given the term in section 8101 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
7801). 
(2) ELIGIBLE ENTITY.—The term ‘‘eligible enti-
ty’’— 
(A) means— 
(i) a local educational agency; 
(ii) a consortium of local educational 
agencies; 
(iii) a State educational agency; 
(iv) an educational service agency; 
(v) a partnership between a nonprofit 
organization, including a provider of early 
childhood education, an institution of high-
er education, a community-based organiza-
tion, or a national intermediary, and 1 or 
more local educational agencies; or 
(vi) the Bureau of Indian Education; 
and 
(B) shall not include any for-profit entity. 
(3) INSTITUTION OF HIGHER EDUCATION.—The 
term ‘‘institution of higher education’’ has the 
meaning given the term in section 101 of the Higher 
Education Act of 1965 (20 U.S.C. 1001). 
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(4) LOCAL EDUCATIONAL AGENCY.—The term 
‘‘local educational agency’’ has the meaning given 
the term in section 8101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7801). 
(5) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Education. 
(6) STATE EDUCATIONAL AGENCY.—The term 
‘‘State educational agency’’ has the meaning given 
the term in section 8101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7801). 
(b) ESTABLISHMENT OF PROGRAM.—The Secretary 
shall establish an Educational Equity Challenge Grant 
program through which the Secretary awards grants to 
eligible entities to— 
(1) adopt and implement evidence-based activi-
ties, strategies, and interventions to address aca-
demic, social-emotional, mental, behavioral, and 
physical health needs, including ones associated with 
the COVID–19 pandemic that meet the standard of 
evidence described in section 8101(21)(A)(i) of the 
Elementary and Secondary Education Act of 1965 
(20 U.S.C. 7801(21)(A)(i)); or 
(2) design or replicate and implement field- and 
educator-initiated proposals to address academic, so-
cial-emotional, mental, behavioral, and physical 
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health needs, including ones associated with the 
COVID–19 pandemic that— 
(A) are independently evaluated by the 
grantee for efficacy; and 
(B) meet the standard of evidence de-
scribed in section 8101(21)(A)(i) of the Ele-
mentary and Secondary Education Act of 1965 
(20 U.S.C. 7801(21)(A)(i)). 
(c) ALLOCATION OF FUNDS.— 
(1) ADMINISTRATIVE
EXPENSES.—The Sec-
retary may use not more than 5 percent of funds 
available to carry out this section for administration 
of the Educational Equity Challenge Grant program, 
including technical assistance, collaboration with 
other relevant agencies, and dissemination of best 
practices. 
(2) 
RESERVATION
FOR
TRIBES.—From 
amounts appropriated to carry out this section for a 
fiscal year and not used under paragraph (1), the 
Secretary shall reserve 5 percent to award grants to 
the outlying areas and the Bureau of Indian Edu-
cation to carry out activities described in this section 
in schools operated or funded by the Bureau of In-
dian Education. 
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(3) EVIDENCE-BASED
AND
FIELD-INITIATED 
PROPOSALS.—From the funds remaining after car-
rying out paragraphs (1) and (2), in awarding 
grants under this section, the Secretary shall ensure 
that— 
(A) 75 percent of the grant funds are 
awarded to evidence-based proposals, as de-
scribed in subsection (b)(1); and 
(B) 25 percent of the grant funds are 
awarded to field- and educator-initiated pro-
posals, as described in subsection (b)(2). 
(4) RURAL AREAS.— 
(A) IN
GENERAL.—From the funds re-
maining after carrying out paragraphs (1) and 
(2), in awarding grants under this section, the 
Secretary shall ensure that not less than 25 
percent of the grant funds are awarded to eligi-
ble entities— 
(i) that have a locale code of 32, 33, 
41, 42, or 43, as determined by the Sec-
retary; or 
(ii) for which a majority of the schools 
to be served by the program funded by the 
grant awarded under this section to such 
an eligible entity are designated with a lo-
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cale code of 32, 33, 41, 42, or 43, or a 
combination of such codes, as determined 
by the Secretary. 
(B) EXCEPTION.—Notwithstanding sub-
paragraph (A), the Secretary shall reduce the 
amount of funds made available under such 
subparagraph if the Secretary does not receive 
a sufficient number of applications of sufficient 
quality. 
(5) LOW-INCOME STUDENTS.— 
(A) IN
GENERAL.—From the funds re-
maining after carrying out paragraphs (1) and 
(2), in awarding grants under this section, the 
Secretary shall ensure that not less than 50 
percent of the grant funds are awarded to eligi-
ble entities that serve student populations in 
which 20 percent or more of school-age children 
live in low-income families, according to the 
most recent Small Area Income and Poverty 
Estimates of the Bureau of the Census. 
(B) EXCEPTION.—Notwithstanding sub-
paragraph (A), the Secretary shall reduce the 
amount of funds made available under such 
subparagraph if the Secretary does not receive 
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a sufficient number of applications of sufficient 
quality. 
(6) RURAL AND LOW-INCOME STUDENTS.—An 
eligible entity that is described in paragraph (4)(A) 
and also described in paragraph (5)(A) may count 
as an eligible entity under both paragraphs for pur-
poses of the requirements under such paragraphs. 
