PROSPECT Act

Subjects: Families, Adult education and literacy, Child care and development, Congressional oversight, Disability and health-based discrimination, Disability and paralysis, Educational facilities and institutions, Elementary and secondary education, Employee hiring, Family services, Foreign language and bilingual programs, Government information and archives, Higher education, Performance measurement, Racial and ethnic relations, Sex, gender, sexual orientation discrimination, State and local finance, Student aid and college costs, Teaching, teachers, curricula, User charges and fees, Wages and earnings

Summary:  <p><b>Preparing and Resourcing Our Student Parents and Early Childhood Teachers Act or the PROSPECT Act</b></p> <p>This bill establishes various grant programs to increase the supply of, and access to, high-quality, early-childhood care. Specifically, grants are established for</p> <ul> <li> planning and developing expanded access to free infant and toddler child care for student parents attending community college or minority-serving institutions;</li> <li>providing free infant and toddler child care to such student parents, including developing on-campus child care centers that meet specified requirements;</li> <li>training, mentorships, and technical support to community child care agencies and the professional development of licensed and unlicensed child care professionals; and<br> </li> <li>increasing the workforce pipeline of high-quality infant and toddler child care providers, particularly in locations with a low supply of affordable care.</li> </ul> <p>The bill also revises the formula for providing federal matching funds to states providing child care assistance.</p> <p>Further, the bill requires the Department of Education&rsquo;s college cost calculator to include information about the dependent care allowance with respect to the cost of attendance and financial aid.</p>

<html><body><pre>[Congressional Bills 118th Congress]
[From the U.S. Government Publishing Office]
[H.R. 1630 Introduced in House (IH)]

&lt;DOC&gt;






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.

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

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Preparing and Resourcing Our Student 
Parents and Early Childhood Teachers Act'' or the ``PROSPECT Act''.

SEC. 2. TABLE OF CONTENTS.

    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.

SEC. 3. FINDINGS.

    Congress finds the following:
            (1) A child's brain grows at a faster rate between birth 
        and age 3 than at any later point in the child's lifetime.
            (2) Decades of research shows that children under age 3 
        that receive quality child care are more likely to have the 
        behavioral, cognitive, and language skills development 
        necessary for success in school, college, and life.
            (3) According to a 2018 survey, 83 percent of parents with 
        a child under age 5 responded that finding quality, affordable 
        child care was a serious problem in their area.
            (4) In 2017, on average, center-based child care for an 
        infant cost 61 percent more than for a preschooler, over 
        $11,000 annually per child, and in 28 States, more than the 
        cost of public college tuition.
            (5) In the 2015-2016 academic year, approximately 4,300,000 
        postsecondary education students were raising children while in 
        college, and over half of those students had children 
        preschool-aged or younger.
            (6) According to a 2016 survey, 95 percent of child care 
        centers at 2-year and 4-year colleges across the United States 
        had a waiting list, with the average list containing 82 
        children.
            (7) Student parents were 20 percent more likely to leave 
        college without a degree than students without children.
            (8) The Child Care Access Means Parents in School Federal 
        Grant program under subpart 7 of part A of title IV of the 
        Higher Education Act of 1965 (20 U.S.C. 1070e et seq.) helps 
        over 3,300 students at institutions of higher education afford 
        child care each year, but this program impacts just 0.5 percent 
        of the entire student parent population, and many institutions 
        of higher education do not open their subsidized child care 
        programs to children under age 3.
            (9) The share of community colleges and 4-year institutions 
        of higher education with on-campus child care has been in 
        decline. Community colleges saw a 10 percent decrease in the 
        number of campuses with child care between 2002 and 2017.
            (10) Student parents are more likely to be enrolled at 
        community colleges and minority-serving institutions than other 
        institutions of higher education. Over a quarter of all 
        community college students are parents, and in the 2015-2016 
        academic year, 40 percent of Black women attending college were 
        parents, 3 times the rate for White male college students.
            (11) Community colleges and minority-serving institutions 
        lead the higher education sector in educating infant and 
        toddler child care providers, especially child care providers 
        of color, so they are the optimal actors for driving quality 
        infant and toddler child care access in their regions.

  TITLE I--ESTABLISHMENT OF INFANT AND TODDLER CHILD CARE LEADERSHIP 
                                 GRANTS

SEC. 101. PURPOSE.

    The purposes of this title are to expand access to infant and 
toddler child care for children of students at public community 
colleges and at minority-serving institutions and to grow, diversify, 
and strengthen the workforce pipeline of highly effective infant and 
toddler child care providers, especially in communities of color and 
infant and toddler child care deserts.

SEC. 102. DEFINITIONS.

