I 

118TH CONGRESS 

1ST SESSION H. R. 1630 

To establish competitive Federal grants that will empower community colleges 

and minority-serving institutions to become incubators for infant and 

toddler child care talent, training, and access on their campuses and 

in their communities, and for other purposes. 

IN THE HOUSE OF REPRESENTATIVES 

MARCH 17, 2023 

Mrs. HAYES (for herself and Mr. NORCROSS) introduced the following bill; 

which was referred to the Committee on Education and the Workforce, 

and in addition to the Committee on Ways and Means, 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 establish competitive Federal grants that will empower 

community colleges and minority-serving institutions to 

become incubators for infant and toddler child care talent, training, and access on their campuses and in their 

communities, 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, 


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1 SECTION 1. SHORT TITLE. 

2 This Act may be cited as the ‘‘Preparing and 

3 Resourcing Our Student Parents and Early Childhood 

4 Teachers Act’’ or the ‘‘PROSPECT Act’’. 

5 SEC. 2. TABLE OF CONTENTS. 

6 The table of contents of this Act is as follows: 

Sec. 1. Short title. 

Sec. 2. Table of contents. 

Sec. 3. Findings. 

TITLE I—ESTABLISHMENT OF INFANT AND TODDLER CHILD 

CARE LEADERSHIP GRANTS 

Sec. 101. Purpose. 

Sec. 102. Definitions. 

Sec. 103. Authorization of appropriations. 

Subtitle A—General Provisions 

Sec. 111. Program authorized. 

Sec. 112. Application; selection criteria. 

Sec. 113. Amount, duration, and administration of grants. 

Subtitle B—Planning and Implementation Grants 

Sec. 121. Grants authorized. 

Sec. 122. Planning grants. 

Sec. 123. Access grants providing infant and toddler child care for community 

college or minority-serving institution student parents. 

Sec. 124. Impact grants. 

Sec. 125. Pipeline grants. 

Sec. 126. Evaluation criteria for grants. 

Sec. 127. Report to Congress. 

Sec. 128. Nondiscrimination in programs and activities. 

TITLE II—CHILD CARE AND DEVELOPMENT BLOCK GRANT 

PROGRAM 

Sec. 201. Eligibility. 

Sec. 202. Conforming amendments. 

Sec. 203. Increased Federal matching payments for child care. 

TITLE III—OUTREACH REGARDING THE DEPENDENT CARE 

ALLOWANCE FOR FEDERAL STUDENT AID 

Sec. 301. Sharing dependent care allowance information for Federal student 

aid. 


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1 SEC. 3. FINDINGS. 

2 Congress finds the following: 

3 (1) A child’s brain grows at a faster rate be4 tween birth and age 3 than at any later point in the 

5 child’s lifetime. 

6 (2) Decades of research shows that children 

7 under age 3 that receive quality child care are more 

8 likely to have the behavioral, cognitive, and language 

9 skills development necessary for success in school, 

10 college, and life. 

11 (3) According to a 2018 survey, 83 percent of 

12 parents with a child under age 5 responded that 

13 finding quality, affordable child care was a serious 

14 problem in their area. 

15 (4) In 2017, on average, center-based child care 

16 for an infant cost 61 percent more than for a pre17 schooler, over $11,000 annually per child, and in 28 

18 States, more than the cost of public college tuition. 

19 (5) In the 2015–2016 academic year, approxi20 mately 4,300,000 postsecondary education students 

21 were raising children while in college, and over half 

22 of those students had children preschool-aged or 

23 younger. 

24 (6) According to a 2016 survey, 95 percent of 

25 child care centers at 2-year and 4-year colleges 


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1 across the United States had a waiting list, with the 

2 average list containing 82 children. 

3 (7) Student parents were 20 percent more likely 

4 to leave college without a degree than students with5 out children. 

6 (8) The Child Care Access Means Parents in 

7 School Federal Grant program under subpart 7 of 

8 part A of title IV of the Higher Education Act of 

9 1965 (20 U.S.C. 1070e et seq.) helps over 3,300 

10 students at institutions of higher education afford 

11 child care each year, but this program impacts just 

12 0.5 percent of the entire student parent population, 

13 and many institutions of higher education do not 

14 open their subsidized child care programs to children 

15 under age 3. 

16 (9) The share of community colleges and 4-year 

17 institutions of higher education with on-campus 

18 child care has been in decline. Community colleges 

19 saw a 10 percent decrease in the number of cam20 puses with child care between 2002 and 2017. 

21 (10) Student parents are more likely to be en22 rolled at community colleges and minority-serving 

23 institutions than other institutions of higher edu24 cation. Over a quarter of all community college stu25 dents are parents, and in the 2015–2016 academic 


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1 year, 40 percent of Black women attending college 

2 were parents, 3 times the rate for White male col3 lege students. 

4 (11) Community colleges and minority-serving 

5 institutions lead the higher education sector in edu6 cating infant and toddler child care providers, espe7 cially child care providers of color, so they are the 

8 optimal actors for driving quality infant and toddler 

9 child care access in their regions. 

10 TITLE I—ESTABLISHMENT OF IN11 FANT AND TODDLER CHILD 

12 CARE LEADERSHIP GRANTS 

13 SEC. 101. PURPOSE. 

14 The purposes of this title are to expand access to in15 fant and toddler child care for children of students at pub16 lic community colleges and at minority-serving institutions 

17 and to grow, diversify, and strengthen the workforce pipe18 line of highly effective infant and toddler child care pro19 viders, especially in communities of color and infant and 

20 toddler child care deserts. 

21 SEC. 102. DEFINITIONS. 

22 In this title: 

23 (1) COMMUNITY COLLEGE.—The term ‘‘commu24 nity college’’ means a public institution of higher 

25 education, as defined in section 101(a) of the Higher 


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1 Education Act of 1965 (20 U.S.C. 1001(a)), that 

2 provides an educational program of not less than 2 

3 years that culminates in an associate degree and is 

4 acceptable for full credit toward a baccalaureate de5 gree. 

6 (2) COMMUNITY COLLEGE OR MINORITY-SERV7 ING INSTITUTION STUDENT PARENT.—The term 

8 ‘‘community college or minority-serving institution 

9 student parent’’ means an individual who— 

10 (A) is a parent or legal guardian of a child 

11 who qualifies for infant and toddler child care; 

12 and 

13 (B) is a full-time or part-time student at 

14 a community college or minority-serving institu15 tion participating in an eligible entity. 

16 (3) CULTURALLY RESPONSIVE TEACHING.—The 

17 term ‘‘culturally responsive teaching’’ means teach18 ing— 

19 (A) using the cultural characteristics, expe20 riences, and perspectives of ethnically diverse 

21 students as conduits for teaching them more ef22 fectively; and 

23 (B) based on understanding the influences 

24 of race, culture, and ethnicity in teaching and 

25 learning and using the cultural experiences and 


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1 contributions of different ethnic groups as in2 strumental tools for teaching academic and so3 cial knowledge and skills. 

4 (4) DROP-IN.—The term ‘‘drop-in’’, when used 

5 with respect to child care— 

6 (A) means child care that— 

7 (i) does not require prescheduling a 

8 definite number of scheduled days or hours 

9 per week; or 

10 (ii) is short term, such as less than 5 

11 hours per day; and 

12 (B) includes child care described in sub13 paragraph (A) that requires parents to provide 

14 24-hour notice before using the child care or 

15 provides child care subject to availability. 

