(1) Studies have found that the academic bene-
fits of attending integrated schools for students of 
color include— 
(A) higher achievement in mathematics, 
science, language, and reading; 
(B) school climates supportive of learning 
and studying; 
(C) increased likelihood of graduating from 
high school and entering and graduating from 
college; 
(D) higher income and educational attain-
ment; and 
(E) increased access to highly qualified 
teachers and leaders who are less likely to 
transfer to other schools. 
(2) The benefits of integrated schools extend to 
all students regardless of race or socioeconomic 
background. 
On 
average, 
students 
in 
socioeconomically and racially diverse schools have 
stronger academic outcomes than students in schools 
with concentrated poverty. Students in diverse 
schools have higher test scores, are more likely to 
enroll in college, and are less likely to drop out. Inte-
grated schools help reduce racial bias and counter 
stereotypes, as well as foster friendships across di-
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verse groups, improve students’ satisfaction and self- 
confidence, and enhance leadership skills. 
(3) Students of color attending schools that are 
highly segregated by race and poverty are deprived 
of the benefits of integrated education. These 
schools are characterized by resource inequities that 
translate into large proportions of inexperienced and 
underprepared educators and a lack of rigorous 
coursework, which have negative consequences for 
students’ academic outcomes as measured by per-
formance on standardized achievement tests and 
high school graduation rates. 
(4) A 2019 study of every school district in the 
United States found that higher racial segregation 
contributes to a greater magnitude of achievement 
gaps in 3rd grade, and increases the rate at which 
gaps grow from 3rd to 8th grade, for students of 
color. 
(5) A 2016 Government Accountability Office 
analysis found that a growing percentage of public 
elementary schools and secondary schools in the Na-
tion are hypersegregated, with 90 percent or more 
Black and Latino student populations and students 
from low-income families. 
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(6) A study reviewing 8 years of data from all 
United States school districts found that racial seg-
regation appears to undermine achievement, in part, 
because it concentrates minority students in high- 
poverty schools, which are, on average, less effective 
than lower-poverty schools and tend to be under- 
resourced. 
(7) Research shows that students’ exposure to 
other students from different backgrounds and the 
new ideas and opportunities that such exposure 
brings leads to improved critical thinking and prob-
lem-solving skills. Other benefits of attending diverse 
schools include increased civic participation in a di-
verse global economy and increased likelihood of liv-
ing in integrated neighborhoods and holding jobs in 
integrated workplaces as adults. 
(8) Magnet schools have been effective in pro-
moting school diversity, especially when district de-
mographics along with magnet school design, struc-
ture, and focus (particularly the centering of school 
integration in the school mission and the design for 
family outreach) are a priority. 
SEC. 3. PURPOSE. 
The purpose of this Act is to amend the Magnet 
Schools Assistance Program under part D of title IV of 
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the Elementary and Secondary Education Act of 1965 (20 
U.S.C. 7231 et seq.)— 
(1) to create a supplemental diversity grant for 
aspiring magnet school programs to adopt effective 
practices designed to further desegregation aims and 
promote diversity; and 
(2) to supplement voluntary State efforts to 
promote inter-district diversity. 
SEC. 4. AMENDMENTS TO MAGNET SCHOOLS ASSISTANCE 
PROGRAM. 
Part D of title IV of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 7231 et seq.) is amend-
ed— 
(1) in section 4404, in the matter preceding 
paragraph (1), by inserting ‘‘(except as provided 
under section 4408A)’’ after ‘‘under this part’’; 
(2) in section 4405, in subsection (a), by insert-
ing ‘‘(except as provided under section 4408A)’’ 
after ‘‘under this part’’; 
(3) in section 4406— 
(A) in the matter preceding paragraph 
(1)— 
(i) by striking ‘‘In awarding’’ and in-
serting the following: 
‘‘(a) IN GENERAL.—In awarding’’; and 
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(ii) by inserting ‘‘(except as provided 
under section 4408A)’’ after ‘‘under this 
part’’; 
(B) by striking (3); 
(C) by redesignating paragraph (4) as 
paragraph (3); 
(D) in paragraph (3), as redesignated by 
subparagraph (C), by striking the period at the 
end and inserting ‘‘; and’’; and 
(E) by adding at the end the following: 
‘‘(4) propose to establish whole-school magnet 
schools through proposing to design and implement 
schools that incorporate integration into school de-
sign, mission, structure, focus, and goals, over the 
placement of a specialized magnet program in a non- 
magnet public school; 
‘‘(5) propose to newly implement or continue 
the implementation of inter-district public school 
choice programs, and propose magnet schools con-
structed or placed in a location that optimizes diver-
sity and accessibility to transportation for low-in-
come students; 
‘‘(6) propose to improve the diversity and per-
formance of the local educational agency, consortium 
of local educational agencies, or State as a whole 
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versus focusing on improvements confined to an in-
dividual school; or 
‘‘(7) propose to design and implement inclusive 
enrollment practices, such as utilizing weighted lot-
teries and other inclusive and accessible practices 
that are consistent with the latest research and evi-
dence-based practices identified by the Secretary. 
