(iv) will be used to deny children eligi-
bility to participate in the program carried 
out under this title. 
(C) EXCEPTIONS.—Nothing in this sub-
chapter shall preclude a State from using a sin-
gle assessment (as determined by the State) for 
children for— 
(i) supporting learning or improving a 
classroom environment; 
(ii) targeting professional development 
to a provider; 
(iii) determining the need for health, 
mental health, disability, developmental 
delay, or family support services; 
(iv) obtaining information for the 
quality improvement process at the State 
level; or 
(v) conducting a program evaluation 
for the purposes of improving the program 
and providing information to parents. 
(4) CONFIDENTIALITY.— 
(A) IN GENERAL.—The Secretary, through 
regulation, shall ensure the confidentiality of 
any personally identifiable data, information, 
and records collected or maintained under this 
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title by the Secretary and any prime sponsors. 
Such regulations shall provide the policies, pro-
tections, and rights equivalent to those provided 
to a parent, student, and educational agency or 
institution, as the case may be, under section 
444 of the General Education Provisions Act 
(20 U.S.C. 1232g). 
(B) RULE OF CONSTRUCTION ON NATION-
WIDE DATABASE.—Nothing in this subsection 
shall be construed to authorize the development 
of a nationwide database of personally identifi-
able data, information, or records on children 
resulting from the use of measures under this 
subsection. 
(5) SPECIAL RULE.— 
(A) PROHIBITION.—The use of assessment 
items and data on any assessment authorized 
under this title by any agent of the Federal 
Government is prohibited for the purposes of— 
(i) ranking, comparing, or otherwise 
evaluating individual children for purposes 
other than research, training, or technical 
assistance; and 
(ii) providing rewards or sanctions for 
individual children or teachers. 
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(B) RESULTS.—The Secretary shall not 
use the results of a single such assessment as 
the sole method for assessing program effective-
ness or making agency funding determinations 
at the national, regional, or local level under 
this title. 
(d) MONITORING OF LOCAL PRIME SPONSORS AND 
CHILD CARE AND EARLY LEARNING PROGRAMS.—The 
Secretary, in consultation with representatives of child 
care and early learning programs, Indian tribes and tribal 
organizations, parents and family members of children in 
such programs, teachers and other staff in such programs, 
and with experts in the fields of early childhood education 
and development, family services, and program manage-
ment, shall establish and implement monitoring proce-
dures for prime sponsors and their child care and early 
learning programs (which may be based on the Head Start 
program monitoring procedures described in section 
641A(c) of the Head Start Act (42 U.S.C. 9836a(c)), and 
the monitoring procedures being implemented for the mili-
tary child care program)— 
(1) to determine whether prime sponsors meet 
standards described in subsection (a)(1) established 
under this title with respect to program, administra-
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tive, financial management, and other requirements; 
and 
(2) in order to help the prime sponsors identify 
areas for improvement and areas of strength as part 
of their ongoing self-assessment process. 
(e) CORRECTIVE ACTION FOR PRIME SPONSORS.— 
(1) DETERMINATION.—If the Secretary deter-
mines, on the basis of a review pursuant to sub-
section (d), that a prime sponsor designated pursu-
ant to this title fails to meet the standards described 
in subsection (a)(1), the Secretary shall— 
(A) inform the prime sponsor of the defi-
ciencies that shall be corrected and identify the 
assistance to be provided consistent with para-
graph (3); 
(B) with respect to each identified defi-
ciency, require the prime sponsor— 
(i) to correct the deficiency imme-
diately, if the Secretary finds that the defi-
ciency threatens the health or safety of 
staff or program participants or poses a 
threat to the integrity of Federal funds; 
(ii) to correct the deficiency not later 
than 90 days after the identification of the 
deficiency if the Secretary finds, in the dis-
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cretion of the Secretary, that such a 90- 
day period is reasonable, in light of the na-
ture and magnitude of the deficiency; or 
(iii) in the discretion of the Secretary 
(taking into consideration the seriousness 
of the deficiency and the time reasonably 
required to correct the deficiency), to com-
ply with the requirements of paragraph (2) 
concerning a quality improvement plan; 
and 
(C) initiate proceedings to terminate the 
designation of the prime sponsor unless the 
prime sponsor corrects the deficiency. 
(2) QUALITY IMPROVEMENT PLAN.— 
(A) PRIME
SPONSOR
AND
PROGRAM
RE-
SPONSIBILITIES.—To retain a designation as a 
prime sponsor under this title, a prime sponsor 
that is the subject of a determination described 
in paragraph (1) (excluding a prime sponsor re-
quired to correct a deficiency immediately or 
during a 90-day period under clause (i) or (ii) 
of paragraph (1)(B)) shall— 
(i) develop in a timely manner, a qual-
ity improvement plan that shall be subject 
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to the approval of the Secretary, and that 
shall specify— 
(I) the deficiencies to be cor-
rected; 
(II) the actions to be taken to 
correct such deficiencies; and 
(III) the timetable for accom-
plishment of the corrective actions 
specified; and 
(ii) correct each deficiency identified, 
not later than the date for correction of 
such deficiency specified in such plan 
(which shall not be later than 1 year after 
the date the prime sponsor that is deter-
mined to have a deficiency received notice 
of the determination and of the specific de-
ficiency to be corrected). 
