(1) are described in section 112(9)(A); 
(2) reside within the State; and 
(3) are from families with incomes at or below 
200 percent of the poverty line. 
(c) ADMINISTRATION.—A State that receives a grant 
under this subtitle may reserve not more than 1 percent 
of the grant funds for administration of the grant, and 
may use part of that reservation for the maintenance of 
the State Advisory Council on Early Childhood Education 
and Care. 
(d) EARLY CHILDHOOD EDUCATION AND CARE PRO-
GRAMS FOR INFANTS AND TODDLERS.— 
(1) USE
OF
ALLOTMENT
FOR
INFANTS
AND 
TODDLERS.—An eligible State may apply to use, and 
the appropriate Secretary may grant permission for 
the State to use, not more than 15 percent of the 
funds made available through a grant received under 
this subtitle to award subgrants to early childhood 
education programs to provide, consistent with the 
State’s early learning and development guidelines for 
infants and toddlers, high-quality early childhood 
education and care to infants and toddlers who re-
side within the State and are from families with in-
comes at or below 200 percent of the poverty line. 
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(2) APPLICATION.—To be eligible to use the 
grant funds as described in paragraph (1), the State 
shall submit an application to the appropriate Sec-
retary at such time, in such manner, and containing 
such information as the Secretary may require. Such 
application shall, at a minimum, include a descrip-
tion of how the State will— 
(A) designate a lead agency which shall ad-
minister such funds; 
(B) ensure that such lead agency, in co-
ordination with the State’s Advisory Council on 
Early Childhood Education and Care, will col-
laborate with other agencies in administering 
programs supported under this subsection for 
infants and toddlers in order to obtain input 
about the appropriate use of such funds and en-
sure coordination with programs for infants and 
toddlers funded under the Child Care and De-
velopment Block Grant Act of 1990 (42 U.S.C. 
9858 et seq.), the Head Start Act (42 U.S.C. 
9831 et seq.) (including any Early Learning 
Quality Partnerships established in the State 
under section 645B of the Head Start Act, as 
added by section 202), the Race to the Top and 
Early Learning Challenge program under sec-
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tion 14006 of Public Law 111–5 (123 Stat. 
283), the maternal, infant, and early childhood 
home visiting programs funded under section 
511 of the Social Security Act (42 U.S.C. 711), 
and part C of the Individuals with Disabilities 
Education Act (20 U.S.C. 1431 et seq.); 
(C) ensure that infants and toddlers who 
benefit from amounts made available under this 
subsection will transition to and have the oppor-
tunity to participate in a high-quality pre-
kindergarten program supported under this 
subtitle; 
(D) in awarding subgrants, give preference 
to early childhood education programs that 
have a plan to increase services to children with 
special needs, including children with develop-
mental delays or disabilities, children who are 
dual language learners, homeless children, chil-
dren who are in foster care, children of migrant 
families, children eligible for free or reduced- 
price lunch under the Richard B. Russell Na-
tional School Lunch Act (42 U.S.C. 1751 et 
seq.), or children in the child welfare system; 
and 
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(E) give priority to activities carried out 
under this subsection that will increase access 
to high-quality early childhood education pro-
grams for infants and toddlers in local areas 
with significant concentrations of low-income 
families that do not currently benefit from such 
programs. 
(3) ELIGIBLE PROVIDERS.—A State may use 
the grant funds as described in paragraph (1) to 
serve infants and toddlers only by working with 
early childhood education program providers that— 
(A) offer full-day, full-year care, or other-
wise meet the needs of working families; and 
(B) meet high-quality standards, such as— 
(i) Early Head Start program per-
formance standards under the Head Start 
Act (42 U.S.C. 9831 et seq.); or 
(ii) high quality, demonstrated, valid, 
and reliable program standards that have 
been established through a national entity 
that accredits early childhood education 
programs. 
(4) FEDERAL ADMINISTRATION.— 
(A) IN GENERAL.—The Secretary of Edu-
cation shall bear responsibility for obligating 
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and disbursing funds to support activities under 
this subsection and ensuring compliance with 
applicable laws and administrative require-
ments, subject to paragraph (3). 
