I 
112TH CONGRESS 
1ST SESSION H. R. 2098 
To support Promise Neighborhoods. 
IN THE HOUSE OF REPRESENTATIVES 
JUNE 2, 2011 
Mr. PAYNE (for himself, Mr. HONDA, and Mr. SCOTT of Virginia) introduced 
the following bill; which was referred to the Committee on Education and 
the Workforce 
A BILL 
To support Promise Neighborhoods. 
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 ‘‘Promise Neighbor-
hoods Act of 2011’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
(1) Between 2007 and 2009, the number of 
children in the United States living in poverty in-
creased by 2,200,000, to 15,500,000 children. 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00001
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(2) According to the National Center for Chil-
dren in Poverty, the number of poor children under 
age 6 increased by 24 percent between 2000 and 
2007. The Center also found that, in Iowa, 20 per-
cent of children under age 6 live in poor families. 
(3) According to the Organisation for Economic 
Co-operation and Development (OECD), in 2008, 
the United States had a child poverty rate of 20.6 
percent, making the United States the OECD nation 
with the fourth worst level of child poverty. Of the 
4 most developed countries in the world, the United 
States has the highest rate of child poverty. 
(4) According to the National Center for Chil-
dren in Poverty, at age 4, children who live below 
the poverty line are 18 months below normal learn-
ing and achievement for their age group, and by age 
10 that gap is still present. For children living in 
the poorest families, the gap is even larger. 
(5) Children from low-income families are more 
likely to have low levels of school engagement, to be 
chronically absent from school, to have emotional 
and behavioral problems, and to live in stressful 
home environments. 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00002
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(6) By age 3, children in low-income homes will 
have heard one-third as many words as children in 
middle-income and high-income homes. 
(7) Studies show that children who attend high- 
quality early childhood education programs are less 
likely to repeat grades, less likely to be assigned to 
special education, and more likely to perform better 
on standardized tests, experience reduced rates of 
teenage pregnancy, and graduate from high school. 
Additionally, such children are less likely to engage 
in criminal behavior and more likely to obtain em-
ployment at higher wages. Economically disadvan-
taged children gain even larger benefits from such 
high-quality programs. 
(8) Compared with children in kindergarten 
from low-income families, children in kindergarten 
from high-income families live in homes with 3 times 
the number of books and such children are 4 times 
as likely to have a computer at home. Children from 
high-income families also watch far less television 
and are more likely to visit museums or libraries. 
(9) By the time children from low-income fami-
lies enter kindergarten, they are already 3 months 
behind the national average in reading and mathe-
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00003
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
matics skills, a gap that persists through high 
school. 
(10) A child from a middle-income family typi-
cally enters first grade with about 1,000 hours of 
one-on-one picture book reading time with parents, 
other relatives, or teachers, but a child from a low- 
income family averages less than 100 hours of such 
reading time. 
(11) The percentage of households with chil-
dren reporting food insecurity (limited or uncertain 
access to nutritious, safe foods) increased by 25 per-
cent between 2007 and 2008. Poor nutrition is 
linked to behavioral problems, lower educational per-
formance, and delayed socio-emotional development. 
(12) Twenty-nine percent of high-achieving 8th 
graders from low-income families complete college. 
This is the same rate of college completion as low- 
achieving 8th graders from high-income families. 
(13) About one-fourth of all students who start 
9th grade will not graduate 4 years later. For Afri-
can-American and Latino students, that figure in-
creases to 40 percent. A 16- to 24-year-old coming 
from a high-income family is about 7 times as likely 
to have completed high school as a 16- to 24-year- 
old coming from a low-income family. 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00004
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(14) The average annual cost to incarcerate a 
youth in the United States is approximately 
$88,000, while per pupil annual spending for a stu-
dent in kindergarten through grade 12 is $10,000. 
SEC. 3. PURPOSE. 
The purpose of this Act is to significantly improve 
academic outcomes, including school readiness, high school 
graduation, and college entry and success of children liv-
ing in our Nation’s most distressed neighborhoods, by 
using data-driven decisionmaking and existing external re-
sources to provide children in such neighborhoods with ac-
cess to a community-based continuum of high-quality pipe-
line services that include access to early learning opportu-
nities, high-quality schools, and evidence-based practices 
that address the needs of such children from birth through 
college and career. 
SEC. 4. DEFINITIONS. 
