(D) in another school-based mental health 
field that prepares students in such program 
for the State licensing or certification examina-
tion in such field, if applicable; or 
(E) in any combination of study described 
in subparagraphs (A) through (D). 
(3) ELIGIBLE PARTNERSHIP.—The term ‘‘eligi-
ble partnership’’ means— 
(A) a partnership between 1 or more low- 
income local educational agencies and 1 or more 
eligible graduate institutions; or 
(B) in any region in which local edu-
cational agencies may not have a sufficient ele-
mentary school and secondary school student 
population to support the placement of all par-
ticipating graduate students, a partnership be-
tween a State educational agency, on behalf of 
1 or more low-income local educational agen-
cies, and 1 or more eligible graduate institu-
tions. 
(4) INSTITUTION OF HIGHER EDUCATION.—The 
term ‘‘institution of higher education’’ has the 
meaning given such term in section 102 of the High-
er Education Act of 1965 (20 U.S.C. 1002), but ex-
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cludes any institution of higher education described 
in section 102(a)(1)(C) of such Act. 
(5) LOCAL EDUCATIONAL AGENCY.—The term 
‘‘local educational agency’’ has the meaning given 
the term in section 8101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7801). 
(6) LOW-INCOME LOCAL EDUCATIONAL AGEN-
CY.—The term ‘‘low-income local educational agen-
cy’’ means a local educational agency— 
(A) for which not less than 20 percent of 
the students served by such agency are from 
families with incomes below the poverty line as 
determined by the Bureau of the Census on the 
basis of the most recent satisfactory data avail-
able; and 
(B) that, as of the date of application for 
a grant under this Act, has ratios of school 
counselors, school social workers, and school 
psychologists to students served by the agency 
that are not more than 1 school counselor per 
275 students, not more than 1 school psycholo-
gist per 770 students, and not more than 1 
school social worker per 250 students. 
(7) PARTICIPATING ELIGIBLE GRADUATE INSTI-
TUTION.—The term ‘‘participating eligible graduate 
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institution’’ means an eligible graduate institution 
that is part of an eligible partnership awarded a 
grant under section 3. 
(8) PARTICIPATING
GRADUATE.—The term 
‘‘participating graduate’’ means an individual who— 
(A) has received a masters or other grad-
uate degree in a school-based mental health 
field from a participating eligible graduate in-
stitution and has obtained a State license or 
credential in the school-based mental health 
field; and 
(B) as a graduate student of a school- 
based mental health field, was placed in a 
school served by a participating low-income 
local educational agency to complete required 
field work, credit hours, internships, or related 
training as applicable. 
(9) PARTICIPATING LOW-INCOME LOCAL EDU-
CATIONAL AGENCY.—The term ‘‘participating low-in-
come local educational agency’’ means a low-income 
local educational agency that is part of an eligible 
partnership awarded a grant under section 3. 
(10) 
SCHOOL-BASED
MENTAL
HEALTH 
FIELD.—The term ‘‘school-based mental health 
field’’ means each of the following fields: 
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(A) School counseling. 
(B) School social work. 
(C) School psychology. 
(D) Any other field of study that leads to 
employment as a school-based mental health 
services provider. 
(11) SCHOOL-BASED
MENTAL
HEALTH
SERV-
ICES
PROVIDER.—The term ‘‘school-based mental 
health services provider’’ has the meaning given the 
term in section 4102 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7112). 
(12) 
SECRETARY.—The 
term 
‘‘Secretary’’ 
means the Secretary of Education. 
(13) STATE EDUCATIONAL AGENCY.—The term 
‘‘State educational agency’’ has the meaning given 
the term in section 8101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7801). 
(14) STUDENT SUPPORT PERSONNEL TARGET 
RATIOS.—The term ‘‘student support personnel tar-
get ratios’’ means the ratios of school-based mental 
health services providers to students recommended 
to enable such personnel to effectively address the 
needs of students, including— 
(A) at least 1 school counselor for every 
250 students (as recommended by the American 
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School Counselor Association and American 
Counseling Association); 
(B) at least 1 school psychologist for every 
500–700 students (as recommended by the Na-
tional Association of School Psychologists); and 
(C) at least 1 school social worker for 
every 250 students (as recommended by the 
School Social Work Association of America). 