‘‘(b) PRIORITY
FOR
MEETING
MULTIPLE
CRI-
TERIA.—In awarding grants under this part, the Secretary 
shall give additional priority to applicants that meet more 
than 1 criterion under subsection (a).’’; 
(4) in section 4407— 
(A) in subsection (a), in the matter pre-
ceding paragraph (1), by inserting ‘‘(except as 
provided under section 4408A)’’ after ‘‘under 
this part’’; 
(B) in subsection (b), by inserting ‘‘(except 
as provided under section 4408A)’’ after ‘‘under 
this part’’; and 
(C) by adding at the end the following: 
‘‘(c) TECHNICAL ASSISTANCE FOR NOVICE OR FIRST- 
TIME APPLICANTS.— 
‘‘(1) IN
GENERAL.—An eligible local edu-
cational agency, or consortium of such agencies, that 
is a novice or first-time applicant for a grant under 
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this part and receives a grant under this part may 
use not more than 1 percent of the grant funds for 
technical assistance in implementing the magnet 
school plan. 
‘‘(2) DEFINITION
OF
NOVICE.—In this sub-
section, the term ‘novice’, when used with respect to 
an applicant, means as applicant that applied for a 
grant under this part previously but did not receive 
such a grant.’’; 
(5) in section 4408— 
(A) in subsection (b), by inserting ‘‘(except 
as provided under section 4408A)’’ after ‘‘under 
this part’’; 
(B) in subsection (c), by inserting ‘‘(except 
as provided under section 4408A)’’ after ‘‘under 
this part’’; and 
(C) in subsection (d), by inserting ‘‘(except 
as provided under section 4408A)’’ after ‘‘under 
this part’’; and 
(6) by striking section 4409 and inserting the 
following: 
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‘‘SEC. 4409. AUTHORIZATION OF APPROPRIATIONS; RES-
ERVATION. 
‘‘(a) AUTHORIZATION.—There are authorized to be 
appropriated to carry out this part such sums as may be 
necessary for fiscal years 2022 through 2025. 
‘‘(b) USE OF FUNDING.—From the total amount ap-
propriated under subsection (a) for any fiscal year, the 
Secretary shall expend not less than $109,000,000 to 
carry out this part, except for section 4408A. The Sec-
retary may use any amounts appropriated under sub-
section (a) for a fiscal year that are in excess of 
$109,000,000 to carry out section 4408A. 
‘‘(c) RESERVATION FOR TECHNICAL ASSISTANCE.— 
The Secretary may reserve not more than 1 percent of 
the funds appropriated under subsection (a) for any fiscal 
year to provide technical assistance and share best prac-
tices with respect to magnet school programs assisted 
under this part. 
‘‘(d) AVAILABILITY
OF FUNDS
FOR GRANTS
TO 
AGENCIES NOT PREVIOUSLY ASSISTED.—In any fiscal 
year for which the amount appropriated pursuant to sub-
section (a) exceeds $75,000,000, the Secretary shall give 
priority in using such amounts in excess of $75,000,000 
to awarding grants to local educational agencies or con-
sortia of such agencies that did not receive a grant under 
this part in the preceding fiscal year.’’. 
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SEC. 5. MAGNET SCHOOLS ASSISTANCE PROGRAM SUPPLE-
MENTAL DIVERSITY GRANT. 
Part D of title IV of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 7231 et seq.) is amend-
ed by inserting after section 4408 the following: 
‘‘SEC. 4408A. SUPPLEMENTAL DIVERSITY GRANTS. 
‘‘(a) IN GENERAL.—The Secretary, in accordance 
with this section, is authorized to award grants to eligible 
entities— 
‘‘(1) that have not received a grant under this 
part during the 3-year period preceding the date of 
the grant award under this section; and 
‘‘(2) that are looking to adopt additional effec-
tive, evidence-based practices designed to further de-
segregation aims and promote diversity. 