16 (5) DUAL LANGUAGE LEARNER.—The term 

17 ‘‘dual language learner’’ means a child who— 

18 (A) is acquiring 2 or more languages at 

19 the same time; or 

20 (B) is learning a second language while 

21 continuing to develop the child’s first language, 

22 including a child who may also be identified by 

23 a State or locality as bilingual or limited 

24 English proficient or as an English language 


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1 learner, an English learner, or a child who 

2 speaks a language other than English. 

3 (6) EARLY CHILDHOOD EDUCATOR PREPARA4 TION PROGRAM.—The term ‘‘early childhood educa5 tor preparation program’’ means a postsecondary 

6 course of study that— 

7 (A) is designed to prepare individuals to 

8 teach in early childhood settings serving chil9 dren between birth and age 5; and 

10 (B) leads to a degree (including an associ11 ate’s, bachelor’s, or graduate degree) or a State 

12 or nationally recognized credential enabling in13 dividuals to teach in early childhood settings, 

14 including a child development associate creden15 tial or a State teaching license. 

16 (7) ELIGIBLE ENTITY.—The term ‘‘eligible enti17 ty’’ means— 

18 (A) a community college; 

19 (B) a minority-serving institution; or 

20 (C) a consortium of 2 or more community 

21 colleges or minority-serving institutions. 

22 (8) FLEX INFANT AND TODDLER CHILD

23 CARE.—The term ‘‘flex infant and toddler child 

24 care’’ means infant and toddler child care for which 


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1 a child is registered to attend weekly, but for a total 

2 of less than five days per week. 

3 (9) HIGH SCHOOL.—The term ‘‘high school’’ 

4 has the meaning given the term in section 8101 of 

5 the Elementary and Secondary Education Act of 

6 1965 (20 U.S.C. 7801). 

7 (10) INFANT AND TODDLER CHILD CARE.—The 

8 term ‘‘infant and toddler child care’’ means child 

9 care for children who are under the age of 3 as of 

10 the first day of the academic year of the applicable 

11 community college or minority-serving institution. 

12 (11) INFANT AND TODDLER CHILD CARE

13 DESERT.—The term ‘‘infant and toddler child care 

14 desert’’ means a community that the State or tribal 

15 entity involved determines has a low supply of qual16 ity, affordable infant and toddler child care. 

17 (12) INFANT OR TODDLER WITH A DIS18 ABILITY.—The term ‘‘infant or toddler with a dis19 ability’’ has the meaning given the term in section 

20 632 of the Individuals with Disabilities Education 

21 Act (20 U.S.C. 1432). 

22 (13) LOW-INCOME.—The term ‘‘low-income’’ 

23 means an individual from a family with an income 

24 at or below 150 percent of the poverty line (as de25 fined by the Office of Management and Budget and 


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1 revised annually in accordance with section 673(2) 

2 of the Community Services Block Grant Act) appli3 cable to a family of the size involved. 

4 (14) MINORITY-SERVING INSTITUTION.—The 

5 term ‘‘minority-serving institution’’ means an insti6 tution described in section 371(a) of the Higher 

7 Education Act of 1965 (20 U.S.C. 1067q(a)). 

8 (15) NONTRADITIONAL HOURS.—The term 

9 ‘‘nontraditional hours’’ means— 

10 (A) the hours before 9 a.m. and after 4 

11 p.m.; and 

12 (B) any hours during weekends, breaks 

13 during the academic year, and holidays. 

14 (16) ON-CAMPUS.—The term ‘‘on-campus’’, 

15 when used with respect to a childcare center, means 

16 a childcare center that is located on the campus of 

17 a community college or minority-serving institution. 

18 (17) SECRETARY.—The term ‘‘Secretary’’ 

19 means the Secretary of Education. 

20 (18) SERVICE AREA.—The term ‘‘service area’’, 

21 when used with respect to an eligible entity, means 

22 the area served by the eligible entity. 

23 (19) STATE.—The term ‘‘State’’ has the mean24 ing given the term in section 103 of the Higher 

25 Education Act of 1965 (20 U.S.C. 1003). 


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1 SEC. 103. AUTHORIZATION OF APPROPRIATIONS. 

2 There is authorized to be appropriated to carry out 

3 this title a total of $9,000,000,000 for fiscal years 2024 

4 through 2028. 

5 Subtitle A—General Provisions 

6 SEC. 111. PROGRAM AUTHORIZED. 

7 (a) IN GENERAL.—From amounts made available 

8 under section 103, the Secretary shall award to eligible 

9 entities— 

10 (1) planning grants under section 122; 

11 (2) access grants under section 123, which will 

12 provide free high-quality child care for as many as 

13 500,000 infants and toddlers who have a community 

14 college or minority-serving institution student par15 ent, helping to reduce barriers that impact the abil16 ity of community college or minority-serving institu17 tion student parents attending community college or 

18 a minority-serving institution to graduate, and re19 ducing their postgraduation debt; 

20 (3) impact grants under section 124, which will 

21 expand the supply and quality of child care in the 

22 community by providing training, mentorship, tech23 nical support, and expansion funding to new and ex24 isting child care providers in the service area of the 

25 eligible entity; and 


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1 (4) pipeline grants under section 125, which 

2 will fund eligible entities to— 

3 (A) launch and expand early childhood ed4 ucator preparation programs; and 

5 (B) form strategic partnerships with re6 gional institutions to expand, diversify, and 

7 strengthen the workforce pipeline for infant and 

8 toddler care providers. 

9 (b) ADMINISTRATION.—In administering this title, 

10 the Secretary shall— 

11 (1) consult with the Secretary of Health and 

12 Human Services with respect to all grants carried 

13 out under this Act; and 

14 (2) consult with the Administrator of the Small 

15 Business Administration with respect to impact 

16 grants carried out under section 124. 

17 SEC. 112. APPLICATION; SELECTION CRITERIA. 

18 (a) APPLICATION.— 

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

20 grant under subtitle B shall submit an application to 

21 the Secretary at such time, in such manner, and 

22 containing such information as the Secretary may 

23 require. 

24 (2) CONTENTS.—An application submitted 

25 under paragraph (1) shall include— 


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1 (A) a landscape review on the need for in2 fant and toddler child care within the current 

3 and prospective student populations of the eligi4 ble entity and in the broader service area of the 

5 eligible entity, with an emphasis on community 

6 college or minority-serving institution student 

7 parents in communities of color and low-income 

8 parents; 

9 (B) a landscape review of the infant and 

10 toddler care workforce within the service area of 

11 the eligible entity; 

12 (C) a high-level vision (which, in the case 

13 of an eligible entity desiring a planning grant 

14 under section 122, will be clarified and adjusted 

15 through the needs assessment and activities 

16 carried out under the grant) for how to leverage 

17 1 or more access, impact, or pipeline grants 

18 under subtitle B to enhance access and quality 

19 in the infant and toddler child care landscape of 

20 the service area of the eligible entity; 

21 (D) a description of how the eligible entity 

22 will advance child development (including social 

23 and emotional development), family engage24 ment, and culturally responsive and linguis25 tically responsive pedagogy for infant and todVerDate Sep 11 2014 22:50 Mar 29, 2023 Jkt 039200 PO 00000 Frm 00013 Fmt 6652 Sfmt 6201 E:\BILLS\H1630.IH H1630

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1 dler child care within its child care center or 

2 early childhood education programs (as applica3 ble), through professional development, required 

4 coursework, or targeted outreach and enroll5 ment; 

6 (E) an assurance that the eligible entity 

7 will submit annual reports that document how 

8 funds were allocated and the impact of the 

9 grant; 

10 (F) a commitment that wages for child 

11 care staff at each on-campus child care center 

12 of a participating community college or minor13 ity-serving institution during the grant period 

14 shall be— 

15 (i) comparable to wages for elemen16 tary educators with similar credentials and 

17 experience in the State; and 

18 (ii) at a minimum, at a rate that is 

19 enough to provide a living wage for all 

20 child care staff; and 

21 (G) in the case of an impact, access, or 

22 pipeline grant under subtitle B, an assurance 

23 that the eligible entity will continue to convene 

24 and consult an infant and toddler care com25 mittee described in section 122(a)(1). 