(B) INTERAGENCY AGREEMENT.—The Sec-
retary of Education and the Secretary of 
Health and Human Services shall jointly ad-
minister activities supported under this sub-
section on such terms as such Secretaries shall 
set forth in an interagency agreement. The Sec-
retary of Health and Human Services shall be 
responsible for any final approval of a State’s 
application under this subsection that addresses 
the use of funds designated for services to in-
fants and toddlers. 
(C) APPROPRIATE
SECRETARY.—In this 
subsection, the term ‘‘appropriate Secretary’’ 
used with respect to a function, means the Sec-
retary designated for that function under the 
interagency agreement. 
SEC. 118. ADDITIONAL PREKINDERGARTEN SERVICES. 
(a) PREKINDERGARTEN FOR 3-YEAR OLDS.—Each 
State that certifies to the Secretary that the State pro-
vides universally available, voluntary, high-quality pre-
kindergarten programs for 4-year old children who reside 
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emcdonald on DSK67QTVN1PROD with BILLS
within the State and are from families with incomes at 
or below 200 percent of the poverty line may use the 
State’s allocation under section 114(b) to provide high- 
quality prekindergarten programs for 3-year old children 
who reside within the State and are from families with 
incomes at or below 200 percent of the poverty line. 
(b) SUBGRANTS.—In each State that has a city, 
county, or local educational agency that provides univer-
sally available high-quality prekindergarten programs for 
4-year old children who reside within the State and are 
from families with incomes at or below 200 percent of the 
poverty line the State may use amounts from the State’s 
allocation under section 114(b) to award subgrants to eli-
gible local entities to enable such eligible local entities to 
provide high-quality prekindergarten programs for 3-year 
old children who are from families with incomes at or 
below 200 percent of the poverty line and who reside in 
such city, county or local educational agency. 
SEC. 119. PERFORMANCE MEASURES AND TARGETS. 
(a) IN GENERAL.—A State that receives a grant 
under this subtitle shall develop, implement, and make 
publicly available the performance measures and targets 
for the activities carried out with grant funds. Such meas-
ures shall, at a minimum, track the State’s progress in— 
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(1) increasing school readiness across all do-
mains for all categories of children, as described in 
section 123(b)(7), including children with disabilities 
and dual language learners; 
(2) narrowing school readiness gaps between 
minority and nonminority children, and low-income 
children and more advantaged children, in prepara-
tion for kindergarten entry; 
(3) decreasing placement for children in ele-
mentary school in special education programs and 
services as described in part B of the Individuals 
with Disabilities Education Act (20 U.S.C. 1411 et 
seq.); 
(4) increasing the number of programs meeting 
the criteria for high-quality prekindergarten pro-
grams, as defined by the State and in accordance 
with section 112; 
(5) decreasing the need for grade-to-grade re-
tention in elementary school; 
(6) if applicable, ensuring that high-quality pre-
kindergarten programs do not experience instances 
of chronic absence among the children who partici-
pate in such programs; 
(7) increasing the number and percentage of 
low-income children in high-quality early childhood 
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education programs that receive financial support 
through funds provided under this subtitle; and 
(8) providing high-quality nutrition services, 
nutrition education, physical activity, and obesity 
prevention programs. 
(b) PROHIBITION OF MISDIAGNOSIS PRACTICES.—A 
State shall not, in order to meet the performance meas-
ures and targets described in subsection (a), engage in 
practices or policies that will lead to the misdiagnosis or 
under-diagnosis of disabilities or developmental delays 
among children who are served through programs sup-
ported under this subtitle. 
SEC. 120. MATCHING REQUIREMENTS. 