(15) UNACCOMPANIED YOUTH.—The term ‘‘un-
accompanied youth’’ has the meaning given such 
term in section 725 of the McKinney-Vento Home-
less Assistance Act (42 U.S.C. 11434a). 
SEC. 3. GRANT PROGRAM TO INCREASE THE NUMBER OF 
SCHOOL-BASED MENTAL HEALTH SERVICES 
PROVIDERS 
EMPLOYED 
BY 
LOW-INCOME 
LOCAL EDUCATIONAL AGENCIES. 
(a) GRANT PROGRAM AUTHORIZED.—From amounts 
made available to carry out this section, the Secretary 
shall award grants, on a competitive basis and after input 
from the peer review panel under subsection (d), to eligible 
partnerships, to enable the eligible partnerships to carry 
out pipeline programs to increase the number of school- 
based mental health services providers employed by low- 
income local educational agencies by carrying out any of 
the activities described by subsection (f). 
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(b) GRANT PERIOD.—A grant awarded under this 
section shall be for a 5-year period and may be renewed 
for additional 5-year periods upon a showing of adequate 
progress, as determined by the Secretary. 
(c) APPLICATION.—To be eligible to receive a grant 
under this section, an eligible graduate institution, on be-
half of an eligible partnership, shall submit to the Sec-
retary a grant application. The application shall contain 
such information as the Secretary may require, includ-
ing— 
(1) an assessment of the existing (as of the 
date of application) ratios of school-based mental 
health services providers (in the aggregate and 
disaggregated by profession) to students enrolled in 
schools in each low-income local educational agency 
that is part of the eligible partnership; and 
(2) a detailed description of— 
(A) a plan to carry out a pipeline program 
to train, place, and retain school-based mental 
health services providers in low-income local 
educational agencies; and 
(B) the proposed allocation and use of 
grant funds to carry out activities described in 
subsection (f). 
(d) PEER REVIEW PANEL.— 
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(1) ESTABLISHMENT
OF
PANEL.—The Sec-
retary shall establish a peer review panel to evaluate 
applications submitted under subsection (c) and 
make recommendations to the Secretary regarding 
such applications. 
(2) EVALUATION OF APPLICATIONS.—In mak-
ing its recommendations, the peer review panel shall 
take into account the purpose of this Act and the 
application requirements under subsection (c), in-
cluding the quality of the proposed pipeline program 
described in subsection (c)(2)(A). 
(3) CONSIDERATION OF PANEL’S RECOMMENDA-
TION.— 
(A) IN
GENERAL.—The Secretary may 
award grants under this section to eligible part-
nerships only after taking into consideration the 
recommendations of the peer review panel pro-
vided under this subsection. 
(B) EXPLANATION.—In any case where 
the Secretary decides to not follow the rec-
ommendations of the peer review panel, the 
Secretary shall provide a written explanation of 
the decision to the panel and to the Committee 
on Health, Education, Labor, and Pensions of 
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the Senate and the Committee on Education 
and Labor of the House of Representatives. 
(4) MEMBERSHIP OF PANEL.— 
(A) IN GENERAL.—The peer review panel 
shall include at a minimum the following mem-
bers: 
(i) One clinical, tenured, or tenure 
track faculty member at an institution of 
higher education with a current appoint-
ment, as of the time of service on the 
panel, to teach courses in the subject area 
of school counselor education. 
(ii) One clinical, tenured, or tenure 
track faculty member at an institution of 
higher education with a current appoint-
ment, as of the time of service on the 
panel, to teach courses in the subject area 
of school social worker education. 
(iii) One clinical, tenured, or tenure 
track faculty member at an institution of 
higher education with a current appoint-
ment, as of the time of service on the 
panel, to teach courses in the subject area 
of school psychology education. 