‘‘(b) ELIGIBILITY, APPLICATION, AND OTHER RE-
QUIREMENTS.— 
‘‘(1) ELIGIBILITY.—For the purposes of this 
section, the term ‘eligible entity’ means a local edu-
cational agency, consortium of such agencies, or 
State educational agency, including an agency or 
consortium that is described in paragraph (1) or (2) 
of section 4404. 
‘‘(2) APPLICATIONS.—An eligible entity desiring 
to receive a grant under this section shall submit an 
application to the Secretary at such time, in such 
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manner, and containing such information and assur-
ances as the Secretary may reasonably require. 
‘‘(3) INFORMATION
AND
ASSURANCES.—Each 
application submitted under paragraph (1) shall in-
clude— 
‘‘(A) a description of— 
‘‘(i) how a grant awarded under this 
section will be used to promote socio-
economic and racial integration, and imple-
ment evidence-based practices, including 
any evidence, or if such evidence is not 
available, a rationale based upon current 
research findings, to support the grant 
promoting socioeconomic and racial inte-
gration; 
‘‘(ii) how the applicant will construct 
inclusive enrollment practices, such as uti-
lizing weighted lotteries and other inclusive 
and accessible practices that are consistent 
with the latest research and evidence-based 
practices identified by the Secretary; 
‘‘(iii) whether the applicant— 
‘‘(I) has ever engaged in any vol-
untary desegregation effort, and to 
what extent such efforts have in-
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creased student diversity and de-
creased racial or socioeconomic isola-
tion in schools served by such appli-
cant; and 
‘‘(II) is engaged in any voluntary 
desegregation effort on the date of 
submitting the application, and to 
what extent; 
‘‘(iv) how the applicant will ensure 
that families from a multitude of racial, 
ethnic, socioeconomic, and linguistic back-
grounds are aware of magnet schools and 
the application process, including a de-
scription of— 
‘‘(I) the variety of platforms 
(such as social media, print, tele-
vision, and radio) the applicant will 
use to make families aware of magnet 
schools and the application process; 
‘‘(II) the language spoken by stu-
dents and families in the region the 
applicant covers and how the appli-
cant will make information on magnet 
schools and the application process 
available in these languages; and 
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‘‘(A) have integration embedded into 
school design, mission, structure, focus, and 
goals; 
‘‘(B) propose to design and implement in-
clusive enrollment practices, such as utilizing 
weighted lotteries and other inclusive and acces-
sible practices that are consistent with the lat-
est research and evidence-based practices iden-
tified by the Secretary; 
‘‘(C) continue to experience pronounced 
disparities in educational opportunities between 
each of the subgroups of students, defined in 
section 1111(c)(2), and propose to use funds to 
carry out evidence-based practices to reduce 
such disparities; 
‘‘(D) demonstrate a commitment to fur-
thering inter-district diversity through partner-
ships with neighboring local educational agen-
cies in States that allow for these types of part-
nerships; 
‘‘(E) demonstrate the provision of free and 
accessible transportation for students to attend 
the magnet school programs served by such 
grant funds; or 
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‘‘(F) demonstrate a commitment to au-
thentically engaging families and community 
members from a multitude of racial, ethnic, so-
cioeconomic, and linguistic backgrounds at all 
stages in the magnet program’s development 
and operations. 
‘‘(2) PRIORITY FOR MEETING MULTIPLE CRI-
TERIA.—In awarding grants under this section, the 
Secretary shall give additional priority to applicants 
that meet more than 1 criterion under paragraph 
(1). 
‘‘(d) USE OF FUNDS.—Grant funds made available 
under this section may be used by an eligible entity to 
support any of the following: 
‘‘(1) Activities that promote socioeconomic and 
racial integration in schools, including evidence- 
based practices to increase student diversity and de-
crease racial or socioeconomic isolation in schools, 
such as— 
‘‘(A) providing for ongoing data collection 
and evaluation activities to promote continuous 
improvement that ensures fidelity of magnet 
implementation; 
‘‘(B) developing and refining diversity 
goals for magnet school enrollment; and 
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‘‘(C) ensuring student recruitment for 
magnet schools includes students in public 
housing within the boundaries of the school dis-
trict, if it exists. 
