I 
116TH CONGRESS 
1ST SESSION H. R. 5475 
To establish competitive Federal grants that will empower community colleges 
and minority-serving institutions to become incubators for infant and 
toddler child care talent, training, and access on their campuses and 
in their communities, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
DECEMBER 18, 2019 
Mrs. HAYES (for herself and Mr. NORCROSS) introduced the following bill; 
which was referred to the Committee on Education and Labor, and in 
addition to the Committee on Ways and Means, for a period to be subse-
quently determined by the Speaker, in each case for consideration of such 
provisions as fall within the jurisdiction of the committee concerned 
A BILL 
To establish competitive Federal grants that will empower 
community colleges and minority-serving institutions to 
become incubators for infant and toddler child care tal-
ent, training, and access on their campuses and in their 
communities, and for other purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Preparing and 
Resourcing Our Student Parents and Early Childhood 
Teachers Act’’ or the ‘‘PROSPECT Act’’. 
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SEC. 2. TABLE OF CONTENTS. 
The table of contents of this Act is as follows: 
Sec. 1. Short title. 
Sec. 2. Table of contents. 
Sec. 3. Findings. 
TITLE I—ESTABLISHMENT OF INFANT AND TODDLER CHILD 
CARE LEADERSHIP GRANTS 
Sec. 101. Purpose. 
Sec. 102. Definitions. 
Sec. 103. Authorization of appropriations. 
Subtitle A—General Provisions 
Sec. 111. Program authorized. 
Sec. 112. Application; selection criteria. 
Sec. 113. Amount, duration, and administration of grants. 
Subtitle B—Planning and Implementation Grants 
Sec. 121. Grants authorized. 
Sec. 122. Planning grants. 
Sec. 123. Access grants providing infant and toddler child care for community 
college or minority-serving institution student parents. 
Sec. 124. Impact grants. 
Sec. 125. Pipeline grants. 
Sec. 126. Evaluation criteria for grants. 
Sec. 127. Report to Congress. 
Sec. 128. Nondiscrimination in programs and activities. 
TITLE II—CHILD CARE AND DEVELOPMENT BLOCK GRANT 
PROGRAM 
Sec. 201. Eligibility. 
Sec. 202. Conforming amendments. 
Sec. 203. Increased Federal matching payments for child care. 
TITLE III—OUTREACH REGARDING THE DEPENDENT CARE 
ALLOWANCE FOR FEDERAL STUDENT AID 
Sec. 301. Sharing dependent care allowance information for Federal student 
aid. 
SEC. 3. FINDINGS. 
Congress finds the following: 
(1) A child’s brain grows at a faster rate be-
tween birth and age 3 than at any later point in the 
child’s lifetime. 
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(2) Decades of research shows that children 
under age 3 that receive quality child care are more 
likely to have the behavioral, cognitive, and language 
skills development necessary for success in school, 
college, and life. 
(3) According to a 2018 survey, 83 percent of 
parents with a child under age 5 responded that 
finding quality, affordable child care was a serious 
problem in their area. 
(4) In 2017, on average, center-based child care 
for an infant cost 61 percent more than for a pre-
schooler, over $11,000 annually per child, and in 28 
States, more than the cost of public college tuition. 
(5) In the 2015–2016 academic year, approxi-
mately 4,300,000 postsecondary education students 
were raising children while in college, and over half 
of those students had children preschool-aged or 
younger. 
(6) According to a 2016 survey, 95 percent of 
child care centers at 2-year and 4-year colleges 
across the United States had a waiting list, with the 
average list containing 82 children. 
(7) Student parents were 20 percent more likely 
to leave college without a degree than students with-
out children. 
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(8) The Child Care Access Means Parents in 
School Federal Grant program under subpart 7 of 
part A of title IV of the Higher Education Act of 
1965 (20 U.S.C. 1070e et seq.) helps over 3,300 
students at institutions of higher education afford 
child care each year, but this program impacts just 
0.5 percent of the entire student parent population, 
and many institutions of higher education do not 
open their subsidized child care programs to children 
under age 3. 
(9) The share of community colleges and 4-year 
institutions of higher education with on-campus 
child care has been in decline. Community colleges 
saw a 10 percent decrease in the number of cam-
puses with child care between 2002 and 2017. 
(10) Student parents are more likely to be en-
rolled at community colleges and minority-serving 
institutions than other institutions of higher edu-
cation. Over a quarter of all community college stu-
dents are parents, and in the 2015–2016 academic 
year, 40 percent of Black women attending college 
were parents, 3 times the rate for White male col-
lege students. 
(11) Community colleges and minority-serving 
institutions lead the higher education sector in edu-
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cating infant and toddler child care providers, espe-
cially child care providers of color, so they are the 
optimal actors for driving quality infant and toddler 
child care access in their regions. 
TITLE I—ESTABLISHMENT OF IN-
FANT AND TODDLER CHILD 
CARE LEADERSHIP GRANTS 
SEC. 101. PURPOSE. 
The purposes of this title are to expand access to in-
fant and toddler child care for children of students at pub-
lic community colleges and at minority-serving institutions 
and to grow, diversify, and strengthen the workforce pipe-
line of highly effective infant and toddler child care pro-
viders, especially in communities of color and infant and 
toddler child care deserts. 
SEC. 102. DEFINITIONS. 
In this title: 
(1) COMMUNITY COLLEGE.—The term ‘‘commu-
nity college’’ means a public institution of higher 
education, as defined in section 101(a) of the Higher 
Education Act of 1965 (20 U.S.C. 1001(a)), that 
provides an educational program of not less than 2 
years that culminates in an associate degree and is 
acceptable for full credit toward a baccalaureate de-
gree. 