In this Act: 
(1) IN
GENERAL.—Except as otherwise pro-
vided, the terms used in this Act have the meanings 
given the terms in section 9101 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
7801). 
(2) CHILD.—The term ‘‘child’’ means an indi-
vidual from birth through age 21. 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00005
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(3) COLLEGE AND CAREER READINESS.—The 
term ‘‘college and career readiness’’ means the level 
of preparation a student needs in order to— 
(A) enroll and succeed, without remedi-
ation, in credit-bearing courses at an institution 
of higher education; 
(B) demonstrate the full range of knowl-
edge and perform the full range of workplace 
skills necessary to succeed and advance in 21st 
century careers, such as higher-order thinking, 
collaboration and teamwork, and oral and writ-
ten communication skills; and 
(C) complete a program leading to an in-
dustry-recognized credential that prepares grad-
uates to obtain employment with family-sus-
taining wages and opportunities for advance-
ment. 
(4) COMMUNITY
OF
PRACTICE.—The term 
‘‘community of practice’’ means a group of entities 
that interact regularly to share best practices to ad-
dress 1 or more persistent problems, or improve 
practice with respect to such problems, in 1 or more 
neighborhoods. 
(5) EXPANDED
LEARNING
TIME.—The term 
‘‘expanded learning time’’ means using a longer 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00006
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
school day, week, or year schedule to significantly 
increase the total number of school hours to include 
additional time for— 
(A) instruction in core academic subjects; 
(B) instruction in other subjects and en-
richment and other activities that contribute to 
a well-rounded education, including music and 
the arts, physical education, service-learning, 
and experiential and work-based learning oppor-
tunities (such as community service, learning 
apprenticeships, internships, and job shad-
owing); and 
(C) instructional and support staff to col-
laborate, plan, and engage in professional devel-
opment, including on family and community en-
gagement, within and across grades and sub-
jects. 
(6) FAMILY AND COMMUNITY ENGAGEMENT.— 
The term ‘‘family and community engagement’’ 
means the process of engaging family and commu-
nity members in education meaningfully and at all 
stages of the planning, implementation, and school 
and neighborhood improvement process, including, 
at a minimum— 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00007
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(A) disseminating a clear definition of the 
neighborhood to the members of the neighbor-
hood; 
(B) ensuring representative participation 
by the members of such neighborhood in the 
planning and implementation of the activities of 
each grant awarded under this Act; 
(C) regular engagement by the eligible en-
tity and the partners of the eligible entity with 
family members and community partners; 
(D) the provision of strategies and prac-
tices to assist family and community members 
in actively supporting student achievement and 
child and youth development; and 
(E) collaboration with institutions of high-
er education and employers to align expecta-
tions and programming with college and career 
readiness. 
(7) FAMILY
AND
STUDENT
SUPPORTS.—The 
term ‘‘family and student supports’’ includes— 
(A) health programs (including both men-
tal health and physical health services); 
(B) school-, public-, and child-safety pro-
grams; 
(C) programs that improve family stability; 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00008
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(D) employment programs (including those 
that meet local business needs, such as intern-
ships and externships); 
(E) social service programs; 
(F) legal aid programs; 
(G) financial education programs; 
(H) adult education and family literacy 
programs; 
(I) family and community engagement pro-
grams; and 
(J) programs that increase access to learn-
ing technology and enhance the digital literacy 
skills of students. 
(8) FAMILY MEMBER.—The term ‘‘family mem-
ber’’ means a parent (as defined in section 9101 the 
Elementary and Secondary Education Act of 1965 
(20 U.S.C. 7801)), relative, or other adult who is re-
sponsible for the education, care, and well-being of 
a child. 
(9) INTEGRATED
STUDENT
SUPPORTS.—The 
term ‘‘integrated student supports’’ means services, 
supports, and community resources, which shall be 
offered through a site coordinator for at-risk stu-
dents, that have been shown by evidence-based re-
search— 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00009
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(A) to increase academic achievement and 
engagement; 
(B) to support positive child and youth de-
velopment; and 
(C) to increase student preparedness for 
success in college and the workforce. 
(10) NEIGHBORHOOD.—The term ‘‘neighbor-
hood’’ means a defined geographical area in which 
there are multiple signs of distress, demonstrated by 
indicators of need, including poverty, childhood obe-
sity rates, academic failure, and rates of juvenile de-
linquency, adjudication, or incarceration. 
(11) PIPELINE.—The term ‘‘pipeline’’ means a 
continuum of supports and services (including pipe-
line services, as defined in this Act) for children 
from birth through college entry, college success, 
and career attainment. 
