I 
113TH CONGRESS 
1ST SESSION H. R. 2195 
To support Promise Neighborhoods. 
IN THE HOUSE OF REPRESENTATIVES 
MAY 23, 2013 
Mr. PAYNE (for himself, Ms. CLARKE, Mr. DANNY K. DAVIS of Illinois, Mr. 
FATTAH, Ms. FUDGE, Mr. GRIJALVA, Mr. HINOJOSA, Mr. HONDA, Ms. 
LEE of California, Mr. MCGOVERN, Mr. POLIS, Mr. HORSFORD, Mr. 
RANGEL, Ms. WILSON of Florida, Ms. NORTON, Mr. ELLISON, Mr. AL 
GREEN of Texas, Ms. JACKSON LEE, Mr. THOMPSON of Mississippi, Mr. 
BISHOP of Georgia, Ms. BASS, Mr. SCOTT of Virginia, Ms. WASSERMAN 
SCHULTZ, Mr. CARSON
of Indiana, Mr. CLAY, Mr. MEEKS, Mr. 
BUTTERFIELD, and Mr. HIGGINS) 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 2013’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
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(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. 
(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 
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behind the national average in reading and mathe-
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 
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to have completed high school as a 16- to 24-year- 
old coming from a low-income family. 
(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). 
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(2) CHILD.—The term ‘‘child’’ means an indi-
vidual from birth through age 21. 
(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 one or more persistent problems, or improve 
practice with respect to such problems, in one or 
more neighborhoods. 
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(5) EXPANDED
LEARNING
TIME.—The term 
‘‘expanded learning time’’ means using a longer 
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 
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and neighborhood improvement process, including, 
at a minimum— 
(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); 
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