    In this title:
            (1) Community college.--The term ``community college'' 
        means a public institution of higher education, as defined in 
        section 101(a) of the Higher Education Act of 1965 (20 U.S.C. 
        1001(a)), that provides an educational program of not less than 
        2 years that culminates in an associate degree and is 
        acceptable for full credit toward a baccalaureate degree.
            (2) Community college or minority-serving institution 
        student parent.--The term ``community college or minority-
        serving institution student parent'' means an individual who--
                    (A) is a parent or legal guardian of a child who 
                qualifies for infant and toddler child care; and
                    (B) is a full-time or part-time student at a 
                community college or minority-serving institution 
                participating in an eligible entity.
            (3) Culturally responsive teaching.--The term ``culturally 
        responsive teaching'' means teaching--
                    (A) using the cultural characteristics, 
                experiences, and perspectives of ethnically diverse 
                students as conduits for teaching them more 
                effectively; and
                    (B) based on understanding the influences of race, 
                culture, and ethnicity in teaching and learning and 
                using the cultural experiences and contributions of 
                different ethnic groups as instrumental tools for 
                teaching academic and social knowledge and skills.
            (4) Drop-in.--The term ``drop-in'', when used with respect 
        to child care--
                    (A) means child care that--
                            (i) does not require prescheduling a 
                        definite number of scheduled days or hours per 
                        week; or
                            (ii) is short term, such as less than 5 
                        hours per day; and
                    (B) includes child care described in subparagraph 
                (A) that requires parents to provide 24-hour notice 
                before using the child care or provides child care 
                subject to availability.
            (5) Dual language learner.--The term ``dual language 
        learner'' means a child who--
                    (A) is acquiring 2 or more languages at the same 
                time; or
                    (B) is learning a second language while continuing 
                to develop the child's first language, including a 
                child who may also be identified by a State or locality 
                as bilingual or limited English proficient or as an 
                English language learner, an English learner, or a 
                child who speaks a language other than English.
            (6) Early childhood educator preparation program.--The term 
        ``early childhood educator preparation program'' means a 
        postsecondary course of study that--
                    (A) is designed to prepare individuals to teach in 
                early childhood settings serving children between birth 
                and age 5; and
                    (B) leads to a degree (including an associate's, 
                bachelor's, or graduate degree) or a State or 
                nationally recognized credential enabling individuals 
                to teach in early childhood settings, including a child 
                development associate credential or a State teaching 
                license.
            (7) Eligible entity.--The term ``eligible entity'' means--
                    (A) a community college;
                    (B) a minority-serving institution; or
                    (C) a consortium of 2 or more community colleges or 
                minority-serving institutions.
            (8) Flex infant and toddler child care.--The term ``flex 
        infant and toddler child care'' means infant and toddler child 
        care for which a child is registered to attend weekly, but for 
        a total of less than five days per week.
            (9) High school.--The term ``high school'' has the meaning 
        given the term in section 8101 of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 7801).
            (10) Infant and toddler child care.--The term ``infant and 
        toddler child care'' means child care for children who are 
        under the age of 3 as of the first day of the academic year of 
        the applicable community college or minority-serving 
        institution.
            (11) Infant and toddler child care desert.--The term 
        ``infant and toddler child care desert'' means a community that 
        the State or tribal entity involved determines has a low supply 
        of quality, affordable infant and toddler child care.
            (12) Infant or toddler with a disability.--The term 
        ``infant or toddler with a disability'' has the meaning given 
        the term in section 632 of the Individuals with Disabilities 
        Education Act (20 U.S.C. 1432).
            (13) Low-income.--The term ``low-income'' means an 
        individual from a family with an income at or below 150 percent 
        of the poverty line (as defined by the Office of Management and 
        Budget and revised annually in accordance with section 673(2) 
        of the Community Services Block Grant Act) applicable to a 
        family of the size involved.
            (14) Minority-serving institution.--The term ``minority-
        serving institution'' means an institution described in section 
        371(a) of the Higher Education Act of 1965 (20 U.S.C. 
        1067q(a)).
            (15) Nontraditional hours.--The term ``nontraditional 
        hours'' means--
                    (A) the hours before 9 a.m. and after 4 p.m.; and
                    (B) any hours during weekends, breaks during the 
                academic year, and holidays.
            (16) On-campus.--The term ``on-campus'', when used with 
        respect to a childcare center, means a childcare center that is 
        located on the campus of a community college or minority-
        serving institution.
            (17) Secretary.--The term ``Secretary'' means the Secretary 
        of Education.
            (18) Service area.--The term ``service area'', when used 
        with respect to an eligible entity, means the area served by 
        the eligible entity.
            (19) State.--The term ``State'' has the meaning given the 
        term in section 103 of the Higher Education Act of 1965 (20 
        U.S.C. 1003).

SEC. 103. AUTHORIZATION OF APPROPRIATIONS.

    There is authorized to be appropriated to carry out this title a 
total of $9,000,000,000 for fiscal years 2024 through 2028.

                     Subtitle A--General Provisions

SEC. 111. PROGRAM AUTHORIZED.

    (a) In General.--From amounts made available under section 103, the 
Secretary shall award to eligible entities--
            (1) planning grants under section 122;
            (2) access grants under section 123, which will provide 
        free high-quality child care for as many as 500,000 infants and 
        toddlers who have a community college or minority-serving 
        institution student parent, helping to reduce barriers that 
        impact the ability of community college or minority-serving 
        institution student parents attending community college or a 
        minority-serving institution to graduate, and reducing their 
        postgraduation debt;
            (3) impact grants under section 124, which will expand the 
        supply and quality of child care in the community by providing 
        training, mentorship, technical support, and expansion funding 
        to new and existing child care providers in the service area of 
        the eligible entity; and
            (4) pipeline grants under section 125, which will fund 
        eligible entities to--
                    (A) launch and expand early childhood educator 
                preparation programs; and
                    (B) form strategic partnerships with regional 
                institutions to expand, diversify, and strengthen the 
                workforce pipeline for infant and toddler care 
                providers.
    (b) Administration.--In administering this title, the Secretary 
shall--
            (1) consult with the Secretary of Health and Human Services 
        with respect to all grants carried out under this Act; and
            (2) consult with the Administrator of the Small Business 
        Administration with respect to impact grants carried out under 
        section 124.

SEC. 112. APPLICATION; SELECTION CRITERIA.

