I 

115TH CONGRESS 

2D SESSION H. R. 7204 

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 

NOVEMBER 30, 2018 

Ms. JUDY CHU of California (for herself, Ms. ROYBAL-ALLARD, Ms. NORTON, 

Ms. MENG, Ms. LEE, and Mr. DESAULNIER) 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 

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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 one of 

17 the Nation’s largest community school initia18 tives and found that students in grades 9 to 12 

19 have 61 percent fewer school-day absences than 


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1 their non-community school counterparts. When 

2 compared to non-community school counter3 parts, students in grades 9 to 12 were found to 

4 have more positive educational experiences; stu5 dents in grades 4 to 8 had higher Emotional 

6 Health scores on the survey; and students in 

7 grades K to 3 had 53 percent fewer suspensions 

8 and 55 percent fewer misconducts. 

9 (B) In a 7-year study of 200 Chicago pub10 lic schools, sociologist Anthony Bryk dem11 onstrates that in schools where grassroots orga12 nizations forge strong connections with their 

13 schools, trust levels are greater, the school envi14 ronment is civil, and parent involvement is 

15 greater. 

16 (C) United Way of Salt Lake’s Promise 

17 Partnership, an initiative across multiple school 

18 districts in the Salt Lake, Utah area, has 

19 helped increase student achievement and grad20 uation rates. At one of United Way’s partner 

21 schools, Granite Park Junior High, the percent22 age of students completing 9th grade and on 

23 track to graduate has more than doubled in 2 

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1 hoods so that 1,000 additional low-income stu2 dents attend high-quality preschool. Third 

3 grade reading proficiency scores rose 15.5 per4 cent from 2013–2014, and chronic absence de5 creased from 21 percent to 14 percent from 

6 2013–2014. A Promise Partnership Regional 

7 Council, which was formed in 2014, includes 

8 education, business, government and nonprofit 

9 leaders, guides the initiative and focuses on 

10 keeping the work aligned. 

11 (D) In Wisconsin, where partnerships are 

12 required for grant programs, non-traditional 

13 partners have proven to be instrumental for 

14 smaller communities to enrich after school pro15 grams. Those have included local trucking com16 panies, statewide nonprofit organizations like 

17 the Grange, Farm Bureau, small retailers, and 

18 retirees. 

19 (E) Union City (New Jersey) school dis20 trict proves that by breaking down institutional 

21 ‘‘silos’’ and creating deep partnerships, collabo22 ration and municipal involvement, schools can 

23 be vibrant places of hope despite poverty, unem24 ployment, and lack of affordable housing. 


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1 (F) Social Justice Humanitas Academy in 

2 Los Angeles, California enrolls approximately 

3 500 students with 88 percent eligible for free or 

4 reduced school lunch. Students are supported 

5 by Individualized Pupil Education Plans 

6 (IPEP) that determine how teachers and part7 ners involved in the Community School can best 

8 help struggling students and reflect the close 

9 relationships between students and teachers. At 

10 the conclusion of the 2013–2014 school year, 

11 the graduation rate rose from 83 percent to 

12 93.9 percent, and 99 percent of those graduates 

13 enrolled in college. The suspension rate was 

14 0.02 percent, compared to 1.02 percent across 

15 the Los Angeles Unified School District. 

16 (G) By meeting the comprehensive needs 

17 of students, Communities In Schools, a national 

18 dropout prevention organization, found that 99 

19 percent of participating students stayed in 

20 school, 78 percent of participating students met 

21 or made progress toward their attendance goals, 

22 90 percent met or made progress toward their 

23 behavior goals, and 88 percent met or made 

24 progress toward their academic improvement 

25 goals. 


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1 (3) In adopting the Every Student Succeeds 

2 Act (Public Law 114–95), Congress recognized com3 munity schools as a strategy to significantly improve 

4 the coordination and integration, accessibility, and 

5 effectiveness of services for children and families, 

6 particularly for children attending high-poverty 

7 schools, including high-poverty rural schools. 

