I 
117TH CONGRESS 
2D SESSION 
H. R. 9454 
To strengthen student achievement and graduation rates and prepare children 
and youth for college, careers, and citizenship through innovative partner-
ships that meet the comprehensive needs of children and youth. 
IN THE HOUSE OF REPRESENTATIVES 
DECEMBER 7, 2022 
Ms. CHU (for herself, Ms. NORTON, Mr. GRIJALVA, and Mr. BOWMAN) intro-
duced the following bill; which was referred to the Committee on Edu-
cation and Labor, and in addition to the Committee on Energy and Com-
merce, for a period to be subsequently determined by the Speaker, in 
each case for consideration of such provisions as fall within the jurisdic-
tion of the committee concerned 
A BILL 
To strengthen student achievement and graduation rates and 
prepare children and youth for college, careers, and citi-
zenship through innovative partnerships that meet the 
comprehensive needs of children and youth. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE; TABLE OF CONTENTS. 
(a) SHORT TITLE.—This Act may be cited as the 
‘‘Developing Innovative Partnerships and Learning Op-
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portunities that Motivate Achievement Act’’ or the ‘‘DI-
PLOMA Act’’. 
(b) TABLE OF CONTENTS.—The table of contents for 
this Act is as follows: 
Sec. 1. Short title; table of contents. 
Sec. 2. Findings. 
Sec. 3. Purposes. 
Sec. 4. Definitions. 
Sec. 5. Demonstration program authorized; allotment to States. 
Sec. 6. Demonstration competitive program authorized. 
Sec. 7. State child and youth strategy. 
Sec. 8. Coordinating body; State applications. 
Sec. 9. State use of funds. 
Sec. 10. Local consortium application; local child and youth strategy. 
Sec. 11. Local use of funds. 
Sec. 12. Construction. 
Sec. 13. Accountability and transparency. 
Sec. 14. Authorization of appropriations. 
SEC. 2. FINDINGS. 
Congress finds the following: 
(1) The future strength of the Nation’s democ-
racy, as well as the Nation’s economy, is dependent 
upon the investments made in children and youth 
today. 
(2) Evidence demonstrates that effective part-
nerships among schools and communities increase 
student achievement by addressing the academic 
needs of students as well as the challenges the stu-
dents face outside the classroom. For example: 
(A) Chicago public schools lead one of the 
Nation’s largest community school initiatives 
and found that students in grades 9 through 12 
who attend a community school have 61 percent 
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fewer school-day absences than their non-com-
munity school counterparts. When compared to 
non-community school counterparts— 
(i) students in grades 9 through 12 
were found to have more positive edu-
cational experiences; 
(ii) students in grades 4 through 8 
had higher emotional health scores on the 
survey; and 
(iii) students in kindergarten through 
grade 3 had 53 percent fewer suspensions 
and 55 percent fewer misconducts. 
(B) In a 7-year study of 200 Chicago pub-
lic schools, sociologist Anthony Bryk found that 
in schools where grassroots organizations forge 
strong connections with their schools, trust lev-
els and parent involvement are greater. 
(C) United Way of Salt Lake’s Promise 
Partnership, an initiative across multiple school 
districts in the Salt Lake, Utah area, has 
helped increase student achievement and grad-
uation rates. Since the program’s launch in 
2014, 5 out of the 8 targeted indicators have 
improved, even in light of the challenges posed 
by COVID–19. Kindergarten readiness in 
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numeracy increased by 3 percent, 8th grade 
math proficiency improved by 8 percent, high 
school graduation rose by 5 percent, postsec-
ondary readiness grew by 4 percent, and post-
secondary completion increased by 5 percent. 
To overcome pandemic-related learning loss in 
literacy, Promise Partnership school Mill Creek 
Elementary collaborated with 80 volunteers 
from organizations including Goldman Sachs 
and Dominion Energy to offer tutoring support 
through the iReady program. By the end of the 
2020–2021 school year, the number of 3rd 
grade students participating in the program 
testing at or above grade level tripled. 
(D) From 2015 to 2018, the New York 
City Community School Initiative improved at-
tendance, on-time grade progression, and grad-
uation rates across elementary and secondary 
students. During the same 3-year period, this 
initiative led to a reduction in disciplinary inci-
dents for elementary and middle school stu-
dents while also improving math achievement 
scores. Middle school students attending com-
munity schools scored 4.2 percentage points 
higher on math exams compared their peers at 
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non-community schools, and high school stu-
dents attending community schools earned 12 
percent more credits per academic year than 
students enrolled at non-community schools. 
(E) In Wisconsin, where formal partner-
ships with community agencies are required for 
grant programs, non-traditional partners have 
proven to be instrumental for smaller commu-
nities to enrich after school programs. Those 
partners have included— 
(i) local trucking companies; 
(ii) statewide nonprofit organizations, 
such as The Grange; 
(iii) Farm Bureau; 
(iv) small retailers; and 
(v) retirees. 
(F) The Union City Public Schools school 
district in New Jersey proves that by breaking 
down institutional ‘‘silos’’ and creating deep 
partnerships, through collaboration and munic-
ipal involvement, schools can be vibrant places 
of hope despite poverty, unemployment, and 
lack of affordable housing. 
(G) Six family resource centers housed in 
community schools in Redwood City, California 
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promote school readiness among children while 
also providing parents with educational services, 
community resources, and leadership opportuni-
ties. A 2017 report indicates that with the as-
sistance of English language proficiency sup-
ports, 70 percent of Redwood City community 
school parents were able to participate in their 
children’s school meetings, attend professional 
development programs, and engage in family-to- 
family education and outreach. Over the course 
of a 3-year period, students whose parents par-
ticipated in family engagement programs had a 
40 percent increase in attendance and were 
more likely to see improvement in their math 
and English language test scores. 
(H) By meeting the comprehensive needs 
of students, Communities In Schools, a national 
dropout prevention organization, found that 99 
percent of participating students stayed in 
school, 78 percent of participating students met 
or made progress toward their attendance goals, 
90 percent met or made progress toward their 
behavior goals, and 88 percent met or made 
progress toward their academic improvement 
goals. 
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(3) In adopting the Every Student Succeeds 
Act (Public Law 114–95), Congress recognized com-
munity schools as a strategy to significantly improve 
the coordination and integration, accessibility, and 
effectiveness of services for children and families, 
particularly for children attending high-poverty 
schools, including high-poverty rural schools. Con-
gress recognized community schools as an effective 
use of funds for school districts in the American 
Rescue Plan Act of 2021 (Public Law 117–2). 