    (a) Application.--
            (1) In general.--An eligible entity desiring a grant under 
        subtitle B shall submit an application to the Secretary at such 
        time, in such manner, and containing such information as the 
        Secretary may require.
            (2) Contents.--An application submitted under paragraph (1) 
        shall include--
                    (A) a landscape review on the need for infant and 
                toddler child care within the current and prospective 
                student populations of the eligible entity and in the 
                broader service area of the eligible entity, with an 
                emphasis on community college or minority-serving 
                institution student parents in communities of color and 
                low-income parents;
                    (B) a landscape review of the infant and toddler 
                care workforce within the service area of the eligible 
                entity;
                    (C) a high-level vision (which, in the case of an 
                eligible entity desiring a planning grant under section 
                122, will be clarified and adjusted through the needs 
                assessment and activities carried out under the grant) 
                for how to leverage 1 or more access, impact, or 
                pipeline grants under subtitle B to enhance access and 
                quality in the infant and toddler child care landscape 
                of the service area of the eligible entity;
                    (D) a description of how the eligible entity will 
                advance child development (including social and 
                emotional development), family engagement, and 
                culturally responsive and linguistically responsive 
                pedagogy for infant and toddler child care within its 
                child care center or early childhood education programs 
                (as applicable), through professional development, 
                required coursework, or targeted outreach and 
                enrollment;
                    (E) an assurance that the eligible entity will 
                submit annual reports that document how funds were 
                allocated and the impact of the grant;
                    (F) a commitment that wages for child care staff at 
                each on-campus child care center of a participating 
                community college or minority-serving institution 
                during the grant period shall be--
                            (i) comparable to wages for elementary 
                        educators with similar credentials and 
                        experience in the State; and
                            (ii) at a minimum, at a rate that is enough 
                        to provide a living wage for all child care 
                        staff; and
                    (G) in the case of an impact, access, or pipeline 
                grant under subtitle B, an assurance that the eligible 
                entity will continue to convene and consult an infant 
                and toddler care committee described in section 
                122(a)(1).
    (b) Selection Criteria.--
            (1) In general.--The Secretary shall award grants under 
        subtitle B on a competitive basis, in accordance with the 
        priorities described in paragraph (2), and in a manner that 
        supports eligible entities that--
                    (A) enroll a high percentage of students who are 
                eligible for a Federal Pell Grant under section 401 of 
                the Higher Education Act of 1965 (20 U.S.C. 1070a) and 
                who have children under age 3;
                    (B) are located within or in the immediate vicinity 
                of an infant and toddler child care desert; or
                    (C) have a clear and compelling plan for--
                            (i) in the case of a planning grant under 
                        section 122, carrying out the activities of the 
                        planning grant;
                            (ii) in the case of an access grant under 
                        section 123, expanding access to free infant 
                        and toddler child care for community college or 
                        minority-serving institution student parents;
                            (iii) in the case of an impact grant under 
                        section 124, expanding the supply and quality 
                        of child care in the community by providing 
                        training, mentorship, technical support, and 
                        startup funding, in collaboration with existing 
                        child care agencies and organizations; or
                            (iv) in the case of a pipeline grant under 
                        section 125, growing and strengthening the 
                        workforce pipeline of highly effective infant 
                        and toddler child care providers, especially 
                        such providers serving infant and toddler child 
                        care deserts, by expanding early childhood 
                        education programs or upgrading an on-campus 
                        child care center into a lab school.
            (2) Priorities in awarding grants.--In awarding grants 
        under subtitle B, the Secretary shall, to the extent 
        practicable based on the strength of the applications and the 
        availability of appropriations--
                    (A) first, ensure that not less than 80 percent of 
                the funds appropriated for grants under subtitle B are 
                awarded to eligible entities that are eligible 
                institutions, as defined in section 312(b) of the 
                Higher Education Act of 1965 (20 U.S.C. 1058(b));
                    (B) second, ensure that not less than 1 eligible 
                entity in each State is awarded a grant; and
                    (C) third, provide special consideration to 
                applications described in paragraph (3).
            (3) Additional consideration and funding.--In awarding 
        grants under subtitle B and subject to paragraph (2), the 
        Secretary shall provide special consideration, and may provide 
        additional funding as needed, including funding to exceed the 
        limits described in section 113(a), for--
                    (A) applications for access grants under section 
                123 that will provide--
                            (i) infant and toddler child care for 
                        children of all ages between birth and age 3;
                            (ii) infant and toddler child care 
                        available during nontraditional hours;
                            (iii) infant and toddler child care that 
                        has the supports and staffing needed for 
                        children who are dual language learners;
                            (iv) infant and toddler child care that has 
                        the supports and staffing needed for children 
                        in need of trauma-informed care and infants and 
                        toddlers with disabilities, which may include 
                        providing training for infant and toddler child 
                        care staff to support the needs of infants and 
                        toddlers with disabilities or coordinating with 
                        service providers to deliver services under 
                        section 619 or part C of the Individuals with 
                        Disabilities Education Act (20 U.S.C. 1419; 
                        1431 et seq.); and
                            (v) child care and aftercare for children 
                        age 3 and older, especially for children that 
                        age out of the infant and toddler child care 
                        program supported under this title, and for 
                        siblings of children enrolled in campus-
                        sponsored infant and toddler care; and
                    (B) applications for pipeline grants under section 
                125 that propose to--
                            (i) develop and teach courses on culturally 
                        responsive and linguistically responsive 
                        teaching in early childhood education; and
                            (ii) develop and teach courses on 
                        supporting infants and toddlers with 
                        disabilities who are under age 3.
    (c) Prerequisites for Access, Impact, and Pipeline Grants.--An 
eligible entity shall receive and timely complete all requirements of a 
planning grant under section 122 before receiving an access, impact, or 
pipeline grant under section 123, 124, or 125.

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

    (a) Amount of Grants.--Each grant awarded under subtitle B to an 
eligible entity shall be in an amount of--
            (1) in the case of a grant awarded to an individual 
        community college or minority-serving institution, not more 
        than $20,000,000; and
            (2) in the case of a grant to a consortium of community 
        colleges or minority-serving institutions, not more than 
        $220,000,000.
    (b) Duration of Grants.--A grant awarded under subtitle B shall be 
for a period of 4 years, except that a planning grant awarded under 
section 122 shall be for a period of 1 year.
    (c) Number of Grants.--
            (1) Planning grants.--No eligible entity shall receive more 
        than 1 planning grant under section 122.
            (2) Impact, access, and pipeline grants.--An eligible 
        entity may receive multiple grants under sections 123, 124, and 
        125, including 2 or more grants under different sections for 
        the same grant period or for overlapping grant periods.
    (d) Annual Grant Competitions.--The Secretary shall conduct annual 
grant competitions for the grants under subtitle B.
    (e) Rule of Construction.--Nothing in this title shall be construed 
to limit any program or grant established under any other Federal law, 
including the Higher Education Act of 1965 (20 U.S.C. 1001 et seq.), 
the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et 
seq.), or the Individuals with Disabilities Education Act (20 U.S.C. 
1400 et seq.).

             Subtitle B--Planning and Implementation Grants

SEC. 121. GRANTS AUTHORIZED.

    From amounts made available under section 103, the Secretary shall 
award to eligible entities--
            (1) planning grants under section 122, to enable the 
        eligible entities to assess the infant and toddler care needs 
        of current and prospective community college or minority-
        serving institution student parents and the surrounding 
        community and develop a detailed proposal to address such 
        needs;
            (2) access grants under section 123, which will provide 
        free high-quality child care for up to 500,000 children under 
        the age of 3 of community college or minority-serving 
        institution student parents, helping to reduce barriers that 
        impact the ability of community college or minority-serving 
        institution student parents to graduate, and reducing their 
        postgraduation debt;
            (3) impact grants under section 124, which will expand the 
        supply and quality of child care in the community by providing 
        training, mentorship, technical support, and expansion funding 
        to new and existing child care providers in the service area of 
        the eligible entities; and
            (4) pipeline grants under section 125, which will fund 
        eligible entities to--
                    (A) launch and expand early childhood educator 
                preparation programs; and
                    (B) form strategic partnerships with regional 
                institutions to expand, diversify, and strengthen the 
                workforce pipeline for infant and toddler child care 
                providers.

