study by the National Coalition for Women and 
Girls in Education reports that women make up 
more than 80 percent of workers with training or 
certification in historically women-dominated occupa-
tions that pay less than $30,000 per year, including 
child care, early childhood education, home care, and 
cosmetology. Women also represent less than 40 per-
cent of workers trained or certified in high-paying 
and historically male-dominated fields, including 
transportation, advanced manufacturing, and con-
struction. 
(4) Although title IX ensures gender equity in 
the fields of science, technology, engineering, and 
mathematics 
(in 
this 
section 
referred 
to 
as 
‘‘STEM’’) education, women are disproportionately 
lost at nearly every stage of the STEM pipeline. A 
2017 National Student Clearinghouse report con-
firms that the percentage of women earning STEM 
degrees has decreased over the past decade, with 
women earning 21 percent of engineering bachelor’s 
degrees, 19 percent of computing bachelor’s degrees, 
42 percent of mathematics bachelor’s degrees, and 
39 percent of physical science bachelor’s degrees. In 
2014, women of color earned only 7 percent of com-
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puting bachelor’s degrees and 6 percent of engineer-
ing bachelor’s degrees. 
(5) Although title IX prohibits sex discrimina-
tion in employment in federally funded education 
programs, a 2018 report by the American Associa-
tion of Women found that women comprise only 36 
percent of tenured faculty and 30 percent of univer-
sity presidents. A 2013 National Science Foundation 
report confirms that women only hold 29 percent of 
all tenured and tenure-track positions and 21 per-
cent of full professor positions in STEM fields, 
Black and Hispanic women together hold only 2.6 
percent of all tenured and tenure-track positions and 
1.2 percent of full professor positions in STEM 
fields, and Asian-American women hold only 3.6 per-
cent of all tenured and tenure-track positions and 
1.7 percent of full professor positions in STEM 
fields. 
(6) Although title IX protects against sexual 
and sex-based harassment and violence, more than 
50 percent of girls and 40 percent of boys in grades 
7 through 12 experience sexual harassment each 
year, and approximately 10 percent of high school 
students experience dating violence each year. A 
2015 Gay, Lesbian and Straight Education Network 
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report indicates that 85 percent of lesbian, gay, bi-
sexual, transgender, queer, and questioning (referred 
to in this section as ‘‘LGBTQ’’) students have expe-
rienced verbal harassment based on a personal char-
acteristic, and nearly 66 percent have experienced 
LGBTQ-related discrimination at school. Research 
has shown that LGBTQ students who experience 
harassment at school are more likely to experience 
depression and anxiety, to engage in unhealthy and 
antisocial behaviors, and to have more unexcused ab-
sences from school. 
(7) Although title IX guarantees access to med-
ical leave, the availability of accommodations for 
pregnancy-related conditions, and the availability of 
enrollment in school-related activities for pregnant 
and parenting students, numerous studies have 
found that pregnancy and parenting are the leading 
reasons that females drop out of high school. A 
2012 report from the National Women’s Law Center 
shows that only 51 percent of teenage mothers earn 
a high school diploma by the age of 22, compared 
with 89 percent of women who do not have a child 
during their teenage years, limiting continuing op-
portunities for education and employment. 
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(8) Although title IX protects against discrimi-
nation based on stereotypes of actual or perceived 
sex, gender, gender identity, or sexual orientation, 
many people carry implicit or unconscious biases 
that can unintentionally influence attitudes, beliefs, 
behaviors, and decisionmaking processes. Research 
has shown that unconscious biases can impact class-
room environments, teaching methods, student eval-
uations, disciplinary practices, and career and coun-
seling guidance, particularly for students who are 
pursuing nontraditional fields. 
SEC. 3. DEFINITIONS. 
In this Act: 
(1) ESEA DEFINITIONS.—The terms ‘‘elemen-
tary school’’, ‘‘institution of higher education’’, 
‘‘local educational agency’’, ‘‘secondary school’’, and 
‘‘State educational agency’’ have the meanings given 
those terms in section 8101 of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 7801). 
(2) COMPOUND
DISCRIMINATION.—The term 
‘‘compound discrimination’’ means discrimination 
based on sex and one or more other characteristics, 
which may include— 
(A) race; 
(B) ethnicity; 
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(C) national origin; 
(D) disability status; 
(E) religion; 
(F) age; or 
(G) perceived sex, sexual orientation, gen-
der or gender identity, and related stereotypes. 