(a) MATCHING FUNDS.— 
(1) IN GENERAL.—Except as provided in para-
graph (2), a State that receives a grant under this 
subtitle shall provide matching funds from non-Fed-
eral sources, as described in subsection (c), in an 
amount equal to— 
(A) 10 percent of the Federal funds pro-
vided under the grant in the first year of grant 
administration; 
(B) 10 percent of the Federal funds pro-
vided under the grant in the second year of 
grant administration; 
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(C) 20 percent of the Federal funds pro-
vided under the grant in the third year of grant 
administration; 
(D) 30 percent of the Federal funds pro-
vided under the grant in the fourth year of 
grant administration; 
(E) 40 percent of the Federal funds pro-
vided under the grant in the fifth year of grant 
administration; 
(F) 50 percent of the Federal funds pro-
vided under the grant in the sixth year of grant 
administration; 
(G) 75 percent of the Federal funds pro-
vided under the grant in the seventh year of 
grant administration; and 
(H) 100 percent of the Federal funds pro-
vided under the grant in the eighth and fol-
lowing years of grant administration. 
(2) REDUCED
MATCH
RATE.—A State that 
meets the requirements under subsection (b) may 
provide matching funds from non-Federal sources at 
a reduced rate. The full reduced matching funds 
rate shall be in an amount equal to— 
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(A) 5 percent of the Federal funds pro-
vided under the grant in the first year of grant 
administration; 
(B) 5 percent of the Federal funds pro-
vided under the grant in the second year of 
grant administration; 
(C) 10 percent of the Federal funds pro-
vided under the grant in the third year of grant 
administration; 
(D) 20 percent of the Federal funds pro-
vided under the grant in the fourth year of 
grant administration; 
(E) 30 percent of the Federal funds pro-
vided under the grant in the fifth year of grant 
administration; 
(F) 40 percent of the Federal funds pro-
vided under the grant in the sixth year of grant 
administration; 
(G) 50 percent of the Federal funds pro-
vided under the grant in the seventh year of 
grant administration; 
(H) 75 percent of the Federal funds pro-
vided under the grant in the eighth year of 
grant administration; and 
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(I) 100 percent of the Federal funds pro-
vided under the grant in the ninth and fol-
lowing years of the grant administration. 
(b) REDUCED MATCH RATE ELIGIBILITY.—A State 
that receives a grant under this subtitle may provide 
matching funds from non-Federal sources at the full re-
duced rate under subsection (a)(2) if the State— 
(1)(A) offers enrollment in high-quality pre-
kindergarten programs to not less than half of chil-
dren in the State who are— 
(i) age 4 on the eligibility determination 
date; and 
(ii) from families with incomes at or below 
200 percent of the poverty line; and 
(B) has a plan for continuing to expand access 
to high-quality prekindergarten programs for such 
children in the State; and 
(2) has a plan to expand access to high-quality 
prekindergarten programs to children from moderate 
income families whose income exceeds 200 percent of 
the poverty line. 
(c) NON-FEDERAL RESOURCES.— 
(1) IN CASH.—A State shall provide the match-
ing funds under this section in cash. 
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(2) FUNDS TO BE CONSIDERED AS MATCHING 
FUNDS.—A State may include, as part of the State’s 
matching funds under this section, not more than 10 
percent of the amount of State funds designated for 
State prekindergarten programs or to supplement 
Head Start programs under the Head Start Act (42 
U.S.C. 9831 et seq.) as of the date of enactment of 
this Act, but may not include any funds that are at-
tributed as matching funds, as part of a non-Federal 
share, or as a maintenance of effort requirement, for 
any other Federal program. 
(d) MAINTENANCE OF EFFORT.— 
(1) IN GENERAL.—If a State reduces its com-
bined fiscal effort per student or the aggregate ex-
penditures within the State to support early child-
hood education programs for any fiscal year that a 
State receives a grant authorized under this subtitle 
relative to the previous fiscal year, the Secretary 
shall reduce support for such State under this sub-
title by the same amount as the decline in State and 
local effort for such fiscal year. 
(2) WAIVER.—The Secretary may waive the re-
quirements of paragraph (1) if— 
(A) the Secretary determines that a waiver 
would be appropriate due to a precipitous de-
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cline in the financial resources of a State as a 
result of unforeseen economic hardship or a 
natural disaster that has necessitated across- 
the-board reductions in State services, including 
early childhood education programs; or 
(B) due to the circumstances of a State re-
quiring reductions in specific programs, includ-
ing early childhood education, if the State pre-
sents to the Secretary a justification and dem-
onstration why other programs could not be re-
duced and how early childhood programs in the 
State will not be disproportionately harmed by 
such State action. 