(12) PIPELINE SERVICES.—The term ‘‘pipeline 
services’’ includes, at a minimum, strategies to ad-
dress through services or programs (including inte-
grated student supports and wraparound services) 
the following: 
(A) Prenatal education and support for ex-
pectant parents. 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00010
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(B) High-quality early learning opportuni-
ties. 
(C) High-quality schools and out-of-school- 
time programs and strategies. 
(D) Support for a child’s transition to ele-
mentary school, between elementary school and 
middle school, from middle school to high 
school, and from high school into and through 
college and into the workforce. 
(E) Family and community engagement. 
(F) Family and student supports. 
(G) Activities that support college and ca-
reer readiness, such as— 
(i) assistance with college admissions, 
financial aid, and scholarship applications, 
especially for low-income and low-achieving 
students; and 
(ii) career preparation services and 
supports. 
(H) Neighborhood-based support for col-
lege-age students who have attended the schools 
in the pipeline, or students who are members of 
the community, facilitating their continued con-
nection to the community and success in college 
and the workforce. 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00011
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
TITLE I—PROMISE NEIGHBOR-
HOOD PARTNERSHIP GRANTS 
SEC. 101. PROGRAM AUTHORIZED. 
(a) IN
GENERAL.—From amounts appropriated 
under section 304, the Secretary shall award grants, on 
a competitive basis, to eligible entities to implement a com-
prehensive, evidence-based pipeline that engages commu-
nity partners to improve academic achievement, student 
development, and college and career readiness, measured 
by common outcomes, by carrying out the activities de-
scribed in section 104 in neighborhoods with high con-
centrations of low-income individuals and persistently low- 
achieving schools or schools with an achievement gap. 
(b) DURATION.— 
(1) IN GENERAL.—Grants awarded under this 
title shall be for a period of not more than 5 years. 
(2) RENEWAL.—The Secretary may renew 
grants under this title for an additional period of not 
more than 5 years, if an eligible entity demonstrates 
significant success in— 
(A) ensuring school readiness, including 
success in early learning; 
(B) improving academic outcomes, includ-
ing academic achievement and graduation rates; 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00012
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(C) increasing college and career readiness, 
including rates of enrollment in institutions of 
higher education; and 
(D) improving the health, mental health, 
and social and emotional well-being of children. 
(c) CONTINUED FUNDING.—Continued funding after 
the third year of the grant period shall be contingent on 
the eligible entity’s progress toward meeting the perform-
ance metrics described in section 106(a). 
(d) MATCHING REQUIREMENT.—Each eligible entity 
receiving a grant under this title shall contribute matching 
funds in an amount equal to not less than 100 percent 
of the amount of the grant. Such matching funds may 
come from Federal or non-Federal sources. The Secretary 
may require that a portion of such matching funds come 
from private sources. 
(e) FINANCIAL HARDSHIP WAIVER.—The Secretary 
may waive or reduce the matching requirement described 
in subsection (d) if the eligible entity demonstrates a need 
due to significant financial hardship. 
SEC. 102. ELIGIBLE ENTITIES. 
In this title, the term ‘‘eligible entity’’ means a non-
profit entity in partnership with a local educational agen-
cy. Such partnership may also include any of the following 
entities: 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00013
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(1) An institution of higher education, as de-
fined in section 102 of the Higher Education Act of 
1965 (20 U.S.C. 1002). 
(2) The office of a chief elected official of a unit 
of local government. 
(3) An Indian tribe or tribal organization, as 
defined under section 4 of the Indian Self-Deter-
mination and Education Assistance Act (25 U.S.C. 
450b). 
SEC. 103. APPLICATION REQUIREMENTS. 
(a) IN GENERAL.—To be eligible to receive a grant 
under this title, an eligible entity shall submit an applica-
tion to the Secretary at such time, in such manner, and 
containing such information as the Secretary may require. 
(b) CONTENTS OF APPLICATION.—At a minimum, an 
application described in subsection (a) shall include the 
following: 
(1) A description of a plan to significantly im-
prove the academic outcomes of children living in an 
identified neighborhood by providing a pipeline that 
addresses the neighborhood’s needs, as identified by 
the needs analysis described in paragraph (4) and 
supported by evidence-based practices. 