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(iv) One clinical, tenured, or tenure 
track faculty member at an institution of 
higher education with a current appoint-
ment to teach courses in the subject area 
of teacher education. 
(v) One individual with expertise in 
school counseling who works or has worked 
in public schools. 
(vi) One individual with expertise in 
school social work who works or has 
worked in public schools. 
(vii) One individual with expertise in 
school psychology who works or has 
worked in public schools. 
(viii) One administrator who works or 
has worked for a low-income local edu-
cational agency. 
(ix) One qualified and effective teach-
er who has substantial experience working 
for a low-income local educational agency. 
(x) One community mental health pro-
vider. 
(B) CLINICAL
FACULTY
MEMBER.—At 
least 1 of the members described in subpara-
graph (A) shall be a clinical faculty member. 
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(e) AWARD BASIS.—In awarding grants under this 
section, the Secretary shall— 
(1) award the first 5 grants to eligible partner-
ships from 5 different States; and 
(2) give priority to eligible partnerships that— 
(A) propose to use the grant funds to 
carry out the activities described under para-
graphs (1) through (3) of subsection (f) in 
schools that have higher numbers or percent-
ages of low-income students and students not 
achieving a proficient level of academic achieve-
ment, as determined by the State, on the an-
nual 
assessments 
required 
under 
section 
1111(b) of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6311(b)) in com-
parison to other schools that are served by the 
low-income local educational agency that is part 
of the eligible partnership; 
(B) include 1 or more low-income local 
educational agencies that have fewer school- 
based mental health services providers, in the 
aggregate or for a particular school-based men-
tal health field, per student than other eligible 
partnerships; 
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(C) include 1 or more eligible graduate in-
stitutions that offer the greatest number of 
graduate programs in the greatest number of 
different school-based mental health fields; and 
(D) propose to collaborate with other insti-
tutions of higher education with similar pro-
grams, including sharing facilities, faculty mem-
bers, and administrative costs. 
(f) USE OF GRANT FUNDS.—Grant funds awarded 
under this section may be used— 
(1) to pay the administrative costs (including 
supplies, office and classroom space, supervision, 
mentoring, and transportation stipends as necessary 
and appropriate) related to— 
(A) having graduate students of programs 
in school-based mental health fields placed in 
schools served by participating low-income local 
educational agencies to complete required field 
work, credit hours, internships, or related train-
ing as applicable for the degree, license, or cre-
dential program of each such student; and 
(B) offering required graduate coursework 
for students of a graduate program in a school- 
based mental health services field on the site of 
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a participating low-income local educational 
agency; 
(2) for not more than the first 3 years after a 
participating graduate receives a masters or other 
graduate degree from a program in a school-based 
mental health field, or obtains a State license or cre-
dential in a school-based mental health field, to hire 
and pay all or part of the salary of the participating 
graduates working as a school-based mental health 
services provider in a school served by a partici-
pating low-income local educational agency; 
(3) to increase the number of school-based men-
tal health services providers per student in schools 
served by participating low-income local educational 
agencies, in order to work toward the student sup-
port personnel target ratios; 
(4) to recruit, hire, and retain culturally or lin-
guistically under-represented graduate students of 
programs in school-based mental health fields for 
placement in schools served by participating low-in-
come educational agencies; 
(5) to recruit, hire, and pay faculty as nec-
essary to increase the capacity of a participating eli-
gible graduate institution to train graduate students 
in school-based mental health fields; 
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(6) to develop coursework that will— 
(A) encourage a commitment by graduate 
students in school-based mental health fields to 
work for low-income local educational agencies; 
(B) give participating graduates the knowl-
edge and skill sets necessary to meet the needs 
of— 
(i) students and families served by 
low-income local educational agencies; and 
(ii) 
teachers, 
administrators, 
and 
other staff who work for low-income local 