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(2) COMMUNITY COLLEGE OR MINORITY-SERV-
ING
INSTITUTION
STUDENT
PARENT.—The term 
‘‘community college or minority-serving institution 
student parent’’ means an individual who— 
(A) is a parent or legal guardian of a child 
who qualifies for infant and toddler child care; 
and 
(B) is a full-time or part-time student at 
a community college or minority-serving institu-
tion participating in an eligible entity. 
(3) CULTURALLY RESPONSIVE TEACHING.—The 
term ‘‘culturally responsive teaching’’ means teach-
ing— 
(A) using the cultural characteristics, expe-
riences, and perspectives of ethnically diverse 
students as conduits for teaching them more ef-
fectively; and 
(B) based on understanding the influences 
of race, culture, and ethnicity in teaching and 
learning and using the cultural experiences and 
contributions of different ethnic groups as in-
strumental tools for teaching academic and so-
cial knowledge and skills. 
(4) DROP-IN.—The term ‘‘drop-in’’, when used 
with respect to child care— 
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(A) means child care that— 
(i) does not require prescheduling a 
definite number of scheduled days or hours 
per week; or 
(ii) is short term, such as less than 5 
hours per day; and 
(B) includes child care described in sub-
paragraph (A) that requires parents to provide 
24-hour notice before using the child care or 
provides child care subject to availability. 
(5) DUAL
LANGUAGE
LEARNER.—The term 
‘‘dual language learner’’ means a child who— 
(A) is acquiring 2 or more languages at 
the same time; or 
(B) is learning a second language while 
continuing to develop the child’s first language, 
including a child who may also be identified by 
a State or locality as bilingual or limited 
English proficient or as an English language 
learner, an English learner, or a child who 
speaks a language other than English. 
(6) EARLY
CHILDHOOD
EDUCATOR
PREPARA-
TION PROGRAM.—The term ‘‘early childhood educa-
tor preparation program’’ means a postsecondary 
course of study that— 
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(A) is designed to prepare individuals to 
teach in early childhood settings serving chil-
dren between birth and age 5; and 
(B) leads to a degree (including an associ-
ate’s, bachelor’s, or graduate degree) or a State 
or nationally recognized credential enabling in-
dividuals to teach in early childhood settings, 
including a child development associate creden-
tial or a State teaching license. 
(7) ELIGIBLE ENTITY.—The term ‘‘eligible enti-
ty’’ means— 
(A) a community college; 
(B) a minority-serving institution; or 
(C) a consortium of 2 or more community 
colleges or minority-serving institutions. 
(8) FLEX
INFANT
AND
TODDLER
CHILD 
CARE.—The term ‘‘flex infant and toddler child 
care’’ means infant and toddler child care for which 
a child is registered to attend weekly, but for a total 
of less than five days per week. 
(9) HIGH
SCHOOL.—The term ‘‘high school’’ 
has the meaning given the term in section 8101 of 
the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 7801). 
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(10) INFANT AND TODDLER CHILD CARE.—The 
term ‘‘infant and toddler child care’’ means child 
care for children who are under the age of 3 as of 
the first day of the academic year of the applicable 
community college or minority-serving institution. 
(11) INFANT
AND
TODDLER
CHILD
CARE 
DESERT.—The term ‘‘infant and toddler child care 
desert’’ means a community that the State or tribal 
entity involved determines has a low supply of qual-
ity, affordable infant and toddler child care. 
(12) INFANT
OR
TODDLER
WITH
A
DIS-
ABILITY.—The term ‘‘infant or toddler with a dis-
ability’’ has the meaning given the term in section 
632 of the Individuals with Disabilities Education 
Act (20 U.S.C. 1432). 
(13) LOW-INCOME.—The term ‘‘low-income’’ 
means an individual from a family with an income 
at or below 150 percent of the poverty line (as de-
fined by the Office of Management and Budget and 
revised annually in accordance with section 673(2) 
of the Community Services Block Grant Act) appli-
cable to a family of the size involved. 
(14) MINORITY-SERVING
INSTITUTION.—The 
term ‘‘minority-serving institution’’ means an insti-
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tution described in section 371(a) of the Higher 
Education Act of 1965 (20 U.S.C. 1067q(a)). 
(15) 
NONTRADITIONAL
HOURS.—The 
term 
‘‘nontraditional hours’’ means— 
(A) the hours before 9 a.m. and after 4 
p.m.; and 
(B) any hours during weekends, breaks 
during the academic year, and holidays. 
(16) ON-CAMPUS.—The term ‘‘on-campus’’, 
when used with respect to a childcare center, means 
a childcare center that is located on the campus of 
a community college or minority-serving institution. 
(17) 
SECRETARY.—The 
term 
‘‘Secretary’’ 
means the Secretary of Education. 
(18) SERVICE AREA.—The term ‘‘service area’’, 
when used with respect to an eligible entity, means 
the area served by the eligible entity. 
(19) STATE.—The term ‘‘State’’ has the mean-
ing given the term in section 103 of the Higher 
Education Act of 1965 (20 U.S.C. 1003). 
SEC. 103. AUTHORIZATION OF APPROPRIATIONS. 
There is authorized to be appropriated to carry out 
this title a total of $9,000,000,000 for fiscal years 2020 
through 2024. 
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Subtitle A—General Provisions 
SEC. 111. PROGRAM AUTHORIZED. 
(a) IN GENERAL.—From amounts made available 
under section 103, the Secretary shall award to eligible 
entities— 
(1) planning grants under section 122; 
(2) access grants under section 123, which will 
provide free high-quality child care for as many as 
500,000 infants and toddlers who have a community 
college or minority-serving institution student par-
ent, helping to reduce barriers that impact the abil-
ity of community college or minority-serving institu-
tion student parents attending community college or 
a minority-serving institution to graduate, and re-
ducing their postgraduation debt; 
(3) impact grants under section 124, which will 
expand the supply and quality of child care in the 
community by providing training, mentorship, tech-
nical support, and expansion funding to new and ex-
isting child care providers in the service area of the 
eligible entity; and 
(4) pipeline grants under section 125, which 
will fund eligible entities to— 
(A) launch and expand early childhood ed-
ucator preparation programs; and 
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(B) form strategic partnerships with re-
gional institutions to expand, diversify, and 
strengthen the workforce pipeline for infant and 
toddler care providers. 
