II 

114TH CONGRESS 

1ST SESSION S. 514 

To amend the Elementary and Secondary Education Act of 1965 to establish 

the Promise Neighborhoods program. 

IN THE SENATE OF THE UNITED STATES 

FEBRUARY 12, 2015 

Mr. MURPHY (for himself, Mrs. MURRAY, Mr. BROWN, Mr. FRANKEN, and 

Mr. BLUMENTHAL) introduced the following bill; which was read twice 

and referred to the Committee on Health, Education, Labor, and Pensions 

A BILL 

To amend the Elementary and Secondary Education Act 

of 1965 to establish the Promise Neighborhoods program. 

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled, 

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Promise Neighbor5 hoods Authorization Act of 2015’’. 

6 SEC. 2. PROMISE NEIGHBORHOODS. 

7 Title IV of the Elementary and Secondary Education 

8 Act of 1965 (20 U.S.C. 7101 et seq.) is amended by add9 ing at the end the following: 


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1 ‘‘PART D—PROMISE NEIGHBORHOODS 

2 ‘‘SEC. 4401. SHORT TITLE. 

3 ‘‘This part may be cited as the ‘Promise Neighbor4 hoods Act of 2015’. 

5 ‘‘SEC. 4402. PURPOSE. 

6 ‘‘The purpose of this part is to significantly improve 

7 the academic and developmental outcomes of children liv8 ing in our Nation’s most distressed communities from 

9 birth through college and career entry, including ensuring 

10 school readiness, high school graduation, and college and 

11 career readiness for such children, through the use of 

12 data-driven decisionmaking and access to a community13 based continuum of high-quality services, beginning at 

14 birth. 

15 ‘‘SEC. 4403. DEFINITIONS. 

16 ‘‘In this part: 

17 ‘‘(1) CHILD.—The term ‘child’ means an indi18 vidual from birth through age 21. 

19 ‘‘(2) COLLEGE AND CAREER READINESS.—The 

20 term ‘college and career readiness’ means the level 

21 of preparation a student needs in order to meet the 

22 State academic content and achievement standards 

23 under section 1111(b)(1). 

24 ‘‘(3) COMMUNITY OF PRACTICE.—The term 

25 ‘community of practice’ means a group of entities 

26 that interact regularly to share best practices to adVerDate Sep 11 2014 23:47 Feb 24, 2015 Jkt 049200 PO 00000 Frm 00002 Fmt 6652 Sfmt 6201 E:\BILLS\S514.IS S514

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1 dress 1 or more persistent problems, or improve 

2 practice with respect to such problems, in 1 or more 

3 neighborhoods. 

4 ‘‘(4) COMPREHENSIVE SCHOOL READINESS AS5 SESSMENT.—The term ‘comprehensive school readi6 ness assessment’ means an objective tool that— 

7 ‘‘(A) screens for school readiness across 

8 domains, including language, cognitive, phys9 ical, motor, sensory, and social-emotional do10 mains, and through a developmental screening; 

11 and 

12 ‘‘(B) may also include other sources of in13 formation, such as child observations by parents 

14 and others, verbal and written reports, child 

15 work samples (for children aged 3 to 5), and 

16 health and developmental histories. 

17 ‘‘(5) DEVELOPMENTAL SCREENING.—The term 

18 ‘developmental screening’ means the use of a stand19 ardized tool to identify a child who may be at risk 

20 of a developmental delay or disorder. 

21 ‘‘(6) EXPANDED LEARNING TIME.—The term 

22 ‘expanded learning time’ means the activities and 

23 programs described in subparagraphs (A) and (B) of 

24 section 4201(b)(1). 


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1 ‘‘(7) FAMILY AND COMMUNITY ENGAGEMENT.— 

2 The term ‘family and community engagement’ 

3 means the process of engaging family and commu4 nity members in education meaningfully and at all 

5 stages of the planning, implementation, and school 

6 and neighborhood improvement process, including, 

7 at a minimum— 

8 ‘‘(A) disseminating a clear definition of the 

9 neighborhood to the members of the neighbor10 hood; 

11 ‘‘(B) ensuring representative participation 

12 by the members of such neighborhood in the 

13 planning and implementation of the activities of 

14 each grant awarded under this part; 

15 ‘‘(C) regular engagement by the eligible 

16 entity and the partners of the eligible entity 

17 with family members and community partners; 

18 ‘‘(D) the provision of strategies and prac19 tices to assist family and community members 

20 in actively supporting student achievement and 

21 child development; and 

22 ‘‘(E) collaboration with institutions of 

23 higher education, workforce development cen24 ters, and employers to align expectations and 

25 programming with college and career readiness. 