(B) SECRETARIAL
RESPONSIBILITY.—Not 
later than 30 days after receiving from a prime 
sponsor a proposed quality improvement plan 
pursuant to subparagraph (A), the Secretary 
shall either approve such proposed plan or 
specify the reasons why the proposed plan can-
not be approved. 
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(3) TRAINING AND TECHNICAL ASSISTANCE.— 
The Secretary shall provide training and technical 
assistance to the prime sponsor with respect to the 
development or implementation of such quality im-
provement plans to the extent the Secretary finds 
such provision to be feasible and appropriate given 
available funding and other statutory responsibil-
ities. 
(f) SUMMARIES OF MONITORING OUTCOMES.— 
(1) IN
GENERAL.—Not later than 120 days 
after the end of each fiscal year, the Secretary shall 
publish a summary report on the findings of reviews 
conducted under subsection (d) and on the outcomes 
of quality improvement plans implemented under 
subsection (e), during such fiscal year. 
(2) REPORT AVAILABILITY.—Such report shall 
be made widely available to— 
(A) parents and family members with chil-
dren receiving assistance under this title— 
(i) in an understandable and uniform 
format; and 
(ii) to the extent practicable, in a lan-
guage that the parents and family mem-
bers understand; 
(B) the public through means such as— 
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(i) distribution through public agen-
cies; and 
(ii) posting such information on the 
Internet; and 
(C) Indian tribes and tribal organizations. 
(3) REPORT INFORMATION.—Such report shall 
contain detailed data— 
(A) on compliance with specific standards 
and measures; and 
(B) sufficient to allow prime sponsors to 
use such data to improve the quality of their 
programs. 
(g) SELF-ASSESSMENT.— 
(1) IN
GENERAL.—Not less frequently than 
once each program year, with the consultation and 
participation of the Child Care and Early Learning 
Council and, as appropriate, other interested persons 
in the service area, each prime sponsor that receives 
financial assistance under this title shall conduct a 
comprehensive self-assessment of its effectiveness 
and progress in meeting program goals and objec-
tives and in implementing and complying with stand-
ards described in subsection (a)(1). 
(2) ONGOING MONITORING.—Each prime spon-
sor shall establish and implement procedures for the 
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ongoing monitoring of its child care and early learn-
ing program, to ensure that the operations of the 
program work toward meeting program goals and 
objectives and implementing and complying with 
standards described in subsection (a)(1). 
(h) ACCREDITATION.—The Secretary shall require 
that each child care and early learning center meet, not 
later than 6 years after receiving financial assistance 
under this title, standards of operation necessary for ac-
creditation by an appropriate national early childhood pro-
grams accreditation body that was in existence on the date 
of enactment of this Act. 
SEC. 122. PRIME SPONSOR ALIGNMENT WITH K–12 EDU-
CATION. 
(a) IN GENERAL.—Each prime sponsor shall take 
steps to coordinate with the local educational agency serv-
ing the service area and with schools in which children 
participating in a child care and early learning program 
will enroll following such program to promote continuity 
of services and effective transitions, including— 
(1) developing and implementing a systematic 
procedure for transferring, with parental consent, 
child care and early learning program records for 
each participating child to the school in which such 
child will enroll; 
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(2) establishing ongoing channels of commu-
nication between child care and early learning pro-
gram staff and their counterparts in the schools (in-
cluding teachers, social workers, local educational 
agency 
liaisons 
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 
health staff) to facilitate coordination of programs; 
(3) establishing ongoing communications be-
tween the prime sponsor and local educational agen-
cy for developing continuity of developmentally ap-
propriate curricular objectives and for shared expec-
tations for children’s learning and development as 
the children transition to school; 
(4) organizing and participating in joint train-
ing, including transition-related training for school 
staff and child care and early learning program 
staff; 
(5) establishing comprehensive transition poli-
cies 
and 
procedures 
that 
support 
children 
transitioning to school, including by engaging the 
local educational agency in the establishment of such 
policies; 
(6) conducting outreach to parents and elemen-
tary school (such as kindergarten) teachers to dis-
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cuss the educational, developmental, and other needs 
of individual children; 
(7) helping parents of dual language learner 
children understand— 
(A) the instructional and other services 
provided by the school in which such child will 
enroll after participation in the child care and 
early learning program; and 
(B) as appropriate, the information pro-
vided to parents of dual language learners 
under section 1112(e)(3) of the Elementary and 
Secondary Education Act of the 1965 (20 
U.S.C. 6312(e)(3)); 
(8) developing and implementing a family out-
reach and support program, in cooperation with en-
tities carrying out parent and family engagement ef-
forts under title I of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6301 et seq.), 
and family outreach and support efforts under sub-
title B of title VII of the McKinney-Vento Homeless 
Assistance Act (42 U.S.C. 11431 et seq.), taking 
into consideration the language needs of parents of 
dual language learner children; 
(9) assisting families, administrators, and 
teachers in enhancing educational and developmental 
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continuity and continuity of parental involvement in 
activities between child care and early learning serv-
ices and elementary school classes; 
(10) linking the services provided in such child 
care and early learning program with educational 
services, including services relating to language, lit-
eracy, and numeracy, provided by such local edu-
cational agency; 
(11) helping parents (including in this para-
graph grandparents and kinship caregivers, as ap-
propriate) to understand the importance of parental 
involvement in a child’s academic success while 
teaching the parents strategies for maintaining pa-
rental involvement as their child moves from a child 
care and early learning program to elementary 
school; 
(12) helping parents understand the instruc-
tional and other services provided by the school in 
which their child will enroll after participation in the 
child care and early learning program; and 
(13) developing and implementing a system to 
increase child care and early learning program par-
ticipation of underserved populations of eligible chil-
dren. 