(3) DIRECTOR.—The term ‘‘Director’’ means 
the Director of the Office for Gender Equity estab-
lished under section 5(a). 
(4) EDUCATIONAL
ENTITY.—The term ‘‘edu-
cational entity’’ means any of the following entities 
that receive Federal funds: 
(A) A State educational agency. 
(B) A local educational agency. 
(C) An institution of higher education. 
(D) An elementary school or secondary 
school. 
(5) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Education. 
(6) SEX DISCRIMINATION.—The term ‘‘sex dis-
crimination’’ means bias, discrimination, harass-
ment, or violence based on: 
(A) Actual or perceived sex, sexual orienta-
tion, gender, or gender identity. 
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(B) Pregnancy, childbirth, or a related 
medical condition. 
(C) A stereotype associated with any char-
acteristic described in subparagraphs (A) or 
(B). 
(7) TITLE IX COORDINATOR.—The term ‘‘title 
IX coordinator’’ means a responsible employee, as 
described in section 106.8(a) of title 34, Code of 
Federal Regulations, designated to coordinate efforts 
under title IX of the Education Amendments of 
1972 (20 U.S.C. 1681 et seq.). 
SEC. 4. PURPOSES. 
The purposes of this Act are to— 
(1) promote gender equity in education in the 
United States; 
(2) support educational entities so that such en-
tities have the support to fully implement title IX; 
(3) provide title IX coordinators with training, 
technical assistance, and support to fully carry out 
their roles and responsibilities; 
(4) increase general awareness about the rights 
and obligations of individuals and entities under title 
IX; 
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(5) identify, implement, and disseminate best 
practices for reducing and preventing sex discrimina-
tion in all areas of education; 
(6) promote educational environments that are 
safe and free of sexual and sex-based bullying, har-
assment, and violence; and 
(7) promote equity in education for students 
who face compound discrimination. 
SEC. 5. ESTABLISHMENT OF AN OFFICE FOR GENDER EQ-
UITY. 
(a) IN GENERAL.—The Secretary shall establish an 
Office for Gender Equity. The Director of the Office for 
Gender Equity shall be the Special Assistant for Gender 
Equity, as authorized under section 202(b)(3) of the De-
partment of Education Organization Act (20 U.S.C. 
3412(b)(3)). The Director of the Office for Gender Equity 
shall report directly to the Secretary. 
(b) DUTIES.—The Office for Gender Equity shall be 
responsible for the following: 
(1) Supporting educational entities in the full 
implementation of title IX. 
(2) Providing title IX coordinators with train-
ing, technical assistance, and support to fully carry 
out their roles and responsibilities. 
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(3) Providing grants to implement programs 
and activities that are focused on reducing and pre-
venting sex discrimination in all areas of education. 
(4) Identifying and disseminating best practices 
for reducing and preventing sex discrimination in all 
areas of education. 
(5) Maintaining an Office of Gender Equity re-
source center website to disseminate best practices 
in achieving gender equity. 
(6) Performing any other activity consistent 
with achieving the purposes of this Act. 
(c) COORDINATION.—To carry out the purposes of 
this Act, the Secretary shall coordinate with other relevant 
Federal offices and agencies, including— 
(1) the Office for Civil Rights of the Depart-
ment of Education; 
(2) the Institute of Education Sciences; 
(3) the White House Council on Women and 
Girls; 
(4) the Women’s Bureau of the Department of 
Labor; 
(5) the Office on Women’s Health of the De-
partment of Health and Human Services; 
(6) the Civil Rights Division of the Department 
of Justice; 
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(7) the Office on Violence Against Women of 
the Department of Justice; 
(8) the Centers for Disease Control and Preven-
tion; 
(9) the Office of Safe and Healthy Students of 
the Department of Education; and 
(10) other entities determined relevant for car-
rying out the purposes of this Act. 
SEC. 6. SUPPORT FOR TITLE IX COORDINATORS. 
(a) IN GENERAL.—The Director shall provide coordi-
nation, training, technical assistance, and support for title 
IX coordinators to ensure that educational entities are 
able to fully implement title IX and reduce and prevent 
sex discrimination in all areas of education. 