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1 ‘‘(8) FAMILY AND STUDENT SUPPORTS.—The 

2 term ‘family and student supports’ includes— 

3 ‘‘(A) health programs (including both men4 tal health and physical health services); 

5 ‘‘(B) school, public, and child-safety pro6 grams; 

7 ‘‘(C) programs that improve family sta8 bility; 

9 ‘‘(D) workforce development programs (in10 cluding those that meet local business needs, 

11 such as internships and externships); 

12 ‘‘(E) social service programs; 

13 ‘‘(F) legal aid programs; 

14 ‘‘(G) financial literacy education programs; 

15 ‘‘(H) adult education and family literacy 

16 programs; 

17 ‘‘(I) parent, family, and community en18 gagement programs; and 

19 ‘‘(J) programs that increase access to 

20 learning technology and enhance the digital lit21 eracy skills of students. 

22 ‘‘(9) FAMILY MEMBER.—The term ‘family 

23 member’ means a parent, relative, or other adult 

24 who is responsible for the education, care, and well25 being of a child. 


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1 ‘‘(10) INTEGRATED STUDENT SUPPORTS.—The 

2 term ‘integrated student supports’ means wrap3 around services, supports, and community resources, 

4 which shall be offered through a site coordinator for 

5 at-risk students, that have been shown by evidence6 based research— 

7 ‘‘(A) to increase academic achievement and 

8 engagement; 

9 ‘‘(B) to support positive child development; 

10 and 

11 ‘‘(C) to increase student preparedness for 

12 success in college and the workforce. 

13 ‘‘(11) NEIGHBORHOOD.—The term ‘neighbor14 hood’ means a defined geographical area in which 

15 there are multiple signs of distress, demonstrated by 

16 indicators of need, including poverty, childhood obe17 sity rates, academic failure, and rates of juvenile de18 linquency, adjudication, or incarceration. 

19 ‘‘(12) PIPELINE SERVICES.—The term ‘pipeline 

20 services’ means a continuum of supports and serv21 ices for children from birth through college entry, 

22 college success, and career attainment, including, at 

23 a minimum, strategies to address through services or 

24 programs (including integrated student supports) 

25 the following: 


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1 ‘‘(A) Prenatal education and support for 

2 expectant parents. 

3 ‘‘(B) High-quality early learning opportu4 nities. 

5 ‘‘(C) High-quality schools and out-of6 school-time programs and strategies. 

7 ‘‘(D) Support for a child’s transition to el8 ementary school, including the administration 

9 of a comprehensive school readiness assessment. 

10 ‘‘(E) Support for a child’s transition from 

11 elementary school to middle school, from middle 

12 school to high school, and from high school into 

13 and through college and into the workforce. 

14 ‘‘(F) Family and community engagement. 

15 ‘‘(G) Family and student supports. 

16 ‘‘(H) Activities that support college and 

17 career readiness, including coordination between 

18 such activities, such as— 

19 ‘‘(i) assistance with college admis20 sions, financial aid, and scholarship appli21 cations, especially for low-income and low22 achieving students; and 

23 ‘‘(ii) career preparation services and 

24 supports. 


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1 ‘‘(I) Neighborhood-based support for col2 lege-age students who have attended the schools 

3 in the pipeline, or students who are members of 

4 the community, facilitating their continued con5 nection to the community and success in college 

6 and the workforce. 

7 ‘‘Subpart 1—Promise Neighborhood Partnership 

8 Grants 

9 ‘‘SEC. 4411. PROGRAM AUTHORIZED. 

10 ‘‘(a) IN GENERAL.— 

11 ‘‘(1) PROGRAM AUTHORIZED.—From amounts 

12 appropriated to carry out this subpart, the Secretary 

13 shall award grants, on a competitive basis, to eligible 

14 entities to implement a comprehensive, evidence15 based continuum of coordinated services and sup16 ports that engages community partners to improve 

17 academic achievement, student development, and col18 lege and career readiness, measured by common out19 comes, by carrying out the activities described in 

20 section 4414 in neighborhoods with high concentra21 tions of low-income individuals and persistently low22 achieving schools or schools with an achievement 

23 gap. 

24 ‘‘(2) SUFFICIENT SIZE AND SCOPE.—Each 

25 grant awarded under this subpart shall be of suffiVerDate Sep 11 2014 23:47 Feb 24, 2015 Jkt 049200 PO 00000 Frm 00008 Fmt 6652 Sfmt 6201 E:\BILLS\S514.IS S514

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1 cient size and scope to allow the eligible entity to 

2 carry out the purpose of this part. 

3 ‘‘(b) DURATION.—A grant awarded under this sub4 part shall be for a period of not more than 5 years. 

5 ‘‘(c) CONTINUED FUNDING.—Continued funding of a 

6 grant under this subpart, including a grant renewed under 

7 subsection (b)(2), after the third year of the grant period 

8 shall be contingent on the eligible entity’s progress toward 

9 meeting the performance metrics described in section 

10 4416(a). 

11 ‘‘(d) MATCHING REQUIREMENT.— 

12 ‘‘(1) IN GENERAL.—Each eligible entity receiv13 ing a grant under this subpart shall contribute 

14 matching funds in an amount equal to not less than 

15 100 percent of the amount of the grant. Such 

16 matching funds shall come from Federal, State, 

17 local, and private sources. 