8 (4) Approximately 84 percent of 9th graders 

9 graduate from high school within 4 years. Of stu10 dents who graduate from high school, 69 percent en11 roll in a 2- or 4-year college in the fall after com12 pleting high school. Only about half (58 percent) of 

13 first-time, full-time college freshmen seeking a 4- 

14 year degree receive a bachelor’s degree within 6 

15 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) In a study conducted by Hanover Research, 

22 data showed that quality partnerships between 

23 schools and their communities can result in im24 proved attendance, motivation, conduct, and aca25 demic achievement. Community-level strategies like 


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1 focusing on parental involvement, community build2 ing, and cultural competence were shown to con3 tribute to decreases in the achievement gap between 

4 lower- and upper-income students. 

5 (7) Research from the Government Account6 ability Office found that students who change 

7 schools less frequently are more likely to perform at 

8 grade level and less likely to repeat a grade than 

9 their less stable peers. 

10 (8) In research by Teachers College, Columbia 

11 University, studies in psychology, health, and edu12 cation feature school ‘‘connectedness’’ as important 

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

14 When students feel a sense of connection with the 

15 larger world and community institutions, they are 

16 more engaged in instructional activities and express 

17 greater commitment to school. 

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 co-partnering 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 2011 study conducted by the RAND 

13 Corporation found that students who attend summer 

14 learning programs, particularly those featuring indi15 vidualized instruction, parental involvement, and 

16 small class sizes, experience clear benefits in over17 coming the achievement gap between low- and 

18 upper-income students. 

19 SEC. 3. PURPOSES. 

20 The purposes of this Act are— 

21 (1) to create engaging learning experiences 

22 that— 

23 (A) strengthen academic achievement, 

24 build civic capacity, and provide a continuum of 


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1 supports and opportunities for children, youth, 

2 and their families; and 

3 (B) prepare young people for college, ca4 reers, and citizenship through results-focused 

5 partnerships at all levels that mobilize and co6 ordinate school and community resources; 

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

8 emotional, health, mental health, and civic develop9 ment of disadvantaged youth and thereby strengthen 

10 their families and communities; 

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

12 and families in their role as first educators of their 

13 children; 

14 (4) to promote community and family engage15 ment in the academic and developmental needs of 

16 children and youth; 

17 (5) to leverage and integrate the human and fi18 nancial assets of local communities, schools, State 

19 governments, the Federal Government, and the nat20 ural assets of communities— 

21 (A) toward better results for children, 

22 youth, and families; and 

23 (B) for sustained civic capacity; and 

24 (6) to develop school improvement strategies 

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1 prehensive needs of children and youth, such as full 

2 service community schools, community-based, inte3 grated student services, and related approaches. 

4 SEC. 4. DEFINITIONS. 

5 In this Act: 

6 (1) COMMUNITY-BASED, INTEGRATED STUDENT

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

8 student services’’ means interventions, coordinated 

9 through a single point of contact, that improve stu10 dent achievement by connecting community re11 sources with the academic and social service needs 

12 of students. 

13 (2) COMMUNITY ENGAGEMENT IN EDU14 CATION.— 

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

16 engagement in education’’ means systematic ef17 forts to involve, engage, and collaborate with 

18 parents, community residents, members of 

19 school communities, community partners, and 

20 other stakeholders in exploring the needs of 

21 their students and schools, developing plans to 

22 address those needs, and working together to 

23 address those needs. 

24 (B) INCLUSIONS.—The term includes ef25 fective community engagement in an ongoing 


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1 process to develop a welcoming school and 

2 school system, mobilize the community’s assets 

3 to support student achievement and growth, en4 gage those individuals and stakeholders who 

5 traditionally have not participated, improve 

6 working relationships, and deepen the commit7 ment to student success. 

8 (3) FAMILY ENGAGEMENT IN EDUCATION.— 

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

10 a shared responsibility of families and schools for 

11 student success, in which schools and community12 based organizations are committed to reaching out 

13 to engage families in meaningful ways that encour14 age the families to actively support their children’s 

15 learning and development, as well as the learning 

16 and development of other children. The shared re17 sponsibility is continuous from birth through young 

18 adulthood and reinforces learning that takes place in 

19 the home, school, and community. 