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(b) DISSEMINATION AND TECHNICAL ASSISTANCE.— 
The Secretary shall— 
(1) disseminate to prime sponsors information 
on effective policies and activities relating to the 
transition of children from child care and early 
learning programs to public schools; and 
(2) provide technical assistance to such prime 
sponsors to promote and assist such prime sponsors 
to adopt and implement such effective policies and 
activities. 
SEC. 123. ADEQUATE NUTRITION SERVICES. 
In accordance with the purposes of this title, the Sec-
retary shall establish procedures to assure that adequate 
nutrition services will be provided in child care and early 
learning programs under this title. In assuring the provi-
sion of those services, the Secretary may enter into an ar-
rangement with the Secretary of Agriculture to make use 
of the summer food service program and the child and 
adult care food program carried out under sections 13 and 
17 of the Richard B. Russell National School Lunch Act 
(42 U.S.C. 1761, 1766) and relevant programs under the 
Child Nutrition Act of 1966 (42 U.S.C. 1771 et seq.), to 
the fullest extent appropriate and consistent with the pro-
visions of such Acts. 
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SEC. 124. PARTICIPATION IN CHILD CARE AND EARLY 
LEARNING PROGRAMS. 
(a) IN GENERAL.—The Secretary shall by regulation 
prescribe eligibility for the participation of persons in child 
care and early learning programs assisted under this title. 
(b) ELIGIBLE AGES.—Such regulation shall provide 
that all children who are not younger than the age of 6 
weeks and are younger than the age of compulsory school 
attendance shall be eligible regardless of family income, 
disability status, citizenship status, employment of a fam-
ily member, or circumstance. 
(c) PRIME SPONSOR ELIGIBILITY DETERMINATION 
RESPONSIBILITIES.—A prime sponsor shall— 
(1) determine eligibility under this title based 
on standards prescribed by the Secretary under sub-
section (a); 
(2) not establish more stringent or exclusive re-
quirements for eligibility under this title than the 
eligibility standards prescribed by the Secretary; and 
(3) serve all families that request child care and 
early learning services through the prime sponsor’s 
program. 
Subtitle C—Administration 
SEC. 131. THE OFFICE OF CHILD CARE. 
(a) PRINCIPAL AGENCY.—The Office of Child Care 
of the Department of Health and Human Services shall 
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be the principal agency of the Department for the admin-
istration of this title and for the coordination of child care 
and early learning programs and other activities relating 
to child care and early learning. 
(b) COORDINATION OF CHILD CARE PROGRAMS.— 
(1) IN GENERAL.— 
(A) 
DEPARTMENT
OF
HEALTH
AND 
HUMAN SERVICES.—The Secretary shall take all 
necessary action to coordinate child care and 
early learning programs under the Secretary’s 
jurisdiction, including with the Office of Head 
Start. 
(B) DEPARTMENT
OF
EDUCATION.—The 
Secretary shall take all necessary action to co-
ordinate such programs with the Department of 
Education. 
(2) REGULATIONS.—The Secretary shall pro-
mulgate regulations to assure that entities that are 
funded by the Department of Health and Human 
Services to carry out activities relating to child care 
and early learning will coordinate the activities with 
the programs carried out under this title. 
(3) TECHNICAL
ASSISTANCE.—The Secretary 
shall ensure that joint technical assistance efforts 
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will result in the development of coordinated ef-
forts— 
(A) between the offices within the Depart-
ment of Health and Human Services; and 
(B) between the Department of Health and 
Human Services and other Federal agencies, in-
cluding the Department of Education, that 
carry out those activities. 