18 ‘‘(2) PRIVATE SOURCES.—The Secretary— 

19 ‘‘(A) shall require that a portion of the 

20 matching funds come from private sources; and 

21 ‘‘(B) may allow the use of in-kind dona22 tions to satisfy the matching funds require23 ment. 

24 ‘‘(3) ADJUSTMENT.—The Secretary may adjust 

25 the matching funds requirement for applicants that 


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1 demonstrate high need, including applicants from 

2 rural areas or applicant that wish to provide services 

3 on tribal lands. 

4 ‘‘(e) FINANCIAL HARDSHIP WAIVER.— 

5 ‘‘(1) IN GENERAL.—The Secretary may waive 

6 or reduce, on a case-by-case basis, the matching re7 quirement described in subsection (d), for a period 

8 of 1 year at a time, if the eligible entity dem9 onstrates significant financial hardship. 

10 ‘‘(2) PRIVATE SOURCES WAIVER.—The Sec11 retary may waive or reduce, on a case-by-case basis, 

12 the requirement described in subsection (d) that a 

13 portion of matching funds come from private sources 

14 if the eligible entity demonstrates an inability to ac15 cess such funds in the State. 

16 ‘‘SEC. 4412. ELIGIBLE ENTITIES. 

17 ‘‘In this subpart, the term ‘eligible entity’ means— 

18 ‘‘(1) an institution of higher education, as de19 fined in section 102 of the Higher Education Act of 

20 1965; 

21 ‘‘(2) an Indian tribe or tribal organization, as 

22 defined under section 4 of the Indian Self-Deter23 mination and Education Assistance Act (25 U.S.C. 

24 450b); or 


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1 ‘‘(3) not less than 1 nonprofit entity working in 

2 coordination with not less than 1 of the following en3 tities: 

4 ‘‘(A) A high-need local educational agency. 

5 ‘‘(B) A charter school funded by the Bu6 reau of Indian Education that is not a local 

7 educational agency, except that such school 

8 shall not be the fiscal agent for the eligible enti9 ty partnership. 

10 ‘‘(C) An institution of higher education, as 

11 defined in section 102 of the Higher Education 

12 Act of 1965. 

13 ‘‘(D) The office of a chief elected official of 

14 a unit of local government. 

15 ‘‘(E) An Indian tribe or tribal organiza16 tion, as defined under section 4 of the Indian 

17 Self-Determination and Education Assistance 

18 Act (25 U.S.C. 450b). 

19 ‘‘SEC. 4413. APPLICATION REQUIREMENTS. 

20 ‘‘(a) IN GENERAL.—An eligible entity desiring a 

21 grant under this subpart shall submit an application to 

22 the Secretary at such time, in such manner, and con23 taining such information as the Secretary may require. 


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1 ‘‘(b) CONTENTS OF APPLICATION.—At a minimum, 

2 an application described in subsection (a) shall include the 

3 following: 

4 ‘‘(1) A plan to significantly improve the aca5 demic outcomes of children living in a neighborhood 

6 that is served by the eligible entity, by providing 

7 pipeline services that address the needs of children 

8 in the neighborhood, as identified by the needs anal9 ysis described in paragraph (4) and supported by 

10 evidence-based practices. 

11 ‘‘(2) A description of the neighborhood that the 

12 eligible entity will serve. 

13 ‘‘(3) Measurable annual goals for the outcomes 

14 of the grant, including— 

15 ‘‘(A) performance goals, in accordance with 

16 the metrics described in section 4416(a), for 

17 each year of the grant; and 

18 ‘‘(B) projected participation rates and any 

19 plans to expand the number of children served 

20 or the neighborhood proposed to be served by 

21 the grant program. 

22 ‘‘(4) An analysis of the needs and assets of the 

23 neighborhood identified in paragraph (2), includ24 ing— 


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1 ‘‘(A) a description of the process through 

2 which the needs analysis was produced, includ3 ing a description of how parents, family, and 

4 community members were engaged in such 

5 analysis; 

6 ‘‘(B) an analysis of community assets, in7 cluding programs already provided from Fed8 eral and non-Federal sources, within, or acces9 sible to, the neighborhood, including, at a min10 imum— 

11 ‘‘(i) early learning programs, includ12 ing high-quality child care, Early Head 

13 Start programs, Head Start programs, and 

14 prekindergarten programs; 

15 ‘‘(ii) the availability of healthy food 

16 options and opportunities for physical ac17 tivity; 

18 ‘‘(iii) existing family and student sup19 ports; 

20 ‘‘(iv) locally owned businesses and em21 ployers; and 

22 ‘‘(v) institutions of higher education; 

23 ‘‘(C) evidence of successful collaboration 

24 within the neighborhood; 


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1 ‘‘(D) the steps that the eligible entity is 

2 taking, at the time of the application, to ad3 dress the needs identified in the needs analysis; 

4 and 

5 ‘‘(E) any barriers the eligible entity, public 

6 agencies, and other community-based organiza7 tions have faced in meeting such needs. 