(2) A description of the neighborhood that the 
eligible entity will serve. 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00014
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(3) Measurable annual goals for the outcomes 
of the grant, including— 
(A) performance goals, in accordance with 
the metrics described in section 106(a), for 
each year of the grant; and 
(B) projected participation rates and any 
plans to expand the number of children served 
or the neighborhood proposed to be served by 
the grant program. 
(4) An analysis of the needs and assets of the 
neighborhood identified in paragraph (2), includ-
ing— 
(A) a description of the process through 
which the needs analysis was produced, includ-
ing a description of how family and community 
members were engaged in such analysis; 
(B) an analysis of community assets with-
in, or accessible to, the neighborhood, including, 
at a minimum— 
(i) early learning programs, including 
high-quality child care, Early Head Start 
programs, Head Start programs, and pre-
kindergarten programs; 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00015
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(ii) the availability of healthy food op-
tions and opportunities for physical activ-
ity; 
(iii) existing family and student sup-
ports; 
(iv) locally owned businesses and em-
ployers; and 
(v) institutions of higher education; 
(C) evidence of successful collaboration 
within the neighborhood; 
(D) the steps that the eligible entity is tak-
ing, at the time of the application, to meet the 
needs identified in the needs analysis; and 
(E) any barriers the eligible entity, public 
agencies, and other community-based organiza-
tions have faced in meeting such needs. 
(5) A description of the data and evidence base 
used to identify the pipeline services to be provided, 
including data regarding— 
(A) school readiness; 
(B) academic achievement and college and 
career readiness; 
(C) secondary school graduation rates; 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00016
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(D) health indicators, such as rates of 
childhood obesity or other health and develop-
mental risk factors; 
(E) college enrollment, persistence, and 
completion rates; and 
(F) conditions for learning, including 
school climate surveys, discipline rates, and stu-
dent attendance and incident data. 
(6) A description of the process used to develop 
the application, including the involvement of family 
and community members. 
(7) An estimate of— 
(A) the number of children, by age, who 
will be served by each pipeline service; and 
(B) for each age group, the percentage of 
children (of such age group), within the neigh-
borhood, who the eligible entity proposes to 
serve, disaggregated by each service, and the 
goals for increasing such percentage over time. 
(8) A description of how the pipeline services 
will include the following activities: 
(A) Providing high-quality early learning 
opportunities for children, beginning prenatally 
and extending through grade 3, by— 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00017
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(i) establishing or supporting high- 
quality early learning opportunities that 
provide children with full-day, full-year ac-
cess to programs that support the cognitive 
and developmental skills, including social 
and emotional skills, needed for success in 
elementary school; 
(ii) 
providing 
for 
opportunities, 
through parenting classes, baby academies, 
home visits, or other evidence-based strate-
gies, for families and expectant parents 
to— 
(I) acquire the skills to promote 
early 
learning, 
development, 
and 
health and safety, including learning 
about child development and positive 
discipline strategies (such as through 
the use of technology and public 
media programming); 
(II) learn about the role of fami-
lies and expectant parents in their 
child’s education; and 
(III) become informed about edu-
cational opportunities for their chil-
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00018
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(III) the use of joint professional 
development for early learning pro-
viders and elementary school teachers 
and administrators; or 
(IV) efforts to increase the pay 
and benefits of early learning profes-
sionals; and 
(vi) enhancing data systems and data 
sharing among the eligible entity, partners, 
early learning providers, schools, and local 
educational agencies operating in the 
neighborhood. 
(B) Supporting, enhancing, operating, or 
expanding ambitious, rigorous, and comprehen-
sive education reforms designed to significantly 
improve educational outcomes for children and 
youth in early learning programs through grade 
12, which may include— 
(i) operating schools or working in 
close collaboration with local schools to 
provide high-quality academic programs, 
curricula, and integrated student supports; 
(ii) the provision of expanded learning 
time; and 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00020
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(iii) the provision of programs and ac-
tivities that ensure that students— 
(I) are prepared for the college 
admissions, scholarship, and financial 
aid application processes; and 
(II) graduate college and career 
ready. 
(C) Supporting access to a healthy life-
style, which may include— 
(i) the provision of high-quality and 
nutritious meals; 
(ii) access to programs that promote 
physical activity, physical education, and 
fitness; and 
(iii) education to promote a healthy 
lifestyle and positive body image. 