(b) TITLE IX COORDINATOR TRAINING.— 
(1) IN GENERAL.—Not less than once a year, 
the Director shall conduct a training for all title IX 
coordinators. The training may be conducted in 
partnership with a national organization with rel-
evant expertise, and may be completed online or in 
person. 
(2) CONTENTS OF TRAINING.—The training de-
scribed in paragraph (1) shall include the following 
information: 
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(A) The role and responsibility of title IX 
coordinators. 
(B) Best practices for increasing aware-
ness about rights and obligations under title 
IX. 
(C) Best practices for investigating and re-
sponding to claims of violations of title IX. 
(D) Best practices for identifying and pre-
venting implicit and explicit sex discrimination 
in all areas of education, including— 
(i) recruitment and admissions; 
(ii) teaching practices, textbooks, and 
curricula; 
(iii) campus safety and security; 
(iv) financial assistance; 
(v) access to facilities, resources, and 
housing; 
(vi) access to course offerings; 
(vii) student health services and insur-
ance benefits; 
(viii) counseling and career guidance; 
(ix) athletics; 
(x) discipline policies; 
(xi) employment; and 
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(xii) other areas that the Director de-
termines are relevant for such purposes. 
(3) APPLICATION OF TRAINING.— 
(A) IN GENERAL.—The Director shall take 
steps to ensure that the trainings described in 
paragraph (1)— 
(i) are adapted, as necessary, to ad-
dress issues of sex discrimination at all lev-
els of education; 
(ii) are updated with the latest evi-
dence-based best practices; and 
(iii) address recent trends in sex dis-
crimination. 
(B) ATTENTION TO COMPOUND DISCRIMI-
NATION.—The Director shall take steps to en-
sure that such trainings include attention to 
students who face compound discrimination. 
(C) EVALUATION.—The Director shall— 
(i) develop and conduct pre- and post- 
training evaluations to assess the effective-
ness of such trainings in improving the 
knowledge of the roles and responsibilities 
of title IX coordinators; and 
(ii) use such evaluations to update the 
title IX coordinator trainings annually. 
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(c) HANDBOOK FOR CONDUCTING TITLE IX COMPLI-
ANCE SELF-EVALUATIONS.—The Director shall develop a 
handbook for conducting self-evaluations of compliance 
with title IX in all areas of education, as described in sub-
section (b)(2)(D). 
(d) ASSESSMENT OF TITLE IX COORDINATOR SUP-
PORT.—The Director shall collect relevant data and statis-
tics on all title IX coordinators, including salary informa-
tion, budgets, and primary roles, in order to make rec-
ommendations for improving title IX coordinator support. 
(e) DISSEMINATION.—The Director shall ensure that 
the workplace contact information of all title IX coordina-
tors and any training materials or information developed 
under this section are made available on the Office of Gen-
der Equity resource center website, described in section 
5(b)(5). 
SEC. 7. SUPPORT FOR LOCAL IMPLEMENTATION. 
(a) GRANTS AUTHORIZED.— 
(1) 
IN
GENERAL.—The 
Secretary, 
acting 
through the Director, is authorized to award grants 
to eligible entities to support such eligible entities in 
fully implementing title IX and reducing and pre-
venting sex discrimination in all areas of education. 
(2) ELIGIBLE
ENTITY.—In this section, the 
term ‘‘eligible entity’’ means— 
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(A) a State educational agency; 
(B) a local educational agency; 
(C) an institution of higher education; 
(D) an elementary school or secondary 
school; or 
(E) a partnership consisting of— 
(i) an entity described in subpara-
graphs (A) through (D); and 
(ii) a national organization with rel-
evant expertise, or another entity that the 
Secretary determines has relevant exper-
tise. 