(b) ADMINISTRATION.—In administering this title, 
the Secretary shall— 
(1) consult with the Secretary of Health and 
Human Services with respect to all grants carried 
out under this Act; and 
(2) consult with the Administrator of the Small 
Business Administration with respect to impact 
grants carried out under section 124. 
SEC. 112. APPLICATION; SELECTION CRITERIA. 
(a) APPLICATION.— 
(1) IN GENERAL.—An eligible entity desiring a 
grant under subtitle B shall submit an application to 
the Secretary at such time, in such manner, and 
containing such information as the Secretary may 
require. 
(2) 
CONTENTS.—An 
application 
submitted 
under paragraph (1) shall include— 
(A) a landscape review on the need for in-
fant and toddler child care within the current 
and prospective student populations of the eligi-
ble entity and in the broader service area of the 
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eligible entity, with an emphasis on community 
college or minority-serving institution student 
parents in communities of color and low-income 
parents; 
(B) a landscape review of the infant and 
toddler care workforce within the service area of 
the eligible entity; 
(C) a high-level vision (which, in the case 
of an eligible entity desiring a planning grant 
under section 122, will be clarified and adjusted 
through the needs assessment and activities 
carried out under the grant) for how to leverage 
1 or more access, impact, or pipeline grants 
under subtitle B to enhance access and quality 
in the infant and toddler child care landscape of 
the service area of the eligible entity; 
(D) a description of how the eligible entity 
will advance child development (including social 
and emotional development), family engage-
ment, and culturally responsive and linguis-
tically responsive pedagogy for infant and tod-
dler child care within its child care center or 
early childhood education programs (as applica-
ble), through professional development, required 
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coursework, or targeted outreach and enroll-
ment; 
(E) an assurance that the eligible entity 
will submit annual reports that document how 
funds were allocated and the impact of the 
grant; 
(F) a commitment that wages for child 
care staff at each on-campus child care center 
of a participating community college or minor-
ity-serving institution during the grant period 
shall be— 
(i) comparable to wages for elemen-
tary educators with similar credentials and 
experience in the State; and 
(ii) at a minimum, at a rate that is 
enough to provide a living wage for all 
child care staff; and 
(G) in the case of an impact, access, or 
pipeline grant under subtitle B, an assurance 
that the eligible entity will continue to convene 
and consult an infant and toddler care com-
mittee described in section 122(a)(1). 
(b) SELECTION CRITERIA.— 
(1) IN GENERAL.—The Secretary shall award 
grants under subtitle B on a competitive basis, in 
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accordance with the priorities described in para-
graph (2), and in a manner that supports eligible 
entities that— 
(A) enroll a high percentage of students 
who are eligible for a Federal Pell Grant under 
section 401 of the Higher Education Act of 
1965 (20 U.S.C. 1070a) and who have children 
under age 3; 
(B) are located within or in the immediate 
vicinity of an infant and toddler child care 
desert; or 
(C) have a clear and compelling plan for— 
(i) in the case of a planning grant 
under section 122, carrying out the activi-
ties of the planning grant; 
(ii) in the case of an access grant 
under section 123, expanding access to 
free infant and toddler child care for com-
munity college or minority-serving institu-
tion student parents; 
(iii) in the case of an impact grant 
under section 124, expanding the supply 
and quality of child care in the community 
by providing training, mentorship, tech-
nical support, and startup funding, in col-
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laboration with existing child care agencies 
and organizations; or 
(iv) in the case of a pipeline grant 
under section 125, growing and strength-
ening the workforce pipeline of highly ef-
fective infant and toddler child care pro-
viders, especially such providers serving in-
fant and toddler child care deserts, by ex-
panding early childhood education pro-
grams or upgrading an on-campus child 
care center into a lab school. 
(2) PRIORITIES
IN
AWARDING
GRANTS.—In 
awarding grants under subtitle B, the Secretary 
shall, to the extent practicable based on the strength 
of the applications and the availability of appropria-
tions— 
(A) first, ensure that not less than 80 per-
cent of the funds appropriated for grants under 
subtitle B are awarded to eligible entities that 
are eligible institutions, as defined in section 
312(b) of the Higher Education Act of 1965 
(20 U.S.C. 1058(b)); 
(B) second, ensure that not less than 1 eli-
gible entity in each State is awarded a grant; 
and 
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disabilities or coordinating with service 
providers to deliver services under section 
619 or part C of the Individuals with Dis-
abilities Education Act (20 U.S.C. 1419; 
1431 et seq.); and 
(v) child care and aftercare for chil-
dren age 3 and older, especially for chil-
dren that age out of the infant and toddler 
child care program supported under this 
title, and for siblings of children enrolled 
in campus-sponsored infant and toddler 
care; and 
(B) applications for pipeline grants under 
section 125 that propose to— 
(i) develop and teach courses on cul-
turally responsive and linguistically respon-
sive teaching in early childhood education; 
and 
(ii) develop and teach courses on sup-
porting infants and toddlers with disabil-
ities who are under age 3. 
(c) PREREQUISITES FOR ACCESS, IMPACT, AND PIPE-
LINE GRANTS.—An eligible entity shall receive and timely 
complete all requirements of a planning grant under sec-
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grants under different sections for the same grant 
period or for overlapping grant periods. 
(d) ANNUAL GRANT COMPETITIONS.—The Secretary 
shall conduct annual grant competitions for the grants 
under subtitle B. 