(4) Approximately 86 percent of 9th graders 
graduate from high school within 4 years. Of stu-
dents who graduate from high school, 63 percent en-
roll in a 2- or 4-year college in the fall after com-
pleting high school. Only about half (64 percent) of 
first-time, full-time college freshmen seeking a 4- 
year degree receive a bachelor’s degree within 6 
years or less. 
(5) Over the past 4 decades, the United States 
has slipped from being first in the world in high 
school and college graduation rates to 21st and 
14th, respectively, putting the Nation at a growing 
competitive disadvantage with other countries. 
(6) The 2022 National Assessment of Edu-
cational Progress Long-Term Trend Assessment re-
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sults indicate that between 2020 and 2022, students 
experienced a 5-percent drop in reading scores, the 
largest drop since 1990, and a 7-percent decrease, 
the first ever drop, in math scores. Black student 
scores in math fell by 13 percent as compared to a 
5-percent decrease by their White peers, thus ex-
panding the achievement gap from 25 percentage 
points to 33 percent percentage points in just 2 
years. 
(7) In a study conducted by Hanover Research, 
data showed that quality partnerships between 
schools and their communities can result in im-
proved attendance, motivation, conduct, and aca-
demic achievement. Community-level strategies like 
focusing on parental involvement, community build-
ing, and cultural competence were shown to con-
tribute to decreases in the achievement gap between 
lower- and upper-income students. 
(8) Research from the Government Account-
ability Office found that students who change 
schools less frequently are more likely to perform at 
grade level and less likely to repeat a grade than 
their less stable peers. 
(9) In research studies in psychology, health, 
and education by Teachers College, Columbia Uni-
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versity, school ‘‘connectedness’’ is identified as im-
portant to student learning, achievement, and well- 
being. When students feel a sense of connection with 
the larger world and community institutions, they 
are more engaged in instructional activities and ex-
press greater commitment to school. 
(10) It has been learned from successful experi-
ences that hundreds of thousands of arts, cultural, 
service, sports, college, and other youth organiza-
tions, as well as civic and faith-based groups, want 
to partner with schools and educators to reinforce 
learning, but far too often, neither the school nor 
the community know how to effectively connect with 
each other. 
(11) In order for the United States to compete 
in a global economy, the co-partnering efforts of gov-
ernment, social services, business, arts, home, com-
munity-based organizations, and philanthropy need 
to concentrate their efforts where they are most 
needed: in our schools. 
(12) Research from Johns Hopkins University 
has shown that access to summer learning opportu-
nities leads to significant student learning gains not 
experienced by students who cannot access summer 
learning opportunities. 
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(13) A 2011 study conducted by the RAND 
Corporation found that students who attend summer 
learning programs, particularly those featuring indi-
vidualized instruction, parental involvement, and 
small class sizes, experience clear benefits in over-
coming the achievement gap between low- and 
upper-income students. 
(14) Research from the Community School 
Partnership found that community schools see a re-
turn of $7.11 for every dollar of investment in com-
munity schools coordinators. 
(15) A 2017 report from the Learning Policy 
Institute found that teacher retention has a direct 
impact on student learning and academic perform-
ance. Implementing strategies such as teacher resi-
dency programs, high-quality mentoring, grow your 
own models, principal training and State leadership 
academies can lead to higher rates of educator re-
tention and career satisfaction. For example, Cali-
fornia’s Paraprofessional Teacher Training Program 
has prepared more than 2,200 paraprofessionals to 
become fully certified teachers with 92 percent of 
graduates obtaining teaching positions in California 
public schools. 
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(16) According to the National Center for Edu-
cation Statistics, 44 percent of public schools re-
ported having at least 1 full-time or part-time va-
cant teaching position in the spring of 2022. Of 
those schools with reported unfilled teaching posi-
tions, 51 percent cited resignation as the leading 
cause of vacancies. 
SEC. 3. PURPOSES. 
The purposes of this Act are— 
(1) to create engaging learning experiences 
that— 
(A) 
strengthen 
academic 
achievement, 
build civic capacity, and provide a continuum of 
supports and opportunities for children, youth, 
and families; and 
(B) prepare children and youth for college, 
careers, and citizenship through results-focused 
partnerships that mobilize and coordinate 
school and community resources; 
(2) to ensure the academic, physical, social, 
emotional, health, mental health, and civic develop-
ment of disadvantaged children and youth and there-
by strengthen their families and communities; 
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(3) to engage and support parents, care givers, 
and families in their role as first educators of their 
children; 
(4) to promote community and family engage-
ment in education; 
(5) to leverage and integrate the human and fi-
nancial assets of local communities, schools, State 
governments, the Federal Government, and the nat-
ural assets of communities— 
(A) toward better results for children, 
youth, and families; and 
(B) for sustained civic capacity; 
(6) to develop school improvement strategies 
that incorporate approaches that meet the com-
prehensive needs of children and youth, such as full 
service community schools, community-based, inte-
grated student services, and related approaches; 
(7) to ensure that schools and neighborhoods 
are safe and provide a positive climate for learning; 
and 
(8) to address learning loss as a result of the 
COVID–19 pandemic. 
SEC. 4. DEFINITIONS. 
In this Act: 
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(1) CHILD
WITH
A
DISABILITY.—The term 
‘‘child with a disability’’ has the meaning given the 
term in section 602 of the Individuals with Disabil-
ities Education Act (20 U.S.C. 1401). 
(2) CHRONICALLY ABSENT.—The term ‘‘chron-
ically absent’’, when used with respect to a student, 
means a student who misses not less than 10 per-
cent or not less than 20 days of school days in an 
academic year. 
(3) COMMUNITY-BASED, INTEGRATED STUDENT 
SERVICES.—The term ‘‘community-based, integrated 
student services’’ means interventions, coordinated 
through a single point of contact, that improve stu-
dent achievement by connecting community re-
sources with the academic and social service needs 
of students. 
(4) 
COMMUNITY
ENGAGEMENT
IN
EDU-
CATION.—The term ‘‘community engagement in edu-
cation’’— 
(A) means systematic efforts to involve, en-
gage, and collaborate with parents, community 
residents, members of school communities, com-
munity partners, and other stakeholders in ex-
ploring the needs of their students and schools, 
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developing plans to address those needs, and 
working together to address those needs; and 
(B) includes effective community engage-
ment in an ongoing process to develop a wel-
coming school and school system, mobilize the 
community’s assets to support student achieve-
ment and growth, engage those individuals and 
stakeholders who traditionally have not partici-
pated in the school or school system, improve 
working relationships, and deepen the commit-
ment to student success. 