8 ‘‘(5) A description of the data used to identify 

9 the pipeline services to be provided, including data 

10 regarding— 

11 ‘‘(A) school readiness; 

12 ‘‘(B) academic achievement and college 

13 and career readiness; 

14 ‘‘(C) graduation rates; 

15 ‘‘(D) health indicators; 

16 ‘‘(E) rates of enrollment, remediation, per17 sistence, and completion at institutions of high18 er education, as available; and 

19 ‘‘(F) conditions for learning, including 

20 school climate surveys, discipline rates, and stu21 dent attendance and incident data. 

22 ‘‘(6) A description of the process used to de23 velop the application, including the involvement of 

24 family and community members. 

25 ‘‘(7) An estimate of— 


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1 ‘‘(A) the number of children, by age, who 

2 will be served by each pipeline service; and 

3 ‘‘(B) for each age group, the percentage of 

4 children (of such age group), within the neigh5 borhood, who the eligible entity proposes to 

6 serve, disaggregated by each service, and the 

7 goals for increasing such percentage over time. 

8 ‘‘(8) A description of how the pipeline services 

9 will facilitate the coordination of the following activi10 ties: 

11 ‘‘(A) Providing high-quality early learning 

12 opportunities for children, beginning prenatally 

13 and extending through grade 3, by— 

14 ‘‘(i) supporting high-quality early 

15 learning opportunities that provide chil16 dren with access to programs that support 

17 the cognitive and developmental skills, in18 cluding social and emotional skills, needed 

19 for success in elementary school; 

20 ‘‘(ii) providing for opportunities, 

21 through parenting classes, baby academies, 

22 home visits, family and community engage23 ment, or other evidence-based strategies, 

24 for families and expectant parents to— 


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1 ‘‘(I) acquire the skills to promote 

2 early learning, development, and 

3 health and safety, including learning 

4 about child development and positive 

5 discipline strategies (such as through 

6 the use of technology and public 

7 media programming); 

8 ‘‘(II) learn about the role of fam9 ilies and expectant parents in their 

10 child’s education; and 

11 ‘‘(III) become informed about 

12 educational opportunities for their 

13 children, including differences in qual14 ity among early learning opportuni15 ties; 

16 ‘‘(iii) ensuring successful transitions 

17 between early learning programs and ele18 mentary school, including through the es19 tablishment of memoranda of under20 standing between early learning providers 

21 and local educational agencies serving 

22 young children and families; 

23 ‘‘(iv) ensuring appropriate screening, 

24 diagnostic assessments, and referrals for 

25 children with disabilities, developmental 


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1 delays, or other special needs, consistent 

2 with the Individuals with Disabilities Edu3 cation Act (20 U.S.C. 1400 et seq.), where 

4 applicable; 

5 ‘‘(v) improving the early learning 

6 workforce in the community, including 

7 through— 

8 ‘‘(I) investments in the recruit9 ment, retention, distribution, and sup10 port of high-quality professionals, es11 pecially those with certification and 

12 experience in child development; 

13 ‘‘(II) the provision of high-quality 

14 teacher preparation and professional 

15 development; or 

16 ‘‘(III) the use of joint profes17 sional development for early learning 

18 providers and elementary school 

19 teachers and administrators; and 

20 ‘‘(vi) enhancing data systems and 

21 data sharing among the eligible entity, 

22 partners, early learning providers, schools, 

23 and local educational agencies operating in 

24 the neighborhood. 


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1 ‘‘(B) Supporting, enhancing, operating, or 

2 expanding rigorous and comprehensive edu3 cation reforms designed to significantly improve 

4 educational outcomes for children in early 

5 learning programs through grade 12, which 

6 may include— 

7 ‘‘(i) operating schools or working in 

8 close collaboration with local schools to 

9 provide high-quality academic programs, 

10 curricula, and integrated student supports; 

11 ‘‘(ii) providing expanded learning 

12 time, which may include the integration 

13 and use of arts education in such learning 

14 time; and 

15 ‘‘(iii) providing programs and activi16 ties that ensure that students— 

17 ‘‘(I) are prepared for the college 

18 admissions, scholarship, and financial 

19 aid application processes; and 

20 ‘‘(II) graduate college and career 

21 ready. 

22 ‘‘(C) Supporting access to a healthy life23 style, which may include— 

24 ‘‘(i) the provision of high-quality and 

25 nutritious meals; 


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1 ‘‘(ii) access to programs that promote 

2 physical activity, physical education, and 

3 fitness; and 

4 ‘‘(iii) education to promote a healthy 

5 lifestyle and positive body image. 

6 ‘‘(D) Providing social, health, and mental 

7 health services and supports, including referrals 

8 for essential care and preventative screenings, 

9 for children, family, and community members, 

10 which may include— 

11 ‘‘(i) dental services; 

12 ‘‘(ii) vision care; and 

13 ‘‘(iii) speech, language, and auditory 

14 screenings and referrals. 