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1 (b) SELECTION CRITERIA.— 

2 (1) IN GENERAL.—The Secretary shall award 

3 grants under subtitle B on a competitive basis, in 

4 accordance with the priorities described in para5 graph (2), and in a manner that supports eligible 

6 entities that— 

7 (A) enroll a high percentage of students 

8 who are eligible for a Federal Pell Grant under 

9 section 401 of the Higher Education Act of 

10 1965 (20 U.S.C. 1070a) and who have children 

11 under age 3; 

12 (B) are located within or in the immediate 

13 vicinity of an infant and toddler child care 

14 desert; or 

15 (C) have a clear and compelling plan for— 

16 (i) in the case of a planning grant 

17 under section 122, carrying out the activi18 ties of the planning grant; 

19 (ii) in the case of an access grant 

20 under section 123, expanding access to 

21 free infant and toddler child care for com22 munity college or minority-serving institu23 tion student parents; 

24 (iii) in the case of an impact grant 

25 under section 124, expanding the supply 


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1 and quality of child care in the community 

2 by providing training, mentorship, tech3 nical support, and startup funding, in col4 laboration with existing child care agencies 

5 and organizations; or 

6 (iv) in the case of a pipeline grant 

7 under section 125, growing and strength8 ening the workforce pipeline of highly ef9 fective infant and toddler child care pro10 viders, especially such providers serving in11 fant and toddler child care deserts, by ex12 panding early childhood education pro13 grams or upgrading an on-campus child 

14 care center into a lab school. 

15 (2) PRIORITIES IN AWARDING GRANTS.—In 

16 awarding grants under subtitle B, the Secretary 

17 shall, to the extent practicable based on the strength 

18 of the applications and the availability of appropria19 tions— 

20 (A) first, ensure that not less than 80 per21 cent of the funds appropriated for grants under 

22 subtitle B are awarded to eligible entities that 

23 are eligible institutions, as defined in section 

24 312(b) of the Higher Education Act of 1965 

25 (20 U.S.C. 1058(b)); 


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1 (B) second, ensure that not less than 1 eli2 gible entity in each State is awarded a grant; 

3 and 

4 (C) third, provide special consideration to 

5 applications described in paragraph (3). 

6 (3) ADDITIONAL CONSIDERATION AND FUND7 ING.—In awarding grants under subtitle B and sub8 ject to paragraph (2), the Secretary shall provide 

9 special consideration, and may provide additional 

10 funding as needed, including funding to exceed the 

11 limits described in section 113(a), for— 

12 (A) applications for access grants under 

13 section 123 that will provide— 

14 (i) infant and toddler child care for 

15 children of all ages between birth and age 

16 3; 

17 (ii) infant and toddler child care avail18 able during nontraditional hours; 

19 (iii) infant and toddler child care that 

20 has the supports and staffing needed for 

21 children who are dual language learners; 

22 (iv) infant and toddler child care that 

23 has the supports and staffing needed for 

24 children in need of trauma-informed care 

25 and infants and toddlers with disabilities, 


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1 which may include providing training for 

2 infant and toddler child care staff to sup3 port the needs of infants and toddlers with 

4 disabilities or coordinating with service 

5 providers to deliver services under section 

6 619 or part C of the Individuals with Dis7 abilities Education Act (20 U.S.C. 1419; 

8 1431 et seq.); and 

9 (v) child care and aftercare for chil10 dren age 3 and older, especially for chil11 dren that age out of the infant and toddler 

12 child care program supported under this 

13 title, and for siblings of children enrolled 

14 in campus-sponsored infant and toddler 

15 care; and 

16 (B) applications for pipeline grants under 

17 section 125 that propose to— 

18 (i) develop and teach courses on cul19 turally responsive and linguistically respon20 sive teaching in early childhood education; 

21 and 

22 (ii) develop and teach courses on sup23 porting infants and toddlers with disabil24 ities who are under age 3. 


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1 (c) PREREQUISITES FOR ACCESS, IMPACT, AND PIPE2 LINE GRANTS.—An eligible entity shall receive and timely 

3 complete all requirements of a planning grant under sec4 tion 122 before receiving an access, impact, or pipeline 

5 grant under section 123, 124, or 125. 

6 SEC. 113. AMOUNT, DURATION, AND ADMINISTRATION OF 

7 GRANTS. 

8 (a) AMOUNT OF GRANTS.—Each grant awarded 

9 under subtitle B to an eligible entity shall be in an amount 

10 of— 

11 (1) in the case of a grant awarded to an indi12 vidual community college or minority-serving institu13 tion, not more than $20,000,000; and 

14 (2) in the case of a grant to a consortium of 

15 community colleges or minority-serving institutions, 

16 not more than $220,000,000. 

17 (b) DURATION OF GRANTS.—A grant awarded under 

18 subtitle B shall be for a period of 4 years, except that 

19 a planning grant awarded under section 122 shall be for 

20 a period of 1 year. 

21 (c) NUMBER OF GRANTS.— 

22 (1) PLANNING GRANTS.—No eligible entity 

23 shall receive more than 1 planning grant under sec24 tion 122. 


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1 (2) IMPACT, ACCESS, AND PIPELINE GRANTS.— 

2 An eligible entity may receive multiple grants under 

3 sections 123, 124, and 125, including 2 or more 

4 grants under different sections for the same grant 

5 period or for overlapping grant periods. 

6 (d) ANNUAL GRANT COMPETITIONS.—The Secretary 

7 shall conduct annual grant competitions for the grants 

8 under subtitle B. 

9 (e) RULE OF CONSTRUCTION.—Nothing in this title 

10 shall be construed to limit any program or grant estab11 lished under any other Federal law, including the Higher 

12 Education Act of 1965 (20 U.S.C. 1001 et seq.), the Ele13 mentary and Secondary Education Act of 1965 (20 U.S.C. 

14 6301 et seq.), or the Individuals with Disabilities Edu15 cation Act (20 U.S.C. 1400 et seq.). 