(e) RULE OF CONSTRUCTION.—Nothing in this title 
shall be construed to limit any program or grant estab-
lished under any other Federal law, including the Higher 
Education Act of 1965 (20 U.S.C. 1001 et seq.), the Ele-
mentary and Secondary Education Act of 1965 (20 U.S.C. 
6301 et seq.), or the Individuals with Disabilities Edu-
cation Act (20 U.S.C. 1400 et seq.). 
Subtitle B—Planning and 
Implementation Grants 
SEC. 121. GRANTS AUTHORIZED. 
From amounts made available under section 103, the 
Secretary shall award to eligible entities— 
(1) planning grants under section 122, to en-
able the eligible entities to assess the infant and tod-
dler care needs of current and prospective commu-
nity college or minority-serving institution student 
parents and the surrounding community and develop 
a detailed proposal to address such needs; 
(2) access grants under section 123, which will 
provide free high-quality child care for up to 
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500,000 children under the age of 3 of community 
college or minority-serving institution student par-
ents, helping to reduce barriers that impact the abil-
ity of community college or minority-serving institu-
tion student parents to graduate, and reducing their 
postgraduation debt; 
(3) impact grants under section 124, which will 
expand the supply and quality of child care in the 
community by providing training, mentorship, tech-
nical support, and expansion funding to new and ex-
isting child care providers in the service area of the 
eligible entities; and 
(4) pipeline grants under section 125, which 
will fund eligible entities to— 
(A) launch and expand early childhood ed-
ucator preparation programs; and 
(B) form strategic partnerships with re-
gional institutions to expand, diversify, and 
strengthen the workforce pipeline for infant and 
toddler child care providers. 
SEC. 122. PLANNING GRANTS. 
(a) USE OF FUNDS.—An eligible entity receiving a 
grant under this section shall use grant funds to— 
(1) establish an infant and toddler child care 
committee that is reflective and inclusive of the com-
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munity being served and composed of members who 
are— 
(A) student parents at the participating 
community college or minority-serving institu-
tion; 
(B) faculty of any participating community 
college or minority-serving institution; 
(C) representatives of a local educational 
agency (as defined in section 8101 of the Ele-
mentary and Secondary Education Act of 1965 
(20 U.S.C. 7801)) serving the service area of 
the eligible entity; 
(D) where applicable, a local public charter 
school provider; 
(E) representatives of a local child care re-
source and referral agency; and 
(F) infant and toddler child care profes-
sionals (such as representatives from a local 
Head Start or Early Head Start program, 
home-based infant and toddler child care pro-
viders, and child care providers with expertise 
working with infants or toddlers with disabil-
ities); 
(2) conduct an infant and toddler child care 
needs assessment of current and prospective commu-
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nity college or minority-serving institution student 
parents, the infant and toddler child care workforce, 
and the service area of the eligible entity, that in-
cludes information on the level of need for— 
(A) infant and toddler child care during 
nontraditional hours; 
(B) 3-year-old child care, toddler care, and 
infant care; 
(C) care for infants and toddlers with dis-
abilities; 
(D) care for children from households that 
speak a language other than English; and 
(E) child care in specific communities, es-
pecially infant and toddler child care deserts; 
(3) begin research, outreach, and planning for 
expanding access to free infant and toddler child 
care for community college or minority-serving insti-
tution student parents, which may include drafting 
a delivery agreement with infant and toddler child 
care providers in the community to provide infant 
and toddler child care to community college or mi-
nority-serving institution student parents; and 
(4) develop a detailed proposal, with a focus on 
the needs of parents of children under age 3, to ad-
dress those needs, which may include applying for 
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an impact, access, or pipeline grant under section 
123, 124, or 125. 
(b) REPORTING REQUIREMENTS.—Not later than 30 
days after the end of a grant period under this section, 
the eligible entity that received the grant shall prepare and 
submit a report to the Secretary that includes— 
(1) the results of the needs assessment con-
ducted under subsection (a)(2); 
(2) the detailed proposal developed under sub-
section (a)(4); and 
(3) in the case of an eligible entity that desires 
an impact, access, or pipeline grant under section 
123, 124, or 125, an application for the grant. 
SEC. 123. ACCESS GRANTS PROVIDING INFANT AND TOD-
DLER CHILD CARE FOR COMMUNITY COL-
LEGE OR MINORITY-SERVING INSTITUTION 
STUDENT PARENTS. 
(a) USE OF GRANTS.—An eligible entity receiving a 
grant under this section shall use grant funds to expand 
access to free infant and toddler child care for community 
college or minority-serving institution student parents by 
carrying out 1 or more of the following: 
(1) Paying the infant and toddler child care 
costs of community college or minority-serving insti-
tution student parents at an on-campus child care 
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center, State licensed off-campus child care center, 
or State licensed or registered home-based child care 
provider. 
(2)(A) Operating an on-campus child care cen-
ter that provides infant and toddler child care; or 
(B) contracting with a child care provider that 
is operating 1 or more child care centers (as of the 
date of the contract) to operate an on-campus child 
care center that provides infant and toddler child 
care. 
(3) Coordinating with local child care resource 
and referral agencies for services such as helping 
community college or minority-serving institution 
student parents find infant and toddler child care. 
(4) Expanding the resources for existing on- 
campus child care centers, as of the date of the ap-
plication for the grant, by— 
(A) expanding the space of the center for 
infant and toddler child care; 
(B) purchasing equipment to be used for 
infant and toddler child care; or 
(C) hiring staff to accommodate additional 
children under the age of 3. 
(5) Lengthening the hours of an existing on- 
campus infant and toddler child care center or keep-
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ing the on-campus infant and toddler child care cen-
ter open during breaks (including summer). 