15 ‘‘(E) Supporting students and family mem16 bers as the students transition from early learn17 ing programs into elementary school, from ele18 mentary school to middle school, from middle 

19 school to high school, from high school into and 

20 through college and into the workforce, includ21 ing through evidence-based strategies to ad22 dress challenges that students may face as they 

23 transition, such as the following: 

24 ‘‘(i) Early college high schools. 

25 ‘‘(ii) Dual enrollment programs. 


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1 ‘‘(iii) Career academies. 

2 ‘‘(iv) Counseling and support services. 

3 ‘‘(v) Dropout prevention and recovery 

4 strategies. 

5 ‘‘(vi) Collaboration with the juvenile 

6 justice system and reentry counseling for 

7 adjudicated youth. 

8 ‘‘(vii) Advanced Placement or Inter9 national Baccalaureate courses. 

10 ‘‘(viii) Teen parent classrooms. 

11 ‘‘(ix) Graduation and career coaches. 

12 ‘‘(9) A description of the strategies that will be 

13 used to provide pipeline services (including a de14 scription of the process used to identify such strate15 gies and the outcomes expected and a description of 

16 which programs and services will be provided to chil17 dren, family members, community members, and 

18 children not attending schools or programs operated 

19 by the eligible entity or its partner providers) to sup20 port the purpose of this part. 

21 ‘‘(10) An explanation of the process the eligible 

22 entity will use to establish and maintain family and 

23 community engagement. 


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1 ‘‘(11) An explanation of how the eligible entity 

2 will continuously evaluate and improve the con3 tinuum of high-quality pipeline services, including— 

4 ‘‘(A) a description of the metrics, con5 sistent with section 4416(a), that will be used 

6 to inform each component of the pipeline; and 

7 ‘‘(B) the processes for using data to im8 prove instruction, optimize integrated student 

9 supports, provide for continuous program im10 provement, and hold staff and partner organiza11 tions accountable. 

12 ‘‘(12) An identification of the fiscal agent, 

13 which may be any entity described in section 4412 

14 (not including paragraph (2) of such section). 

15 ‘‘(13) A list of the non-Federal sources of fund16 ing that the eligible entity will secure to comply with 

17 the matching funds requirement described in section 

18 4411(d), in addition to other programs from which 

19 the eligible entity has already secured funding, in20 cluding programs funded by the Department or pro21 grams of the Department of Health and Human 

22 Services, the Department of Housing and Urban De23 velopment, the Department of Justice, or the De24 partment of Labor. 


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1 ‘‘(c) MEMORANDUM OF UNDERSTANDING.—An eligi2 ble entity, as part of the application described in this sec3 tion, shall submit a preliminary memorandum of under4 standing, signed by each partner entity or agency. The 

5 preliminary memorandum of understanding shall describe, 

6 at a minimum— 

7 ‘‘(1) each partner’s financial and programmatic 

8 commitment with respect to the strategies described 

9 in the application, including an identification of the 

10 fiscal agent; 

11 ‘‘(2) each partner’s long-term commitment to 

12 providing pipeline services that, at a minimum, ac13 counts for the cost of supporting the continuum of 

14 supports and services (including a plan for how to 

15 support services and activities after grant funds are 

16 no longer available) and potential changes in local 

17 government; 

18 ‘‘(3) each partner’s mission and the plan that 

19 will govern the work that the partners do together; 

20 ‘‘(4) each partner’s long-term commitment to 

21 supporting the continuum of supports and services 

22 through data collection, monitoring, reporting, and 

23 sharing; and 


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1 ‘‘(5) each partner’s commitment to ensure 

2 sound fiscal management and controls, including evi3 dence of a system of supports and personnel. 

4 ‘‘SEC. 4414. USE OF FUNDS. 

5 ‘‘(a) IN GENERAL.—Each eligible entity that receives 

6 a grant under this subpart shall use the grant funds to— 

7 ‘‘(1) support planning activities to develop and 

8 implement pipeline services; 

9 ‘‘(2) implement the pipeline services, as de10 scribed in the application under section 4413; and 

11 ‘‘(3) continuously evaluate the success of the 

12 program and improve the program based on data 

13 and outcomes. 

14 ‘‘(b) SPECIAL RULES.— 

15 ‘‘(1) FUNDS FOR PIPELINE SERVICES.—Each 

16 eligible entity that receives a grant under this sub17 part, for the first and second year of the grant, shall 

18 use not less than 50 percent of the grant funds to 

19 carry out the activities described in subsection 

20 (a)(1). 

21 ‘‘(2) OPERATIONAL FLEXIBILITY.—Each eligi22 ble entity that operates a school in a neighborhood 

23 served by a grant program under this subpart shall 

24 provide such school with the operational flexibility, 

25 including autonomy over staff, time, and budget, 


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1 needed to effectively carry out the activities de2 scribed in the application under section 4413. 