16 Subtitle B—Planning and 

17 Implementation Grants 

18 SEC. 121. GRANTS AUTHORIZED. 

19 From amounts made available under section 103, the 

20 Secretary shall award to eligible entities— 

21 (1) planning grants under section 122, to en22 able the eligible entities to assess the infant and tod23 dler care needs of current and prospective commu24 nity college or minority-serving institution student 


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1 parents and the surrounding community and develop 

2 a detailed proposal to address such needs; 

3 (2) access grants under section 123, which will 

4 provide free high-quality child care for up to 

5 500,000 children under the age of 3 of community 

6 college or minority-serving institution student par7 ents, helping to reduce barriers that impact the abil8 ity of community college or minority-serving institu9 tion student parents to graduate, and reducing their 

10 postgraduation debt; 

11 (3) impact grants under section 124, which will 

12 expand the supply and quality of child care in the 

13 community by providing training, mentorship, tech14 nical support, and expansion funding to new and ex15 isting child care providers in the service area of the 

16 eligible entities; and 

17 (4) pipeline grants under section 125, which 

18 will fund eligible entities to— 

19 (A) launch and expand early childhood ed20 ucator preparation programs; and 

21 (B) form strategic partnerships with re22 gional institutions to expand, diversify, and 

23 strengthen the workforce pipeline for infant and 

24 toddler child care providers. 


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1 SEC. 122. PLANNING GRANTS. 

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

3 grant under this section shall use grant funds to— 

4 (1) establish an infant and toddler child care 

5 committee that is reflective and inclusive of the com6 munity being served and composed of members who 

7 are— 

8 (A) student parents at the participating 

9 community college or minority-serving institu10 tion; 

11 (B) faculty of any participating community 

12 college or minority-serving institution; 

13 (C) representatives of a local educational 

14 agency (as defined in section 8101 of the Ele15 mentary and Secondary Education Act of 1965 

16 (20 U.S.C. 7801)) serving the service area of 

17 the eligible entity; 

18 (D) where applicable, a local public charter 

19 school provider; 

20 (E) representatives of a local child care re21 source and referral agency; and 

22 (F) infant and toddler child care profes23 sionals (such as representatives from a local 

24 Head Start or Early Head Start program, 

25 home-based infant and toddler child care pro26 viders, and child care providers with expertise 


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1 working with infants or toddlers with disabil2 ities); 

3 (2) conduct an infant and toddler child care 

4 needs assessment of current and prospective commu5 nity college or minority-serving institution student 

6 parents, the infant and toddler child care workforce, 

7 and the service area of the eligible entity, that in8 cludes information on the level of need for— 

9 (A) infant and toddler child care during 

10 nontraditional hours; 

11 (B) 3-year-old child care, toddler care, and 

12 infant care; 

13 (C) care for infants and toddlers with dis14 abilities; 

15 (D) care for children from households that 

16 speak a language other than English; and 

17 (E) child care in specific communities, es18 pecially infant and toddler child care deserts; 

19 (3) begin research, outreach, and planning for 

20 expanding access to free infant and toddler child 

21 care for community college or minority-serving insti22 tution student parents, which may include drafting 

23 a delivery agreement with infant and toddler child 

24 care providers in the community to provide infant 


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1 and toddler child care to community college or mi2 nority-serving institution student parents; and 

3 (4) develop a detailed proposal, with a focus on 

4 the needs of parents of children under age 3, to ad5 dress those needs, which may include applying for 

6 an impact, access, or pipeline grant under section 

7 123, 124, or 125. 

8 (b) REPORTING REQUIREMENTS.—Not later than 30 

9 days after the end of a grant period under this section, 

10 the eligible entity that received the grant shall prepare and 

11 submit a report to the Secretary that includes— 

12 (1) the results of the needs assessment con13 ducted under subsection (a)(2); 

14 (2) the detailed proposal developed under sub15 section (a)(4); and 

16 (3) in the case of an eligible entity that desires 

17 an impact, access, or pipeline grant under section 

18 123, 124, or 125, an application for the grant. 

19 SEC. 123. ACCESS GRANTS PROVIDING INFANT AND TOD20 DLER CHILD CARE FOR COMMUNITY COL21 LEGE OR MINORITY-SERVING INSTITUTION 

22 STUDENT PARENTS. 

23 (a) USE OF GRANTS.—An eligible entity receiving a 

24 grant under this section shall use grant funds to expand 

25 access to free infant and toddler child care for community 


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1 college or minority-serving institution student parents by 

2 carrying out 1 or more of the following: 

3 (1) Paying the infant and toddler child care 

4 costs of community college or minority-serving insti5 tution student parents at an on-campus child care 

6 center, State licensed off-campus child care center, 

7 or State licensed or registered home-based child care 

8 provider. 

9 (2)(A) Operating an on-campus child care cen10 ter that provides infant and toddler child care; or 

11 (B) contracting with a child care provider that 

12 is operating 1 or more child care centers (as of the 

13 date of the contract) to operate an on-campus child 

14 care center that provides infant and toddler child 

15 care. 

16 (3) Coordinating with local child care resource 

17 and referral agencies for services such as helping 

18 community college or minority-serving institution 

19 student parents find infant and toddler child care. 

20 (4) Expanding the resources for existing on21 campus child care centers, as of the date of the ap22 plication for the grant, by— 

23 (A) expanding the space of the center for 

24 infant and toddler child care; 


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1 (B) purchasing equipment to be used for 

2 infant and toddler child care; or 

3 (C) hiring staff to accommodate additional 

4 children under the age of 3. 

5 (5) Lengthening the hours of an existing on6 campus infant and toddler child care center or keep7 ing the on-campus infant and toddler child care cen8 ter open during breaks (including summer). 

9 (6) Establishing capacity for drop-in infant and 

10 toddler child care or flex infant and toddler child 

11 care for the children of community college or minor12 ity-serving institution student parents. 

13 (7) Renovating campus facilities to allow for the 

14 operation of an on-campus child care center that— 

15 (A) satisfies the standards that apply to 

16 alterations or (as applicable) new construction 

17 under title II or III of the Americans with Dis18 abilities Act of 1990 (42 U.S.C. 12131 et seq., 

19 12181 et seq.), as the case may be; and 

20 (B)(i) meets a high-quality standard, ac21 cording to a State quality rating and improve22 ment system or the standards applicable to an 

23 Early Head Start program under the Head 

24 Start Act (42 U.S.C. 9831 et seq.); or 


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1 (ii) is accredited through the National As2 sociation for the Education of Young Children 

3 or another organization of similar expertise, as 

4 determined by the Secretary. 

5 (b) REQUIREMENTS OF ON-CAMPUS CHILD CARE

6 CENTERS.—In order for an on-campus child care center 

7 of a community college or minority-serving institution par8 ticipating in an eligible entity to be supported with funds 

9 from a grant under this section, the on-campus child care 

10 center shall meet the following requirements: 

11 (1) The child care center shall be licensed by 

12 the State and shall meet a high-quality standard de13 scribed in subsection (a)(7)(B)(i) or be accredited in 

14 accordance with subsection (a)(7)(B)(ii). 

15 (2) Children of community college or minority16 serving institution student parents shall receive pri17 ority enrollment in the child care center, with pri18 ority going first to low-income community college or 

19 minority-serving institution student parents, al20 though dependents of faculty and staff of the com21 munity college or minority-serving institution and 

22 community members may be enrolled once the en23 rollment needs of all requesting community college 

24 or minority-serving institution student parents are 

25 fulfilled. 


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1 (3) The child care center shall provide infant 

2 and toddler child care to children of community col3 lege or minority-serving institution student parents, 

4 without regard as to whether the parent is a full5 time or part-time student. 