(5) DIGITAL
LEARNING.—The term ‘‘digital 
learning’’— 
(A) means instructional practices that ef-
fectively use technology to strengthen the stu-
dent learning experience; and 
(B) may include online and formative as-
sessments, instructional resources, online con-
tent and courses, applications of technology in 
the classroom and school building, adaptive 
software for children with disabilities, learning 
platforms, and online professional communities 
of practice. 
(6) EVIDENCE-BASED.—The term ‘‘evidence- 
based’’, when used with respect to a goal or service, 
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means a goal or service that meets an evidence level 
described in subclause (I), (II), or (III) of section 
8101(21)(A)(i) of the Elementary and Secondary 
Education 
Act 
of 
1965 
(20 
U.S.C. 
7801(21)(A)(i)(I), 
(II), 
and 
(III)) 
or 
section 
8101(21)(A)(ii) of such Act. 
(7) FAMILY
ENGAGEMENT
IN
EDUCATION.— 
The term ‘‘family engagement in education’’ means 
a shared responsibility of families and schools for 
student success, in which schools and community- 
based organizations are committed to reaching out 
to engage families in meaningful ways that— 
(A) encourages the families to actively sup-
port their children’s learning and development, 
as well as the learning and development of 
other children; and 
(B) is continuous from birth through 
young adulthood and reinforces learning that 
takes place in the home, school, and commu-
nity. 
(8) FULL SERVICE COMMUNITY SCHOOL.—The 
term ‘‘full service community school’’ means a public 
elementary school or secondary school that— 
(A) participates in a community-based ef-
fort to coordinate educational, developmental, 
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family, health, and other comprehensive services 
through community-based organizations, spe-
cialized instructional support personnel em-
ployed by the school or the local educational 
agency, and public and private partnerships; 
and 
(B) provides access to such services to stu-
dents, families, and the community, including 
access during the school year (including before- 
and after-school hours), and during the sum-
mer. 
(9) LOCAL CONSORTIUM.—The term ‘‘local con-
sortium’’ means a consortium consisting of commu-
nity partners that— 
(A) shall include— 
(i) a local educational agency; and 
(ii) not less than one community part-
ner that is independent of the local edu-
cational agency, such as— 
(I) a community-based organiza-
tion; 
(II) a child and youth serving or-
ganization or agency; 
(III) an institution of higher edu-
cation; 
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(IV) a foundation; 
(V) a business; 
(VI) a teacher organization; 
(VII) 
an 
organization 
rep-
resenting education professionals; 
(VIII) a local government, includ-
ing a government agency serving chil-
dren and youth, such as a child wel-
fare and juvenile justice agency; 
(IX) an organization representing 
students; or 
(X) an organization representing 
parents; and 
(B) may include additional community 
partners from other communities. 
(10) 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). 
(11) OUTLYING
AREA.—The term ‘‘outlying 
area’’ has the meaning given the term in section 
8101 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7801). 
(12) 
SECRETARY.—The 
term 
‘‘Secretary’’ 
means the Secretary of Education. 
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(13) SPECIALIZED
INSTRUCTIONAL
SUPPORT 
PERSONNEL.—The term ‘‘specialized instructional 
support personnel’’ means— 
(A) school counselors, school social work-
ers, and school psychologists; and 
(B) other qualified professional personnel, 
such as school nurses, speech language patholo-
gists, community school coordinators, and 
school librarians, involved in providing assess-
ment, diagnosis, and counseling, and edu-
cational, therapeutic, and other necessary serv-
ices (including related services as that term is 
defined in section 602 of the Individuals with 
Disabilities Education Act (20 U.S.C. 1401)) as 
part of a comprehensive program to meet stu-
dent needs. 
(14) SPECIALIZED
INSTRUCTIONAL
SUPPORT 
SERVICES.—The term ‘‘specialized instructional sup-
port services’’ means the services provided by spe-
cialized instructional support personnel. 
(15) STATE.—The term ‘‘State’’ means each of 
the several States of the United States, the District 
of Columbia, and the Commonwealth of Puerto Rico. 
(16) STATE EDUCATIONAL AGENCY.—The term 
‘‘State educational agency’’ has the meaning given 
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the term in section 8101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7801). 
(17) TARGET
SCHOOLS.—The term ‘‘target 
schools’’ means schools that are identified by the 
State for comprehensive support and improvement in 
accordance with section 1111(c)(4)(D)(i) of the Ele-
mentary and Secondary Education Act of 1965 (20 
U.S.C. 6311(c)(4)(D)(i)). 
SEC. 5. DEMONSTRATION PROGRAM AUTHORIZED; ALLOT-
MENT TO STATES. 
(a) FORMULA GRANTS AUTHORIZED.— 
(1) IN
GENERAL.—From allotments made 
under subsection (c), the Secretary is authorized to 
award grants to States having applications approved 
under section 8(b) to enable the States to award 
subgrants to local consortia to leverage and inte-
grate human and financial assets at all levels in 
order to— 
(A) ensure the academic, physical, social, 
emotional, and civic development of disadvan-
taged youth; and 
(B) strengthen the families and commu-
nities of the disadvantaged youth and achieve 
the results developed pursuant to section 
7(c)(1). 
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(2) DURATION.—The Secretary shall award a 
grant under this subsection for a period of 5 years. 
(3) RENEWAL.—The Secretary may renew a 
grant under this subsection for a period of 5 years. 
(b) RESERVATION.—From the funds appropriated 
under section 14 for any fiscal year, the Secretary shall 
reserve— 
(1) not more than 2 percent for national activi-
ties, which the Secretary may carry out directly or 
through grants and contracts, such as— 
(A) providing training technical assistance 
to local consortia and organizations partnering 
with local consortia to carry out services under 
this Act; or 
(B) conducting the national evaluation 
pursuant to section 13(a)(3); and 
(2) not more than 1 percent for payments to 
the outlying areas and the Bureau of Indian Affairs, 
to be allotted in accordance with their respective 
needs for assistance under this Act, as determined 
by the Secretary, to enable the outlying areas and 
the Bureau of Indian Affairs to carry out the pur-
poses of this Act. 