3 ‘‘(3) LIMITATION ON USE OF FUNDS FOR

4 EARLY CHILDHOOD EDUCATION PROGRAMS.—Funds 

5 under this subpart that are used to improve early 

6 childhood education programs shall not be used to 

7 carry out any of the following activities: 

8 ‘‘(A) Assessments that provide rewards or 

9 sanctions for individual children or teachers. 

10 ‘‘(B) A single assessment that is used as 

11 the primary or sole method for assessing pro12 gram effectiveness. 

13 ‘‘(C) Evaluating children, other than for 

14 the purposes of improving instruction, class15 room environment, professional development, or 

16 parent and family engagement, or program im17 provement. 

18 ‘‘SEC. 4415. REPORT AND PUBLICLY AVAILABLE DATA. 

19 ‘‘(a) REPORT.—Each eligible entity that receives a 

20 grant under this subpart shall prepare and submit an an21 nual report to the Secretary, which shall include— 

22 ‘‘(1) information about the number and per23 centage of children in the neighborhood who are 

24 served by the grant program, including a description 

25 of the number and percentage of children accessing 


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1 each support or service offered as part of the pipe2 line services; 

3 ‘‘(2) information relating to the performance 

4 metrics described in section 4416(a); and 

5 ‘‘(3) other indicators that may be required by 

6 the Secretary, in consultation with the Director of 

7 the Institute of Education Sciences. 

8 ‘‘(b) PUBLICLY AVAILABLE DATA.—Each eligible en9 tity that receives a grant under this subpart shall make 

10 publicly available, including through electronic means, the 

11 information described in subsection (a). To the extent 

12 practicable, such information shall be provided in a form 

13 and language accessible to parents and families in the 

14 neighborhood, and such information shall be a part of 

15 statewide longitudinal data systems. 

16 ‘‘SEC. 4416. PERFORMANCE ACCOUNTABILITY AND EVALUA17 TION. 

18 ‘‘(a) PERFORMANCE METRICS.—Each eligible entity 

19 that receives a grant under this subpart shall collect data 

20 on performance indicators of pipeline services and family 

21 and student supports and report the results to the Sec22 retary, who shall use the results as a consideration in con23 tinuing grants after the third year and in awarding grant 

24 renewals. The indicators shall, at a minimum, include the 

25 following: 


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1 ‘‘(1) Evidence of increasing qualifications for 

2 staff in early care and education programs attended 

3 by children in the neighborhood. 

4 ‘‘(2) With respect to the children served by the 

5 grant— 

6 ‘‘(A) the percentage of children who are 

7 ready for kindergarten, as measured by a com8 prehensive developmental screening instrument; 

9 ‘‘(B) the percentage of school-age children 

10 proficient in core academic subjects; 

11 ‘‘(C) evidence of narrowing student 

12 achievement gaps among the categories de13 scribed in section 1111(b)(3)(C)(xiii); 

14 ‘‘(D) the percentage of children who are 

15 reading at grade level by the end of grade 3; 

16 ‘‘(E) the percentage of children who suc17 cessfully transition from grade 8 to grade 9; 

18 ‘‘(F) for each school year during the grant 

19 period, the percentage of students in prekinder20 garten, elementary school, and secondary school 

21 who miss more than 10 percent of school days 

22 for any reason, excused or unexcused, and the 

23 number and percentage of students who are 

24 suspended or expelled for any reason, starting 

25 in prekindergarten; 


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1 ‘‘(G) the percentage of children who grad2 uate with a high school diploma; 

3 ‘‘(H) the percentage of children who enter 

4 postsecondary education and remain after 1 

5 year; 

6 ‘‘(I) the percentage of children who are 

7 healthy, as measured by a child-health index 

8 that includes cognitive, nutritional, physical, so9 cial, mental-health, and emotional domains; 

10 ‘‘(J) the percentage of children who feel 

11 safe, as measured by a school climate survey; 

12 ‘‘(K) rates of student mobility and home13 lessness; 

14 ‘‘(L) opportunities for family members of 

15 children to receive education and job training; 

16 and 

17 ‘‘(M) the percentage of children who have 

18 digital literacy skills and access to broadband 

19 internet and a connected computing device at 

20 home and at school. 

21 ‘‘(b) EVALUATION.—The Secretary shall evaluate the 

22 implementation and impact of the activities funded under 

23 this subpart, in accordance with section 9601. 


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1 ‘‘Subpart 2—Promise School Grants 

2 ‘‘SEC. 4421. PROGRAM AUTHORIZED. 

3 ‘‘(a) IN GENERAL.— 

4 ‘‘(1) PROGRAM AUTHORIZED.—From amounts 

5 appropriated to carry out this subpart, the Secretary 

6 shall award grants, on a competitive basis, to eligible 

7 entities to implement school-centered, evidence-based 

8 strategies and integrated student supports that le9 verage community partnerships to improve student 

10 achievement and child development by carrying out 

11 the activities described in section 4424 in schools 

12 with high concentrations of low-income children. 

13 ‘‘(2) SUFFICIENT SIZE AND SCOPE.—Each 

14 grant awarded under this subpart shall be of suffi15 cient size and scope to allow the eligible entity to 

16 carry out the purpose of this part. 