(D) Providing social, health, and mental 
health services and supports, including referrals 
for essential care and preventative screenings, 
for children, family, and community members, 
which may include— 
(i) dental services; 
(ii) vision care; and 
(iii) oral and auditory screenings and 
referrals. 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00021
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(E) Supporting students and family mem-
bers as they transition from early learning pro-
grams into elementary school, from elementary 
school to middle school, from middle school to 
high school, from high school into and through 
college and into the workforce, including 
through specialized resources to address chal-
lenges that students may face as they transi-
tion, such as the following: 
(i) Early college high schools. 
(ii) Dual enrollment programs. 
(iii) Career academies. 
(iv) Counseling and support services. 
(v) Dropout prevention and recovery 
strategies. 
(vi) Collaboration with the juvenile 
justice system and reentry counseling for 
adjudicated youth. 
(vii) Advanced Placement (AP) or 
International 
Baccalaureate 
(IB) 
pro-
grams. 
(viii) Teen parent classrooms. 
(ix) Graduation and career coaches. 
(9) A description of the strategies that will be 
used to provide pipeline services (including a de-
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00022
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
scription of the process used to identify such strate-
gies and the outcomes expected, and a description of 
which programs and services will be provided to chil-
dren, family members, community members, and 
children not attending schools or programs operated 
by the eligible entity or its partner providers) to sup-
port the purpose of this Act. 
(10) An explanation of the process the eligible 
entity will use to establish and maintain family and 
community engagement. 
(11) An explanation of how the eligible entity 
will continuously evaluate and improve the pipeline, 
including— 
(A) a description of the metrics, consistent 
with section 106(a), that will be used to inform 
each component of the pipeline; and 
(B) the processes for using data to im-
prove instruction, optimize integrated student 
supports, provide for continuous program im-
provement, and hold staff and partner organiza-
tions accountable. 
(12) An identification of the fiscal agent, which 
may be any entity described in section 102. 
(13) A list of Federal and non-Federal sources 
of funding that the eligible entity will secure to com-
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00023
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
ply with the matching-funds requirement described 
in section 101(d), including other programs funded 
by the Department of Education, or programs in the 
Department of Health and Human Services, the De-
partment of Housing and Urban Development, the 
Department of Justice, or the Department of Labor. 
(c) MEMORANDUM OF UNDERSTANDING.—An eligible 
entity, as part of the application described in this section, 
shall submit a preliminary memorandum of under-
standing, signed by each partner entity or agency. The 
preliminary memorandum of understanding shall describe, 
at a minimum— 
(1) each partner’s financial and programmatic 
commitment with respect to the strategies described 
in the application, including an identification of the 
fiscal agent; 
(2) each partner’s long-term commitment to 
providing pipeline services that, at a minimum, ac-
counts for the cost of supporting the pipeline (in-
cluding after grant funds are no longer available) 
and potential changes in local government; 
(3) each partner’s mission and plan that will 
govern the work that partners do together; 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00024
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(4) each partner’s long-term commitment to 
supporting the pipeline through data collection, mon-
itoring, reporting, and sharing; and 
(5) each partner’s commitment to ensure sound 
fiscal management and controls, including evidence 
of a system of supports and personnel. 
SEC. 104. USE OF FUNDS. 
(a) IN GENERAL.—Each eligible entity that receives 
a grant under this title shall use the grant funds to— 
(1) implement the pipeline services, as described 
in the application under section 103; and 
(2) continuously evaluate the success of the 
program and improve the program based on data 
and outcomes. 
(b) SPECIAL RULE.—Each eligible entity that re-
ceives a grant under this title shall, in the 3rd year of 
the grant and each subsequent year, including each year 
of a renewal grant, use not less than 80 percent of grant 
funds to carry out the activities described in subsection 
(a)(1). 
SEC. 105. REPORT AND PUBLICLY AVAILABLE DATA. 
(a) REPORT.—Each eligible entity that receives a 
grant under this title shall prepare and submit an annual 
report to the Secretary, which shall include— 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00025
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(1) information about the number and percent-
age of children, family members, and community 
members in the neighborhood who are served by the 
grant program, including a description of the num-
ber and percentage of children accessing each of the 
pipeline services; 
(2) data (disaggregated by the categories de-
scribed in section 205(a)(1)) about the grant pro-
gram’s success in— 
(A) narrowing achievement gaps and im-
proving student achievement; 
(B) ensuring school readiness and healthy 
socio-emotional development; 
(C) increasing student persistence; 
(D) increasing student attendance, and de-
creasing incidences of violence, suspension, and 
expulsion; 
(E) improving conditions for learning, as 
measured by a school climate survey; 
(F) increasing the number and percentage 
of family members who participate in adult edu-
cation and family literacy programs and other 
community activities; and 
(G) increasing secondary school graduation 
rates and college entry and completion rates; 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00026
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(3) information relating to the performance 
metrics described in section 106(a); and 
(4) other indicators that may be required by the 
Secretary, in consultation with the Director of the 
Institute of Education Sciences. 