SEC. 122. PLANNING GRANTS.

    (a) Use of Funds.--An eligible entity receiving a grant under this 
section shall use grant funds to--
            (1) establish an infant and toddler child care committee 
        that is reflective and inclusive of the community being served 
        and composed of members who are--
                    (A) student parents at the participating community 
                college or minority-serving institution;
                    (B) faculty of any participating community college 
                or minority-serving institution;
                    (C) representatives of a local educational agency 
                (as defined in section 8101 of the Elementary and 
                Secondary Education Act of 1965 (20 U.S.C. 7801)) 
                serving the service area of the eligible entity;
                    (D) where applicable, a local public charter school 
                provider;
                    (E) representatives of a local child care resource 
                and referral agency; and
                    (F) infant and toddler child care professionals 
                (such as representatives from a local Head Start or 
                Early Head Start program, home-based infant and toddler 
                child care providers, and child care providers with 
                expertise working with infants or toddlers with 
                disabilities);
            (2) conduct an infant and toddler child care needs 
        assessment of current and prospective community college or 
        minority-serving institution student parents, the infant and 
        toddler child care workforce, and the service area of the 
        eligible entity, that includes information on the level of need 
        for--
                    (A) infant and toddler child care during 
                nontraditional hours;
                    (B) 3-year-old child care, toddler care, and infant 
                care;
                    (C) care for infants and toddlers with 
                disabilities;
                    (D) care for children from households that speak a 
                language other than English; and
                    (E) child care in specific communities, especially 
                infant and toddler child care deserts;
            (3) begin research, outreach, and planning for expanding 
        access to free infant and toddler child care for community 
        college or minority-serving institution student parents, which 
        may include drafting a delivery agreement with infant and 
        toddler child care providers in the community to provide infant 
        and toddler child care to community college or minority-serving 
        institution student parents; and
            (4) develop a detailed proposal, with a focus on the needs 
        of parents of children under age 3, to address those needs, 
        which may include applying for an impact, access, or pipeline 
        grant under section 123, 124, or 125.
    (b) Reporting Requirements.--Not later than 30 days after the end 
of a grant period under this section, the eligible entity that received 
the grant shall prepare and submit a report to the Secretary that 
includes--
            (1) the results of the needs assessment conducted under 
        subsection (a)(2);
            (2) the detailed proposal developed under subsection 
        (a)(4); and
            (3) in the case of an eligible entity that desires an 
        impact, access, or pipeline grant under section 123, 124, or 
        125, an application for the grant.

SEC. 123. ACCESS GRANTS PROVIDING INFANT AND TODDLER CHILD CARE FOR 
              COMMUNITY COLLEGE OR MINORITY-SERVING INSTITUTION STUDENT 
              PARENTS.