(6) Establishing capacity for drop-in infant and 
toddler child care or flex infant and toddler child 
care for the children of community college or minor-
ity-serving institution student parents. 
(7) Renovating campus facilities to allow for the 
operation of an on-campus child care center that— 
(A) satisfies the standards that apply to 
alterations or (as applicable) new construction 
under title II or III of the Americans with Dis-
abilities Act of 1990 (42 U.S.C. 12131 et seq., 
12181 et seq.), as the case may be; and 
(B)(i) meets a high-quality standard, ac-
cording to a State quality rating and improve-
ment system or the standards applicable to an 
Early Head Start program under the Head 
Start Act (42 U.S.C. 9831 et seq.); or 
(ii) is accredited through the National As-
sociation for the Education of Young Children 
or another organization of similar expertise, as 
determined by the Secretary. 
(b) REQUIREMENTS OF ON-CAMPUS CHILD CARE 
CENTERS.—In order for an on-campus child care center 
of a community college or minority-serving institution par-
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ticipating in an eligible entity to be supported with funds 
from a grant under this section, the on-campus child care 
center shall meet the following requirements: 
(1) The child care center shall be licensed by 
the State and shall meet a high-quality standard de-
scribed in subsection (a)(7)(B)(i) or be accredited in 
accordance with subsection (a)(7)(B)(ii). 
(2) Children of community college or minority- 
serving institution student parents shall receive pri-
ority enrollment in the child care center, with pri-
ority going first to low-income community college or 
minority-serving institution student parents, al-
though dependents of faculty and staff of the com-
munity college or minority-serving institution and 
community members may be enrolled once the en-
rollment needs of all requesting community college 
or minority-serving institution student parents are 
fulfilled. 
(3) The child care center shall provide infant 
and toddler child care to children of community col-
lege or minority-serving institution student parents, 
without regard as to whether the parent is a full- 
time or part-time student. 
(4) Not less than 85 percent of the community 
college or minority-serving institution student par-
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ents using the on-campus child care center for infant 
and toddler child care shall be eligible to receive 
Federal Pell Grants under section 401 of the Higher 
Education Act of 1965 (20 U.S.C. 401), except that 
the Secretary may grant a waiver from this require-
ment if the Secretary determines necessary. 
(5) The child care center shall provide drop-in 
infant and toddler child care for community college 
and minority-serving institution student parents and 
may not impose minimum enrollment requirements 
for children of community college or minority-serving 
institution student parents. The Secretary shall pro-
mulgate regulations that specify the percentage of 
infant and toddler child care slots that must be re-
served for drop-in infant and toddler child care 
under this paragraph. 
(6) The child care center— 
(A) shall provide infant and toddler child 
care for children under the age of 3 (as of the 
first day of the academic year of the community 
college or minority-serving institution sup-
porting the child care center) of community col-
lege and minority-serving institution student 
parents for free; 
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(B) may charge faculty and staff of the 
community college or minority institution and 
community members fees, using a sliding scale 
based on family income, to enroll their children 
in the child care center; and 
(C) shall comply with the suspension and 
expulsion performance standard for Head Start 
programs under section 1302.17 of title 45, 
Code of Federal Regulations, or any successor 
standard. 
(7)(A) The child care center shall maintain a 
continuity of care for the children of parents who— 
(i) were community college or minority- 
serving institution student parents during any 
reasonable or unavoidable break in the parents’ 
enrollment; or 
(ii) transferred from a community college 
to a 4-year minority-serving institution during 
the student’s enrollment at the 4-year institu-
tion. 
(B) The child care center may charge a parent 
described in subparagraph (A) a fee for the child 
care services provided during the period when the 
parent is not enrolled in the community college or 
minority-serving institution, using a sliding scale 
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based on family income during this period, as long 
as the fee does not exceed 7 percent of the family’s 
income. 
(8) The child care center shall pay its child care 
staff a wage that— 
(A) is comparable to wages for elementary 
educators with similar credentials and experi-
ence in the State; and 
(B) at a minimum, provides a living wage 
for all child care staff of the child care center. 
(9) The child care center, if not a child care 
provider covered by subsection (c) of section 658H 
of the Child Care and Development Block Grant Act 
of 1990 (42 U.S.C. 9858f), shall comply with that 
section in the same manner and to the same extent 
as such a child care provider, with respect to back-
ground checks for child care staff members (includ-
ing prospective child care staff members) for the 
center. 
(c) CONSULTATION AND REPORTS.— 
(1) CONSULTATION.—An eligible entity receiv-
ing a grant under this section shall, for each year 
of the grant, consult with an infant and toddler child 
care committee described in section 122(a)(2) re-
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garding the results of the grant and the contents of 
the annual report submitted to the Secretary. 