(c) PROCEDURES, POLICIES, REGULATIONS.—The 
Secretary may establish such procedures, policies, and reg-
ulations as may be necessary to carry out this title. 
SEC. 132. ADMINISTRATIVE REQUIREMENTS AND STAND-
ARDS. 
(a) REQUIREMENTS AND STANDARDS.— 
(1) IN GENERAL.—The Secretary shall establish 
administrative requirements and standards con-
sistent with the requirements and standards de-
scribed in subsections (a) through (f), and (h), of 
section 644 of the Head Start Act (42 U.S.C. 9839). 
The established requirements and standards shall 
apply to the child care and early learning programs 
carried out under this title, and the prime sponsors 
carrying out such programs, as the case may be. 
(2) ADJUSTMENTS.—The Secretary may make 
such adjustments to the requirements, standards, 
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qualifications, development activities, and limitations 
specified in paragraph (1) and sections 133(a), 134, 
136(a), 139, and 141, as may be necessary to ensure 
effective administration of this title. 
(3) ADMINISTRATIVE
CONTROLS.—The Sec-
retary shall prescribe regulations to assure that pro-
grams under this title have adequate internal admin-
istrative controls, accounting requirements, per-
sonnel standards, evaluation procedures, and other 
policies as may be necessary to promote the effective 
use of funds. 
(b) FACILITIES.— 
(1) OWNED
OR
LEASED
BY
FEDERAL
AGEN-
CIES.—The Secretary, after consultation with other 
appropriate officials of the Federal Government, 
shall within 16 months after the date of enactment 
of this Act prepare and submit to Congress a report 
that— 
(A) describes the extent to which facilities 
owned or leased by Federal agencies (including 
departments) could be made available to prime 
sponsors, through appropriate arrangements, 
for use as facilities for child care and early 
learning programs under this title during times 
and periods when the owned or leased facilities 
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are not utilized fully for their usual purposes; 
and 
(B) the Secretary’s recommendations (in-
cluding recommendations for changes through 
legislation) or proposed actions for such use. 
(2) OWNED OR LEASED IN SERVICE AREA.— 
The Secretary shall require, as a condition for the 
receipt of financial assistance under this title, that 
any prime sponsor under this title agree to conduct 
a review and prepare and submit to the Secretary a 
report that— 
(A) describes the extent to which facilities 
owned or leased by such prime sponsor, or by 
other organizations in the service area, could be 
made available, through appropriate arrange-
ments, for use as facilities for child care and 
early learning programs under this title during 
times and periods when the owned or leased fa-
cilities are not utilized fully for their usual pur-
poses; and 
(B) the prime sponsor’s proposed actions 
for such use. 
(c) CAPITAL EXPENDITURES.— 
(1) CONSTRUCTION.—Upon a determination by 
the Secretary that suitable facilities (including public 
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school facilities) are not otherwise available to prime 
sponsors to carry out child care and early learning 
programs, that the lack of suitable facilities will in-
hibit the operation of such programs, and that con-
struction of such facilities is more cost effective than 
purchase of available facilities or renovation, the 
Secretary, in the discretion of the Secretary, may 
authorize the use of financial assistance under this 
title to make payments for capital expenditures re-
lated to construction of facilities that will be used to 
carry out such programs. The Secretary shall estab-
lish uniform procedures for prime sponsors to re-
quest approval for such payments, and shall pro-
mote, to the extent practicable, the collocation of 
child care and early learning programs with other 
programs serving children and families. 
(2) CONSTRUCTION, 
RENOVATION, 
VEHICLE 
PURCHASE.—Such payments may be used for capital 
expenditures (including paying the cost of amor-
tizing the principal, and paying interest on, loans) 
such as expenditures for— 
(A) construction of facilities that are not 
in existence on the date of the determination, if 
such construction is more cost effective than 
purchase or renovation; 
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100 
(B) major renovation of facilities in exist-
ence on such date, if major renovation is more 
cost effective than purchase, construction, or 
minor renovation; and 
(C) purchase of vehicles used for programs 
conducted at child care and early learning pro-
gram facilities eligible for a payment under this 
subsection. 
(3) WAGES FOR CONSTRUCTION OR RENOVA-
TION.—All laborers and mechanics employed by con-
tractors or subcontractors in the construction or ren-
ovation of facilities to be used to carry out child care 
and early learning programs under this title shall be 
paid wages that are not less than the wages pre-
vailing on similar construction or renovation in the 
service area, as determined by the Secretary of 
Labor in accordance with subchapter IV of chapter 
31 of title 40, United States Code (commonly known 
as the ‘‘Davis-Bacon Act’’). 
SEC. 133. APPEALS, NOTICE, AND HEARING. 
(a) PROCEDURES.—The Secretary shall establish ap-
peals, notice, hearing, and other procedures consistent (ex-
cept as otherwise provided in this section) with the proce-
dures described in section 646 of the Head Start Act (42 
U.S.C. 9841). The established procedures shall apply to 
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101 
the child care and early learning programs carried out 
under this title, and the prime sponsors carrying out such 
programs, as the case may be. 