(e) SUPPLEMENT NOT SUPPLANT.—Grant funds re-
ceived under this title shall be used to supplement and 
not supplant other Federal, State, and local public funds 
expended on public prekindergarten programs in the 
State. 
SEC. 121. ELIGIBLE LOCAL ENTITY APPLICATIONS. 
(a) IN GENERAL.—An eligible local entity desiring to 
receive a subgrant under section 117(b) shall submit an 
application to the State, at such time, in such manner, 
and containing such information as the State may reason-
ably require. 
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(b) CONTENTS.—Each application submitted under 
subsection (a) shall include the following: 
(1) PARENT AND FAMILY ENGAGEMENT.—A de-
scription of how the eligible local entity plans to en-
gage the parents and families of the children such 
entity serves and ensure that parents and families of 
eligible children are aware of the services provided 
by the eligible local entity, which shall include a plan 
to— 
(A) carry out meaningful parent and fam-
ily engagement, through the implementation 
and replication of evidence-based or promising 
practices and strategies, which shall be coordi-
nated with parent and family engagement strat-
egies supported under the Individuals with Dis-
abilities Education Act (20 U.S.C. 1400 et seq.) 
and part A of title I and title V of the Elemen-
tary and Secondary Education Act of 1965 (20 
U.S.C. 6311 et seq. and 7201 et seq.), if appli-
cable, to— 
(i) provide parents and family mem-
bers with the skills and opportunities nec-
essary to become full partners in their chil-
dren’s education, particularly the families 
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of dual language learners and children 
with disabilities; 
(ii) improve child development; and 
(iii) strengthen relationships among 
prekindergarten staff and parents and 
family members; and 
(B) perform community outreach to en-
courage families with eligible children to partici-
pate in the eligible local entity’s high-quality 
prekindergarten program, including— 
(i) homeless children; 
(ii) dual language learners; 
(iii) children in foster care; 
(iv) children with disabilities; and 
(v) migrant children. 
(2) COORDINATION & ALIGNMENT.—A descrip-
tion of how the eligible local entity will— 
(A) coordinate, if applicable, the eligible 
local entity’s activities with— 
(i) Head Start agencies (consistent 
with section 642(e)(5) of the Head Start 
Act (42 U.S.C. 9837(e)(5)), if the local en-
tity is not a Head Start agency; 
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(ii) local educational agencies, if the 
eligible local entity is not a local edu-
cational agency; 
(iii) providers of services under part C 
of the Individuals with Disabilities Edu-
cation Act (20 U.S.C. 1431 et seq.); 
(iv) programs carried out under sec-
tion 619 of the Individuals with Disabil-
ities Education Act (20 U.S.C. 1419); and 
(v) if feasible, other entities carrying 
out early childhood education programs 
and services within the area served by the 
local educational agency. 
(B) if applicable, develop and implement a 
systematic procedure for transferring, with pa-
rental consent, early childhood education pro-
gram records for each participating child to the 
school in which such child will enroll in kinder-
garten; 
(C) develop a plan to promote continuity of 
developmentally appropriate instructional pro-
grams and shared expectations with local ele-
mentary schools for children’s learning and de-
velopment as children transition to kinder-
garten; 
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(D) organize, if feasible, and participate in 
joint training, when available, including transi-
tion-related training for school staff and early 
childhood education program staff; 
(E) establish comprehensive transition poli-
cies and procedures, with applicable elementary 
schools and principals, for the children served 
by the eligible local entity that support the 
school readiness of children transitioning to kin-
dergarten; 
(F) conduct outreach to parents, families, 
and elementary school teachers and principals 
to discuss the educational, developmental, and 
other needs of children entering kindergarten; 
(G) help parents, including parents of chil-
dren who are dual language learners, under-
stand and engage with the instructional and 
other services provided by the kindergarten in 
which such child will enroll after participation 
in a high-quality prekindergarten program; and 
(H) develop and implement a system to in-
crease program participation of underserved 
populations of eligible children, especially home-
less children, children eligible for a free or re-
duced-price lunch under the Richard B. Russell 
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National School Lunch Act (42 U.S.C. 1751 et 
seq.), parents of children who are dual language 
learners, and parents of children with disabil-
ities. 