(c) STATE ALLOTMENTS.— 
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(1) DETERMINATION.—From the funds appro-
priated under section 14 for any fiscal year that are 
equal to or greater than $200,000,000 that remain 
after the Secretary makes the reservations under 
subsection (b), the Secretary shall allot to each State 
for the fiscal year an amount that bears the same 
relationship to the remainder as the amount the 
State received under subpart 2 of part A of title I 
of the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6331 et seq.) for the preceding fis-
cal year bears to the amount all States received 
under that subpart for the preceding fiscal year, ex-
cept that no State shall receive less than an amount 
equal to 1⁄2 of 1 percent of such remainder. 
(2) REALLOTMENT OF UNUSED FUNDS.—If a 
State does not receive an allotment under this sub-
section for a fiscal year, the Secretary shall reallot 
the amount of the State’s allotment to the remaining 
States in accordance with this section. 
SEC. 6. DEMONSTRATION COMPETITIVE PROGRAM AU-
THORIZED. 
(a) IN GENERAL.—For any fiscal year for which the 
amount appropriated under section 14 is less than 
$200,000,000, the Secretary shall award grants, on a 
competitive basis, to local consortia to enable the local con-
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sortia to carry out local strategies in accordance with sec-
tions 10 and 11. 
(b) APPLICATION.—A local consortium desiring to re-
ceive a grant under this section shall submit an application 
to the Secretary at such time, in such manner, and con-
taining such information as the Secretary may require. 
The application shall demonstrate the capacity for suc-
cessful implementation of the local strategies in accord-
ance with sections 10 and 11 through a history of success-
ful collaboration and effectiveness in strengthening out-
comes for children and youth. 
(c) TARGETED LOCAL CONSORTIA.— 
(1) IN GENERAL.—The Secretary shall award a 
grant to a local consortium under this section only 
if the local consortium submits an application that 
proposes— 
(A) to serve children and youth in schools 
or communities with the highest proportions of 
students from low-income families; and 
(B) to provide a comprehensive continuum 
of services, including not less than 1 service 
from each of not less than 3 categories of serv-
ices described in paragraphs (3) through (11) 
of section 11(b). 
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(2) LOW-INCOME
FAMILIES.—In this sub-
section, the term ‘‘low-income family’’ means a fam-
ily with an income that is not more than 138 per-
cent of the poverty line (as defined in section 673(2) 
of the Community Services Block Grant Act (42 
U.S.C. 9902(2))) applicable to a family of the size 
involved. 
(d) ACCOUNTABILITY
AND TRANSPARENCY.—The 
Secretary shall apply those provisions of section 13 that 
the Secretary determines applicable to local consortia re-
ceiving funds under this section. 
SEC. 7. STATE CHILD AND YOUTH STRATEGY. 
(a) IN GENERAL.—A State that receives a grant 
under this Act shall use the grant funds to develop and 
implement a State child and youth strategy (referred to 
in this Act as the ‘‘State strategy’’). 
(b) STRATEGY REQUIREMENTS.—The State strat-
egy— 
(1) shall be developed by the State educational 
agency in consultation with the Governor of the 
State; 
(2) shall include the components described in 
subsection (c); and 
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(3) may include other components as the State 
educational agency determines necessary to strength-
en results for children and youth. 
(c) REQUIRED COMPONENTS.—The State strategy 
components required under subsection (b) are the fol-
lowing: 
(1) STATE RESULTS FRAMEWORK.—The State 
strategy shall contain comprehensive, evidence-based 
annual goals and aligned quantifiable indicators 
demonstrating continuous improvement with respect 
to children and youth, particularly disadvantaged 
children and youth, that shall serve as targets for 
each year with respect to which the State strategy 
applies. The State’s annual goals shall include the 
following: 
(A) Children and youth are ready for 
school. 
(B) Students are engaged and achieving in 
school. 
(C) Schools and neighborhoods are safe 
and provide a positive climate for learning. 
(D) Families and communities are sup-
portive and engaged in their children’s edu-
cation as equal partners. 
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(E) Graduates are ready for postsecondary 
education and 21st-century careers. 
(F) Students are contributing to their 
communities. 
(G) Students are not chronically absent. 
(H) Additional annual goals set forth by 
the State in alignment with the purposes of this 
Act. 
(2) NEEDS
AND
ASSETS
ASSESSMENT.—The 
State strategy shall contain an assessment of the 
children and youth’s needs, and of assets within the 
State that can be mobilized, coordinated, and inte-
grated to achieve the State strategy’s annual goals, 
which may include data collected by the Federal 
Interagency Forum on Child and Family Statistics. 
Such needs and assets assessment shall identify pop-
ulations of underserved children and youth across 
the State, based on the State’s evidence-based goals 
and aligned quantifiable indicators for the goals. 
(3) STATE
CHILD
AND
YOUTH
PLAN.—The 
State strategy shall include a description of the 
State’s plan to achieve the goals described in para-
graph (1) for children and youth from birth through 
the transition to adulthood, including the following: 
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(A) LEVERAGE AND INTEGRATION.—A de-
scription of how funds received under this Act 
will be coordinated and integrated with other 
Federal and State funds in order to achieve the 
State’s annual goals developed pursuant to 
paragraph (1). 
(B) ELIMINATION OF STATE BARRIERS TO 
COORDINATION AND INTEGRATION.—A descrip-
tion of how funds received under this Act will 
be used to identify and eliminate State barriers 
to the coordination and integration of pro-
grams, initiatives, and funding streams to 
achieve the State’s annual goals developed pur-
suant to paragraph (1). 
(C) COMMUNITY
ENGAGEMENT
IN
EDU-
CATION.—A description of the State’s plan to 
increase community engagement in education. 
(D) 
FAMILY
ENGAGEMENT
IN
EDU-
CATION.—A description of the State’s plan to 
increase family engagement in education. 
(d) EXISTING PLANS, STRATEGIES, AND ASSESS-
MENTS.—Existing plans, strategies, needs assessments, or 
assets assessments may be used to satisfy the require-
ments of this section if such existing plans, strategies, 
needs assessments, or assets assessments include the in-
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formation required by this section, or can be modified to 
do so, and are submitted to and accepted by the Secretary 
with such modifications. 
SEC. 8. COORDINATING BODY; STATE APPLICATIONS. 
(a) COORDINATING BODY.— 
(1) IN GENERAL.—In order for a State to be el-
igible to receive a grant under this Act, the State 
educational agency shall designate or establish a co-
ordinating body for student learning and develop-
ment that shall— 
(A) administer funds provided under this 
Act; 
(B) facilitate communication between the 
public and the State educational agency per-
taining to issues impacting children and youth 
from birth through the transition to adulthood, 
including issues pertaining to service coordina-
tion and integration; 
(C) identify and eliminate State barriers to 
the coordination and integration of programs, 
initiatives, and funding streams, and facilitate 
coordination and collaboration among State 
agencies serving children and youth; 
(D) strengthen the capacity of State and 
local organizations to achieve positive outcomes 
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for children and youth through training, tech-
nical assistance, professional development, and 
other means; 
(E) assist the State educational agency in 
developing and carrying out the State strategy; 
and 
(F) coordinate the submission of the State 
application under subsection (b). 