6 (4) Not less than 85 percent of the community 

7 college or minority-serving institution student par8 ents using the on-campus child care center for infant 

9 and toddler child care shall be eligible to receive 

10 Federal Pell Grants under section 401 of the Higher 

11 Education Act of 1965 (20 U.S.C. 1070a), except 

12 that the Secretary may grant a waiver from this re13 quirement if the Secretary determines necessary. 

14 (5) The child care center shall provide drop-in 

15 infant and toddler child care for community college 

16 and minority-serving institution student parents and 

17 may not impose minimum enrollment requirements 

18 for children of community college or minority-serving 

19 institution student parents. The Secretary shall pro20 mulgate regulations that specify the percentage of 

21 infant and toddler child care slots that must be re22 served for drop-in infant and toddler child care 

23 under this paragraph. 

24 (6) The child care center— 


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1 (A) shall provide infant and toddler child 

2 care for children under the age of 3 (as of the 

3 first day of the academic year of the community 

4 college or minority-serving institution sup5 porting the child care center) of community col6 lege and minority-serving institution student 

7 parents for free; 

8 (B) may charge faculty and staff of the 

9 community college or minority institution and 

10 community members fees, using a sliding scale 

11 based on family income, to enroll their children 

12 in the child care center; and 

13 (C) shall comply with the suspension and 

14 expulsion performance standard for Head Start 

15 programs under section 1302.17 of title 45, 

16 Code of Federal Regulations, or any successor 

17 standard. 

18 (7)(A) The child care center shall maintain a 

19 continuity of care for the children of parents who— 

20 (i) were community college or minority21 serving institution student parents during any 

22 reasonable or unavoidable break in the parents’ 

23 enrollment; or 

24 (ii) transferred from a community college 

25 to a 4-year minority-serving institution during 


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1 the student’s enrollment at the 4-year institu2 tion. 

3 (B) The child care center may charge a parent 

4 described in subparagraph (A) a fee for the child 

5 care services provided during the period when the 

6 parent is not enrolled in the community college or 

7 minority-serving institution, using a sliding scale 

8 based on family income during this period, as long 

9 as the fee does not exceed 7 percent of the family’s 

10 income. 

11 (8) The child care center shall pay its child care 

12 staff a wage that— 

13 (A) is comparable to wages for elementary 

14 educators with similar credentials and experi15 ence in the State; and 

16 (B) at a minimum, provides a living wage 

17 for all child care staff of the child care center; 

18 and 

19 (9) The child care center, if not a child care 

20 provider covered by subsection (c) of section 658H 

21 of the Child Care and Development Block Grant Act 

22 of 1990 (42 U.S.C. 9858f), shall comply with that 

23 section in the same manner and to the same extent 

24 as such a child care provider, with respect to back25 ground checks for child care staff members (includVerDate Sep 11 2014 22:50 Mar 29, 2023 Jkt 039200 PO 00000 Frm 00030 Fmt 6652 Sfmt 6201 E:\BILLS\H1630.IH H1630

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1 ing prospective child care staff members) for the 

2 center. 

3 (c) CONSULTATION AND REPORTS.— 

4 (1) CONSULTATION.—An eligible entity receiv5 ing a grant under this section shall, for each year 

6 of the grant, consult with an infant and toddler child 

7 care committee described in section 122(a)(2) re8 garding the results of the grant and the contents of 

9 the annual report submitted to the Secretary. 

10 (2) REPORTS.—An eligible entity receiving a 

11 grant under this section shall, for each year of the 

12 grant, prepare and submit a report to the Secretary 

13 that includes— 

14 (A) the number of community college or 

15 minority-serving institution student parents 

16 that received access to State licensed or reg17 istered child care because of the grant, in the 

18 aggregate and disaggregated by age, gender, 

19 race and ethnicity, family income, disability sta20 tus, and full-time or part-time enrollment sta21 tus in the community college or minority-serv22 ing institution; 

23 (B) the number of children under age 3 

24 enrolled in each on-campus child care center 

25 supported under the grant, disaggregated by 


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1 age, gender, disability status, marital status of 

2 parents, and race and ethnicity; 

3 (C) for each on-campus child care center 

4 supported under the grant, the number of sus5 pensions of children enrolled in the child care 

6 center, in the aggregate and disaggregated by 

7 race and ethnicity, gender, and disability status; 

8 (D) the demographics, including race, eth9 nicity, and gender of the staff and leadership of 

10 all child care centers supported under the 

11 grant; 

12 (E) the most frequent times of the day and 

13 days of the week, and the average number of 

14 hours per week, that on-campus child care cen15 ters were used by community college or minor16 ity-serving institution student parents, and the 

17 child care hours per week provided to commu18 nity college or minority-serving institution stu19 dent parents, disaggregated by child care pro20 vided at nontraditional hours and traditional 

21 daytime, weekday child care; 

22 (F) semester-to-semester persistence and 

23 fall-to-fall persistence rates of community col24 lege or minority-serving institution student par25 ents with children enrolled in infant and toddler 


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1 child care sponsored by the community college 

2 or minority-serving institution, compared to the 

3 persistence rate of community college or minor4 ity-serving institution student parents with chil5 dren under 3 who are not enrolled in commu6 nity college or minority-serving institution spon7 sored child care— 

8 (i) collected in accordance with regu9 lations promulgated by the Secretary; and 

10 (ii) in the aggregate and 

11 disaggregated as described in subpara12 graph (A) and by the age of the children 

13 of the community college or minority-serv14 ing institution students; 

15 (G) the degree or certificate completion 

16 rate of community college minority-serving in17 stitution student parents with children enrolled 

18 in child care that is sponsored by the commu19 nity college or minority-serving institution and 

20 is not infant and toddler child care, in the ag21 gregate and disaggregated as described in such 

22 subparagraph and by the age of the children of 

23 the community college or minority-serving insti24 tution student parents; and 


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1 (H) if grant funds are used to renovate 

2 campus facilities under subsection (a)(7), proof 

3 of the on-campus child care center’s compliance 

4 with the standards that apply to alterations or 

5 (as applicable) new construction under title II 

6 or III of the Americans with Disabilities Act of 

7 1990 (42 U.S.C. 12131 et seq., 12181 et seq.), 

8 as the case may be. 

9 (3) CROSS-TABULATION.—In each report sub10 mitted by an eligible entity under paragraph (2), the 

11 eligible entity shall also provide the information de12 scribed in subparagraphs (A), (B), (C), and (F)(ii) 

13 of such paragraph cross-tabulated by, at a min14 imum, gender, disability status, and each major ra15 cial and ethnic group, which shall be presented in a 

16 manner that— 

17 (A) is first anonymized and does not reveal 

18 personally identifiable information about an in19 dividual community college or minority-serving 

20 institution student parent or child enrolled in 

21 the child care center; 

22 (B) does not include a number of individ23 uals in any subgroup of community college or 

24 minority-serving institution student parents or 

25 children enrolled in the child care center that is 


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1 insufficient to yield statistically reliable infor2 mation or that would reveal personally identifi3 able information about an individual; and 

4 (C) is consistent with the requirements of 

5 section 444 of the General Education Provi6 sions Act (20 U.S.C. 1232g, commonly known 

7 as the ‘‘Family Educational Rights and Privacy 

8 Act of 1974’’). 

9 (d) DEFINITION.—In subsection (b)(9), the term 

10 ‘‘child care staff member’’ means an individual— 

11 (1) who is employed by a child care center cov12 ered by subsection (b) for compensation; or 

13 (2) whose activities involve the care or super14 vision of children for, or unsupervised access to chil15 dren who are cared for or supervised by, such a 

16 child care center. 