(d) PUBLICATION OF APPLICATION.—Not later than 
90 days after the date of enactment of this Act, the Sec-
retary shall— 
(1) publish the applications for grants under 
this section; and 
(2) post on the public website of the Depart-
ment of Education resources regarding identified 
evidence-based activities, strategies, and interven-
tions. 
(e) APPLICATIONS.—An eligible entity that desires to 
receive a grant under this section shall submit an applica-
tion to the Secretary at such time, in such manner, and 
accompanied by such information as the Secretary may 
require, including the following: 
(1) Identification by the eligible entity of the in-
equities experienced by students with respect to aca-
demic progress and social-emotional, mental, behav-
ioral, and physical health needs, including those as-
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sociated with the COVID–19 pandemic, identified 
through trauma-informed academic, social-emotional, 
and health needs assessments or assessments used 
in multi-tiered systems of support. Where possible, 
applicants shall utilize existing assessments and vali-
dated tools, such as surveys, to avoid duplicative or 
excessive student testing. 
(2) The differential impact of the COVID–19 
pandemic on increased academic, social-emotional, 
mental, and physical health needs for specific groups 
of students, including low-income students, students 
of color and Native American students, homeless 
students, migrant students, students in foster care, 
English learners, students involved with the juvenile 
justice system, and students with disabilities, and 
other 
specific 
groups 
identified 
in 
section 
1111(b)(2)(B)(xi) of the Elementary and Secondary 
Education 
Act 
of 
1965 
(20 
U.S.C. 
6311(b)(2)(B)(xi)), in a manner that protects per-
sonally identifiable information. 
(3) The evidence-based strategies the eligible 
entity will use to address these inequities if applying 
for a grant described in subsection (b)(1). 
(4) How academic, social-emotional, mental, be-
havioral, and physical health, access to accelerated 
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student learning and mastery of content, and related 
outcomes will be measured, including how the eligi-
ble entity will use existing assessments and validated 
tools, such as surveys, to avoid duplicative or exces-
sive student testing. 
(5) How the eligible entity will partner and seek 
ongoing feedback with the parents, families, teach-
ers, paraprofessionals, local stakeholders, and com-
munity members, including those from marginalized 
communities, to identify academic, social-emotional, 
mental, behavioral, and physical health needs of stu-
dents and collaborate on provision of high-quality 
services where appropriate. 
(6) How the proposed strategies and interven-
tions will accelerate student learning, promote mas-
tery of content, and expand student access to and 
opportunity for well-rounded, culturally and linguis-
tically responsive, and rigorous standards-aligned 
curricula. 
(7) Identification by the eligible entity of the 
mental and physical health inequities experienced by 
school staff that are associated with or exacerbated 
by the COVID–19 pandemic. 
(8) A proposed detailed budget, including how 
the applicant plans to distribute funds among 
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schools and groups of students identified as highest 
need. 
(9) For eligible entities that intend to carry out 
field- and educator-initiated proposals described in 
subsection (b)(2), a proposal for conducting an inde-
pendent evaluation of the effectiveness of the pro-
posal. 
(f) PRIORITY.—In awarding grants under this sec-
tion, the Secretary shall give priority to applicants serving 
disproportionately higher percentages of high-need stu-
dents, including low-income students, students of color 
and Native American students, homeless students, mi-
grant students, students in foster care, English learners, 
students involved with the juvenile justice system, stu-
dents with disabilities, and students that have been dis-
proportionately affected by the COVID–19 pandemic. 
(g) USES OF FUNDS.—An eligible entity that receives 
a grant under this section shall carry out 1 of the fol-
lowing: 
(1) Implementation of evidence-based activities, 
strategies, and interventions that meet the require-
ments described in section 8101(21)(A)(i) of the El-
ementary and Secondary Education Act of 1965 (20 
U.S.C. 7801(21)(A)(i)), which shall include at least 
1 of the following: 
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(A) Developing, administering, and using 
high-quality, universally designed assessments 
that are valid and reliable, to accurately assess 
students’ academic needs and progress and as-
sist educators in meeting students’ academic 
needs, including through differentiating instruc-
tion, progress monitoring, and providing profes-
sional development on how to develop univer-
sally designed, high-quality assessments that 
are aligned with curricula or how to effectively 
implement and use existing high-quality assess-
ments for these purposes. 
(B) Supporting social and emotional learn-
ing, including through integrated systems of 
support, counseling, and the explicit teaching of 
cognitive, social, and emotional skills and com-
petencies, by building social and emotional in-
struction into all classes, and which may in-
clude instituting restorative practices. 
(C) Implementing school- and district-wide 
practices that support students holistically, in-
cluding mental health services, early interven-
tion and prevention practices, trauma-informed 
practices, and efforts to improve family engage-
ment and staff well-being. 
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(D) Implementing culturally and linguis-
tically responsive practices. 
(E) Extending instructional time, which 
may include— 
(i) before or after school programs 
and extending the school day or year, in-
cluding through summer learning pro-
grams; or 
(ii) high-quality distance instruction, 
during non-traditional school days and 
hours (including during the summer), in-
cluding providing professional development 
to support effective, personalized instruc-
tion. 