    (a) Use of Grants.--An eligible entity receiving a grant under this 
section shall use grant funds to expand access to free infant and 
toddler child care for community college or minority-serving 
institution student parents by carrying out 1 or more of the following:
            (1) Paying the infant and toddler child care costs of 
        community college or minority-serving institution student 
        parents at an on-campus child care center, State licensed off-
        campus child care center, or State licensed or registered home-
        based child care provider.
            (2)(A) Operating an on-campus child care center that 
        provides infant and toddler child care; or
            (B) contracting with a child care provider that is 
        operating 1 or more child care centers (as of the date of the 
        contract) to operate an on-campus child care center that 
        provides infant and toddler child care.
            (3) Coordinating with local child care resource and 
        referral agencies for services such as helping community 
        college or minority-serving institution student parents find 
        infant and toddler child care.
            (4) Expanding the resources for existing on-campus child 
        care centers, as of the date of the application for the grant, 
        by--
                    (A) expanding the space of the center for infant 
                and toddler child care;
                    (B) purchasing equipment to be used for infant and 
                toddler child care; or
                    (C) hiring staff to accommodate additional children 
                under the age of 3.
            (5) Lengthening the hours of an existing on-campus infant 
        and toddler child care center or keeping the on-campus infant 
        and toddler child care center open during breaks (including 
        summer).
            (6) Establishing capacity for drop-in infant and toddler 
        child care or flex infant and toddler child care for the 
        children of community college or minority-serving institution 
        student parents.
            (7) Renovating campus facilities to allow for the operation 
        of an on-campus child care center that--
                    (A) satisfies the standards that apply to 
                alterations or (as applicable) new construction under 
                title II or III of the Americans with Disabilities Act 
                of 1990 (42 U.S.C. 12131 et seq., 12181 et seq.), as 
                the case may be; and
                    (B)(i) meets a high-quality standard, according to 
                a State quality rating and improvement system or the 
                standards applicable to an Early Head Start program 
                under the Head Start Act (42 U.S.C. 9831 et seq.); or
                    (ii) is accredited through the National Association 
                for the Education of Young Children or another 
                organization of similar expertise, as determined by the 
                Secretary.
    (b) Requirements of On-Campus Child Care Centers.--In order for an 
on-campus child care center of a community college or minority-serving 
institution participating in an eligible entity to be supported with 
funds from a grant under this section, the on-campus child care center 
shall meet the following requirements:
            (1) The child care center shall be licensed by the State 
        and shall meet a high-quality standard described in subsection 
        (a)(7)(B)(i) or be accredited in accordance with subsection 
        (a)(7)(B)(ii).
            (2) Children of community college or minority-serving 
        institution student parents shall receive priority enrollment 
        in the child care center, with priority going first to low-
        income community college or minority-serving institution 
        student parents, although dependents of faculty and staff of 
        the community college or minority-serving institution and 
        community members may be enrolled once the enrollment needs of 
        all requesting community college or minority-serving 
        institution student parents are fulfilled.
            (3) The child care center shall provide infant and toddler 
        child care to children of community college or minority-serving 
        institution student parents, without regard as to whether the 
        parent is a full-time or part-time student.
            (4) Not less than 85 percent of the community college or 
        minority-serving institution student parents using the on-
        campus child care center for infant and toddler child care 
        shall be eligible to receive Federal Pell Grants under section 
        401 of the Higher Education Act of 1965 (20 U.S.C. 1070a), 
        except that the Secretary may grant a waiver from this 
        requirement if the Secretary determines necessary.
            (5) The child care center shall provide drop-in infant and 
        toddler child care for community college and minority-serving 
        institution student parents and may not impose minimum 
        enrollment requirements for children of community college or 
        minority-serving institution student parents. The Secretary 
        shall promulgate regulations that specify the percentage of 
        infant and toddler child care slots that must be reserved for 
        drop-in infant and toddler child care under this paragraph.
            (6) The child care center--
                    (A) shall provide infant and toddler child care for 
                children under the age of 3 (as of the first day of the 
                academic year of the community college or minority-
                serving institution supporting the child care center) 
                of community college and minority-serving institution 
                student parents for free;
                    (B) may charge faculty and staff of the community 
                college or minority institution and community members 
                fees, using a sliding scale based on family income, to 
                enroll their children in the child care center; and
                    (C) shall comply with the suspension and expulsion 
                performance standard for Head Start programs under 
                section 1302.17 of title 45, Code of Federal 
                Regulations, or any successor standard.
            (7)(A) The child care center shall maintain a continuity of 
        care for the children of parents who--
                    (i) were community college or minority-serving 
                institution student parents during any reasonable or 
                unavoidable break in the parents' enrollment; or
                    (ii) transferred from a community college to a 4-
                year minority-serving institution during the student's 
                enrollment at the 4-year institution.
            (B) The child care center may charge a parent described in 
        subparagraph (A) a fee for the child care services provided 
        during the period when the parent is not enrolled in the 
        community college or minority-serving institution, using a 
        sliding scale based on family income during this period, as 
        long as the fee does not exceed 7 percent of the family's 
        income.
            (8) The child care center shall pay its child care staff a 
        wage that--
                    (A) is comparable to wages for elementary educators 
                with similar credentials and experience in the State; 
                and
                    (B) at a minimum, provides a living wage for all 
                child care staff of the child care center; and
            (9) The child care center, if not a child care provider 
        covered by subsection (c) of section 658H of the Child Care and 
        Development Block Grant Act of 1990 (42 U.S.C. 9858f), shall 
        comply with that section in the same manner and to the same 
        extent as such a child care provider, with respect to 
        background checks for child care staff members (including 
        prospective child care staff members) for the center.
    (c) Consultation and Reports.--
            (1) Consultation.--An eligible entity receiving a grant 
        under this section shall, for each year of the grant, consult 
        with an infant and toddler child care committee described in 
        section 122(a)(2) regarding the results of the grant and the 
        contents of the annual report submitted to the Secretary.
            (2) Reports.--An eligible entity receiving a grant under 
        this section shall, for each year of the grant, prepare and 
        submit a report to the Secretary that includes--
                    (A) the number of community college or minority-
                serving institution student parents that received 
                access to State licensed or registered child care 
                because of the grant, in the aggregate and 
                disaggregated by age, gender, race and ethnicity, 
                family income, disability status, and full-time or 
                part-time enrollment status in the community college or 
                minority-serving institution;
                    (B) the number of children under age 3 enrolled in 
                each on-campus child care center supported under the 
                grant, disaggregated by age, gender, disability status, 
                marital status of parents, and race and ethnicity;
                    (C) for each on-campus child care center supported 
                under the grant, the number of suspensions of children 
                enrolled in the child care center, in the aggregate and 
                disaggregated by race and ethnicity, gender, and 
                disability status;
                    (D) the demographics, including race, ethnicity, 
                and gender of the staff and leadership of all child 
                care centers supported under the grant;
                    (E) the most frequent times of the day and days of 
                the week, and the average number of hours per week, 
                that on-campus child care centers were used by 
                community college or minority-serving institution 
                student parents, and the child care hours per week 
                provided to community college or minority-serving 
                institution student parents, disaggregated by child 
                care provided at nontraditional hours and traditional 
                daytime, weekday child care;
                    (F) semester-to-semester persistence and fall-to-
                fall persistence rates of community college or 
                minority-serving institution student parents with 
                children enrolled in infant and toddler child care 
                sponsored by the community college or minority-serving 
                institution, compared to the persistence rate of 
                community college or minority-serving institution 
                student parents with children under 3 who are not 
                enrolled in community college or minority-serving 
                institution sponsored child care--
                            (i) collected in accordance with 
                        regulations promulgated by the Secretary; and
                            (ii) in the aggregate and disaggregated as 
                        described in subparagraph (A) and by the age of 
                        the children of the community college or 
                        minority-serving institution students;
                    (G) the degree or certificate completion rate of 
                community college minority-serving institution student 
                parents with children enrolled in child care that is 
                sponsored by the community college or minority-serving 
                institution and is not infant and toddler child care, 
                in the aggregate and disaggregated as described in such 
                subparagraph and by the age of the children of the 
                community college or minority-serving institution 
                student parents; and
                    (H) if grant funds are used to renovate campus 
                facilities under subsection (a)(7), proof of the on-
                campus child care center's compliance with the 
                standards that apply to alterations or (as applicable) 
                new construction under title II or III of the Americans 
                with Disabilities Act of 1990 (42 U.S.C. 12131 et seq., 
                12181 et seq.), as the case may be.
            (3) Cross-tabulation.--In each report submitted by an 
        eligible entity under paragraph (2), the eligible entity shall 
        also provide the information described in subparagraphs (A), 
        (B), (C), and (F)(ii) of such paragraph cross-tabulated by, at 
        a minimum, gender, disability status, and each major racial and 
        ethnic group, which shall be presented in a manner that--
                    (A) is first anonymized and does not reveal 
                personally identifiable information about an individual 
                community college or minority-serving institution 
                student parent or child enrolled in the child care 
                center;
                    (B) does not include a number of individuals in any 
                subgroup of community college or minority-serving 
                institution student parents or children enrolled in the 
                child care center that is insufficient to yield 
                statistically reliable information or that would reveal 
                personally identifiable information about an 
                individual; and
                    (C) is consistent with the requirements of section 
                444 of the General Education Provisions Act (20 U.S.C. 
                1232g, commonly known as the ``Family Educational 
                Rights and Privacy Act of 1974'').
    (d) Definition.--In subsection (b)(9), the term ``child care staff 
member'' means an individual--
            (1) who is employed by a child care center covered by 
        subsection (b) for compensation; or
            (2) whose activities involve the care or supervision of 
        children for, or unsupervised access to children who are cared 
        for or supervised by, such a child care center.

SEC. 124. IMPACT GRANTS.