(b) WITHHOLDING OF FUNDS.— 
(1) IN GENERAL.—The Secretary shall take the 
action described in paragraph (2) whenever the Sec-
retary, after reasonable notice and opportunity for a 
hearing for any prime sponsor (including a delegate 
provider), finds— 
(A) that the prime sponsor has failed to 
comply substantially with any requirement set 
forth in the plan of the prime sponsor approved 
under section 113 or 114; 
(B) that the delegate provider has failed to 
comply substantially with any requirement set 
forth in the application of the provider ap-
proved pursuant to section 115(c); or 
(C) that in the operation of any program 
(or services) carried out by any such prime 
sponsor (or delegate provider) under this title 
the prime sponsor (or delegate provider) has 
failed to comply substantially with any applica-
ble provision of this title, including a regulation 
promulgated under this title. 
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102 
(2) ACTION.—On making a finding under para-
graph (1), the Secretary shall notify the prime spon-
sor or delegate provider involved of the findings and 
that no further payments may be made to such 
prime sponsor or delegate provider under this title 
(or in the Secretary’s discretion that any such prime 
sponsor shall not make further payments under this 
title to specified delegate providers affected by the 
failure) until the Secretary is satisfied that there is 
no longer any such failure to comply, or the non-
compliance will be promptly corrected. The Secretary 
may authorize the continuation of payments with re-
spect to any program or service assisted under this 
title which is being carried out pursuant to the cor-
responding plan or application referred to in para-
graph (1) and which is not involved in the non-
compliance. 
SEC. 134. RECORDS AND AUDITS. 
The Secretary shall establish record and audit re-
quirements consistent with the requirements described in 
section 647 of the Head Start Act (42 U.S.C. 9842). The 
established requirements shall apply to the child care and 
early learning programs carried out under this title, and 
the prime sponsors carrying out such programs, as the 
case may be. 
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103 
SEC. 135. TECHNICAL ASSISTANCE AND TRAINING. 
(a) PRESERVICE AND INSERVICE TRAINING.—The 
Secretary is authorized to make payments to provide fi-
nancial assistance to enable individuals employed or pre-
paring for employment in child care and early learning 
programs assisted under this title, including volunteers, 
to participate in programs of preservice or inservice train-
ing for professional or nonprofessional personnel, to be 
conducted by any prime sponsor carrying out a child care 
and early learning program, or any institution of higher 
education, including a community college, or by any com-
bination of those prime sponsors or institutions. The fi-
nancial assistance shall include scholarships and funding 
for books, transportation, and other comprehensive needs. 
(b) PRIME SPONSOR TECHNICAL ASSISTANCE AND 
PLANNING.—The Secretary is authorized to, directly or 
through grant or contract, make technical assistance avail-
able to entities who are eligible and seek to become prime 
sponsors, and to prime sponsors, to assist the entities and 
prime sponsors in planning, developing, and carrying out 
child care and early learning programs. 
(c) PRIME SPONSOR FINANCIAL ASSISTANCE.— 
(1) IN GENERAL.—Prime sponsors shall carry 
out training and quality improvement activities, in-
cluding— 
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(A) activities that support child care and 
early learning programs (including providers) in 
meeting national program standards; and 
(B) supporting staff in meeting qualifica-
tions described in section 136, including pro-
viding paid release time to staff, to engage in 
activities that enable the staff to meet the 
qualifications. 
(2) FINANCIAL ASSISTANCE.—The Secretary is 
authorized to make financial assistance available to 
prime sponsors to carry out such training and qual-
ity improvement activities. 
(d) STAFF TRAINING.—The Secretary shall prescribe 
regulations implementing a training program for staff of 
child care and early learning programs assisted under this 
title, based on the training program of the military child 
care program. Satisfactory completion of the training pro-
gram shall be a condition of employment of any person 
as a member of the staff of such a child care and early 
learning program. The training program established under 
this subsection shall cover, at a minimum, training in each 
of the following: 
(1) Early childhood development. 
(2) Activities and disciplinary techniques appro-
priate for children of different ages. 
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(3) Child abuse prevention and detection. 
(4) Cardiopulmonary resuscitation and other 
emergency medical procedures. 
(e) WORKFORCE DEVELOPMENT AND DIVERSITY.— 
(1) OUTREACH PROGRAM.—From amounts allo-
cated under section 103(b), the Secretary shall de-
velop and implement a program of outreach to re-
cruit and train professionals from diverse back-
grounds to become teachers in child care and early 
learning programs. 