20 (4) FULL SERVICE COMMUNITY SCHOOL.—The 

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

22 elementary school or secondary school that— 

23 (A) participates in a community-based ef24 fort to coordinate educational, developmental, 

25 family, health, and other comprehensive services 


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1 through community-based organizations, spe2 cialized instructional support personnel em3 ployed by the school or the local educational 

4 agency, and public and private partnerships; 

5 and 

6 (B) provides access to such services to stu7 dents, families, and the community, such as ac8 cess during the school year (including before9 and after-school hours), and during the sum10 mer. 

11 (5) LOCAL CONSORTIUM.—The term ‘‘local con12 sortium’’ means a consortium consisting of commu13 nity representatives that— 

14 (A) shall include— 

15 (i) a local educational agency; and 

16 (ii) not less than one other community 

17 partner that is independent of the local 

18 educational agency; and 

19 (B) may include a broad array of commu20 nity partners, including— 

21 (i) a community-based organization; 

22 (ii) a child and youth serving organi23 zation or agency; 

24 (iii) an institution of higher education; 

25 (iv) a foundation; 


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1 (v) a business; 

2 (vi) a teacher organization; 

3 (vii) an organization representing edu4 cation professionals; 

5 (viii) a local government, including a 

6 government agency serving children and 

7 youth, such as a child welfare and juvenile 

8 justice agency; 

9 (ix) an organization representing stu10 dents; and 

11 (x) an organization representing par12 ents; and 

13 (C) may include representatives from mul14 tiple jurisdictions. 

15 (6) LOCAL EDUCATIONAL AGENCY.—The term 

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

17 the term in section 8101 of the Elementary and Sec18 ondary Education Act of 1965 (20 U.S.C. 7801). 

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

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

21 8101 of the Elementary and Secondary Education 

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

23 (8) PERSISTENTLY LOWEST-ACHIEVING

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

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


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1 requirements for school improvement grants pub2 lished by the Department of Education in the Fed3 eral Register on October 28, 2010 (75 Fed. Reg. 

4 66367 et seq.). 

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

6 the Secretary of Education. 

7 (10) SPECIALIZED INSTRUCTIONAL SUPPORT

8 PERSONNEL.—The term ‘‘specialized instructional 

9 support personnel’’ means school counselors, school 

10 social workers, school psychologists, and other quali11 fied professional personnel involved in providing as12 sessment, diagnosis, counseling, educational, thera13 peutic, and other necessary corrective or supportive 

14 services (including related services as that term is 

15 defined in section 602 of the Individuals with Dis16 abilities Education Act (20 U.S.C. 1401)) as part of 

17 a comprehensive program to meet student needs. 

18 (11) SPECIALIZED INSTRUCTIONAL SUPPORT

19 SERVICES.—The term ‘‘specialized instructional sup20 port services’’ means the services provided by spe21 cialized instructional support personnel, and includes 

22 any other corrective or supportive services to meet 

23 student needs. 


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

2 the several States of the United States, the District 

3 of Columbia, and the Commonwealth of Puerto Rico. 

4 (13) CHRONICALLY ABSENT.—The term 

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

6 student, means a student who misses 10 percent or 

7 20 days or more of school days in an academic year. 

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

9 learning’’ means instructional practices that effec10 tively use technology to strengthen the student 

11 learning experience and may include online and 

12 formative assessments, instructional resources, on13 line content and courses, applications of technology 

14 in the classroom and school building, adaptive soft15 ware for students with special needs, learning plat16 forms, and online professional communities of prac17 tice. 

18 SEC. 5. DEMONSTRATION PROGRAM AUTHORIZED; ALLOT19 MENT TO STATES. 

20 (a) FORMULA GRANTS AUTHORIZED.— 

21 (1) IN GENERAL.—From the amounts appro22 priated under section 13, the Secretary is authorized 

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

24 States having applications approved under section 

25 7(b) to enable the States to award subgrants to local 


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1 consortia to leverage and integrate human and fi2 nancial assets at all levels in order to— 

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

4 emotional, and civic development of disadvan5 taged youth; and 

6 (B) strengthen the families and commu7 nities of the disadvantaged youth and achieve 

8 the results developed pursuant to section 

9 6(c)(1). 