    (a) Use of Funds.--Grants awarded under this section shall be used 
by eligible entities to expand the supply and quality of child care in 
the community by providing training, mentorship, technical support, and 
startup funding, in collaboration with existing (as of the date of 
application for the grant) child care agencies and organizations, 
through carrying out 1 or more of the following activities:
            (1) Contracting with local child care resource and referral 
        organizations to support onsite technical assistance for child 
        care providers, and training, mentorships, and business 
        technical assistance related to existing (as of the date of the 
        grant) or new start-up child care programs.
            (2) Contracting with local child care resource and referral 
        organizations to provide staffed family child care networks, 
        such as a hub that supports a group of home-based care 
        providers to promote high-quality care.
            (3) Establishing a network of child care providers in the 
        community, or partnering with an existing, as of the date of 
        application, provider or network (such as an Early Head Start 
        program operating in the community) to facilitate provider 
        access to training, coaching, mentorship, licensure, technical 
        support, and expansion funding.
            (4) Developing content for training for community child 
        care providers (including home-based providers and unlicensed 
        providers) on strong child care business practices and other 
        supports and training the providers may require.
            (5) Compensating qualified individuals to deliver training 
        for community members on providing high-quality child care.
            (6) Awarding microenterprise grants for State licensed, 
        qualified early childhood education professionals, State 
        licensed child care centers, and State licensed or registered 
        home-based child care providers to open a child care program 
        that provides infant and toddler child care, or to expand 
        infant and toddler child care (including expanding access to 
        serve infants or toddlers with disabilities) at a child care 
        program in areas with low access to affordable, quality infant 
        and toddler child care.
            (7) Developing and communicating clear pathways for 
        community child care providers and current and prospective 
        students of infant and toddler child care education, 
        particularly individuals with low incomes and from historically 
        underrepresented groups, to take advantage of professional 
        development, certificate, and associate degree offerings, for 
        the purpose of advancing their skills and careers.
            (8) Prioritizing child care programs, pathways, and 
        resources in communities of color and low-income communities.
            (9) Developing and delivering child care professional 
        development and courses in languages other than English.
    (b) Rule Regarding Professional Development.--If an eligible entity 
elects to use grant funds under this section for professional 
development, the eligible entity shall ensure that--
            (1) a portion of the professional development is open, 
        available, and easily accessible to unlicensed child care 
        providers and a portion of the professional development is 
        available to State licensed or registered child care providers; 
        and
            (2) not more than 30 percent of the funds provided through 
        the grant under this section are allocated toward professional 
        development.
    (c) Consultation and Reports.--
            (1) Consultation.--An eligible entity receiving a grant 
        under this section shall, for each year of the grant, consult 
        with an infant and toddler child care committee described in 
        section 122(a)(2) and the lead agency for the applicable State 
        designated under section 658D of the Child Care Development and 
        Block Grant Act of 1990 (42 U.S.C. 9858b) regarding the results 
        of the grant and the contents of the annual report submitted to 
        the Secretary.
            (2) Reports.--An eligible entity receiving a grant under 
        this section shall, for each year of the grant, prepare and 
        submit a report to the Secretary that includes--
                    (A) the number of child care providers that 
                attended child care professional development sessions 
                coordinated by the eligible entity under the grant, and 
                the type of training received;
                    (B)(i) the number of child care providers fluent in 
                a language other than English that received 
                professional development through the grant, including 
                the number of such child care providers reached through 
                the development and delivery of coursework in languages 
                other than English; and
                    (ii) the number of such child care providers that 
                received professional development through the grant and 
                graduated with an infant toddler credential, a child 
                development associate credential, or associate degree 
                related to early childhood development;
                    (C) the number of community colleges or minority-
                serving institutions that joined or established 
                networks of child care providers;
                    (D) the number of State licensed child care spots 
                created for children under 3 as a result of the 
                training or microenterprise grants provided, in the 
                aggregate and disaggregated by location in an infant 
                and toddler child care desert, location in a community 
                of color, and, for recipients of microenterprise grants 
                under subsection (a)(6), race, ethnicity, and gender of 
                recipient;
                    (E) the number of participants in mentorship 
                programs supported under the grant, in the aggregate 
                and disaggregated by race, ethnicity, and gender; and
                    (F) the number of community child care providers 
                receiving technical support from the on-campus child 
                care center or network or the child care resource and 
                referral agency under the grant.
            (3) Cross-tabulation.--In each report submitted by an 
        eligible entity under paragraph (2), the eligible entity shall 
        also provide the information described in paragraph (2)(E) 
        cross-tabulated by, at a minimum, gender and each major racial 
        and ethnic group, which shall be presented in a manner that--
                    (A) is first anonymized and does not reveal 
                personally identifiable information about an individual 
                participant in a mentorship program;
                    (B) does not include a number of individuals in any 
                subgroup of mentorship program participants that is 
                insufficient to yield statistically reliable 
                information or that would reveal personally 
                identifiable information about an individual; and
                    (C) is consistent with the requirements of section 
                444 of the General Education Provisions Act (20 U.S.C. 
                1232g, commonly known as the ``Family Educational 
                Rights and Privacy Act of 1974'').

SEC. 125. PIPELINE GRANTS.