‘‘(2) Activities that increase the capacity of ex-
isting facilities to house specialized magnet pro-
grams or convert entirely to magnet schools, such 
as— 
‘‘(A) providing not more than 15 percent 
of the grant funds for making infrastructure 
improvements and necessary equipment pur-
chases to enable an existing public school facil-
ity to effectively develop, implement, and oper-
ate a thematic magnet school program; and 
‘‘(B) allowing existing facilities or schools 
to transition entirely to a magnet school rather 
than a traditional school housing a magnet pro-
gram. 
‘‘(3) Enrollment management activities that 
promote a more diverse classroom and safe learning 
environment, such as— 
‘‘(A) supporting enhanced selection and re-
cruitment materials and activities (including 
parent tours, open houses, and revised mar-
keting materials); 
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‘‘(B) providing free and accessible trans-
portation for students to attend the magnet 
school; and 
‘‘(C) funding an individual employed by 
the eligible entity to devote at least a majority 
of the employee’s time to enrollment activities, 
including reaching underserved communities to 
support the school’s diversity goals. 
‘‘(4) Activities that strengthen the educator 
pipeline for magnet school programs, such as— 
‘‘(A) forging partnerships with nearby in-
stitutions of higher education with comprehen-
sive educator preparation programs that incor-
porate extensive clinical practice and experi-
ence, including historically Black colleges and 
universities, Tribal Colleges and Universities, 
and other minority-serving institutions, to re-
cruit educators with a stated desire to work in 
a magnet program served by the eligible entity; 
and 
‘‘(B) hiring prospective educators who are 
instructional area specialists, defined as edu-
cators with a specialized knowledge of an in-
structional area that is gained over not less 
than 10 years of work experience in a relevant 
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field, to teach at magnet programs served by 
the eligible entity. 
‘‘(5) Activities that support a rigorous, well- 
rounded curriculum and high-quality instruction, 
such as— 
‘‘(A) providing ongoing professional devel-
opment to educators, principals, other school 
leaders, specialized instructional support per-
sonnel, and other staff (such as cultural com-
petency training, job-embedded coaching, social 
and emotional learning, activities that support 
college, career, and life readiness, and other ac-
tivities); 
‘‘(B) creating culturally responsive teach-
ing and learning environments; 
‘‘(C) offering school staff members oppor-
tunities for networking and attending con-
ferences; 
‘‘(D) 
encouraging 
theme 
integration 
throughout the curriculum and curriculum writ-
ing; 
‘‘(E) updating equipment and resources, 
such as by utilizing supplemental materials to 
enhance and enrich the magnet theme and de-
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veloping multiple assessments to engage dif-
ferent types of learners; and 
‘‘(F) developing and implementing oppor-
tunities for students to participate in experien-
tial learning, including through field trips and 
meaningful project-based learning. 
‘‘(6) Activities that support family engagement, 
such as— 
‘‘(A) planning community events specifi-
cally geared toward supporting low-income fam-
ilies, such as through purchasing food, pro-
viding subsidies or passes for local public trans-
portation services, and providing subsidies for 
child care services while parents are engaging 
with the magnet school; 
‘‘(B) establishing schools housing magnet 
programs as centerpieces of their community 
through outreach and wraparound services; 
‘‘(C) creating a community advisory board, 
demographically reflective of both the local com-
munity where the magnet school is located and 
the broader community of students planning to 
attend the magnet school, to assist the magnet 
school in providing support and guidance in the 
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selection and implementation of their respective 
theme; 
‘‘(D) providing opportunities for families to 
participate in exploration of the magnet theme, 
guest speaker presentations, and author visits; 
and 
‘‘(E) inviting parents to be a part of the 
recruitment team that helps promote the mag-
net program. 
‘‘(7) Strengthening partnerships in the commu-
nity, such as developing community partnerships 
with businesses, health and human services agencies, 
and other entities that enhance and support the 
magnet theme and provide rich learning and edu-
cational experiences for students. 
‘‘(8) Activities that support inter-district or re-
gional integration, such as— 
‘‘(A) collaborating with urban and subur-
ban districts in a comprehensive regional plan; 
‘‘(B) providing financial incentives to help 
receiving schools cover the cost of transferring 
students; 
‘‘(C) creating a clear vision for equity that 
includes a set of goals and benchmarks, which 
are responsive to realistic timelines and local 
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factors, for achieving greater diversity, edu-
cational quality, and equity for targeted student 
subgroups that are specific to the region; 
‘‘(D) establishing a measurable definition 
of and means to reduce racial isolation at 
school and classroom levels; 
‘‘(E) investing in regional magnet pro-
grams, capital improvements, and educator pro-
fessional development that raise the quality of 
schooling options available in all districts; 
‘‘(F) developing marketing campaigns that 
build strong and accessible systems of public in-
formation around schooling options; and 
‘‘(G) offering services for transfer students 
and families that include transportation, school 
counseling, and family liaisons. 