(2) DESIGNATION OF COORDINATING BODY.— 
The State educational agency may designate an ex-
isting agency, Children’s Cabinet, P–20 Council, 
child and youth development partnership, or other 
organization as the coordinating body for student 
learning and development described in paragraph (1) 
if the agency, cabinet, council, partnership, or orga-
nization— 
(A) performs duties similar to the duties 
described in paragraph (1); or 
(B) if the duties of the agency, cabinet, 
council, partnership, or organization can be 
modified to include the duties described in 
paragraph (1). 
(b) STATE APPLICATION.— 
(1) IN GENERAL.—Each State desiring a grant 
under this Act shall submit to the Secretary an ap-
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plication at such time, in such manner, and con-
taining such information as the Secretary may re-
quire. 
(2) CONTENTS.—Each application submitted 
under this subsection shall include the following: 
(A) STATE
STRATEGY.—A description of 
how the State will develop the State strategy, 
including how the State will— 
(i) coordinate with the State edu-
cational agency; 
(ii) consult with potential community 
partners; and 
(iii) allow for the meaningful partici-
pation of parents. 
(B) GRANTS TO LOCAL CONSORTIA.—A de-
scription of how subgrants to local consortia 
will be awarded pursuant to section 9, including 
the criteria used by the State in such deter-
minations and how the subgrants will facilitate 
community planning and effective service co-
ordination, integration, and provision at the 
local level to achieve the goals developed by the 
State pursuant to section 7(c)(1) within the 
context of local needs and priorities. Such cri-
teria shall include a priority for applications 
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from local consortia intending to serve target 
schools with the greatest needs. 
(C) CAPACITY BUILDING.—A description of 
how grant funds received under this Act will be 
used to provide professional development, train-
ing, and technical assistance opportunities for 
staff for the purpose of building State and local 
capacity. 
(D) ACCOUNTABILITY
FOR
RESULTS.—A 
description of the State’s plans to adhere to the 
accountability and transparency requirements 
described in section 13(b). 
(3) REVISED APPLICATION.—Each State desir-
ing to renew a grant under this Act shall submit a 
revised application to the Secretary every 5 years 
based on an assessment of the activities conducted 
under this Act. Such renewal application shall up-
date the State’s annual goals based on such assess-
ment. 
SEC. 9. STATE USE OF FUNDS. 
(a) IN GENERAL.—From the grant funds made avail-
able to a State under this Act for any fiscal year— 
(1) the State shall use not less than 93 percent 
to award subgrants to local consortia under sub-
section (b); 
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(2) the State may use not less than 5 percent 
for educator and specialized instructional support 
personnel recruitment and retention, evaluation and 
capacity building activities, including training, tech-
nical assistance, and professional development; and 
(3) the State may use not more than 2 percent 
for the administrative costs of carrying out respon-
sibilities under this Act. 
(b) SUBGRANTS TO LOCAL CONSORTIA.— 
(1) IN GENERAL.— 
(A) IN GENERAL.—A State that receives a 
grant under this Act shall use the portion of 
the grant funds described in subsection (a)(1) 
to award subgrants to local consortia. 
(B) RESERVATION FOR RURAL AREAS.— 
(i) IN
GENERAL.—From the total 
amount of funds available under subpara-
graph (A) to award subgrants to local con-
sortia for a fiscal year, the State may re-
serve 5 percent to award subgrant to rural 
local consortia for such fiscal year. 
(ii) RURAL LOCAL CONSORTIUM.—In 
this subsection the term ‘‘rural local con-
sortium’’ means a local consortium serving 
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an area of the State that has a locale code 
of 41, 42, or 43. 
(2) PRIORITY.—In awarding subgrants to local 
consortia, a State shall give priority to applications 
from local consortia— 
(A) that propose to serve children and 
youth in target schools; or 
(B) that submit a proposal with a plan to 
provide a comprehensive continuum of services, 
including not less than 1 service from each of 
not less than 3 categories of services described 
in paragraphs (3) through (11) of section 
11(b), and which application— 
(i) is submitted by local consortia 
comprised of a broad representation of 
stakeholders and decision makers in the 
community, including a multitude of com-
munity partners described in section 4(9); 
or 
(ii) demonstrates the capacity for suc-
cessful implementation through a history 
of successful collaboration and effective-
ness in strengthening outcomes for chil-
dren and youth. 
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(3) DURATION
OF
GRANT.—Each subgrant 
awarded under this section shall be for a period of 
5 years and shall be renewable based on progress to-
ward achieving the results described in section 
10(b)(2)(A). 
(c) PLANNING GRANTS.—A State that receives a 
grant under this Act may award planning grants to local 
consortia to enable the local consortia to develop the local 
strategy described in section 10(b). Such planning grants 
shall be for a duration of— 
(1) not more than 6 months and in an amount 
of not more than $50,000; or 
(2) not more than 1 year and in an amount of 
not more than $100,000. 
(d) SUPPLEMENT, NOT SUPPLANT.—A State that re-
ceives a grant under this Act shall use the grant funds 
to supplement, not supplant, Federal and non-Federal 
funds available to carry out activities described in this Act. 
SEC. 10. LOCAL CONSORTIUM APPLICATION; LOCAL CHILD 
AND YOUTH STRATEGY. 
(a) LOCAL CONSORTIUM APPLICATION.— 
(1) IN GENERAL.—A local consortium that de-
sires a subgrant under section 9 shall submit an ap-
plication to the State at such time, in such manner, 
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and containing such information as the State may 
require. 
(2) 
CONTENTS.—An 
application 
submitted 
under this section shall include— 
(A) a description of the local consortium, 
including which public or nonprofit entity par-
ticipating in the local consortium shall serve as 
the fiscal agent for the local consortium; 
(B) the local child and youth strategy (re-
ferred to in this Act as the ‘‘local strategy’’) de-
scribed in subsection (b); 
(C) a description of how the local strategy 
will be coordinated with the local educational 
agency plan required under section 1112 of the 
Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6312); and 
(D) a list of schools identified by the local 
consortium to receive comprehensive, coordi-
nated continuum of services and support in ac-
cordance with the local strategy. 
