prevention education and aware2 ness programs regarding sexual and sex-based har3 assment and violence; 

4 (7) conduct and analyze campus climate and 

5 victimization surveys; 

6 (8) include institutional assessment activities to 

7 identify areas and causes of gender inequities; 

8 (9) make efforts to improve progress on gender 

9 equity indicators as described in subsection 

10 (c)(2)(A); and 

11 (10) make efforts to improve accuracy in meas12 urement, data collection, and reporting of gender eq13 uity indicators as described in subsection (c)(2)(A). 

14 (c) APPLICATIONS.— 

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

16 grant under this section shall submit an application 

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

18 containing such information as the Secretary may 

19 reasonably require. 

20 (2) CONTENTS OF APPLICATION.—Each appli21 cation submitted by an eligible entity under this sec22 tion shall include the following: 

23 (A) A description of locally defined and 

24 documented gender equity needs and priorities, 


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1 which may include any of the following indica2 tors: 

3 (i) Academic indicators, including per4 formance on State assessments, enroll5 ment, admission, attrition, time to comple6 tion, and graduation rates. 

7 (ii) Civil rights data, including statis8 tics on bullying, harassment, violence, dis9 cipline, and expulsion. 

10 (iii) Campus climate and victimization 

11 data. 

12 (iv) Employment data. 

13 (v) Attendance and absenteeism data. 

14 (vi) Evidence of burden on title IX co15 ordinators, including coordinator to stu16 dent ratio and competing responsibilities. 

17 (vii) Other documentation of need 

18 that the Secretary determines is relevant. 

19 (B) A description of the evidence that will 

20 serve as the basis for the activities that the eli21 gible entity proposes to carry out using grant 

22 funds under this section. 

23 (C) A description of the activities that the 

24 eligible entity proposes to carry out using grant 

25 funds under this section. 


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1 (D) A description of how the proposed ac2 tivities will be adapted, as necessary, to meet 

3 the needs of students who face discrimination 

4 based on multiple characteristics, including— 

5 (i) race; 

6 (ii) ethnicity; 

7 (iii) national origin; 

8 (iv) disability status; 

9 (v) religion; 

10 (vi) age; or 

11 (vii) actual or perceived sex (including 

12 sexual orientation or gender identity). 

13 (E) A description of how the proposed ac14 tivities will help the eligible entity fully imple15 ment title IX. 

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

17 proposed activities under this section will con18 tinue with local support following completion of 

19 the grant period and termination of Federal 

20 funding. 

21 (G) A description of how the proposed ac22 tivities are a significant component of a com23 prehensive plan for gender equity in education 

24 and full implementation of title IX. 


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1 (d) RULE OF CONSTRUCTION.—Nothing in this sec2 tion shall be construed as prohibiting persons of any sex 

3 or gender from participating in any of the programs or 

4 activities funded under this section. 

5 (e) AWARD BASIS.— 

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

7 under this section on a competitive basis. 

8 (2) PRIORITIES.— 

9 (A) IN GENERAL.—The Secretary shall es10 tablish criteria for determining which eligible 

11 entities shall have priority in receiving a grant 

12 under this section. 

13 (B) LEVEL OF PRIORITY.—The criteria de14 scribed in subparagraph (A) may include a con15 sideration of the extent to which the application 

16 demonstrates that the eligible entity— 

17 (i) has demonstrated a high need for 

18 gender equity assistance based on indica19 tors described in subsection (c)(2)(A) and 

20 a high commitment to addressing these 

21 issues; 

22 (ii) will address the needs of students 

23 who face discrimination based on multiple 

24 characteristics, including— 

25 (I) race; 


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1 (II) ethnicity; 

2 (III) national origin; 

3 (IV) disability status; 

4 (V) religion; 

5 (VI) age; or 

6 (VII) actual or perceived sex (in7 cluding sexual orientation or gender 

8 identity); 

9 (iii) has not previously received assist10 ance under this section; 

11 (iv) will address relevant issues of na12 tional significance through solutions that 

13 can be replicated; 

14 (v) will implement an institutional 

15 change strategy with a long-term impact 

16 that will continue to be a central activity 

17 of the eligible entity upon termination of 

18 the grant; and 

19 (vi) will serve a high percentage of 

20 low-income students. 

21 (C) SPECIAL RULE.—To the extent prac22 ticable, the Secretary shall ensure that grants 

23 awarded under this section, for each fiscal year, 

24 address— 

25 (i) all levels of education, including— 


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1 (I) elementary and secondary 

2 education; 

3 (II) undergraduate and graduate 

4 education; 

5 (III) postdoctoral education and 

6 research; 

7 (IV) career and technical edu8 cation; and 

9 (V) adult education; 

10 (ii) all regions of the United States; 

11 and 

12 (iii) urban, rural, and suburban edu13 cational entities. 