(2) REPORTS.—An eligible entity receiving a 
grant under this section shall, for each year of the 
grant, prepare and submit a report to the Secretary 
that includes— 
(A) the number of community college or 
minority-serving institution student parents 
that received access to State licensed or reg-
istered child care because of the grant, in the 
aggregate and disaggregated by age, gender, 
race and ethnicity, family income, disability sta-
tus, and full-time or part-time enrollment sta-
tus in the community college or minority-serv-
ing institution; 
(B) the number of children under age 3 
enrolled in each on-campus child care center 
supported under the grant, disaggregated by 
age, gender, disability status, marital status of 
parents, and race and ethnicity; 
(C) for each on-campus child care center 
supported under the grant, the number of sus-
pensions of children enrolled in the child care 
center, in the aggregate and disaggregated by 
race and ethnicity, gender, and disability status; 
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(D) the demographics, including race, eth-
nicity, and gender of the staff and leadership of 
all child care centers supported under the 
grant; 
(E) the most frequent times of the day and 
days of the week, and the average number of 
hours per week, that on-campus child care cen-
ters were used by community college or minor-
ity-serving institution student parents, and the 
child care hours per week provided to commu-
nity college or minority-serving institution stu-
dent parents, disaggregated by child care pro-
vided at nontraditional hours and traditional 
daytime, weekday child care; 
(F) semester-to-semester persistence and 
fall-to-fall persistence rates of community col-
lege or minority-serving institution student par-
ents with children enrolled in infant and toddler 
child care sponsored by the community college 
or minority-serving institution, compared to the 
persistence rate of community college or minor-
ity-serving institution student parents with chil-
dren under 3 who are not enrolled in commu-
nity college or minority-serving institution spon-
sored child care— 
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(3) CROSS-TABULATION.—In each report sub-
mitted by an eligible entity under paragraph (2), the 
eligible entity shall also provide the information de-
scribed in subparagraphs (A), (B), (C), and (F)(ii) 
of such paragraph cross-tabulated by, at a min-
imum, gender, disability status, and each major ra-
cial and ethnic group, which shall be presented in a 
manner that— 
(A) is first anonymized and does not reveal 
personally identifiable information about an in-
dividual community college or minority-serving 
institution student parent or child enrolled in 
the child care center; 
(B) does not include a number of individ-
uals in any subgroup of community college or 
minority-serving institution student parents or 
children enrolled in the child care center that is 
insufficient to yield statistically reliable infor-
mation or that would reveal personally identifi-
able information about an individual; and 
(C) is consistent with the requirements of 
section 444 of the General Education Provi-
sions Act (20 U.S.C. 1232g, commonly known 
as the ‘‘Family Educational Rights and Privacy 
Act of 1974’’). 
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(d) DEFINITION.—In subsection (b)(9), the term 
‘‘child care staff member’’ means an individual— 
(1) who is employed by a child care center cov-
ered by subsection (b) for compensation; or 
(2) whose activities involve the care or super-
vision of children for, or unsupervised access to chil-
dren who are cared for or supervised by, such a 
child care center. 
SEC. 124. IMPACT GRANTS. 
(a) USE OF FUNDS.—Grants awarded under this sec-
tion shall be used by eligible entities to expand the supply 
and quality of child care in the community by providing 
training, mentorship, technical support, and startup fund-
ing, in collaboration with existing (as of the date of appli-
cation for the grant) child care agencies and organiza-
tions, through carrying out 1 or more of the following ac-
tivities: 
(1) Contracting with local child care resource 
and referral organizations to support onsite technical 
assistance for child care providers, and training, 
mentorships, and business technical assistance re-
lated to existing (as of the date of the grant) or new 
start-up child care programs. 
(2) Contracting with local child care resource 
and referral organizations to provide staffed family 
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child care networks, such as a hub that supports a 
group of home-based care providers to promote high- 
quality care. 
(3) Establishing a network of child care pro-
viders in the community, or partnering with an ex-
isting, as of the date of application, provider or net-
work (such as an Early Head Start program oper-
ating in the community) to facilitate provider access 
to training, coaching, mentorship, licensure, tech-
nical support, and expansion funding. 
(4) Developing content for training for commu-
nity child care providers (including home-based pro-
viders and unlicensed providers) on strong child care 
business practices and other supports and training 
the providers may require. 
(5) Compensating qualified individuals to de-
liver training for community members on providing 
high-quality child care. 
(6) Awarding microenterprise grants for State 
licensed, qualified early childhood education profes-
sionals, State licensed child care centers, and State 
licensed or registered home-based child care pro-
viders to open a child care program that provides in-
fant and toddler child care, or to expand infant and 
toddler child care (including expanding access to 
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serve infants or toddlers with disabilities) at a child 
care program in areas with low access to affordable, 
quality infant and toddler child care. 
(7) Developing and communicating clear path-
ways for community child care providers and current 
and prospective students of infant and toddler child 
care education, particularly individuals with low in-
comes 
and 
from 
historically 
underrepresented 
groups, to take advantage of professional develop-
ment, certificate, and associate degree offerings, for 
the purpose of advancing their skills and careers. 
(8) Prioritizing child care programs, pathways, 
and resources in communities of color and low-in-
come communities. 
(9) Developing and delivering child care profes-
sional development and courses in languages other 
than English. 
(b) RULE REGARDING PROFESSIONAL DEVELOP-
MENT.—If an eligible entity elects to use grant funds 
under this section for professional development, the eligi-
ble entity shall ensure that— 
(1) a portion of the professional development is 
open, available, and easily accessible to unlicensed 
child care providers and a portion of the professional 
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development is available to State licensed or reg-
istered child care providers; and 
(2) not more than 30 percent of the funds pro-
vided through the grant under this section are allo-
cated toward professional development. 
(c) CONSULTATION AND REPORTS.— 
(1) CONSULTATION.—An eligible entity receiv-
ing a grant under this section shall, for each year 
of the grant, consult with an infant and toddler child 
care committee described in section 122(a)(2) and 
the lead agency for the applicable State designated 
under section 658D of the Child Care Development 
and Block Grant Act of 1990 (42 U.S.C. 9858b) re-
garding the results of the grant and the contents of 
the annual report submitted to the Secretary. 
(2) REPORTS.—An eligible entity receiving a 
grant under this section shall, for each year of the 
grant, prepare and submit a report to the Secretary 
that includes— 
(A) the number of child care providers that 
attended child care professional development 
sessions coordinated by the eligible entity under 
the grant, and the type of training received; 
(B)(i) the number of child care providers 
fluent in a language other than English that re-
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ceived professional development through the 
grant, including the number of such child care 
providers reached through the development and 
delivery of coursework in languages other than 
English; and 
(ii) the number of such child care providers 
that received professional development through 
the grant and graduated with an infant toddler 
credential, a child development associate cre-
dential, or associate degree related to early 
childhood development; 
(C) the number of community colleges or 
minority-serving institutions that joined or es-
tablished networks of child care providers; 
(D) the number of State licensed child care 
spots created for children under 3 as a result 
of the training or microenterprise grants pro-
vided, in the aggregate and disaggregated by lo-
cation in an infant and toddler child care 
desert, location in a community of color, and, 
for recipients of microenterprise grants under 
subsection (a)(6), race, ethnicity, and gender of 
recipient; 
(E) 
the 
number 
of 
participants 
in 
mentorship programs supported under the 
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grant, in the aggregate and disaggregated by 
race, ethnicity, and gender; and 
(F) the number of community child care 
providers receiving technical support from the 
on-campus child care center or network or the 
child care resource and referral agency under 
the grant. 