    (a) Use of Funds.--Grants awarded under this section shall be used 
by eligible entities to grow and strengthen the workforce pipeline of 
highly effective infant and toddler child care providers, especially 
such providers serving infant and toddler child care deserts, through 
carrying out 1 or more of the following activities:
            (1) Establishing--
                    (A) an associate degree program that includes not 
                less than 2 courses specifically on infants and 
                toddlers; or
                    (B) a stackable child development associate 
                credential, infant toddler credential, or early 
                childhood education certificate, that can be 
                incorporated into a higher-level credential or 
                certificate.
            (2) Hiring faculty to adopt and teach previously developed 
        competency-based high-quality infant-toddler courses, or to 
        develop and teach infant-toddler courses, which may include 
        courses required for an infant or toddler care certificate, 
        such as courses on child growth and development, the physical 
        and nutritional needs of children, communicating with families, 
        language development, child mental health, supporting infants 
        and toddlers with disabilities, and effective interactions with 
        children.
            (3) Developing and executing a plan for increased 
        coordination between an early childhood educator preparation 
        program of a participating community college or minority-
        serving institution and an on-campus child care center of the 
        community college or minority-serving institution, to enhance 
        the quality of both the child care and the early childhood 
        educator preparation program.
            (4) Creating or enhancing a partnership between a 
        participating community college and a 4-year degree-granting 
        institution, to support and coordinate associate degree 
        programs or provide for articulation agreements in early 
        childhood education with related baccalaureate degree programs.
            (5) Upgrading an on-campus child care center into a child 
        care lab school for the purpose of facilitating early childhood 
        educator preparation program practicum work, which may include 
        installing one-way observation windows or live-feed cameras.
            (6) Awarding microgrants to students in early childhood 
        educator preparation programs for tuition, books, 
        transportation, permitting or licensing fees, apprenticeships, 
        and time spent doing practicum work.
            (7) Developing and teaching courses on culturally 
        responsive teaching in early childhood education.
            (8) Forming partnerships with local public high schools to 
        establish early childhood education career and technical 
        education programs, including programs that lead to a degree or 
        credential or provide opportunities for students to enter the 
        community college or minority-serving institution with 
        postsecondary credits that can be counted towards an early 
        childhood education certificate, credential, or degree.
    (b) Consultation and Reports.--
            (1) Consultation.--An eligible entity receiving a grant 
        under this section shall, for each year of the grant, consult 
        with an infant and toddler child care committee described in 
        section 122(a)(2) regarding the results of the grant and the 
        contents of the annual report submitted to the Secretary.
            (2) Reporting requirements.--An eligible entity receiving a 
        grant under this section shall, for each year of the grant, 
        prepare and submit a report to the Secretary that includes--
                    (A) the number of students that enrolled in early 
                childhood educator preparation programs due to the 
                support provided by the grant, in the aggregate and 
                disaggregated by credential or degree type of the 
                program and by age, gender, race or ethnic group, 
                ability to speak a second language, family income 
                level, disability status, and full-time or part-time 
                student status;
                    (B) the amount of funds allocated to early 
                childhood educator preparation program students through 
                microgrants under this section, in the aggregate and 
                disaggregated by usage of funds and by demographics of 
                the students receiving the microgrants, including age, 
                gender, race or ethnic group, second language ability, 
                parent status, family income level, disability status, 
                and full-time or part-time student status;
                    (C) the persistence, retention, and completion 
                rates of students receiving the microgrants, as 
                compared to such rates for students not receiving the 
                microgrants;
                    (D) the number of students dual-enrolled in high 
                school and a community college or minority-serving 
                institution early childhood educator preparation 
                program;
                    (E) the number of students that completed degrees, 
                certificates, or credentials in dual-enrollment 
                programs, in the aggregate and disaggregated by degree, 
                certificate, and credential type; and
                    (F) the details of any partnerships or articulation 
                agreements established with local public high schools 
                or local 4-year degree-granting institutions of higher 
                education.
            (3) Cross-tabulation.--In each report submitted by an 
        eligible entity under paragraph (2), the eligible entity shall 
        also provide the information described in subparagraphs (A) and 
        (B) of such paragraph cross-tabulated by, at a minimum, gender, 
        each major racial and ethnic group, and disability status, 
        which shall be presented in a manner that--
                    (A) is first anonymized and does not reveal 
                personally identifiable information about an individual 
                student;
                    (B) does not include a number of individuals in any 
                subgroup of students that is insufficient to yield 
                statistically reliable information or that would reveal 
                personally identifiable information about an 
                individual; and
                    (C) is consistent with the requirements of section 
                444 of the General Education Provisions Act (20 U.S.C. 
                1232g, commonly known as the ``Family Educational 
                Rights and Privacy Act of 1974'').

SEC. 126. EVALUATION CRITERIA FOR GRANTS.

    For each year of the grant program under this title, the Secretary 
shall evaluate the effectiveness of grants under chapter 1. Each 
evaluation shall include the following criteria:
            (1) For access grants awarded under section 123--
                    (A) the number of community college or minority-
                serving institution student parents that received 
                access to licensed or registered infant and toddler 
                child care due to the grant, in the aggregate and 
                disaggregated by age, gender, race or ethnic group, 
                family income level, disability status, marital status, 
                and full-time or part-time student status;
                    (B) the most frequent times, and the average number 
                of hours per week, that on-campus child care centers 
                were used by community college or minority-serving 
                institution student parents;
                    (C) semester-to-semester persistence and fall-to-
                fall persistence rates of community college or 
                minority-serving institution student parents with 
                children enrolled in infant or toddler child care 
                sponsored by the community college or minority-serving 
                institution, compared to such rate for students with 
                children not enrolled in the community college or 
                minority-serving institution child care program, in the 
                aggregate and disaggregated by the categories described 
                in subparagraph (A); and
                    (D) degree and certificate completion rate of 
                community college or minority-serving institution 
                student parents with children enrolled in child care 
                sponsored by the community college or minority-serving 
                institution, compared to such rate for students with 
                children not enrolled in such a sponsored child care 
                program, in the aggregate and disaggregated by the 
                categories described in subparagraph (A).
            (2) For impact grants awarded under section 124--
                    (A) the number of attendees for the child care 
                professional development sessions coordinated by the 
                eligible entity under the grants;
                    (B) the number of community colleges or minority-
                serving institutions that joined or established 
                networks of child care providers as a result of the 
                grants;
                    (C) the number of State licensed child care spots 
                created for children under 3 in infant and toddler 
                child care deserts and communities of color that were 
                established as a result of microenterprise grants 
                supported under section 124(a)(6); and
                    (D) the number of child care providers fluent in a 
                language other than English that received professional 
                development under the grants.
            (3) For pipeline grants under section 125--
                    (A) the number of early childhood educator 
                preparation programs that were established with funding 
                under the grants;
                    (B) the number of existing early childhood educator 
                preparation programs that expanded course, certificate, 
                or degree offerings as a result of funding under the 
                grants;
                    (C) the number of students that enrolled in early 
                childhood educator preparation programs because of 
                funding provided under the grants, in the aggregate and 
                disaggregated by--
                            (i) type of degree or credential; and
                            (ii) student age, gender, race or ethnic 
                        group, second language ability, family income 
                        level, disability status, and status as 
                        enrolled full- or part-time;
                    (D) the amount of funds allocated to early 
                childhood educator preparation program students through 
                microgrants supported under section 125(a)(6), in the 
                aggregate and disaggregated by--
                            (i) category of usage of funds; and
                            (ii) the categories described in 
                        subparagraph (C)(ii);
                    (E) persistence, retention, and completion rates of 
                students receiving such microgrants, as compared to 
                students not receiving microgrants;
                    (F) the number of new early childhood educator 
                preparation program partnerships formed between 
                community colleges or minority-serving institutions and 
                area high schools as a result of the grants;
                    (G) the number of students dual-enrolled in high 
                school and community college early childhood educator 
                preparation programs as a result of the grants; and
                    (H) the number of students that completed a degree 
                or credential in a dual-enrollment program as a result 
                of the grants, in the aggregate and disaggregated by 
                degree or credential.