17 SEC. 124. IMPACT GRANTS. 

18 (a) USE OF FUNDS.—Grants awarded under this sec19 tion shall be used by eligible entities to expand the supply 

20 and quality of child care in the community by providing 

21 training, mentorship, technical support, and startup fund22 ing, in collaboration with existing (as of the date of appli23 cation for the grant) child care agencies and organiza24 tions, through carrying out 1 or more of the following ac25 tivities: 


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1 (1) Contracting with local child care resource 

2 and referral organizations to support onsite technical 

3 assistance for child care providers, and training, 

4 mentorships, and business technical assistance re5 lated to existing (as of the date of the grant) or new 

6 start-up child care programs. 

7 (2) Contracting with local child care resource 

8 and referral organizations to provide staffed family 

9 child care networks, such as a hub that supports a 

10 group of home-based care providers to promote high11 quality care. 

12 (3) Establishing a network of child care pro13 viders in the community, or partnering with an ex14 isting, as of the date of application, provider or net15 work (such as an Early Head Start program oper16 ating in the community) to facilitate provider access 

17 to training, coaching, mentorship, licensure, tech18 nical support, and expansion funding. 

19 (4) Developing content for training for commu20 nity child care providers (including home-based pro21 viders and unlicensed providers) on strong child care 

22 business practices and other supports and training 

23 the providers may require. 


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1 (5) Compensating qualified individuals to de2 liver training for community members on providing 

3 high-quality child care. 

4 (6) Awarding microenterprise grants for State 

5 licensed, qualified early childhood education profes6 sionals, State licensed child care centers, and State 

7 licensed or registered home-based child care pro8 viders to open a child care program that provides in9 fant and toddler child care, or to expand infant and 

10 toddler child care (including expanding access to 

11 serve infants or toddlers with disabilities) at a child 

12 care program in areas with low access to affordable, 

13 quality infant and toddler child care. 

14 (7) Developing and communicating clear path15 ways for community child care providers and current 

16 and prospective students of infant and toddler child 

17 care education, particularly individuals with low in18 comes and from historically underrepresented 

19 groups, to take advantage of professional develop20 ment, certificate, and associate degree offerings, for 

21 the purpose of advancing their skills and careers. 

22 (8) Prioritizing child care programs, pathways, 

23 and resources in communities of color and low-in24 come communities. 


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1 (9) Developing and delivering child care profes2 sional development and courses in languages other 

3 than English. 

4 (b) RULE REGARDING PROFESSIONAL DEVELOP5 MENT.—If an eligible entity elects to use grant funds 

6 under this section for professional development, the eligi7 ble entity shall ensure that— 

8 (1) a portion of the professional development is 

9 open, available, and easily accessible to unlicensed 

10 child care providers and a portion of the professional 

11 development is available to State licensed or reg12 istered child care providers; and 

13 (2) not more than 30 percent of the funds pro14 vided through the grant under this section are allo15 cated toward professional development. 

16 (c) CONSULTATION AND REPORTS.— 

17 (1) CONSULTATION.—An eligible entity receiv18 ing a grant under this section shall, for each year 

19 of the grant, consult with an infant and toddler child 

20 care committee described in section 122(a)(2) and 

21 the lead agency for the applicable State designated 

22 under section 658D of the Child Care Development 

23 and Block Grant Act of 1990 (42 U.S.C. 9858b) re24 garding the results of the grant and the contents of 

25 the annual report submitted to the Secretary. 


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1 (2) REPORTS.—An eligible entity receiving a 

2 grant under this section shall, for each year of the 

3 grant, prepare and submit a report to the Secretary 

4 that includes— 

5 (A) the number of child care providers that 

6 attended child care professional development 

7 sessions coordinated by the eligible entity under 

8 the grant, and the type of training received; 

9 (B)(i) the number of child care providers 

10 fluent in a language other than English that re11 ceived professional development through the 

12 grant, including the number of such child care 

13 providers reached through the development and 

14 delivery of coursework in languages other than 

15 English; and 

16 (ii) the number of such child care providers 

17 that received professional development through 

18 the grant and graduated with an infant toddler 

19 credential, a child development associate cre20 dential, or associate degree related to early 

21 childhood development; 

22 (C) the number of community colleges or 

23 minority-serving institutions that joined or es24 tablished networks of child care providers; 


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1 (D) the number of State licensed child care 

2 spots created for children under 3 as a result 

3 of the training or microenterprise grants pro4 vided, in the aggregate and disaggregated by lo5 cation in an infant and toddler child care 

6 desert, location in a community of color, and, 

7 for recipients of microenterprise grants under 

8 subsection (a)(6), race, ethnicity, and gender of 

9 recipient; 

10 (E) the number of participants in 

11 mentorship programs supported under the 

12 grant, in the aggregate and disaggregated by 

13 race, ethnicity, and gender; and 

14 (F) the number of community child care 

15 providers receiving technical support from the 

16 on-campus child care center or network or the 

17 child care resource and referral agency under 

18 the grant. 

19 (3) CROSS-TABULATION.—In each report sub20 mitted by an eligible entity under paragraph (2), the 

21 eligible entity shall also provide the information de22 scribed in paragraph (2)(E) cross-tabulated by, at a 

23 minimum, gender and each major racial and ethnic 

24 group, which shall be presented in a manner that— 


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1 (A) is first anonymized and does not reveal 

2 personally identifiable information about an in3 dividual participant in a mentorship program; 

4 (B) does not include a number of individ5 uals in any subgroup of mentorship program 

6 participants that is insufficient to yield statis7 tically reliable information or that would reveal 

8 personally identifiable information about an in9 dividual; and 

10 (C) is consistent with the requirements of 

11 section 444 of the General Education Provi12 sions Act (20 U.S.C. 1232g, commonly known 

13 as the ‘‘Family Educational Rights and Privacy 

14 Act of 1974’’). 

15 SEC. 125. PIPELINE GRANTS. 

16 (a) USE OF FUNDS.—Grants awarded under this sec17 tion shall be used by eligible entities to grow and strength18 en the workforce pipeline of highly effective infant and 

19 toddler child care providers, especially such providers serv20 ing infant and toddler child care deserts, through carrying 

21 out 1 or more of the following activities: 

22 (1) Establishing— 

23 (A) an associate degree program that in24 cludes not less than 2 courses specifically on in25 fants and toddlers; or 


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1 (B) a stackable child development associate 

2 credential, infant toddler credential, or early 

3 childhood education certificate, that can be in4 corporated into a higher-level credential or cer5 tificate. 

6 (2) Hiring faculty to adopt and teach previously 

7 developed competency-based high-quality infant-tod8 dler courses, or to develop and teach infant-toddler 

9 courses, which may include courses required for an 

10 infant or toddler care certificate, such as courses on 

11 child growth and development, the physical and nu12 tritional needs of children, communicating with fam13 ilies, language development, child mental health, 

14 supporting infants and toddlers with disabilities, and 

15 effective interactions with children. 

16 (3) Developing and executing a plan for in17 creased coordination between an early childhood edu18 cator preparation program of a participating com19 munity college or minority-serving institution and an 

20 on-campus child care center of the community col21 lege or minority-serving institution, to enhance the 

22 quality of both the child care and the early childhood 

23 educator preparation program. 