(3) CROSS-TABULATION.—In each report sub-
mitted by an eligible entity under paragraph (2), the 
eligible entity shall also provide the information de-
scribed in paragraph (2)(E) cross-tabulated by, at a 
minimum, gender and each major racial and ethnic 
group, which shall be presented in a manner that— 
(A) is first anonymized and does not reveal 
personally identifiable information about an in-
dividual participant in a mentorship program; 
(B) does not include a number of individ-
uals in any subgroup of mentorship program 
participants that is insufficient to yield statis-
tically reliable information or that would reveal 
personally identifiable information about an in-
dividual; and 
(C) is consistent with the requirements of 
section 444 of the General Education Provi-
sions Act (20 U.S.C. 1232g, commonly known 
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as the ‘‘Family Educational Rights and Privacy 
Act of 1974’’). 
SEC. 125. PIPELINE GRANTS. 
(a) USE OF FUNDS.—Grants awarded under this sec-
tion shall be used by eligible entities to grow and strength-
en the workforce pipeline of highly effective infant and 
toddler child care providers, especially such providers serv-
ing infant and toddler child care deserts, through carrying 
out 1 or more of the following activities: 
(1) Establishing— 
(A) an associate degree program that in-
cludes not less than 2 courses specifically on in-
fants and toddlers; or 
(B) a stackable child development associate 
credential, infant toddler credential, or early 
childhood education certificate, that can be in-
corporated into a higher-level credential or cer-
tificate. 
(2) Hiring faculty to adopt and teach previously 
developed competency-based high-quality infant-tod-
dler courses, or to develop and teach infant-toddler 
courses, which may include courses required for an 
infant or toddler care certificate, such as courses on 
child growth and development, the physical and nu-
tritional needs of children, communicating with fam-
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ilies, language development, child mental health, 
supporting infants and toddlers with disabilities, and 
effective interactions with children. 
(3) Developing and executing a plan for in-
creased coordination between an early childhood edu-
cator preparation program of a participating com-
munity college or minority-serving institution and an 
on-campus child care center of the community col-
lege or minority-serving institution, to enhance the 
quality of both the child care and the early childhood 
educator preparation program. 
(4) Creating or enhancing a partnership be-
tween a participating community college and a 4- 
year degree-granting institution, to support and co-
ordinate associate degree programs or provide for 
articulation agreements in early childhood education 
with related baccalaureate degree programs. 
(5) Upgrading an on-campus child care center 
into a child care lab school for the purpose of facili-
tating early childhood educator preparation program 
practicum work, which may include installing one- 
way observation windows or live-feed cameras. 
(6) Awarding microgrants to students in early 
childhood educator preparation programs for tuition, 
books, transportation, permitting or licensing fees, 
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apprenticeships, and time spent doing practicum 
work. 
(7) Developing and teaching courses on cul-
turally responsive teaching in early childhood edu-
cation. 
(8) Forming partnerships with local public high 
schools to establish early childhood education career 
and technical education programs, including pro-
grams that lead to a degree or credential or provide 
opportunities for students to enter the community 
college or minority-serving institution with postsec-
ondary credits that can be counted towards an early 
childhood education certificate, credential, or degree. 
(b) CONSULTATION AND REPORTS.— 
(1) CONSULTATION.—An eligible entity receiv-
ing a grant under this section shall, for each year 
of the grant, consult with an infant and toddler child 
care committee described in section 122(a)(2) re-
garding the results of the grant and the contents of 
the annual report submitted to the Secretary. 
(2) REPORTING
REQUIREMENTS.—An eligible 
entity receiving a grant under this section shall, for 
each year of the grant, prepare and submit a report 
to the Secretary that includes— 
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(A) the number of students that enrolled 
in early childhood educator preparation pro-
grams due to the support provided by the 
grant, in the aggregate and disaggregated by 
credential or degree type of the program and by 
age, gender, race or ethnic group, ability to 
speak a second language, family income level, 
disability status, and full-time or part-time stu-
dent status; 
(B) the amount of funds allocated to early 
childhood educator preparation program stu-
dents through microgrants under this section, 
in the aggregate and disaggregated by usage of 
funds and by demographics of the students re-
ceiving the microgrants, including age, gender, 
race or ethnic group, second language ability, 
parent status, family income level, disability 
status, and full-time or part-time student sta-
tus; 
(C) the persistence, retention, and comple-
tion rates of students receiving the microgrants, 
as compared to such rates for students not re-
ceiving the microgrants; 
(D) the number of students dual-enrolled 
in high school and a community college or mi-
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nority-serving institution early childhood educa-
tor preparation program; 
(E) the number of students that completed 
degrees, certificates, or credentials in dual-en-
rollment programs, in the aggregate and 
disaggregated by degree, certificate, and creden-
tial type; and 
(F) the details of any partnerships or ar-
ticulation agreements established with local 
public high schools or local 4-year degree-grant-
ing institutions of higher education. 
