teaching), to address student behavior and work 
to eliminate the use of exclusionary and aver-
sive discipline practices or interventions. 
(C) Researching, developing, implementing, 
and evaluating models, policies, and procedures 
to reduce the use of exclusionary and aversive 
discipline practices or interventions in public el-
ementary schools and secondary schools. 
(2) PRIORITY.—A State educational agency or 
local educational agency shall prioritize carrying out 
the activities specified in subparagraphs (A) through 
(C) of paragraph (1) in public elementary schools 
and secondary schools— 
(A) in which a disproportionately high per-
centage of students who have been subjected to 
disciplinary proceedings or have otherwise expe-
rienced the application of such a school’s dis-
cipline policies, practices, and procedures, rel-
ative to such school’s total student population, 
are students of color or students with disabil-
ities (as defined in section 602 of the Individ-
uals with Disabilities Education Act (20 U.S.C. 
1401)); 
(B) with a high percentage of in-school 
suspensions, out-of-school suspensions, expul-
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sions, school-related arrests, and referrals of 
students to law enforcement; 
(C) that lack positive behavioral interven-
tions and supports and other models to improve 
school climate and culture; or 
(D) that have demonstrated meaningful 
community engagement in selecting models to 
improve school climate and culture. 
(f) EVALUATION AND REPORT.— 
(1) LOCAL EDUCATIONAL AGENCY REPORTS.— 
Each local educational agency receiving a subgrant 
under this section shall, at the end of the grant pe-
riod for such subgrant, prepare and submit to the 
State educational agency a report that— 
(A) evaluates the progress of the local edu-
cational agency toward carrying out the re-
quired activities under subsection (e); and 
(B) includes any additional information the 
State educational agency determines necessary 
to complete the report required under para-
graph (2). 
(2) STATE EDUCATIONAL AGENCY REPORTS.— 
Each State educational agency receiving a grant 
under this section shall, at the end of the three-year 
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grant period for such grant, prepare and submit to 
the Secretary a report that— 
(A) evaluates the State’s progress toward 
carrying out the required activities under sub-
section (e); 
(B) includes data on the impact of the 
grant program on school climate and culture 
during such grant period, including, with re-
spect to the State educational agency, data on 
the prevalence of, and increase or decrease in— 
(i) exclusionary and aversive discipline 
practices or interventions, including in- 
school suspensions, out-of-school suspen-
sions, and expulsions; 
(ii) school-related arrests; and 
(iii) student referrals to law enforce-
ment; 
(C) includes the number of high-quality 
school climate and culture trainings conducted 
for program personnel during such grant pe-
riod; 
(D) describes the models implemented to 
improve school climate and culture during such 
grant period; 
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(E) specifies the number of subgrants 
made under subsection (d) and the local edu-
cational agencies that were awarded such sub-
grants; and 
(F) includes such information as the Sec-
retary may require. 
(3) DATA.—A State educational agency shall, 
with respect to the data described in paragraph 
(2)(B)— 
(A) cross-tabulate and disaggregate the 
data in the same manner as under subsection 
(b)(3)(A); and 
(B) redact all personally identifiable infor-
mation from such data. 
(4) PUBLICATION.—Not later than one year 
after receiving a report under paragraph (2), the 
Secretary shall make the report publicly available on 
the website of the Department of Education. 
(g) FUNDS AVAILABLE FOR THE DEPARTMENT OF 
THE INTERIOR.—From the amount appropriated under 
section 306, the Secretary shall allocate— 
(1) 0.5 percent of such funds to the Secretary 
of the Interior for activities under this section with 
respect to schools operated or funded by the Depart-
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ment of the Interior, under such terms and condi-
tions as the Secretary may prescribe; and 
(2) 0.5 percent of such funds for activities 
under this section with respect to schools operated 
in the outlying areas, under such terms and condi-
tions as the Secretary may prescribe. 
TITLE III—ADDITIONAL 
PROVISIONS 
SEC. 301. FEDERAL REGULATIONS. 
(a) IN GENERAL.—Not later than 180 days after the 
date of the enactment of this Act, the Secretary shall issue 
such regulations as are necessary to reasonably ensure 
compliance with this Act. 
(b) NEGOTIATED RULEMAKING PROCESS.—In car-
rying out subsection (a), the Secretary shall use a nego-
tiated rulemaking process described in section 1601 and 
section 1602 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6571; 6572) except subparagraph 
(A) of subsection (b)(3) of such section 1601 shall apply 
by substituting ‘‘establish a negotiated rulemaking proc-
ess;’’ for the text of such subparagraph. 
SEC. 302. OTHER SCHOOLS. 
(a) DEPARTMENT OF DEFENSE.—The Secretary of 
Defense shall ensure that schools operated or funded by 
the Department of Defense Education Activity or other-
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wise operated or funded by the Department of Defense 
for the education of military-connected dependents comply 
with the regulations promulgated by the Secretary pursu-
ant to this Act. 
(b) DEPARTMENT OF INTERIOR.—The Secretary of 
the Interior shall ensure that schools operated or funded 
by the Department of the Interior comply with the regula-
tions promulgated by the Secretary pursuant to this Act. 
SEC. 303. LIMITATION OF AUTHORITY. 
(a) IN GENERAL.—Nothing in this Act shall be con-
strued— 
(1) to restrict or limit, or allow the Secretary 
to restrict or limit, any other rights or remedies oth-
erwise available to students or parents under Fed-
eral, State, or local law or regulation; or 
(2) to restrict or limit Federal, State, or local 
laws, regulations, or polices that provide for more 
stringent prohibitions or limitations on the use of 
corporal punishment than the prohibitions or limita-
tions that are provided for in this Act. 
(b) LAW ENFORCEMENT OFFICER DUTIES.—Noth-
ing in this Act shall be construed to prevent a sworn law 
enforcement officer from carrying out the lawful duties of 
the officer under otherwise applicable law. 
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(c) RULE OF CONSTRUCTION ON ENFORCEMENT.— 
Nothing in this Act shall be construed to affect the en-
forcement of title VI of the Civil Rights Act of 1964 (42 
U.S.C. 2000d et seq.), title IX of the Education Amend-
ments of 1972 (20 U.S.C. 1681 et seq.), section 504 of 
the Rehabilitation Act of 1973 (29 U.S.C. 794), or the 
Department of Education Organization Act (20 U.S.C. 
3401 et seq.) and their enforcing regulations. 
SEC. 304. APPLICABILITY TO PRIVATE SCHOOLS AND HOME 
SCHOOLS. 
(a) PRIVATE SCHOOLS.—Nothing in this Act shall be 
construed to affect any private school that does not re-
ceive, or does not serve students who receive, support in 
any form from any program or activity supported, in whole 
or in part, with Federal funds. 
(b) HOME SCHOOLS.—Nothing in this Act shall be 
construed to— 
(1) affect a home school, whether or not a home 
school is treated as a private school or home school 
under State law; or 
(2) consider parents who are schooling a child 
at home as program personnel. 
SEC. 305. SEVERABILITY. 
If any provision of this Act or the application of such 
provision to any person or circumstance is held to be un-
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constitutional, the remaining provisions of this Act and 
the application of such provisions to any person or cir-
cumstance shall not be affected thereby. 
SEC. 306. AUTHORIZATION OF APPROPRIATIONS. 
There are authorized to be appropriated such sums 
as may be necessary to carry out this Act for fiscal year 
2025 and each fiscal year thereafter. 
Æ 
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