(3) 
PROTECTIONS
FOR
SPECIAL
POPU-
LATIONS.—A description of how the eligible local en-
tity will meet the diverse needs of children in the 
community to be served, including children with dis-
abilities, children whose native language is not 
English, children with other special needs, children 
in the State foster care system, and homeless chil-
dren. Such description shall demonstrate, at a min-
imum, how the entity plans to— 
(A) ensure the eligible local entity’s high- 
quality prekindergarten program is accessible 
and appropriate for children with disabilities 
and dual language learners; 
(B) establish effective procedures for pro-
viding necessary early intervening services to 
children with disabilities prior to an eligibility 
determination by the State or local agency re-
sponsible for providing services under section 
619 or part C of the Individuals with Disabil-
ities Education Act (20 U.S.C. 1419 and 1431 
et seq.); 
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(C) establish effective procedures for time-
ly referral of children with disabilities to the 
State or local agency described in subparagraph 
(B); 
(D) ensure that the eligible local entity’s 
high-quality prekindergarten program works 
with appropriate entities to address the elimi-
nation of barriers to immediate and continuous 
enrollment for homeless children; and 
(E) ensure access to and continuity of en-
rollment in high-quality prekindergarten pro-
grams for migratory children, if applicable, and 
homeless children, including through policies 
and procedures that require— 
(i) outreach to identify migratory chil-
dren and homeless children; 
(ii) immediate enrollment, including 
enrollment during the period of time when 
documents typically required for enroll-
ment, including health and immunization 
records, proof of eligibility, and other docu-
ments, are obtained; 
(iii) continuous enrollment and par-
ticipation in the same high-quality pre-
kindergarten program for a child, even if 
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the child moves out of the program’s serv-
ice area, if that enrollment and participa-
tion are in the child’s best interest, includ-
ing by providing transportation when nec-
essary; 
(iv) professional development for high- 
quality prekindergarten program staff re-
garding migratory children and homeless-
ness among families with young children; 
and 
(v) in serving homeless children, col-
laboration with local educational agency li-
aisons 
designated 
under 
section 
722(g)(1)(J)(ii) of the McKinney-Vento 
Homeless 
Assistance 
Act 
(42 
U.S.C. 
11432(g)(1)(J)(ii)), and local homeless 
service providers. 
(4) ACCESSIBLE COMPREHENSIVE SERVICES.— 
A description of how the eligible local entity plans to 
provide accessible comprehensive services, described 
in section 112(9)(I), to the children the eligible local 
entity serves. Such description shall provide informa-
tion on how the entity will— 
(A) conduct a data-driven community as-
sessment in coordination with members of the 
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community, including parents and community 
organizations, or use a recently conducted data- 
driven assessment, which— 
(i) may involve an external partner 
with expertise in conducting such needs 
analysis, to determine the most appro-
priate social or other support services to 
offer through the eligible local entity’s on- 
site comprehensive services to children who 
participate in high-quality prekindergarten 
programs; and 
(ii) shall consider the resources avail-
able at the school, local educational agen-
cy, and community levels to address the 
needs of the community and improve child 
outcomes; and 
(B) have a coordinated system to facilitate 
the screening, referral, and provision of services 
related to health, nutrition, mental health, dis-
ability, and family support for children served 
by the eligible local entity. 