(2) GRANTS TO INSTITUTIONS OF HIGHER EDU-
CATION.— 
(A) IN
GENERAL.—From amounts allo-
cated under section 103(b), the Secretary is au-
thorized to award grants, for a period of not 
less than 5 years, to institutions of higher edu-
cation, with priority for part B institutions, 
Hispanic-serving institutions, and Tribal Col-
leges and Universities (as the 3 types of institu-
tions are defined in clauses (i) through (iii) of 
section 241(1)(A) of the Higher Education Act 
of 1965 (20 U.S.C. 1033(1)(A))). 
(B) USE OF FUNDS.—An institution that 
receives such a grant may— 
(i) use the grant funds— 
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(I) to improve the child care and 
early learning workforce; 
(II) to recruit child care and 
early learning teachers and other staff 
who want to obtain additional creden-
tials related to child care and early 
learning; 
(III) to recruit and train profes-
sionals from diverse backgrounds to 
become teachers in child care and 
early learning programs; 
(IV) to promote access and af-
fordability through direct student sup-
port, grants, scholarships, and other 
forms of student financial aid to stu-
dents 
pursuing 
early 
childhood 
coursework and degrees in order to re-
duce or eliminate the need for such 
students to take out loans for the re-
lated costs of attendance; 
(V) to create seamless, articu-
lated, teacher preparation pathways; 
and 
(VI) to develop institutional poli-
cies that award credit for students’ 
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previous postsecondary early child-
hood coursework and degrees as well 
as 
for 
demonstrated 
competency 
through— 
(aa) prior work experience; 
and 
(bb) 
apprenticeships 
that 
lead to credentials, or associate 
or baccalaureate degrees; and 
(ii) make a portion of the grant funds 
available for students training to become 
staff of child care and early learning pro-
grams, to cover the corresponding tuition 
and other costs of attendance. 
SEC. 136. STAFF QUALIFICATIONS AND DEVELOPMENT. 
(a) QUALIFICATION AND DEVELOPMENT.— 
(1) IN
GENERAL.—The Secretary, after con-
sultation with other Federal agencies and on the 
basis of the recommendations of the Committee es-
tablished pursuant to section 121(a)(3), shall estab-
lish staff qualification and development requirements 
based on such requirements described in section 
648A of the Head Start Act (42 U.S.C. 9843a), 
based on such requirements being implemented by 
the military child care program (including certifi-
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cation of family child care home providers), and in-
cluding a requirement to satisfactorily complete 
training under section 135(d). The established re-
quirements shall include the requirements described 
in subsection (b) (relating to compensation). The es-
tablished requirements shall apply to the child care 
and early learning programs carried out under this 
title, and the prime sponsors carrying out such pro-
grams, as the case may be. 
(2) OBJECTIVES.—The established require-
ments shall be designed to— 
(A)(i) lead to high-quality child care and 
early learning service delivery, including the use 
of targeted strategies and resources provided by 
prime sponsors to ensure the diverse, incumbent 
child care and early learning workforce retains 
access to employment in such programs; and 
(ii) take into account workforce recruit-
ment challenges and the need for a diverse 
workforce; 
(B) create a pathway for members of the 
child care and early learning service workforce 
to build on their credentials; and 
(C) provide enough time (which shall be 
not less than 6 years after the date of that es-
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tablishment) for staff to meet any educational 
requirements in the established requirements. 
(b) PAY.— 
(1) COMPETITIVE RATES OF COMPENSATION.— 
For the purpose of providing child care and early 
learning programs with a qualified and stable work-
force, each prime sponsor shall ensure that employ-
ees (including employees of a delegate provider) at 
a child care and early learning center and family 
child care home providers, including teachers and 
other staff of family child care home providers, shall 
be paid under a pay scale that provides for rates of 
compensation that— 
(A)(i) except as provided in clause (ii), are 
comparable with the rates of compensation paid 
to employees of the corresponding local edu-
cational agency with similar training, seniority, 
and experience; or 
(ii) for a position not typically found at the 
corresponding local educational agency, are the 
rates specified in the pay scale for the military 
child care program; and 
(B) are not less than a living wage, as de-
termined by the Secretary. 
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(2) PERIODIC REVIEWS.—In recommending and 
establishing requirements under subsection (a) and 
this subsection, the Committee established pursuant 
to section 121(a)(3) and the Secretary, respectively, 
shall periodically conduct reviews of the rates of 
compensation for employers, teachers, and staff de-
scribed in paragraph (1). The Committee and Sec-
retary shall determine whether the rates are increas-
ing at a pace that is not less than the rate of the 
Consumer Price Index for All Urban Consumers, 
and shall adjust the rates to ensure such an in-
crease. 
(3) LIMITATION.—Notwithstanding any other 
provision of law, no Federal funds may be used to 
pay any part of the compensation of an employee, 
teacher, or staff member described in paragraph (1) 
to carry out a child care and early learning program, 
if such compensation, including non-Federal funds, 
exceeds a rate equal to the rate payable for level II 
of the Executive Schedule under section 5313 of title 
5, United States Code. 