educational agencies; 
(C) enable participating graduates to meet 
the unique needs of students at risk of negative 
educational outcomes, including students who— 
(i) are English language learners; 
(ii) have a parent or caregiver who is 
a migrant worker; 
(iii) have a parent or caregiver who is 
a member of the armed forces, including 
the National Guard, who has been de-
ployed or returned from deployment; 
(iv) are homeless, including unaccom-
panied youth; 
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(v) have come into contact with the 
juvenile justice system or adult criminal 
justice system, including students currently 
or previously held in juvenile detention fa-
cilities or adult jails and students currently 
or previously held in juvenile correctional 
facilities or adult prisons; 
(vi) have been identified as eligible for 
services under the Individuals with Disabil-
ities Education Act (20 U.S.C. 1400 et 
seq.) or the Rehabilitation Act of 1973 (29 
U.S.C. 701 et seq.); 
(vii) have been a victim to or wit-
nessed domestic violence or violence in 
their community; 
(viii) have been exposed to substance 
misuse at home or in the community; or 
(ix) are foster care youth, youth aging 
out of foster care, or former foster youth; 
and 
(D) utilize best practices determined by the 
American School Counselor Association, Na-
tional Association of Social Workers, School So-
cial Work Association of America, and National 
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Association of School Psychologists and other 
relevant organizations; 
(7) to provide tuition credits to graduate stu-
dents participating in the pipeline program; 
(8) for student loan forgiveness for partici-
pating graduates who are employed as school-based 
mental health services providers by participating 
low-income local educational agencies for a minimum 
of 5 consecutive years; and 
(9) for similar activities to fulfill the purpose of 
this Act, as the Secretary determines appropriate. 
(g) SUPPLEMENT NOT SUPPLANT.—Funds made 
available under this section shall be used to supplement, 
not supplant, other Federal, State, or local funds available 
for the activities described in subsection (f). 
(h) REPORTING REQUIREMENTS.— 
(1) IN
GENERAL.—Each eligible partnership 
that receives a grant under this section shall prepare 
and submit to the Secretary an annual report on the 
progress of the eligible partnership in carrying out 
the grant. Such report shall include a description 
of— 
(A) 
actual 
service 
delivery 
provided 
through the grant funds, including— 
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(i) characteristics of the participating 
eligible graduate institution, including de-
scriptive information on the educational 
model used and the actual academic pro-
gram performance; 
(ii) characteristics of graduate stu-
dents participating in the pipeline program 
supported under the grant, including— 
(I) performance on any examina-
tions required by the State for 
credentialing or licensing; 
(II) demographic characteristics; 
and 
(III) graduate student retention 
rates; 
(iii) characteristics of students of the 
participating low-income local educational 
agency, including performance on any tests 
required by the State educational agency, 
demographic 
characteristics, 
and 
pro-
motion, persistence, and graduation rates, 
as appropriate; 
(iv) an estimate of the annual imple-
mentation costs of the pipeline program; 
and 
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(v) the numbers of students, schools, 
and graduate students participating in the 
pipeline program; 
(B) outcomes that are consistent with the 
purpose of the grant program under this Act, 
including— 
(i) internship and post-graduation 
placement of the participating graduate 
students; 
(ii) graduation and professional career 
readiness indicators; and 
(iii) characteristics of the partici-
pating low-income local educational agency, 
including changes in the hiring and reten-
tion of qualified and effective teachers and 
school-based mental health services pro-
viders; 
(C) the instruction, materials, and activi-
ties being funded under the grant; and 
(D) the effectiveness of any training and 
ongoing professional development provided— 
(i) to students and faculty in the ap-
propriate departments or schools of the 
participating eligible graduate institution; 
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(ii) to the faculty, administration, and 
staff of the participating low-income local 
educational agency; and 
(iii) to the broader community of pro-
viders of social, emotional, behavioral, and 
related support to students and to those 
individuals who train such providers. 
(2) PUBLICATION.—The Secretary shall publish 
the annual reports submitted under paragraph (1) 
on the website of the Department of Education. 