(5) WORKFORCE.—A description of how the eli-
gible local entity plans to support the instructional 
staff of such entity’s high-quality prekindergarten 
program, which shall, at a minimum, include a plan 
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to provide high-quality professional development, or 
facilitate the provision of high-quality professional 
development through an external partner with exper-
tise and a demonstrated track record of success, 
based on scientifically valid research, that will im-
prove the knowledge and skills of high-quality pre-
kindergarten teachers and staff through activities, 
which may include— 
(A) acquiring content knowledge and learn-
ing teaching strategies needed to provide effec-
tive instruction that addresses the State’s early 
learning and development standards described 
under section 115(1); 
(B) enabling high-quality prekindergarten 
teachers and staff to pursue specialized training 
in early childhood development; 
(C) enabling high-quality prekindergarten 
teachers and staff to acquire the knowledge and 
skills to provide instruction and appropriate 
language and support services to increase the 
English language skills of dual language learn-
ers; 
(D) enabling high-quality prekindergarten 
teachers and staff to acquire the knowledge and 
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skills to provide developmentally appropriate in-
struction for children with disabilities; 
(E) promoting classroom management; 
(F) providing high-quality induction and 
support for incoming high-quality prekinder-
garten teachers and staff in high-quality pre-
kindergarten programs, including through the 
use of mentoring programs that have a dem-
onstrated track record of success; 
(G) promoting the acquisition of relevant 
credentials, including in ways that support ca-
reer advancement through career ladders; and 
(H) enabling high-quality prekindergarten 
teachers and staff to acquire the knowledge and 
skills to provide culturally competent instruc-
tion for children from diverse backgrounds. 
SEC. 122. REQUIRED SUBGRANT ACTIVITIES. 
(a) IN GENERAL.—An eligible local entity that re-
ceives a subgrant under section 117(b) shall use subgrant 
funds to implement the elements of a high-quality pre-
kindergarten program for the children described in section 
117(b). 
(b) COORDINATION.— 
(1) LOCAL
EDUCATIONAL
AGENCY
PARTNER-
SHIPS WITH LOCAL EARLY CHILDHOOD EDUCATION 
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PROGRAMS.—A local educational agency that re-
ceives a subgrant under this subtitle shall provide an 
assurance that the local educational agency will 
enter into strong partnerships with local early child-
hood education programs, including programs sup-
ported through the Head Start Act (42 U.S.C. 9831 
et seq.). 
(2) ELIGIBLE LOCAL ENTITIES THAT ARE NOT 
LOCAL EDUCATIONAL AGENCIES.—An eligible local 
entity that is not a local educational agency that re-
ceives a subgrant under this subtitle shall provide an 
assurance that such entity will enter into strong 
partnerships with local educational agencies. 
SEC. 123. REPORT AND EVALUATION. 
(a) IN GENERAL.—Each State that receives a grant 
under this subtitle shall prepare an annual report, in such 
manner and containing such information as the Secretary 
may reasonably require. 
(b) CONTENTS.—A report prepared under subsection 
(a) shall contain, at a minimum— 
(1) a description of the manner in which the 
State has used the funds made available through the 
grant and a report of the expenditures made with 
the funds; 
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(2) a summary of the State’s progress toward 
providing access to high-quality prekindergarten pro-
grams for children eligible for such services, as de-
termined by the State, from families with incomes at 
or below 200 percent of the poverty line, including 
the percentage of funds spent on children from fami-
lies with incomes— 
(A) at or below 100 percent of the poverty 
line; 
(B) at or below between 101 and 150 per-
cent of the poverty line; and 
(C) at or below between 151 and 200 per-
cent of the poverty line; 
(3) an evaluation of the State’s progress toward 
achieving the State’s performance targets, described 
in section 119; 
(4) data on the number of high-quality pre-
kindergarten program teachers and staff in the 
State (including teacher turnover rates and teacher 
compensation levels compared to teachers in elemen-
tary schools and secondary schools), according to the 
setting in which such teachers and staff work (which 
settings shall include, at a minimum, Head Start 
programs, public prekindergarten, and child care 
programs) who received training or education during 
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the period of the grant and remained in the early 
childhood education program field; 
(5) data on the kindergarten readiness of chil-
dren in the State; 
(6) a description of the State’s progress in over-
coming barriers to the effective use of Federal, 
State, and local public funds and private funds, for 
early childhood education; 
(7) the number and percentage of children in 
the State participating in high-quality prekinder-
garten programs, disaggregated by race, ethnicity, 
family income, child age, disability, whether the chil-
dren are homeless children, and whether the children 
are dual language learners; 
(8) data on the availability, affordability, and 
quality of infant and toddler care in the State; 
(9) the number of operational minutes per week 
and per year for each eligible local entity that re-
ceives a subgrant; 
(10) the local educational agency and zip code 
in which each eligible local entity that receives a 
subgrant operates; 
(11) information, for each of the local edu-
cational agencies described in paragraph (10), on 
the percentage of the costs of the public early child-
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hood education programs that is funded from Fed-
eral, from State, and from local sources, including 
the percentages from specific funding programs; 
(12) data on the number and percentage of 
children in the State participating in public kinder-
garten programs, disaggregated by race, family in-
come, child age, disability, whether the children are 
homeless children, and whether the children are dual 
language learners, with information on whether such 
programs are offered— 
(A) for a full-day; and 
(B) at no cost to families; and 
(13) data on the number of individuals in the 
State who are supported with scholarships, if appli-
cable, to meet the baccalaureate degree requirement 
for high-quality prekindergarten programs, as de-
fined in section 112. 