(b) LOCAL STRATEGY.— 
(1) IN GENERAL.—The local strategy— 
(A) shall be developed by the local consor-
tium; 
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(B) shall include the components described 
in paragraph (2); and 
(C) may include such other components as 
the local consortium determines necessary to 
strengthen outcomes for children and youth 
from birth through the transition to adulthood. 
(2) COMPONENTS.—The local strategy compo-
nents required under paragraph (1)(B) are the fol-
lowing: 
(A) LOCAL RESULTS FRAMEWORK.—Com-
prehensive, evidence-based goals and aligned 
quantifiable indicators for the goals, with re-
spect to youth, particularly disadvantaged chil-
dren and youth, that shall serve as targets for 
the year with respect to which the local strategy 
applies. The goals shall be set forth annually 
and include the following: 
(i) Children are ready for school. 
(ii) Students are engaged and achiev-
ing in school. 
(iii) Schools and neighborhoods are 
safe and provide a positive climate for 
learning. 
(iv) Families are supportive and en-
gaged in their children’s education. 
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(v) Students are ready for postsec-
ondary education and 21st-century careers. 
(vi) Students are contributing to their 
communities. 
(vii) Students are not chronically ab-
sent. 
(viii) Additional annual goals set forth 
by the local consortium in alignment with 
the purposes of this Act. 
(B) ASSETS ASSESSMENT.—An assessment 
of potential resources, services, and opportuni-
ties available within or near the community and 
schools identified by the local consortium to re-
ceive support under the subgrant that children 
and youth, their families, and resources in the 
community may be able to access in order to 
meet the needs identified under subparagraph 
(C), to help achieve the goals and indicators 
under subparagraph (A), and to support stu-
dents to achieve the challenging State academic 
standards (described in section 1111 of the Ele-
mentary and Secondary Education Act of 1965 
(20 U.S.C. 6311)), including the variety of 
services that can be integrated— 
(i) into a community school site; and 
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(ii) through the presence of special-
ized instructional support personnel and 
local educational agency liaisons for home-
less children and youth designated pursu-
ant to section 722(g)(1)(J)(ii) of the 
McKinney-Vento Homeless Assistance Act 
(42 U.S.C. 11432(g)(1)(J)(ii)). 
(C) NEEDS ASSESSMENT.—An analysis of 
the comprehensive needs of the students served 
by the local consortium, their families, and the 
community that— 
(i) includes input from students, par-
ents, and community members, including 
input from such individuals connected to 
schools identified by the local consortium 
to receive support under the subgrant; 
(ii) identifies populations of under-
served children and youth, based on the 
State’s evidence-based goals and aligned 
quantifiable indicators for the goals; 
(iii) assesses the academic, physical, 
social, emotional, health, mental health, 
and civic needs of students and their fami-
lies enrolled in schools identified by the 
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local consortium to receive support under 
the subgrant; and 
(iv) may impact students’ ability to 
meet the challenging State student aca-
demic achievement standards. 
(D) SERVICE
INTEGRATION
AND
PROVI-
SION.—A plan to coordinate and integrate serv-
ices and provide services in order to meet the 
needs identified under subparagraph (C) and 
achieve the results and aligned quantifiable in-
dicators described in subparagraph (A), includ-
ing— 
(i) a description of the services admin-
istered by members of the local consortium 
that are funded through grants provided 
under the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6301 et 
seq.) that will be coordinated as part of the 
subgrant provided under section 9; and 
(ii) if applicable, a description of the 
coordination among services provided by 
community-based organizations and serv-
ices provided by specialized instructional 
support personnel serving local educational 
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agencies participating in the local consor-
tium. 
(E) COMMUNITY
ENGAGEMENT
IN
EDU-
CATION.—A plan to increase community en-
gagement in education. 
(F) 
FAMILY
ENGAGEMENT
IN
EDU-
CATION.—A plan to increase family engagement 
in education. 
(3) EXISTING
PLANS, STRATEGIES, AND
AS-
SESSMENTS.—Existing plans, strategies, needs as-
sessments, or assets assessments may be used to 
satisfy the requirements of this section if such exist-
ing plans, strategies, needs assessments, or assets 
assessments include the information required by this 
section, or can be modified to do so, and are sub-
mitted to the Secretary with such modifications. 
SEC. 11. LOCAL USE OF FUNDS. 
(a) MANDATORY USE OF FUNDS.—A local consor-
tium that receives a subgrant under section 9 or a grant 
under section 6 shall use the subgrant or grant funds— 
(1) to integrate services into a comprehensive, 
coordinated continuum that meets the holistic needs 
of children and youth; 
(2) to implement the comprehensive, coordi-
nated continuum of services described in paragraph 
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(1) through evidence-based services producing quan-
tifiable results that align with the local results 
framework described in section 10(b)(2)(A); 
(3) to address the needs identified in the needs 
assessment 
carried 
out 
pursuant 
to 
section 
10(b)(2)(C) by leveraging the assets identified in the 
assets assessment carried out pursuant to section 
10(b)(2)(B); and 
(4) if applicable, to coordinate efforts with the 
teachers, school leaders, paraprofessionals, and spe-
cialized instructional support personnel serving local 
educational agencies participating in the local con-
sortium, and promote capacity building activities 
with the local educational agency. 