‘‘(9) Activities that support the implementation 
of restorative discipline policies that reduce the use 
of suspension and expulsion and improve overall 
school climate. 
‘‘(e) PROHIBITION.—The Secretary shall not award 
a grant under this section to an eligible entity that plans 
to establish, or has in place, application fees or admissions 
criteria related to fees. 
‘‘(f) LIMITATIONS.— 
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‘‘(1) DURATION OF AWARDS.—A grant under 
this section shall be awarded for a period that shall 
not exceed 5 fiscal years. 
‘‘(2) AMOUNT.—No grant awarded under this 
section to an eligible entity shall exceed $7,500,000 
for the grant period. 
‘‘(g) REPORTING AND ACCOUNTABILITY.— 
‘‘(1) REPORTS.—Each eligible entity that re-
ceives a grant under this section shall, on an annual 
basis, prepare and submit a report to the Secretary 
containing information about— 
‘‘(A) how the grant funds were used; 
‘‘(B) how the grant recipient widely dis-
tributed information about the magnet school 
funded by the grant in an accessible manner; 
‘‘(C) the immediate and projected near- 
term impact, over the remaining period of the 
grant, that the grant funds had and will have 
on increasing socioeconomic or racial diversity, 
or both, in schools served by the eligible entity, 
or in magnet school programs served by such 
entity, or both; 
‘‘(D) how, if applicable, the grant funds 
fostered inter-district diversity; 
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‘‘(E) how the grant funds increased stu-
dent academic achievement in the instructional 
area offered by the magnet school or local edu-
cational agency, or both; 
‘‘(F) how the grant funds improved aca-
demic achievement of all students across all 
subjects in schools served by the eligible entity; 
‘‘(G) how the grant funds improved stu-
dents’ access to well-rounded curriculum and 
prepared, qualified educators; and 
‘‘(H) how the grant funds improved the 
quality of education for students attending the 
magnet school program or schools served by the 
eligible entity, or both, measured by a tangible 
increase in access to other opportunities out-
lined in subsection (b)(2). 
‘‘(2) MAKING REPORTS PUBLIC.—The Secretary 
shall, on an annual basis, make public the reports 
received under paragraph (1). 
‘‘(3) ACCOUNTABILITY.— 
‘‘(A) IN
GENERAL.—The Secretary shall 
pursue enforcement actions against a grant re-
cipient under this section that fails to dem-
onstrate the improvements described in sub-
paragraphs (C) through (H) of paragraph (1). 
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‘‘(B) WRITTEN NOTICE OF CONCERNS.— 
‘‘(i) IN GENERAL.—In a case in which 
the Secretary determines that it is not 
clear that grant funds awarded under this 
section to a grant recipient are making a 
tangible and noticeable improvement in the 
areas described in subparagraphs (C) 
through (H) of paragraph (1), the Sec-
retary shall, after 2 fiscal years, provide a 
written notice to the grant recipient con-
taining the Secretary’s concerns regarding 
the recipient’s use of grant funds. 
‘‘(ii) RESPONSE.—A grant recipient 
that receives a written notice under clause 
(i) shall, not later than 90 days after the 
date of receipt of the notice, submit to the 
Secretary a plan for addressing the Sec-
retary’s concerns not later than 1 year 
after the date of receipt of the notice. 
‘‘(C) FAILURE
TO
DEMONSTRATE
IM-
PROVEMENTS.—In a case in which the Sec-
retary determines that a grant recipient has not 
addressed the Secretary’s concerns in accord-
ance with subparagraph (B)(ii), the Secretary 
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shall provide a written notice to the grant re-
cipient— 
‘‘(i) to return the remainder of the 
grant funds not later than 90 days after 
the date of receipt of the written notice; or 
‘‘(ii) if the grant awarded to the re-
cipient is disbursed on an annual basis, 
that the recipient will no longer receive a 
grant under this section.’’. 
Æ 
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H7098
pamtmann on DSKBC07HB2PROD with BILLS