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

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

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

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

14 (b) RESERVATION.—From the funds appropriated 

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

16 reserve— 

17 (1) not more than 2 percent for national activi18 ties, which the Secretary may carry out directly or 

19 through grants and contracts, such as— 

20 (A) providing training technical assistance 

21 to local consortia and organizations partnering 

22 with local consortia to carry out services under 

23 this Act; or 

24 (B) conducting the national evaluation 

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


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

2 the outlying areas and the Bureau of Indian Affairs, 

3 to be allotted in accordance with their respective 

4 needs for assistance under this Act, as determined 

5 by the Secretary, to enable the outlying areas and 

6 the Bureau of Indian Affairs to carry out the pur7 poses of this Act. 

8 (c) STATE ALLOTMENTS.— 

9 (1) DETERMINATION.—From the funds appro10 priated under section 13 for any fiscal year that are 

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

12 after the Secretary makes the reservations under 

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

14 for the fiscal year an amount that bears the same 

15 relationship to the remainder as the amount the 

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

17 of the Elementary and Secondary Education Act of 

18 1965 (20 U.S.C. 6331 et seq.) for the preceding fis19 cal year bears to the amount all States received 

20 under that subpart for the preceding fiscal year, ex21 cept that no State shall receive less than an amount 

equal to 1 22 ⁄2 of 1 percent of such funds. 

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

24 State does not receive an allotment under this Act 

25 for a fiscal year, the Secretary shall reallot the 


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1 amount of the State’s allotment to the remaining 

2 States in accordance with this section. 

3 (d) COMPETITIVE GRANTS AUTHORIZED.— 

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

5 amount appropriated under section 13 is less than 

6 $200,000,000, the Secretary shall award grants, on 

7 a competitive basis, to local consortia to enable the 

8 local consortia to carry out local strategies in ac9 cordance with sections 9 and 10. 

10 (2) TARGETED LOCAL CONSORTIA.—The Sec11 retary shall only award a grant to a local consortium 

12 under this subsection if the local consortium submits 

13 an application that proposes— 

14 (A) to serve children and youth in schools 

15 or communities with the highest proportions of 

16 students from low-income families; and 

17 (B) to provide a comprehensive continuum 

18 of services, including not less than 1 service 

19 from each of not less than 3 categories of serv20 ices described in paragraphs (3) through (11) 

21 of section 10(b), which proposal— 

22 (i) shall be submitted by a local con23 sortium comprised of a broad representa24 tion of stakeholders and decisionmakers in 

25 the community, including a multitude of 


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1 community partners described in section 

2 4(5)(B); or 

3 (ii) shall demonstrate the capacity for 

4 successful implementation through a his5 tory of successful collaboration and effec6 tiveness in strengthening outcomes for chil7 dren and youth. 

8 (3) ACCOUNTABILITY AND TRANSPARENCY.— 

9 The Secretary shall apply those provisions of section 

10 12 that the Secretary determines applicable to local 

11 consortia receiving funds under this subsection. 

12 SEC. 6. STATE CHILD AND YOUTH STRATEGY. 

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

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

15 implement a State child and youth strategy (hereafter in 

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

17 (b) STRATEGY REQUIREMENTS.—The State strat18 egy— 

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

20 State and the State educational agency; 

21 (2) shall include the components described in 

22 subsection (c); and 

23 (3) may include other components as the Gov24 ernor determines necessary to strengthen results for 

25 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 03:45 Dec 04, 2018 Jkt 089200 PO 00000 Frm 00022 Fmt 6652 Sfmt 6201 E:\BILLS\H7204.IH H7204

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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 2020 and June of 2022. 


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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)(B)(xi) of the Ele7 mentary and Secondary Education Act of 

8 1965 (20 U.S.C. 6311(b)(2)(B)(xi)), gen9 der, and 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 2020 through 2023. 

Æ 


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