(b) PERMISSIBLE USE OF FUNDS.—A local consor-
tium that receives a subgrant under section 9 or a grant 
under section 6 may use the subgrant or grant funds to 
coordinate, integrate, and enhance existing services, and 
provide new services, in order to provide children and 
youth with research-based, comprehensive services at, or 
that are connected to, schools, including— 
(1) community-based, integrated student serv-
ices; 
(2) full service community schools; 
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(3) high-quality early childhood learning and 
development, including— 
(A) early childhood education; 
(B) programs under the Head Start Act 
(42 U.S.C. 9831 et seq.), including Early Head 
Start programs; 
(C) early reading first programs; 
(D) child care services; 
(E) early childhood-school transition serv-
ices; 
(F) home visiting; 
(G) parenting education; and 
(H) services for children with disabilities; 
(4) academic support services for students (in-
cluding children with disabilities), including— 
(A) tutoring; 
(B) extended day programs, afterschool 
programs, or both such programs, which shall 
include services provided through 21st Century 
Community Learning Centers under part B of 
title IV of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7171 et seq.); 
(C) academic support services for English- 
language learners; 
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(D) programs for students and parents to 
learn together, including opportunities in such 
fields as technology, art, music, and language 
acquisition; 
(E) multiple pathways toward attaining a 
high school diploma and preparing students for 
college, including— 
(i) dual enrollment programs; 
(ii) early college high schools; 
(iii) strategies for preventing at-risk 
youth from dropping out of high school; 
(iv) dropout recovery strategies, in-
cluding strategies that award credit based 
on student performance instead of instruc-
tional time; and 
(v) other activities that combine rig-
orous coursework, personalized learning 
environments, practical applications, and 
comprehensive support services; and 
(F) summer enrichment and learning expe-
riences; 
(5) health services, including— 
(A) primary health care; 
(B) dental care; 
(C) vision care; 
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(D) speech and hearing care; 
(E) mental health services; 
(F) nutrition services; 
(G) health education; and 
(H) developmental and habilitation serv-
ices; 
(6) youth development, including— 
(A) mentoring and other youth develop-
ment programs, including programs that engage 
older adults; 
(B) recreation and physical education; 
(C) service learning, civic education, lead-
ership development, entrepreneurship, and com-
munity service opportunities; 
(D) job training, career counseling, and in-
ternship opportunities; 
(E) career and technical education; 
(F) college preparation and counseling 
services; 
(G) positive behavioral interventions and 
supports; 
(H) financial literacy and Federal financial 
aid awareness activities; and 
(I) social and emotional learning; 
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(7) social services for students and families, in-
cluding— 
(A) family support programs, including 
housing assistance, counseling, financial edu-
cation, crisis intervention, and related services; 
(B) programs that provide assistance to 
students who have been truant, suspended, or 
expelled; 
(C) programs or efforts intended to iden-
tify young people without a high school diploma 
and reengage the young people in school so that 
the young people may attain a high school di-
ploma; 
(D) strategies that engage older adults as 
resources to students and families; and 
(E) services for homeless students, foster 
children and youth, students previously under 
the custody of the juvenile justice system, and 
students who are pregnant and parenting; 
(8) parent and adult education programs, in-
cluding— 
(A) programs that promote family literacy, 
including family literacy programs for English- 
language learners; 
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(B) parent and caregiver leadership and 
parent and caregiver education activities; 
(C) translation services; 
(D) adult education, including instruction 
in English as a second language, and job train-
ing; and 
(E) citizenship preparation for individuals 
choosing to become United States citizens; 
(9) juvenile crime prevention and rehabilitation 
programs, including— 
(A) youth courts, teen courts, peer juries, 
and drug courts; and 
(B) tribal youth programs; 
(10) specialized instructional support services, 
including specialized instructional support personnel; 
(11) service coordination staffing that ensures 
young people receive comprehensive services to meet 
the holistic needs of the young people; 
(12) training, technical assistance, and profes-
sional development for school-based and community- 
based personnel to build capacity and skills to edu-
cate English-language learners; 
(13) training, technical assistance, and profes-
sional development for school-based and community- 
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based personnel providing comprehensive services to 
children and youth; 
(14) subgrants to nonprofit and other organiza-
tions to implement the requirements and allowable 
services under this section; 
(15) reasonable program administration and 
planning associated with the activities required 
under this section, including— 
(A) recruiting teachers and specialized in-
structional support personnel; and 
(B) developing programs designed to retain 
and promote school-based personnel, includ-
ing— 
(i) mentoring programs; 
(ii) grow your own programs; and 
(iii) leadership and career advance-
ment programs; 
(16) access to and training on digital learning; 
and 
(17) other services consistent with this section. 
SEC. 12. CONSTRUCTION. 
Nothing in this Act shall be construed to alter or oth-
erwise affect the rights, remedies, and procedures afforded 
school or school district employees under Federal, State, 
or local laws (including applicable regulations or court or-
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ders) or under the terms of collective bargaining agree-
ments, memoranda of understanding, or other agreements 
between such employees and their employers. 
SEC. 13. ACCOUNTABILITY AND TRANSPARENCY. 
(a) 
FEDERAL
ACCOUNTABILITY
AND
TRANS-
PARENCY.— 
(1) ANNUAL REPORT.—On an annual basis, the 
Secretary shall report to the public, Congress, and 
the President— 
(A) the collective progress made by— 
(i) States in achieving the goals estab-
lished within the State results frameworks 
described in section 7(c)(1); and 
(ii) communities in achieving the goals 
established within the local results frame-
works pursuant to section 10(b)(2)(A); 
(B) how funds under this Act were used by 
States and local consortia to improve the lives 
of children, youth, and families, including— 
(i) the characteristics of the children 
and youth and families served by the ac-
tivities and services assisted under this 
Act; 
(ii) the services and supports provided 
under this Act; and 
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(iii) outcomes resulting from the ac-
tivities and services funded under this Act; 
(C) actions taken pursuant to paragraph 
(2) regarding misuse or ineffective use of funds; 
and 
(D) other information the Secretary deter-
mines to be of interest to the public. 
(2) CORRECTION
OF
DEFICIENCIES.—If the 
Secretary determines, based on a review of State an-
nual reports, State strategies, State data submis-
sions, evaluations, or other documentation, that a 
State or entity that receives funds through a grant 
or contract made under this Act makes insufficient 
progress toward achieving the goals established with-
in the State results framework pursuant to section 
7(c)(1) within 3 years of receiving a grant under 
section 5(a), or is misusing, ineffectively using, or 
otherwise not complying with the requirements of 
this Act, the Secretary shall— 
(A) notify the State of the deficiencies that 
require correction and request that the State 
submit a plan to correct the deficiencies within 
6 months; 
(B) negotiate a plan to correct the defi-
ciencies, and provide appropriate training or 
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technical assistance designed to assist the State 
in complying with the requirements of this Act; 
and 
(C) in the case that the State fails to sub-
mit or negotiate a plan to correct the defi-
ciencies or fails to make substantial efforts, 
within 6 months after the date of the notifica-
tion described in paragraph (1), to correct the 
deficiencies and comply with the requirements 
of this Act— 
(i) terminate the provision of funds 
under this Act to the State or entity for 
the remainder of the period of the grant or 
contract; and 
(ii) redistribute the terminated fund-
ing in the manner described in section 
5(c). 
(3) INDEPENDENT ONGOING EVALUATION.— 
(A) IN
GENERAL.—The Secretary shall 
carry out an ongoing evaluation of the activities 
conducted under this Act and shall submit the 
evaluation results to Congress and the public by 
not later than June 30, 2023, and June 30, 
2025. 