24 (4) Creating or enhancing a partnership be25 tween a participating community college and a 4- 


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1 year degree-granting institution, to support and co2 ordinate associate degree programs or provide for 

3 articulation agreements in early childhood education 

4 with related baccalaureate degree programs. 

5 (5) Upgrading an on-campus child care center 

6 into a child care lab school for the purpose of facili7 tating early childhood educator preparation program 

8 practicum work, which may include installing one9 way observation windows or live-feed cameras. 

10 (6) Awarding microgrants to students in early 

11 childhood educator preparation programs for tuition, 

12 books, transportation, permitting or licensing fees, 

13 apprenticeships, and time spent doing practicum 

14 work. 

15 (7) Developing and teaching courses on cul16 turally responsive teaching in early childhood edu17 cation. 

18 (8) Forming partnerships with local public high 

19 schools to establish early childhood education career 

20 and technical education programs, including pro21 grams that lead to a degree or credential or provide 

22 opportunities for students to enter the community 

23 college or minority-serving institution with postsec24 ondary credits that can be counted towards an early 

25 childhood education certificate, credential, or degree. 


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1 (b) CONSULTATION AND REPORTS.— 

2 (1) CONSULTATION.—An eligible entity receiv3 ing a grant under this section shall, for each year 

4 of the grant, consult with an infant and toddler child 

5 care committee described in section 122(a)(2) re6 garding the results of the grant and the contents of 

7 the annual report submitted to the Secretary. 

8 (2) REPORTING REQUIREMENTS.—An eligible 

9 entity receiving a grant under this section shall, for 

10 each year of the grant, prepare and submit a report 

11 to the Secretary that includes— 

12 (A) the number of students that enrolled 

13 in early childhood educator preparation pro14 grams due to the support provided by the 

15 grant, in the aggregate and disaggregated by 

16 credential or degree type of the program and by 

17 age, gender, race or ethnic group, ability to 

18 speak a second language, family income level, 

19 disability status, and full-time or part-time stu20 dent status; 

21 (B) the amount of funds allocated to early 

22 childhood educator preparation program stu23 dents through microgrants under this section, 

24 in the aggregate and disaggregated by usage of 

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1 ceiving the microgrants, including age, gender, 

2 race or ethnic group, second language ability, 

3 parent status, family income level, disability 

4 status, and full-time or part-time student sta5 tus; 

6 (C) the persistence, retention, and comple7 tion rates of students receiving the microgrants, 

8 as compared to such rates for students not re9 ceiving the microgrants; 

10 (D) the number of students dual-enrolled 

11 in high school and a community college or mi12 nority-serving institution early childhood educa13 tor preparation program; 

14 (E) the number of students that completed 

15 degrees, certificates, or credentials in dual-en16 rollment programs, in the aggregate and 

17 disaggregated by degree, certificate, and creden18 tial type; and 

19 (F) the details of any partnerships or ar20 ticulation agreements established with local 

21 public high schools or local 4-year degree-grant22 ing institutions of higher education. 

23 (3) CROSS-TABULATION.—In each report sub24 mitted by an eligible entity under paragraph (2), the 

25 eligible entity shall also provide the information deVerDate Sep 11 2014 22:50 Mar 29, 2023 Jkt 039200 PO 00000 Frm 00045 Fmt 6652 Sfmt 6201 E:\BILLS\H1630.IH H1630

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1 scribed in subparagraphs (A) and (B) of such para2 graph cross-tabulated by, at a minimum, gender, 

3 each major racial and ethnic group, and disability 

4 status, which shall be presented in a manner that— 

5 (A) is first anonymized and does not reveal 

6 personally identifiable information about an in7 dividual student; 

8 (B) does not include a number of individ9 uals in any subgroup of students that is insuffi10 cient to yield statistically reliable information or 

11 that would reveal personally identifiable infor12 mation about an individual; and 

13 (C) is consistent with the requirements of 

14 section 444 of the General Education Provi15 sions Act (20 U.S.C. 1232g, commonly known 

16 as the ‘‘Family Educational Rights and Privacy 

17 Act of 1974’’). 

18 SEC. 126. EVALUATION CRITERIA FOR GRANTS. 

19 For each year of the grant program under this title, 

20 the Secretary shall evaluate the effectiveness of grants 

21 under chapter 1. Each evaluation shall include the fol22 lowing criteria: 

23 (1) For access grants awarded under section 

24 123— 


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1 (A) the number of community college or 

2 minority-serving institution student parents 

3 that received access to licensed or registered in4 fant and toddler child care due to the grant, in 

5 the aggregate and disaggregated by age, gen6 der, race or ethnic group, family income level, 

7 disability status, marital status, and full-time or 

8 part-time student status; 

9 (B) the most frequent times, and the aver10 age number of hours per week, that on-campus 

11 child care centers were used by community col12 lege or minority-serving institution student par13 ents; 

14 (C) semester-to-semester persistence and 

15 fall-to-fall persistence rates of community col16 lege or minority-serving institution student par17 ents with children enrolled in infant or toddler 

18 child care sponsored by the community college 

19 or minority-serving institution, compared to 

20 such rate for students with children not en21 rolled in the community college or minority22 serving institution child care program, in the 

23 aggregate and disaggregated by the categories 

24 described in subparagraph (A); and 


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1 (D) degree and certificate completion rate 

2 of community college or minority-serving insti3 tution student parents with children enrolled in 

4 child care sponsored by the community college 

5 or minority-serving institution, compared to 

6 such rate for students with children not en7 rolled in such a sponsored child care program, 

8 in the aggregate and disaggregated by the cat9 egories described in subparagraph (A). 

10 (2) For impact grants awarded under section 

11 124— 

12 (A) the number of attendees for the child 

13 care professional development sessions coordi14 nated by the eligible entity under the grants; 

15 (B) the number of community colleges or 

16 minority-serving institutions that joined or es17 tablished networks of child care providers as a 

18 result of the grants; 

19 (C) the number of State licensed child care 

20 spots created for children under 3 in infant and 

21 toddler child care deserts and communities of 

22 color that were established as a result of micro23 enterprise grants supported under section 

24 124(a)(6); and 


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1 (D) the number of child care providers flu2 ent in a language other than English that re3 ceived professional development under the 

4 grants. 

5 (3) For pipeline grants under section 125— 

6 (A) the number of early childhood educator 

7 preparation programs that were established 

8 with funding under the grants; 

9 (B) the number of existing early childhood 

10 educator preparation programs that expanded 

11 course, certificate, or degree offerings as a re12 sult of funding under the grants; 

13 (C) the number of students that enrolled 

14 in early childhood educator preparation pro15 grams because of funding provided under the 

16 grants, in the aggregate and disaggregated 

17 by— 

18 (i) type of degree or credential; and 

19 (ii) student age, gender, race or ethnic 

20 group, second language ability, family in21 come level, disability status, and status as 

22 enrolled full- or part-time; 

23 (D) the amount of funds allocated to early 

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1 tion 125(a)(6), in the aggregate and 

2 disaggregated by— 

3 (i) category of usage of funds; and 

4 (ii) the categories described in sub5 paragraph (C)(ii); 

6 (E) persistence, retention, and completion 

7 rates of students receiving such microgrants, as 

8 compared to students not receiving microgrants; 

9 (F) the number of new early childhood ed10 ucator preparation program partnerships 

11 formed between community colleges or minor12 ity-serving institutions and area high schools as 

13 a result of the grants; 

14 (G) the number of students dual-enrolled 

15 in high school and community college early 

16 childhood educator preparation programs as a 

17 result of the grants; and 

18 (H) the number of students that completed 

19 a degree or credential in a dual-enrollment pro20 gram as a result of the grants, in the aggregate 

21 and disaggregated by degree or credential. 