(3) CROSS-TABULATION.—In each report sub-
mitted by an eligible entity under paragraph (2), the 
eligible entity shall also provide the information de-
scribed in subparagraphs (A) and (B) of such para-
graph cross-tabulated by, at a minimum, gender, 
each major racial and ethnic group, and disability 
status, which shall be presented in a manner that— 
(A) is first anonymized and does not reveal 
personally identifiable information about an in-
dividual student; 
(B) does not include a number of individ-
uals in any subgroup of students that is insuffi-
cient to yield statistically reliable information or 
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that would reveal personally identifiable infor-
mation about an individual; and 
(C) is consistent with the requirements of 
section 444 of the General Education Provi-
sions Act (20 U.S.C. 1232g, commonly known 
as the ‘‘Family Educational Rights and Privacy 
Act of 1974’’). 
SEC. 126. EVALUATION CRITERIA FOR GRANTS. 
For each year of the grant program under this title, 
the Secretary shall evaluate the effectiveness of grants 
under chapter 1. Each evaluation shall include the fol-
lowing criteria: 
(1) For access grants awarded under section 
123— 
(A) the number of community college or 
minority-serving institution student parents 
that received access to licensed or registered in-
fant and toddler child care due to the grant, in 
the aggregate and disaggregated by age, gen-
der, race or ethnic group, family income level, 
disability status, marital status, and full-time or 
part-time student status; 
(B) the most frequent times, and the aver-
age number of hours per week, that on-campus 
child care centers were used by community col-
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lege or minority-serving institution student par-
ents; 
(C) semester-to-semester persistence and 
fall-to-fall persistence rates of community col-
lege or minority-serving institution student par-
ents with children enrolled in infant or toddler 
child care sponsored by the community college 
or minority-serving institution, compared to 
such rate for students with children not en-
rolled in the community college or minority- 
serving institution child care program, in the 
aggregate and disaggregated by the categories 
described in subparagraph (A); and 
(D) degree and certificate completion rate 
of community college or minority-serving insti-
tution student parents with children enrolled in 
child care sponsored by the community college 
or minority-serving institution, compared to 
such rate for students with children not en-
rolled in such a sponsored child care program, 
in the aggregate and disaggregated by the cat-
egories described in subparagraph (A). 
(2) For impact grants awarded under section 
124— 
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(A) the number of attendees for the child 
care professional development sessions coordi-
nated by the eligible entity under the grants; 
(B) the number of community colleges or 
minority-serving institutions that joined or es-
tablished networks of child care providers as a 
result of the grants; 
(C) the number of State licensed child care 
spots created for children under 3 in infant and 
toddler child care deserts and communities of 
color that were established as a result of micro-
enterprise grants supported under section 
124(a)(6); and 
(D) the number of child care providers flu-
ent in a language other than English that re-
ceived professional development under the 
grants. 
(3) For pipeline grants under section 125— 
(A) the number of early childhood educator 
preparation programs that were established 
with funding under the grants; 
(B) the number of existing early childhood 
educator preparation programs that expanded 
course, certificate, or degree offerings as a re-
sult of funding under the grants; 
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(C) the number of students that enrolled 
in early childhood educator preparation pro-
grams because of funding provided under the 
grants, in the aggregate and disaggregated 
by— 
(i) type of degree or credential; and 
(ii) student age, gender, race or ethnic 
group, second language ability, family in-
come level, disability status, and status as 
enrolled full- or part-time; 
(D) the amount of funds allocated to early 
childhood educator preparation program stu-
dents through microgrants supported under sec-
tion 
125(a)(6), 
in 
the 
aggregate 
and 
disaggregated by— 
(i) category of usage of funds; and 
(ii) the categories described in sub-
paragraph (C)(ii); 
(E) persistence, retention, and completion 
rates of students receiving such microgrants, as 
compared to students not receiving microgrants; 
(F) the number of new early childhood ed-
ucator 
preparation 
program 
partnerships 
formed between community colleges or minor-
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ity-serving institutions and area high schools as 
a result of the grants; 
(G) the number of students dual-enrolled 
in high school and community college early 
childhood educator preparation programs as a 
result of the grants; and 
(H) the number of students that completed 
a degree or credential in a dual-enrollment pro-
gram as a result of the grants, in the aggregate 
and disaggregated by degree or credential. 
SEC. 127. REPORT TO CONGRESS. 
The Secretary shall prepare and submit to Congress 
an annual report on the grant program under this title 
that includes— 
(1) the results from the most recent evaluation 
under section 126; and 
(2) information regarding the progress made by 
the grants based on the most recent reports sub-
mitted under sections 122(b), 123(c), 124(c), and 
125(b). 
SEC. 128. NONDISCRIMINATION IN PROGRAMS AND ACTIVI-
TIES. 
(a) NONDISCRIMINATION.—No person in the United 
States shall, on the basis of actual or perceived race, color, 
religion, national origin, sex (which includes sexual ori-
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entation, gender identity, pregnancy, childbirth, medical 
conditions related to pregnancy or childbirth, or sex 
stereotypes), or disability, be excluded from participation 
in, be denied the benefits of, or be subjected to discrimina-
tion under any program or activity funded, in whole or 
in part, with funds made available under this title or with 
amounts appropriated for grants, contracts, or certificates 
similar to a child care certificate as defined in section 
658P of the Child Care and Development Block Grant Act 
of 1990 (42 U.S.C. 9858n), administered with such funds. 
(b) ENFORCEMENT.—Subsection (a) shall be en-
forced in the same manner and by the same means, as 
if such subsection was incorporated in title VI of the Civil 
Rights Act of 1964 (42 U.S.C. 2000d et seq.), and as if 
a violation of subsection (a) was treated as if it was a 
violation of section 601 of such Act (42 U.S.C. 2000d). 
(c) RULE OF CONSTRUCTION.—Nothing in this sec-
tion shall be construed to alter or change any provisions 
of section 658N of the Child Care and Development Block 
Grant of 1990 (42 U.S.C. 9858l). 
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