(b) USE OF FUNDS.—An eligible entity receiving a 
grant shall use such funds to carry out programs and ac-
tivities designed to fully implement title IX and prevent 
and reduce sex discrimination, including programs and ac-
tivities that— 
(1) increase awareness of and counteract sex 
stereotypes, biases, and discrimination; 
(2) include trainings for students, teachers, fac-
ulty, and all personnel to learn about best practices 
for reducing and preventing sex discrimination in all 
areas of education; 
(3) increase access to campus resources, facili-
ties, and course offerings; 
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(4) support title IX coordinators in performing 
outreach, advocacy, and education about title IX and 
reducing and preventing sex discrimination; 
(5) are aimed at identifying patterns or sys-
temic problems in compliance with title IX; 
(6) strengthen prevention education and aware-
ness programs regarding sexual and sex-based har-
assment and violence; 
(7) conduct and analyze campus climate and 
victimization surveys; 
(8) include institutional assessment activities to 
identify areas and causes of gender inequities; 
(9) make efforts to improve progress on gender 
equity 
indicators 
as 
described 
in 
subsection 
(c)(2)(A); and 
(10) make efforts to improve accuracy in meas-
urement, data collection, and reporting of gender eq-
uity indicators as described in subsection (c)(2)(A). 
(c) APPLICATIONS.— 
(1) IN GENERAL.—An eligible entity desiring a 
grant under this section shall submit an application 
to the Secretary at such time, in such manner, and 
containing such information as the Secretary may 
reasonably require. 
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(2) CONTENTS OF APPLICATION.—Each appli-
cation submitted by an eligible entity under this sec-
tion shall include the following: 
(A) A description of locally defined and 
documented gender equity needs and priorities, 
which may include any of the following indica-
tors: 
(i) Academic indicators, including per-
formance on State assessments, enroll-
ment, admission, attrition, time to comple-
tion, and graduation rates. 
(ii) Civil rights data, including statis-
tics on bullying, harassment, violence, dis-
cipline, and expulsion. 
(iii) Campus climate and victimization 
data. 
(iv) Employment data. 
(v) Attendance and absenteeism data. 
(vi) Evidence of burden on title IX co-
ordinators, including coordinator to stu-
dent ratio and competing responsibilities. 
(vii) Other documentation of need 
that the Secretary determines is relevant. 
(B) A description of the evidence that will 
serve as the basis for the activities that the eli-
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gible entity proposes to carry out using grant 
funds under this section. 
(C) A description of the activities that the 
eligible entity proposes to carry out using grant 
funds under this section. 
(D) A description of how the proposed ac-
tivities will be adapted, as necessary, to meet 
the needs of students who face compound dis-
crimination. 
(E) A description of how the proposed ac-
tivities will help the eligible entity fully imple-
ment title IX. 
(F) A description of a plan for how the 
proposed activities under this section will con-
tinue with local support following completion of 
the grant period and termination of Federal 
funding. 
(G) A description of how the proposed ac-
tivities are a significant component of a com-
prehensive plan for gender equity in education 
and full implementation of title IX. 
(d) RULE OF CONSTRUCTION.—Nothing in this sec-
tion shall be construed as prohibiting persons of any sex 
or gender from participating in any of the programs or 
activities funded under this section. 
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(e) AWARD BASIS.— 
(1) MERIT REVIEW.—Grants shall be awarded 
under this section on a competitive basis. 
(2) PRIORITIES.— 
(A) IN GENERAL.—The Secretary shall es-
tablish criteria for determining which eligible 
entities shall have priority in receiving a grant 
under this section. 
(B) LEVEL OF PRIORITY.—The criteria de-
scribed in subparagraph (A) may include a con-
sideration of the extent to which the application 
demonstrates that the eligible entity— 
(i) has demonstrated a high need for 
gender equity assistance based on indica-
tors described in subsection (c)(2)(A) and 
a high commitment to addressing these 
issues; 
(ii) will address the needs of students 
who face compound discrimination; 
(iii) has not previously received assist-
ance under this section; 
(iv) will address relevant issues of na-
tional significance through solutions that 
can be replicated; 
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(v) will implement an institutional 
change strategy with a long-term impact 
that will continue to be a central activity 
of the eligible entity upon termination of 
the grant; and 
(vi) will serve a high percentage of 
low-income students. 
(C) SPECIAL RULE.—To the extent prac-
ticable, the Secretary shall ensure that grants 
awarded under this section, for each fiscal year, 
address— 
(i) all levels of education, including— 
(I) elementary and secondary 
education; 
(II) undergraduate and graduate 
education; 
(III) postdoctoral education and 
research; 
(IV) career and technical edu-
cation; and 
(V) adult education; 
(ii) all regions of the United States; 
and 
(iii) urban, rural, and suburban edu-
cational entities. 
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