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(B) RIGOROUS AND INDEPENDENT EVAL-
UATION.—The Secretary shall enter into a con-
tract with an entity independent of the Depart-
ment of Education to carry out the evaluation 
required under this paragraph. To the extent 
the Secretary determines feasible, the evalua-
tion shall include large-scale, longitudinal, ran-
domized studies to identify the most effective 
combinations of academic and nonacademic 
interventions, including interventions adminis-
tered by community-based organizations, to 
achieve improvements in academic and other 
outcomes for students. 
(C) EVALUATION OUTCOMES.— 
(i) IN GENERAL.—The evaluation re-
quired under this paragraph shall measure 
the process of developing and imple-
menting 
effective 
partnerships 
among 
schools, school districts, families, students, 
and community partners, as well as the im-
pact of activities conducted under this Act, 
which may include impacts on the fol-
lowing outcomes: 
(I) Student achievement as meas-
ured by assessment data, classroom 
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grades, and other means of measuring 
student performance. 
(II) Graduation rates. 
(III) School readiness. 
(IV) Numbers of detentions, sus-
pensions, and expulsions and the use 
of seclusion and physical restraint. 
(V) Enrollment in postsecondary 
education. 
(VI) The degree of communica-
tion between schools and families. 
(VII) The degree of parental par-
ticipation in school activities. 
(VIII) Student health, including 
mental health and risk factors at 
birth. 
(IX) Student civic participation. 
(X) Attendance. 
(XI) The number of students and 
families receiving services. 
(XII) Other outcome areas as de-
termined by the Secretary in consulta-
tion with State educational agencies, 
local educational agencies, teacher or-
ganizations, secondary students, and 
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nonprofit 
organizations 
providing 
services to children and youth. 
(ii) DISAGGREGATION.—The outcomes 
described 
in 
clause 
(i) 
shall 
be 
disaggregated by all subgroups identified 
in section 1111(b)(2)(B)(xi) of the Ele-
mentary and Secondary Education Act of 
1965 (20 U.S.C. 6311(b)(2)(B)(xi)), and 
family income. 
(b) STATE ACCOUNTABILITY AND TRANSPARENCY.— 
(1) ANNUAL
REPORT.—On an annual basis, 
each State shall report to the public and the Sec-
retary such information as the Secretary may rea-
sonably require, including— 
(A) progress made toward achieving— 
(i) the goals established within the 
State results framework pursuant to sec-
tion 7(c)(1) disaggregated in the same 
manner as information is disaggregated 
under subsection (a)(3)(C)(ii); and 
(ii) the goals established within the 
local results frameworks pursuant to sec-
tion 10(b)(2)(A); 
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(B) how funds under this Act were used by 
States and local consortia to improve the lives 
of children, youth, and families, including— 
(i) the characteristics of children, 
youth, and families served by the activities 
and services assisted under this Act; 
(ii) the services and supports provided 
under this Act; and 
(iii) outcomes resulting from the ac-
tivities and services funded under this Act; 
(C) information on Federal and State bar-
riers to effective State and local coordination; 
(D) the extent of coordination between 
State departments and agencies providing chil-
dren and youth services in place to achieve the 
goals within the State results framework pursu-
ant to section 7(c)(1); 
(E) the extent to which the objectives and 
budgets of State departments and agencies pro-
viding child and youth services were consistent 
with the recommendations of the State strategy 
for the preceding year; 
(F) the efficiency and adequacy of State 
and local programs and policies with respect to 
child and youth services; 
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(G) actions taken pursuant to paragraph 
(2) regarding misuse or ineffective use of funds; 
and 
(H) other information the State determines 
to be of interest to the public. 
(2) CORRECTION
OF
DEFICIENCIES.—If the 
State determines, based on a review of annual re-
ports submitted in accordance with subsection (c), 
data submissions, evaluations, or other documenta-
tion, that a local consortium or organization that re-
ceives funds through a subgrant made under this 
Act makes insufficient progress toward achieving the 
goals established within the local results framework 
pursuant to section 9(b)(2)(A) within 3 years of re-
ceiving a subgrant under section 8, or is misusing, 
ineffectively using, or otherwise not complying with 
the requirements of this Act, the State shall— 
(A) notify the local consortium of the defi-
ciencies within 6 months that require correction 
and request that the consortium submit a plan 
to correct the deficiencies; 
(B) negotiate a plan to correct the defi-
ciencies, and provide appropriate training or 
technical assistance designed to assist the local 
consortium in complying with the requirements 
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of this Act and make progress in achieving the 
goals established within the local results frame-
work pursuant to section 10(b)(2)(A); and 
(C) in the case that the local consortium 
fails to submit or negotiate a plan to correct 
the deficiencies or fails to make substantial ef-
forts, within 6 months after the date of the no-
tification described in subparagraph (A), to cor-
rect the deficiencies and comply with the re-
quirements of this Act, terminate the provision 
of funds under this Act to the local consortium 
or organization for the remainder of the period 
of the subgrant and redistribute the terminated 
funding in a manner determined by the State to 
be in the best interests of the children and 
youth in such State in accordance with this Act. 
(c) LOCAL ACCOUNTABILITY AND TRANSPARENCY.— 
On an annual basis, each local consortium shall report to 
the public and submit to the State a report containing 
such information as the State may reasonably require, in-
cluding— 
(1) progress made toward achieving the goals 
established within the local results framework pursu-
ant to section 10(b)(2)(A) disaggregated in the same 
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manner as information is disaggregated under sub-
section (a)(3)(C)(ii); 
(2) how funds under this Act were used by the 
local consortium and subgrant recipients to improve 
the lives of children, youth, and families, including— 
(A) the characteristics of the children and 
youth and families served by the activities and 
services assisted under this Act; 
(B) the services and supports provided 
under this Act; 
(C) the capacity building efforts provided 
under this Act, including the types of profes-
sional development provided to staff of the local 
educational agency in the local consortia; and 
(D) outcomes resulting from the activities 
and services funded under this Act, in accord-
ance with the State’s annual goals; 
(3) information on State barriers to effective 
local coordination of private and public services; 
(4) the extent of coordination between local 
agencies and organizations providing services to 
achieve the goals within the local results framework 
pursuant to section 10(b)(2)(A); and 
(5) other information the local consortium de-
termines to be of interest to the public. 
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SEC. 14. AUTHORIZATION OF APPROPRIATIONS. 
There are authorized to be appropriated to carry out 
this Act such sums as may be necessary for each of fiscal 
years 2023 through 2026. 
Æ 
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