(c) SUBMISSION.—A State shall submit the annual 
report prepared under subsection (a), at the end of each 
fiscal year, to the Secretary, the Secretary of Health and 
Human Services, and the State Advisory Council on Early 
Childhood Education and Care. 
(d) COOPERATION.—An eligible local entity that re-
ceives a subgrant under this subtitle shall cooperate with 
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all Federal and State efforts to evaluate the effectiveness 
of the program the entity implements with subgrant funds. 
(e) NATIONAL REPORT.—The Secretary shall compile 
and summarize the annual State reports described under 
subsection (c) and shall prepare and submit an annual re-
port to Congress that includes a summary of such State 
reports. 
SEC. 124. PROHIBITION OF REQUIRED PARTICIPATION OR 
USE OF FUNDS FOR ASSESSMENTS. 
(a) PROHIBITION ON REQUIRED PARTICIPATION.—A 
State receiving a grant under this subtitle shall not re-
quire any child to participate in any Federal, State, local, 
or private early childhood education program, including a 
high-quality prekindergarten program. 
(b) PROHIBITION ON USE OF FUNDS FOR ASSESS-
MENT.—A State receiving a grant under this subtitle and 
an eligible local entity receiving a subgrant under this sub-
title shall not use any grant or subgrant funds to carry 
out any of the following activities: 
(1) An assessment that provides rewards or 
sanctions for individual children, teachers, or prin-
cipals. 
(2) An assessment that is used as the primary 
or sole method for assessing program effectiveness. 
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(3) Evaluating children, other than for the pur-
poses of— 
(A) improving instruction or the classroom 
environment; 
(B) targeting professional development; 
(C) determining the need for health, men-
tal health, disability, or family support services; 
(D) program evaluation for the purposes of 
program improvement and parent information; 
and 
(E) improving parent and family engage-
ment. 
SEC. 125. COORDINATION WITH HEAD START PROGRAMS. 
(a) INCREASED ACCESS FOR YOUNGER CHILDREN.— 
Not later than 1 year after the date of enactment of this 
Act, the Secretary and the Secretary of Health and 
Human Services shall develop a process— 
(1) for use in the event that Head Start pro-
grams funded under the Head Start Act (42 U.S.C. 
9831 et seq.) operate in States or regions that have 
achieved sustained universal, voluntary access to 4- 
year old children who reside within the State and 
who are from families with incomes at or below 200 
percent of the poverty line to high-quality prekinder-
garten programs; and 
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(2) for how such Head Start programs will 
begin converting slots for children who are age 4 on 
the eligibility determination date to children who are 
age 3 on the eligibility determination date, or, when 
appropriate, converting Head Start Programs into 
Early Head Start programs to serve infants and tod-
dlers. 
(b) COMMUNITY NEED AND RESOURCES.—The proc-
ess described in subsection (a) shall— 
(1) be carried out on a case-by-case basis and 
shall ensure that sufficient resources and time are 
allocated for the development of such a process so 
that no child or cohort is excluded from currently 
available services; and 
(2) ensure that any conversion shall be based 
on community need and not on the aggregate num-
ber of children served in a State or region that has 
achieved sustained, universal, voluntary access to 
high-quality prekindergarten programs. 