SEC. 127. REPORT TO CONGRESS.

    The Secretary shall prepare and submit to Congress an annual report 
on the grant program under this title that includes--
            (1) the results from the most recent evaluation under 
        section 126; and
            (2) information regarding the progress made by the grants 
        based on the most recent reports submitted under sections 
        122(b), 123(c), 124(c), and 125(b).

SEC. 128. NONDISCRIMINATION IN PROGRAMS AND ACTIVITIES.

    (a) Nondiscrimination.--No person in the United States shall, on 
the basis of actual or perceived race, color, religion, national 
origin, sex (which includes sexual orientation, gender identity, 
pregnancy, childbirth, medical conditions related to pregnancy or 
childbirth, or sex stereotypes), or disability, be excluded from 
participation in, be denied the benefits of, or be subjected to 
discrimination under any program or activity funded, in whole or in 
part, with funds made available under this title or with amounts 
appropriated for grants, contracts, or certificates similar to a child 
care certificate as defined in section 658P of the Child Care and 
Development Block Grant Act of 1990 (42 U.S.C. 9858n), administered 
with such funds.
    (b) Enforcement.--Subsection (a) shall be enforced in the same 
manner and by the same means, as if such subsection was incorporated in 
title VI of the Civil Rights Act of 1964 (42 U.S.C. 2000d et seq.), and 
as if a violation of subsection (a) was treated as if it was a 
violation of section 601 of such Act (42 U.S.C. 2000d).
    (c) Rule of Construction.--Nothing in this section shall be 
construed to alter or change any provisions of section 658N of the 
Child Care and Development Block Grant of 1990 (42 U.S.C. 9858l).

        TITLE II--CHILD CARE AND DEVELOPMENT BLOCK GRANT PROGRAM

SEC. 201. ELIGIBILITY.

    (a) In General.--Section 658P(4)(C)(i) of the Child Care and 
Development Block Grant Act of 1990 (42 U.S.C. 9858n(4)(C)(i)) is 
amended by striking ``job training or educational program'' and 
inserting ``job training or educational program (which may be a program 
of study at an institution of higher education (as defined in section 
102 of the Higher Education Act of 1965 (20 U.S.C. 1002)), a program of 
secondary education, or a program of study leading to the recognized 
equivalent of a secondary school diploma)''.
    (b) Plan Requirements.--Section 658E(c)(2) of such Act (42 U.S.C. 
9858c(c)(2)) is amended by adding at the end the following:
                    ``(W) Eligibility standards.--The plan shall 
                contain an assurance that the State will not use any 
                requirement for the eligibility of a child under this 
                subchapter that is more restrictive than the 
                requirements of (including regulations issued under) 
                this subchapter, such as a family income standard, or a 
                work, training, or education standard, that is more 
                restrictive than the standards specified in section 
                658P(4).''.

SEC. 202. CONFORMING AMENDMENTS.

    Section 658H(c) of the Child Care and Development Block Grant Act 
of 1990 (42 U.S.C. 9858f(c)) is amended--
            (1) in paragraph (1), in the matter preceding subparagraph 
        (A), by inserting ``or a child care center covered by section 
        123(b) of the Preparing and Resourcing Our Student Parents and 
        Early Childhood Teachers Act'' before ``if such''; and
            (2) in paragraph (2), by inserting ``, including a child 
        care center covered by section 123(b) of the Preparing and 
        Resourcing Our Student Parents and Early Childhood Teachers 
        Act,'' before ``shall be ineligible''.

SEC. 203. INCREASED FEDERAL MATCHING PAYMENTS FOR CHILD CARE.

    Section 418(a)(2)(C) of the Social Security Act (42 U.S.C. 
618(a)(2)(C)) is amended to read as follows:
                    ``(C) Federal matching of state expenditures.--The 
                Secretary shall pay to each eligible State for a fiscal 
                year an amount equal to the lesser of--
                            ``(i) the State's allotment under 
                        subparagraph (B); or
                            ``(ii) the sum of--
                                    ``(I) in the case of a State that 
                                provides payments for child care 
                                assistance for infants and toddlers 
                                (within the meaning of section 658G of 
                                the Child Care and Development Block 
                                Grant Act of 1990) at not less than 75 
                                percent of the market rates, based on 
                                the most recent market rate survey 
                                conducted under section 658E(c)(4)(B) 
                                of that Act or using an alternative 
                                methodology, such as a cost estimation 
                                model, that has been developed by the 
                                State lead agency and approved by the 
                                Administration for Children and 
                                Families, taking into account the 
                                geographic area, type of child care, 
                                and age of the child, 90 percent of the 
                                State's expenditures for such 
                                assistance; and
                                    ``(II) the amount equal to the 
                                Federal medical assistance percentage 
                                that applies to the State for the 
                                fiscal year under section 1905(b) 
                                (without regard to any adjustments to 
                                such percentage applicable under that 
                                section or any other provision of law) 
                                of so much of the State's expenditures 
                                for child care in that fiscal year for 
                                children other than infants and 
                                toddlers.''.

TITLE III--OUTREACH REGARDING THE DEPENDENT CARE ALLOWANCE FOR FEDERAL 
                              STUDENT AID

SEC. 301. SHARING DEPENDENT CARE ALLOWANCE INFORMATION FOR FEDERAL 
              STUDENT AID.

    Section 132(h)(4) of the Higher Education Act of 1965 (20 U.S.C. 
1015a(h)(4)) is amended--
            (1) in the paragraph heading, by inserting ``and 
        information'' after ``Disclaimer'';
            (2) in subparagraph (B), by striking ``and'' after the 
        semicolon;
            (3) in subparagraph (C), by striking the period and 
        inserting ``; and''; and
            (4) by adding at the end the following:
                    ``(D) explaining--
                            ``(i) that a student with a dependent may 
                        be eligible to include a dependent care 
                        allowance described in section 471(a)(8) in the 
                        student's cost of attendance;
                            ``(ii) the effect that a dependent care 
                        allowance may have on the amount of financial 
                        aid available to the student from the 
                        institution; and
                            ``(iii) how to apply for the dependent care 
                        allowance.''.
                                 &lt;all&gt;
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