(4) COMPENSATION.—In this subsection, the 
term ‘‘compensation’’— 
(A) includes salary, bonuses, periodic pay-
ments, severance pay, the value of any vacation 
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time, the value of a compensatory or paid leave 
benefit, and the fair market value of any em-
ployee perquisite or benefit; and 
(B) includes any prime sponsor expendi-
ture for a health, medical, life insurance, dis-
ability, retirement, or any other employee wel-
fare or pension benefit. 
(c) CURRICULUM SUPPORT.— 
(1) IN GENERAL.—Prime sponsors shall estab-
lish and implement a plan to ensure all teachers in 
a child care and early learning program, including 
family child care home providers, have curriculum 
support. 
(2) CURRICULUM SUPPORT.—That curriculum 
support— 
(A) may include the use of curriculum spe-
cialists, as in the military child care program; 
and 
(B) shall include— 
(i) special teaching activities at loca-
tions that are easily accessible by the 
teachers; 
(ii) daily oversight and instruction of 
employees providing child care and early 
learning services; 
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(iii) daily assistance in the prepara-
tion of lesson plans, provided through indi-
vidual specialists or resources for staff that 
allow teachers to engage in professional re-
sponsibilities such as daily lesson planning; 
(iv) assistance with child abuse pre-
vention and detection; 
(v) assistance with activities to pro-
mote children’s cognitive development, be-
havior management, and mental health; 
and 
(vi) assistance with improving the de-
livery of instruction and with measuring 
and tracking children’s outcomes. 
SEC. 137. RESEARCH, DEMONSTRATIONS, AND EVALUA-
TION. 
(a) GENERAL OBJECTIVES.—The Secretary shall 
carry out a continuing program of research, demonstra-
tion, and evaluation activities, in order to— 
(1) focus national research efforts to attain a 
fuller understanding of the processes of child devel-
opment and early learning outcomes and the effects 
of programs on those processes and outcomes; 
(2) foster continuous improvement in the qual-
ity of the child care and early learning programs 
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carried out under this title and in their effectiveness 
in enabling participating children and their families 
to succeed in school and otherwise; 
(3) ensure that the results of research and re-
lated development efforts are reflected in the con-
duct of programs affecting children through the im-
provement and expansion of child care and early 
learning programs; and 
(4) develop, test, and disseminate information 
on new ideas for addressing the needs of low-income 
and underserved children (including children with 
disabilities, homeless children, children who have 
been abused or neglected, and children in foster 
care) and their families and communities, and fur-
thering in other ways the purposes of this title. 
(b) SPECIFIC
OBJECTIVES.—The research, dem-
onstration, and evaluation activities under this title shall 
include components designed to— 
(1) permit ongoing assessment of the quality 
and effectiveness of the child care and early learning 
programs under this title; 
(2) contribute to developing knowledge con-
cerning factors associated with the quality and effec-
tiveness of child care and early learning programs 
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and in identifying ways in which services provided 
under this title may be improved; 
(3) assist in developing knowledge concerning 
the factors that promote or inhibit healthy develop-
ment and effective functioning of children and their 
families, including physical, mental, vision, and oral 
health, both during and following participation in a 
child care and early learning program; 
(4) permit comparisons of children and families 
participating in child care and early learning pro-
grams— 
(A) with children and families receiving 
other child care, or early childhood education 
and development, services or programs; and 
(B) with other appropriate control groups; 
(5) contribute to understanding the characteris-
tics and needs of population groups eligible for serv-
ices provided under this title and the impact of such 
services on the individuals served and the service 
areas in which such services are provided; 
(6) provide for disseminating and promoting the 
use of the findings from such research, demonstra-
tion, and evaluation activities; 
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(7) promote exploration of areas in which 
knowledge is insufficient, and that will otherwise 
contribute to fulfilling the purposes of this title; 
(8)(A) contribute to understanding the impact 
of child care and early learning services delivered in 
classrooms that include both children with disabil-
ities and children who are not children with disabil-
ities, on both types of children; and 
(B) disseminate promising practices for increas-
ing the availability and quality of child care and 
early learning services that are so delivered and 
classrooms described in subparagraph (A); 
(9) contribute to understanding the impact of 
different child care and early learning models, in-
cluding those with varying teacher compensation, 
preparation, and workplace supports, in addressing 
educational disparities and inequalities, including 
disparities and inequalities based on income, and 
disparities and inequalities based on culture, and 
race and ethnicity; 
(10) contribute to the understanding of pro-
viding effective child care and early learning pro-
grams to dual language learner children, children 
with disabilities, culturally diverse families, racially 
and ethnically diverse families, children belonging to 
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an Indian tribe, Native Hawaiian children, and chil-
dren of migrant and seasonal farmworkers, and to 
service areas with many low-income children; and 
(11) carry out— 
(A) research to determine the nature of 
child development processes and the impact of 
various influences upon those processes, includ-
ing workplace conditions and supports, to de-
velop techniques to measure and evaluate child 
development, to develop standards to evaluate 
professional and paraprofessional child develop-
ment personnel, and to determine how child 
care and early learning and related programs 
conducted in either family child care homes or 
centers affect child development processes; 
(B) research to test alternative methods of 
providing child development and related serv-
ices, and to develop and test innovative ap-
proaches to achieve maximum development of 
children; 
(C) evaluation of findings from research 
conducted under this paragraph and the devel-
opment of and effective application of those 
findings; 
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(D) dissemination and application of re-
sults from research and related development ef-
forts and demonstration projects to child care 
and early learning programs, related programs, 
and early childhood education; 
(E) production of informational systems 
and other resources necessary to support the 
activities authorized under this paragraph; and 
(F) integration of national child develop-
ment research efforts under this title into a fo-
cused national research program, including the 
coordination of research and development con-
ducted by entities under this section with re-
search and development conducted by other 
agencies, organizations, and individuals. 