(c) PUBLIC COMMENT AND NOTICE.—Not fewer than 
90 days after the development of the proposed process de-
scribed in subsection (a), the Secretary and the Secretary 
of Health and Human Services shall publish a notice de-
scribing such proposed process for conversion in the Fed-
eral Register providing at least 90 days for public com-
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ment. The Secretaries shall review and consider public 
comments prior to finalizing the process for conversion of 
Head Start slots and programs. 
(d) REPORTS
TO CONGRESS.—Concurrently with 
publishing a notice in the Federal Register as described 
in subsection (c), the Secretaries shall provide a report 
to the Committee on Education and the Workforce of the 
House of Representatives and the Committee on Health, 
Education, Labor, and Pensions of the Senate that pro-
vides a detailed description of the proposed process de-
scribed in subsection (a), including a description of the 
degree to which Head Start programs are providing State- 
funded high-quality prekindergarten programs as a result 
of the grant opportunity provided under this subtitle in 
States where Head Start programs are eligible for conver-
sion described in subsection (a). 
SEC. 126. TECHNICAL ASSISTANCE IN PROGRAM ADMINIS-
TRATION. 
In providing technical assistance to carry out activi-
ties under this title, the Secretary shall coordinate that 
technical assistance, in appropriate cases, with technical 
assistance provided by the Secretary of Health and 
Human Services to carry out the programs authorized 
under the Head Start Act (42 U.S.C. 9831 et seq.), the 
Child Care and Development Block Grant Act of 1990 (42 
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U.S.C. 9858 et seq.), and the maternal, infant and early 
childhood home visiting programs assisted under section 
511 of the Social Security Act (42 U.S.C. 711). 
SEC. 127. AUTHORIZATION OF APPROPRIATIONS. 
There are authorized to be appropriated to carry out 
this subtitle— 
(1) $1,300,000,000 for fiscal year 2014; 
(2) 3,250,000,000 for fiscal year 2015; 
(3) $5,780,000,000 for fiscal year 2016; 
(4) $7,580,000,000 for fiscal year 2017; 
(5) $8,960,000,000 for fiscal year 2018; and 
(6) such sums as may be necessary for each of 
fiscal years 2019 through 2023. 
Subtitle B—Prekindergarten 
Development Grants 
SEC. 151. PREKINDERGARTEN DEVELOPMENT GRANTS. 
(a) IN GENERAL.—From the amounts appropriated 
under subsection (f), the Secretary of Education, in con-
sultation with the Secretary of Health and Human Serv-
ices, shall award competitive grants to States that wish 
to increase the capacity and build the infrastructure with-
in the State to offer high-quality prekindergarten pro-
grams. 
(b) ELIGIBILITY.—A State that is not receiving funds 
under section 115 may compete for grant funds under this 
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subtitle if the State provides an assurance that the State 
will, through the support of grant funds awarded under 
this subtitle, meet the eligibility requirements of section 
115 not later than 3 years after the date the State first 
receives grant funds under this subtitle. 
(c) GRANTS.— 
(1) DURATION.—The Secretary shall award 
grants to States under this subtitle for a period of 
not more than 3 years and such grants shall not be 
renewed. 
(2) AUTHORITY TO SUBGRANT.— 
(A) IN
GENERAL.—A State receiving a 
grant under this subtitle may use the grant 
funds to make subgrants to eligible local enti-
ties (defined in section 112(7)) to carry out ac-
tivities under the grant. 
(B) ELIGIBLE LOCAL ENTITIES.—An eligi-
ble local entity receiving a subgrant under sub-
paragraph (A) shall comply with the require-
ments for States receiving a grant under this 
subtitle, as appropriate. 
(d) APPLICATION.— 
(1) IN GENERAL.—A Governor of a State that 
desires to receive a grant under this subtitle shall 
submit an application to the Secretary of Education 
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(C) prevent potential child abuse or neglect 
and injuries; 
(D) support family economic self-suffi-
ciency; 
(E) reduce crime or domestic violence; and 
(F) improve coordination or referrals for 
community resources and supports. 
Æ 
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