17 ‘‘(b) GENERAL PROVISIONS.—The requirements of 

18 subsections (b), (c), (d), and (e) of section 4411 and sec19 tion 4414(b) shall apply to a grant under this subpart in 

20 the same manner as such subsections apply to a grant 

21 under subpart 1, except that the performance metrics used 

22 for section 4411(c) shall be the metrics under section 

23 4426(a). 

24 ‘‘SEC. 4422. DEFINITION OF ELIGIBLE ENTITY. 

25 ‘‘In this subpart, the term ‘eligible entity’ means— 


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1 ‘‘(1) not less than 1 high-need local educational 

2 agency (including a charter school that is a local 

3 educational agency) in partnership with 1 or more 

4 nonprofit entities or institutions of higher education; 

5 or 

6 ‘‘(2) a school funded by the Bureau of Indian 

7 Education that falls under the definition of a local 

8 educational agency in partnership with 1 or more 

9 nonprofit entities or institutions of higher education. 

10 ‘‘SEC. 4423. APPLICATION REQUIREMENTS; PRIORITY. 

11 ‘‘(a) IN GENERAL.—An eligible entity desiring a 

12 grant under this subpart shall submit an application to 

13 the Secretary at such time, in such manner, and con14 taining such information as the Secretary may require. 

15 ‘‘(b) CONTENTS OF APPLICATION.—At a minimum, 

16 the application described in subsection (a) shall include 

17 the following: 

18 ‘‘(1) A description of the local educational agen19 cy, schools, and students that will be served by the 

20 grant program. 

21 ‘‘(2) A description of the steps that the eligible 

22 entity is taking— 

23 ‘‘(A) to meet the needs identified in the 

24 analysis described in paragraph (4); and 


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1 ‘‘(B) to remove any barriers that the eligi2 ble entity has identified in meeting such needs. 

3 ‘‘(3) The designation of a site coordinator, with 

4 appropriate qualifications and appropriate time, au5 tonomy, and support to provide— 

6 ‘‘(A) leadership in building relationships 

7 and establishing and sustaining partnerships 

8 that support school improvement, school turn9 around efforts in accordance with the State ac10 countability system included in the State plan 

11 submitted to the Secretary, increases in student 

12 achievement, positive child development, and 

13 parent, family, and community engagement; 

14 and 

15 ‘‘(B) effective coordination of student serv16 ices at all stages of the continuum of high-qual17 ity pipeline services. 

18 ‘‘(4) An analysis of the needs and assets of the 

19 schools and communities that will be assisted under 

20 the grant. Such analysis shall include— 

21 ‘‘(A) student data, including information 

22 about— 

23 ‘‘(i) kindergarten readiness, as meas24 ured by a comprehensive developmental 

25 screening instrument; 


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1 ‘‘(ii) academic achievement; 

2 ‘‘(iii) credit accumulation; 

3 ‘‘(iv) grade-to-grade promotion; 

4 ‘‘(v) graduation; 

5 ‘‘(vi) attendance; and 

6 ‘‘(vii) discipline; and 

7 ‘‘(B) information about the assets de8 scribed in section 4413(b)(4)(B) with respect to 

9 such schools and communities. 

10 ‘‘(5) An explanation of how the eligible entity 

11 and its program partners will use evidence-based 

12 practice, data, research, and partnerships to provide 

13 pipeline services that— 

14 ‘‘(A) address the needs identified in para15 graph (4); 

16 ‘‘(B) conduct family and community en17 gagement; 

18 ‘‘(C) enable teachers and administrators, 

19 including early learning providers, to com20 plement and enrich efforts to help children— 

21 ‘‘(i) achieve learning gains; 

22 ‘‘(ii) prepare for graduation; and 

23 ‘‘(iii) plan for the future, including 

24 preparing for college and careers; and 


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1 ‘‘(D) coordinate and leverage other pro2 grams that serve children, the schools served by 

3 the grant, and the neighborhood. 

4 ‘‘(6) An explanation of the extent to which the 

5 eligible entity and its program partners will serve or 

6 involve children residing in the neighborhood regard7 less of whether such children attend a school served 

8 by the grant, including by carrying out the activities 

9 described in section 4413(b)(8). 

10 ‘‘(7) A description of the capacity of the eligible 

11 entity for measuring student outcomes and school12 specific outcomes. 

13 ‘‘(8) A description of how the strategies sup14 ported with funds under this subpart will be— 

15 ‘‘(A) coordinated with other programs and 

16 strategies carried out by the local educational 

17 agency; and 

18 ‘‘(B) to the greatest extent practicable, co19 ordinated with other agencies, such as agencies 

20 that provide reentry services to adjudicated 

21 youth. 

22 ‘‘(9) A description of the strategy the eligible 

23 entity will use to— 

24 ‘‘(A) conduct family and community en25 gagement; and 


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1 ‘‘(B) make schools the centers of their re2 spective communities. 