(c) CONDUCT OF RESEARCH, DEMONSTRATION, AND 
EVALUATION ACTIVITIES.—The Secretary, in order to 
conduct research, demonstration, and evaluation activities 
under this section— 
(1) may carry out such activities directly, or 
through grants to, or contracts or cooperative agree-
ments with, public or private entities; 
(2) shall, to the extent appropriate, undertake 
such activities in collaboration with Federal agencies 
(other than the Department of Health and Human 
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Services), and with non-Federal agencies, Indian 
tribes, and tribal organizations, conducting similar 
activities; 
(3) shall ensure that evaluation of such activi-
ties in a specific program is conducted by persons 
not directly involved in the operation of such pro-
gram; 
(4) may require prime sponsors to provide for 
independent evaluations; 
(5) may approve, in appropriate cases, commu-
nity-based cooperative research and evaluation ef-
forts to enable prime sponsors to collaborate with 
qualified researchers not directly involved in pro-
gram administration or operation of a program 
funded under this title; and 
(6) may collaborate with organizations with ex-
pertise in inclusive educational strategies for pre-
schoolers who are children with disabilities. 
(d) COORDINATION OF RESEARCH.— 
(1) TRANSFERS.—Funds available to any Fed-
eral agency (including a department) for the pur-
poses stated in subsection (a) or the activities stated 
in subsection (b) shall be available for transfer, with 
the approval of the head of the agency involved, in 
whole or in part, to the Secretary for such use as 
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is consistent with the purposes for which such funds 
were appropriated, and the funds so transferred 
shall be expendable by the Secretary for the pur-
poses for which the transfer was made. 
(2) COORDINATION.—In carrying out activities 
under this section, the Secretary shall— 
(A) coordinate, through the Office of Child 
Care and Early Learning, established under 
section 131, all child development research, 
training, and related development efforts con-
ducted by the Department of Health and 
Human Services and, to the extent feasible, by 
other agencies, organizations, and individuals; 
(B) consult with— 
(i) individuals from relevant academic 
disciplines; 
(ii) individuals who are involved in the 
operation of child care and early learning 
programs and individuals who are involved 
in the operation of other child and family 
service programs; 
(iii) appropriate officials from Indian 
tribes and tribal organizations; and 
(iv) individuals from organizations in-
volved with, and academic disciplines re-
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lated to, children and families, ensuring 
that the individuals consulted under this 
subparagraph reflect the multicultural na-
ture of the children and families served by 
the child care and early learning programs 
and the multidisciplinary nature of the 
programs; 
(C) whenever feasible and appropriate, ob-
tain the views of persons participating in and 
served by programs assisted under this title 
with respect to activities under this section; and 
(D) establish, to the extent appropriate, 
working relationships with faculty members of 
institutions of higher education, as defined in 
section 101 of the Higher Education Act of 
1965 (20 U.S.C. 1001), located in the area in 
which any evaluation under this section is being 
conducted, to participate in such evaluation, un-
less there is no such institution of higher edu-
cation willing and able to participate in such 
evaluation. 
(3) COUNCIL.— 
(A) IN GENERAL.—There is established a 
Child Development Research Council, consisting 
of— 
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(i) a representative of the Office of 
Child Care and Early Learning (who shall 
serve as chairperson); and 
(ii) a representative from each of the 
Federal agencies and offices determined to 
be appropriate by the Secretary. 
(B) MEETINGS.—The Council shall meet 
at least annually and at such more frequent 
times as the Council may determine to be nec-
essary. 
(C) DUTIES.—The Council shall assure co-
ordination of child care and early learning serv-
ices under the jurisdiction of the agencies and 
offices represented on the Council and carry out 
the provisions of this section so as to assure— 
(i) maximum utilization of available 
resources through the prevention of dupli-
cation of activities; 
(ii) a division of labor, insofar as is 
compatible with the purposes of each of 
the agencies or offices represented on the 
Council, among those agencies and offices 
to assure maximum progress toward the 
achievement of the purposes of this sec-
tion; and 
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