(i) EVALUATIONS.— 
(1) INTERIM
EVALUATIONS.—The Secretary 
may conduct interim evaluations to determine 
whether each eligible partnership receiving a grant 
under this section is making adequate progress as 
the Secretary considers appropriate. The contents of 
the annual report submitted to the Secretary under 
subsection (h) may be used by the Secretary to de-
termine whether an eligible partnership receiving a 
grant is demonstrating adequate progress. 
(2) FINAL EVALUATION.—The Secretary shall 
conduct a final evaluation to— 
(A) determine the effectiveness of the 
grant program in carrying out the purpose of 
this Act; and 
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(B) compare the relative effectiveness of 
each of the various activities described by sub-
section (f) for which grant funds may be used. 
(j) REPORT.—Not earlier than 5 years nor later than 
6 years after the date of enactment of this Act, the Sec-
retary shall submit to Congress a report containing— 
(1) the findings of the evaluation conducted 
under subsection (i)(2); and 
(2) such recommendations as the Secretary con-
siders appropriate. 
(k) AUTHORIZATION OF APPROPRIATIONS.— 
(1) IN GENERAL.—There is authorized to be 
appropriated to the Secretary to carry out the pro-
gram under this section, $200,000,000 for fiscal 
year 2020 and for each succeeding fiscal year. 
(2) RESERVATION
FOR
EVALUATION.—From 
the total amount appropriated to carry out this sec-
tion each fiscal year, the Secretary shall reserve not 
more than 3 percent for evaluations under sub-
section (i). 
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SEC. 4. STUDENT LOAN FORGIVENESS FOR INDIVIDUALS 
WHO ARE EMPLOYED FOR 5 OR MORE CON-
SECUTIVE SCHOOL YEARS AS SCHOOL-BASED 
MENTAL HEALTH SERVICES PROVIDERS. 
(a) ESTABLISHMENT OF PROGRAM.—The Secretary 
shall establish a program to provide student loan forgive-
ness for loans issued under parts B, D, and E of title 
IV of the Higher Education Act of 1965 (20 U.S.C. 1071 
et seq., 1087a et seq., and 1087aa et seq.) to individuals 
who— 
(1) are not, and have never been, participants 
in the grant program established under section 3; 
and 
(2) have been employed for 5 or more consecu-
tive school years as school-based mental health serv-
ices providers by low-income local educational agen-
cies. 
(b) AUTHORIZATION
OF APPROPRIATIONS.—There 
are authorized to be appropriated to the Secretary such 
sums as may be necessary to carry out the program under 
this section. 
SEC. 5. FUTURE DESIGNATION STUDY. 
(a) IN GENERAL.—The Secretary shall conduct a 
study to identify a formula for future designation of re-
gions with a shortage of school-based mental health serv-
ices providers to use in implementing grant programs and 
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other programs such as the programs established under 
this Act or for other purposes related to any such designa-
tion. 
(b) BASIS OF FORMULA.—The formula described in 
subsection (a) shall be based on the latest available data 
regarding an area served by a low-income local educational 
agency on— 
(1) the number of residents under the age of 18 
in such area; 
(2) the percentage of the population of such 
area with incomes below the poverty line; 
(3) the percentage of residents age 18 or older 
in such area who have earned secondary school di-
plomas; 
(4) the percentage of students in such area who 
are identified as eligible for special education serv-
ices; 
(5) the youth crime rate in such area; 
(6) the current number of full-time-equivalent 
and active school-based mental health services pro-
viders employed by the low-income local educational 
agency in such area, in the aggregate and 
disaggregated by profession; 
(7) the number of students in such area in mili-
tary families with parents in the Armed Forces (in-
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cluding the National Guard and Reserves) who have 
been alerted for deployment, are currently deployed, 
or have returned from a deployment in the previous 
school year; and 
(8) such other criteria as the Secretary con-
siders appropriate. 
(c) REPORT.—Not later than 2 years after the date 
of enactment of this Act, the Secretary shall submit to 
Congress a report containing the findings of the study 
conducted under subsection (a). 
Æ 
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