3 ‘‘(10) A list of the non-Federal sources of fund4 ing that the eligible entity will secure to comply with 

5 the matching funds requirement pursuant to sec6 tions 4411(d) and 4421, in addition to other pro7 grams the eligible entity has already secured funding 

8 from, including programs funded by the Depart9 ment, or programs of the Department of Health and 

10 Human Services, the Department of Housing and 

11 Urban Development, the Department of Justice, or 

12 the Department of Labor. 

13 ‘‘(c) MEMORANDUM OF UNDERSTANDING.—An eligi14 ble entity, as part of the application described in this sec15 tion, shall submit a preliminary memorandum of under16 standing that meets the requirements of section 4413(c). 

17 ‘‘(d) PRIORITY.—In awarding grants under this sub18 part, the Secretary shall give priority to applicants that— 

19 ‘‘(1) propose to include significant investments, 

20 as determined by the Secretary, in high-quality early 

21 learning programs, consistent with section 

22 4413(b)(8)(A); and 

23 ‘‘(2) provide schools served by the grant with 

24 the operational flexibility, including autonomy over 

25 staff, time, and budget, needed to effectively carry 


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1 out the activities described in the application under 

2 this section. 

3 ‘‘SEC. 4424. USE OF FUNDS. 

4 ‘‘(a) IN GENERAL.—Each eligible entity that receives 

5 a grant under this subpart shall use the grant funds to— 

6 ‘‘(1) implement the activities described in the 

7 application under section 4423; and 

8 ‘‘(2) continuously evaluate the success of the 

9 grant program and improve the grant program 

10 based on data and outcomes. 

11 ‘‘(b) SPECIAL RULE.— 

12 ‘‘(1) LIMITATION ON USE OF FUNDS FOR

13 EARLY CHILDHOOD EDUCATION PROGRAMS.—Funds 

14 under this subpart that are used to improve early 

15 childhood education programs shall not be used to 

16 carry out any of the following activities: 

17 ‘‘(A) Assessments that provide rewards or 

18 sanctions for individual children or teachers. 

19 ‘‘(B) A single assessment that is used as 

20 the primary or sole method for assessing pro21 gram effectiveness. 

22 ‘‘(C) Evaluating children, other than for 

23 the purposes of improving instruction, class24 room environment, professional development, or 


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1 parent and family engagement, or program im2 provement. 

3 ‘‘SEC. 4425. REPORT AND PUBLICLY AVAILABLE DATA. 

4 ‘‘(a) REPORT.—Each eligible entity that receives a 

5 grant under this subpart shall prepare and submit an an6 nual report to the Secretary, which shall include— 

7 ‘‘(1) information about the number and per8 centage of children served by the grant program, 

9 disaggregated the subgroups described in section 

10 1111(b)(3)(C)(xiii); 

11 ‘‘(2) information relating to the performance 

12 metrics described in section 4426(a); and 

13 ‘‘(3) other indicators that may be required by 

14 the Secretary, in consultation with the Director of 

15 the Institute of Education Sciences. 

16 ‘‘(b) PUBLICLY AVAILABLE DATA.—Each eligible en17 tity that receives a grant under this subpart shall make 

18 publicly available, including through electronic means, the 

19 information described in subsection (a). To the extent 

20 practicable, such information shall be provided in a form 

21 and language accessible to parents and families in the 

22 neighborhood. 


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1 ‘‘SEC. 4426. PERFORMANCE ACCOUNTABILITY AND EVALUA2 TION. 

3 ‘‘(a) PERFORMANCE METRICS.—Each eligible entity 

4 receiving a grant under this subpart shall collect data on 

5 performance indicators of pipeline services and family and 

6 student supports and report the results to the Secretary, 

7 who shall use the results as a consideration in continuing 

8 grants after the third year and awarding grant renewals. 

9 The indicators shall, at a minimum, include the indicators 

10 described in paragraphs (1) and (2) of section 4416(a). 

11 ‘‘(b) EVALUATION.—The Secretary shall evaluate the 

12 implementation and impact of the activities funded under 

13 this subpart, in accordance with section 9601. 

14 ‘‘Subpart 3—General Provisions 

15 ‘‘SEC. 4431. NATIONAL ACTIVITIES. 

16 ‘‘From the amounts appropriated to carry out this 

17 part for a fiscal year, in addition to the amounts that may 

18 be reserved in accordance with section 9601, the Secretary 

19 may reserve not more than 8 percent for national activi20 ties, which may include— 

21 ‘‘(1) research on the activities carried out under 

22 subparts 1 and 2; 

23 ‘‘(2) identification and dissemination of best 

24 practices, including through support for a commu25 nity of practice; 


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1 ‘‘(3) technical assistance, including assistance 

2 relating to family and community engagement and 

3 outreach to potential partner organizations; 

4 ‘‘(4) professional development, including devel5 opment of materials related to professional develop6 ment; and 

7 ‘‘(5) other activities consistent with the purpose 

8 of this part.’’. 

Æ 


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