(b) PUBLICLY AVAILABLE DATA.—Each eligible enti-
ty that receives a grant under this title shall make publicly 
available, including through electronic means, the informa-
tion described in subsection (a). To the extent practicable, 
such information shall be provided in a form and language 
accessible to parents and families in the neighborhood, and 
such information shall be a part of statewide longitudinal 
data systems. 
SEC. 106. ACCOUNTABILITY. 
(a) PERFORMANCE METRICS.—The Secretary shall 
establish performance metrics relevant to the evaluation 
of the grant program under this title. 
(b) EVALUATION.—The Secretary shall evaluate the 
implementation and impact of the activities funded under 
this title, in accordance with section 302. 
TITLE II—PROMISE SCHOOL 
GRANTS 
SEC. 201. PROGRAM AUTHORIZED. 
(a) IN
GENERAL.—From amounts appropriated 
under section 304, the Secretary shall award grants, on 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00027
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
a competitive basis, to eligible entities to implement 
school-centered, evidence-based strategies and integrated 
student supports that leverage community partnerships to 
improve student achievement and child and youth develop-
ment by carrying out the activities described in section 
204 in schools with high concentrations of low-income chil-
dren. 
(b) GENERAL PROVISIONS.—The requirements of 
subsections (b), (c), (d), and (e) of section 101 and section 
104(b) shall apply to a grant under this title in the same 
manner as such subsections apply to a grant under title 
I, except that the performance metrics used for section 
101(c) shall be the metrics under section 206(a). 
SEC. 202. DEFINITION OF ELIGIBLE ENTITY. 
In this title, the term ‘‘eligible entity’’ means— 
(1) not less than 1 local educational agency in 
partnership with 1 or more nonprofit entities; 
(2) a school funded by the Bureau of Indian 
Education that falls under the definition of a local 
educational agency under section 9101 of the Ele-
mentary and Secondary Education Act of 1965 (20 
U.S.C. 7801) in partnership with 1 or more non-
profit organizations or institutions of higher edu-
cation; or 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00028
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(3) a charter school that is not a local edu-
cational agency, operating in partnership with 1 or 
more nonprofit organizations or institutions of high-
er education. 
SEC. 203. APPLICATION REQUIREMENTS; PRIORITY. 
(a) IN GENERAL.—To be eligible to receive a grant 
under this title, an eligible entity shall submit an applica-
tion to the Secretary at such time, in such manner, and 
containing such information as the Secretary may require. 
(b) CONTENTS OF APPLICATION.—At a minimum, 
the application described in subsection (a) shall include 
the following: 
(1) A description of the local educational agen-
cy, schools, and students that will be served by the 
grant program. 
(2) A description of the steps that the eligible 
entity is taking— 
(A) to meet the needs identified in the 
analysis described in paragraph (4); and 
(B) to remove any barriers that the eligible 
entity has identified in meeting such needs. 
(3) The designation of a site coordinator, who 
shall meet nationally recognized professional devel-
opment standards, and have appropriate time, au-
tonomy, and support to provide— 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00029
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS
(A) leadership in building relationships and 
establishing and sustaining partnerships that 
support school improvement, school turnaround 
efforts in accordance with section 1116 of the 
Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6316), increases in student 
achievement, positive child and youth develop-
ment, and family and community engagement; 
and 
(B) effective coordination of student serv-
ices at all stages of the pipeline. 
(4) An analysis of the needs and assets of the 
schools and communities that will be assisted under 
this title. Such analysis shall include— 
(A) student data, including information 
about— 
(i) school readiness; 
(ii) achievement; 
(iii) credit accumulation; 
(iv) grade to grade promotion; 
(v) graduation; 
(vi) attendance; and 
(vii) discipline; and 
VerDate Mar 15 2010 
00:07 Jun 08, 2011
Jkt 099200
PO 00000
Frm 00030
Fmt 6652
Sfmt 6201
E:\BILLS\H2098.IH
H2098
smartinez on DSK6TPTVN1PROD with BILLS