22 SEC. 127. REPORT TO CONGRESS. 

23 The Secretary shall prepare and submit to Congress 

24 an annual report on the grant program under this title 

25 that includes— 


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1 (1) the results from the most recent evaluation 

2 under section 126; and 

3 (2) information regarding the progress made by 

4 the grants based on the most recent reports sub5 mitted under sections 122(b), 123(c), 124(c), and 

6 125(b). 

7 SEC. 128. NONDISCRIMINATION IN PROGRAMS AND ACTIVI8 TIES. 

9 (a) NONDISCRIMINATION.—No person in the United 

10 States shall, on the basis of actual or perceived race, color, 

11 religion, national origin, sex (which includes sexual ori12 entation, gender identity, pregnancy, childbirth, medical 

13 conditions related to pregnancy or childbirth, or sex 

14 stereotypes), or disability, be excluded from participation 

15 in, be denied the benefits of, or be subjected to discrimina16 tion under any program or activity funded, in whole or 

17 in part, with funds made available under this title or with 

18 amounts appropriated for grants, contracts, or certificates 

19 similar to a child care certificate as defined in section 

20 658P of the Child Care and Development Block Grant Act 

21 of 1990 (42 U.S.C. 9858n), administered with such funds. 

22 (b) ENFORCEMENT.—Subsection (a) shall be en23 forced in the same manner and by the same means, as 

24 if such subsection was incorporated in title VI of the Civil 

25 Rights Act of 1964 (42 U.S.C. 2000d et seq.), and as if 


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1 a violation of subsection (a) was treated as if it was a 

2 violation of section 601 of such Act (42 U.S.C. 2000d). 

3 (c) RULE OF CONSTRUCTION.—Nothing in this sec4 tion shall be construed to alter or change any provisions 

5 of section 658N of the Child Care and Development Block 

6 Grant of 1990 (42 U.S.C. 9858l). 

7 TITLE II—CHILD CARE AND DE8 VELOPMENT BLOCK GRANT 

9 PROGRAM 

10 SEC. 201. ELIGIBILITY. 

11 (a) IN GENERAL.—Section 658P(4)(C)(i) of the 

12 Child Care and Development Block Grant Act of 1990 (42 

13 U.S.C. 9858n(4)(C)(i)) is amended by striking ‘‘job train14 ing or educational program’’ and inserting ‘‘job training 

15 or educational program (which may be a program of study 

16 at an institution of higher education (as defined in section 

17 102 of the Higher Education Act of 1965 (20 U.S.C. 

18 1002)), a program of secondary education, or a program 

19 of study leading to the recognized equivalent of a sec20 ondary school diploma)’’. 

21 (b) PLAN REQUIREMENTS.—Section 658E(c)(2) of 

22 such Act (42 U.S.C. 9858c(c)(2)) is amended by adding 

23 at the end the following: 

24 ‘‘(W) ELIGIBILITY STANDARDS.—The plan 

25 shall contain an assurance that the State will 


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1 not use any requirement for the eligibility of a 

2 child under this subchapter that is more restric3 tive than the requirements of (including regula4 tions issued under) this subchapter, such as a 

5 family income standard, or a work, training, or 

6 education standard, that is more restrictive 

7 than the standards specified in section 

8 658P(4).’’. 

9 SEC. 202. CONFORMING AMENDMENTS. 

10 Section 658H(c) of the Child Care and Development 

11 Block Grant Act of 1990 (42 U.S.C. 9858f(c)) is amend12 ed— 

13 (1) in paragraph (1), in the matter preceding 

14 subparagraph (A), by inserting ‘‘or a child care cen15 ter covered by section 123(b) of the Preparing and 

16 Resourcing Our Student Parents and Early Child17 hood Teachers Act’’ before ‘‘if such’’; and 

18 (2) in paragraph (2), by inserting ‘‘, including 

19 a child care center covered by section 123(b) of the 

20 Preparing and Resourcing Our Student Parents and 

21 Early Childhood Teachers Act,’’ before ‘‘shall be in22 eligible’’. 


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1 SEC. 203. INCREASED FEDERAL MATCHING PAYMENTS FOR 

2 CHILD CARE. 

3 Section 418(a)(2)(C) of the Social Security Act (42 

4 U.S.C. 618(a)(2)(C)) is amended to read as follows: 

5 ‘‘(C) FEDERAL MATCHING OF STATE EX6 PENDITURES.—The Secretary shall pay to each 

7 eligible State for a fiscal year an amount equal 

8 to the lesser of— 

9 ‘‘(i) the State’s allotment under sub10 paragraph (B); or 

11 ‘‘(ii) the sum of— 

12 ‘‘(I) in the case of a State that 

13 provides payments for child care as14 sistance for infants and toddlers 

15 (within the meaning of section 658G 

16 of the Child Care and Development 

17 Block Grant Act of 1990) at not less 

18 than 75 percent of the market rates, 

19 based on the most recent market rate 

20 survey conducted under section 

21 658E(c)(4)(B) of that Act or using an 

22 alternative methodology, such as a 

23 cost estimation model, that has been 

24 developed by the State lead agency 

25 and approved by the Administration 

26 for Children and Families, taking into 


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1 account the geographic area, type of 

2 child care, and age of the child, 90 

3 percent of the State’s expenditures for 

4 such assistance; and 

5 ‘‘(II) the amount equal to the 

6 Federal medical assistance percentage 

7 that applies to the State for the fiscal 

8 year under section 1905(b) (without 

9 regard to any adjustments to such 

10 percentage applicable under that sec11 tion or any other provision of law) of 

12 so much of the State’s expenditures 

13 for child care in that fiscal year for 

14 children other than infants and tod15 dlers.’’. 

16 TITLE III—OUTREACH REGARD17 ING THE DEPENDENT CARE 

18 ALLOWANCE FOR FEDERAL 

19 STUDENT AID 

20 SEC. 301. SHARING DEPENDENT CARE ALLOWANCE INFOR21 MATION FOR FEDERAL STUDENT AID. 

22 Section 132(h)(4) of the Higher Education Act of 

23 1965 (20 U.S.C. 1015a(h)(4)) is amended— 

24 (1) in the paragraph heading, by inserting 

25 ‘‘AND INFORMATION’’ after ‘‘DISCLAIMER’’; 


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1 (2) in subparagraph (B), by striking ‘‘and’’ 

2 after the semicolon; 

3 (3) in subparagraph (C), by striking the period 

4 and inserting ‘‘; and’’; and 

5 (4) by adding at the end the following: 

6 ‘‘(D) explaining— 

7 ‘‘(i) that a student with a dependent 

8 may be eligible to include a dependent care 

9 allowance described in section 471(a)(8) in 

10 the student’s cost of attendance; 

11 ‘‘(ii) the effect that a dependent care 

12 allowance may have on the amount of fi13 nancial aid available to the student from 

14 the institution; and 

15 ‘‘(iii) how to apply for the dependent 

16 care allowance.’’. 

Æ 


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