14 (f) EVALUATION AND DISSEMINATION.— 

15 (1) EVALUATION.— 

16 (A) IN GENERAL.—Each eligible entity 

17 that receives a grant under this section shall 

18 conduct an assessment about the extent to 

19 which the eligible entity made progress on the 

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

21 (B) ASSESSMENT.—An eligible entity may 

22 work in partnership with the Institute of Edu23 cation Sciences to conduct such assessment. 

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

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1 gible entity shall submit a report to the Sec2 retary containing the results of such assess3 ment. The Secretary shall use those reports in 

4 order to build the knowledge base on promising 

5 models for preventing and reducing sex dis6 crimination across all areas and levels of edu7 cation. 

8 (2) DISSEMINATION.—The Secretary shall co9 ordinate with the Director of the Institute of Edu10 cation Sciences and other relevant Federal offices 

11 and agencies to— 

12 (A) ensure that the results of the activities 

13 carried out under this section are made readily 

14 available on the Office for Gender Equity re15 source center website; and 

16 (B) widely disseminate the results de17 scribed in subparagraph (A) to relevant Federal 

18 offices, agencies, educational entities, and the 

19 general public. 

20 SEC. 8. RESEARCH AND DEVELOPMENT. 

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

22 with the Director of the Institute of Education Sciences 

23 and other relevant Federal offices and agencies and enti24 ties to investigate, identify, and disseminate best practices 


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1 to fully implement title IX and reduce and prevent sex 

2 discrimination in all areas of education, including— 

3 (1) the reduction and prevention of sex stereo4 typing, bias, and discrimination in curricula, text5 books, software, and other educational materials; 

6 (2) the development of policies and programs 

7 to— 

8 (A) address and prevent sexual and sex9 based harassment and violence; and 

10 (B) ensure that campuses are free from 

11 threats to the safety of students, teachers, fac12 ulty, and personnel; 

13 (3) the development and evaluation of— 

14 (A) counseling and career guidance train15 ing; and 

16 (B) programs to reduce and prevent sex 

17 stereotyping, bias, and discrimination; 

18 (4) best practices for mitigating implicit bias in 

19 teaching, discipline, and all areas of education; 

20 (5) best practices for addressing the needs of 

21 students who face discrimination based on multiple 

22 characteristics, including— 

23 (A) race; 

24 (B) ethnicity; 

25 (C) national origin; 


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1 (D) disability status; 

2 (E) religion; 

3 (F) age; or 

4 (G) actual or perceived sex (including sex5 ual orientation or gender identity); and 

6 (6) other activities that the Secretary deter7 mines are consistent with the purposes of this Act. 

8 (b) DISSEMINATION.—The best practices described 

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

10 Gender Equity resource center website, as described in 

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

12 website of the Institute of Education Sciences. 

13 SEC. 9. REPORT; DISSEMINATION. 

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

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

16 thereafter, the Secretary shall publish a report on the 

17 steps the Department of Education has taken to— 

18 (1) support educational entities in fully imple19 menting title IX and reducing and preventing sex 

20 discrimination; 

21 (2) provide coordination, training, and re22 sources for title IX coordinators to fully carry out 

23 their roles and responsibilities; and 


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1 (3) promote equity in education for students 

2 who face discrimination based on multiple character3 istics, including— 

4 (A) race; 

5 (B) ethnicity; 

6 (C) national origin; 

7 (D) disability status; 

8 (E) religion; 

9 (F) age; or 

10 (G) actual or perceived sex (including sex11 ual orientation or gender identity). 

12 (b) DISSEMINATION.—The Secretary shall coordinate 

13 with the Director of the Institute of Education Sciences 

14 and the heads of relevant Federal agencies to ensure that 

15 the results of trainings, activities, evaluations, and re16 search developments under this Act are made readily 

17 available on the Office for Gender Equity resource center 

18 website and disseminated widely to other relevant Federal 

19 agencies and offices, educational entities, and the general 

20 public. 

21 SEC. 10. RULE OF CONSTRUCTION. 

22 Nothing in this Act shall be construed— 

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

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

25 seq.); or 


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

2 the Department of Education, the Department of 

3 Justice, or any other Federal agency. 

4 SEC. 11. AUTHORIZATION OF APPROPRIATIONS. 

5 (a) IN GENERAL.—There are authorized to be appro6 priated to carry out this Act $80,000,000 for each of fiscal 

7 years 2020 through 2025. 

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

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

10 less than $70,000,000 of such amounts to award grants 

11 under section 7. 

Æ 


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