(F) Implementing high-quality structured 
individual or small group tutoring. 
(G) Implementing and providing profes-
sional development on the use of rigorous, cul-
turally and linguistically competent, universally 
designed, and well-rounded curriculum. 
(H) Recruiting and supporting racially, 
ethnically, culturally, and linguistically diverse, 
well-prepared educators, including those with 
disabilities, through comprehensive State-ac-
credited teacher preparation programs. 
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(I) Implementing programs that promote 
school racial and socioeconomic integration and 
diversity and effective inclusion of students with 
disabilities. 
(2) Design or replication and implementation of 
field- and educator-initiated proposals— 
(A) that meet the standard of evidence de-
scribed in section 8101(21)(A)(ii) of the Ele-
mentary and Secondary Education Act of 1965 
(20 U.S.C. 7801(21)(A)(ii)); 
(B) that demonstrate a promising ap-
proach; 
(C) that include family and educator input 
into their design and implementation; and 
(D) that include activities, strategies, or 
interventions that are independently evaluated 
and published by the grantee for efficacy. 
(h) RULE OF CONSTRUCTION FOR COLLECTIVE BAR-
GAINING.—Nothing in this section shall be construed to 
alter or otherwise affect the rights, remedies, and proce-
dures afforded to school or local educational agency em-
ployees under Federal, State, or local laws (including ap-
plicable regulations or court orders) or under the terms 
of collective bargaining agreements, memoranda of under-
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standing, or other agreements between such employers 
and their employees. 
(i) INDEPENDENT EVALUATIONS.—An eligible entity 
that receives a grant for activities described in subsection 
(b)(2) shall— 
(1) conduct an independent evaluation for effi-
cacy, which shall— 
(A) estimate the impact of the interven-
tions carried out under the grant (as imple-
mented at the proposed level of scale on a rel-
evant outcome for individual groups of stu-
dents); and 
(B) be made broadly available digitally and 
free of charge, through formal (including peer- 
reviewed journals) and informal (including 
newsletters) mechanisms and through posting 
on the Department of Education’s public 
website; and 
(2) cooperate with any technical assistance pro-
vided by the Department of Education or the con-
tractor of the Department and comply with the re-
quirements of any evaluation of the program con-
ducted by the Department. 
(j) REPORTS.— 
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(1) GRANTEES.—An eligible entity that receives 
a grant under this section shall submit an annual re-
port to the Secretary describing— 
(A) the proposed and actual uses of funds, 
including a description of how much funding 
supported which evidence-based interventions; 
(B) how funds were used and their effect 
on student access to accelerated student learn-
ing and mastery of content and academic, so-
cial-emotional, mental, behavioral, and physical 
health outcomes, which may include success 
measures such as school culture surveys, work-
place culture surveys, family feedback, and ex-
isting diagnostic or formative assessments, 
disaggregated by the specific groups identified 
in section 1111(b)(2)(B)(xi) of the Elementary 
and Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(2)(B)(xi)), in a manner that 
protects personally identifiable information; 
(C) how the State educational agency or 
local educational agency distributed funds, in-
cluding any formula or methodology that was 
used, to schools served by such agency to meet 
the academic, social-emotional, mental, behav-
ioral, and physical health needs of students who 
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have been disproportionately affected by the 
lasting impact of the COVID–19 pandemic, in-
cluding students from low-income families, chil-
dren with disabilities, English learners, students 
of color, students experiencing homelessness, 
children and youth in foster care, migrant chil-
dren, and students involved with the juvenile 
justice system; and 
(D) how the grant funds were supple-
mented with State and local funds targeted to 
disproportionately affected students as de-
scribed in subparagraph (B), including funds 
appropriated through State formula grants to 
local educational agencies. 
(2) REPORTS TO CONGRESS.—Beginning 1 year 
after the first grants are awarded under this section, 
and annually thereafter, the Secretary shall submit 
and digitally publish a report to Congress detail-
ing— 
(A) the basis on which grants were award-
ed; 
(B) eligible entities that received grants 
and amount of funding received by each grant-
ee; 
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(C) the proposed and, as available, actual 
uses of funds, including a description of how 
much funding supported which evidence-based 
interventions; 
(D) available outcomes of the grants re-
lated to student learning and social-emotional, 
mental, 
behavioral, 
and 
physical 
health, 
disaggregated by the specific groups identified 
in section 1111(b)(2)(B)(xi) of the Elementary 
and Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(2)(B)(xi)), in a manner that 
protects personally identifiable information; and 
(E) the technical assistance activities of 
the Department of Education and costs of these 
activities, dissemination costs, and costs of 
other activities supported by the set-aside for 
the Department of Education. 
(k) AUTHORIZATION
OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this sec-
tion— 
(1) $15,000,000,000 for each of the fiscal years 
2025 through 2027; 
(2) $10,000,000,000 for each of the fiscal years 
2028 through 2031; and 
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(3) $5,000,000,000 for each of the fiscal years 
2032 through 2034. 
Æ 
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