I 
118TH CONGRESS 
1ST SESSION H. R. 4342 
To support educational entities in fully implementing title IX and reducing 
and preventing sex discrimination in all areas of education, and for 
other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
JUNE 23, 2023 
Ms. MATSUI (for herself, Ms. DELBENE, Mr. MORELLE, Ms. NORTON, Mr. 
KILMER, Mr. CASE, and Mr. CARBAJAL) introduced the following bill; 
which was referred to the Committee on Education and the Workforce 
A BILL 
To support educational entities in fully implementing title 
IX and reducing and preventing sex discrimination in 
all areas of education, and for other purposes. 
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 ‘‘Patsy T. Mink and 
Louise M. Slaughter Gender Equity in Education Act of 
2023’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
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(1) Title IX of the Education Amendments of 
1972 (20 U.S.C. 1681 et seq.) (in this section re-
ferred to as ‘‘title IX’’) and the implementing regu-
lations of title IX prohibit sex discrimination in fed-
erally funded education programs and activities. 
(2) Although title IX requires that schools treat 
students equally with regard to athletic participation 
opportunities, athletic scholarships, and the benefits 
and services provided to athletic teams, female par-
ticipation rates, especially for girls of color, lag far 
behind male participation rates. Nationally, for ex-
ample, boys receive more than 1,000,000 more op-
portunities to play high school sports than girls. 
Furthermore, although girls comprise nearly 50 per-
cent of high school students, schools provide them 
with only 43 percent of athletic opportunities, even 
though girls want to play in greater numbers. 
(3) A recent report from the Women’s Sports 
Foundation found that Black, Indigenous, and Peo-
ple of Color (BIPOC) women still lag behind White 
women in collegiate sports—14 percent compared to 
30 percent, respectively. These disparities are also 
prevalent at the high school level, with fewer athletic 
opportunities available to students in heavily minor-
ity schools compared to heavily White schools. In a 
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typical heavily minority school, there are only 25 
athletic spots available for every 100 students, com-
pared to 58 athletic spots for every 100 students in 
a typical heavily White school. Further broken down 
by gender, girls have 82 percent of the athletic op-
portunities that boys do in a heavily White school, 
compared to 67 percent for girls in a heavily minor-
ity school. 
(4) Female student athletes have been found to 
have higher levels of self-esteem, as well as reduced 
risk 
for 
cardiovascular 
disease, 
diabetes, 
osteoporosis, and breast cancer, compared to female 
students who do not play sports. In addition, female 
student athletes are more likely to graduate from 
high school, score higher on standardized tests, and 
have higher grades than female students who do not 
play sports. Girls who play sports in high school go 
on to earn 7 percent higher annual wages than those 
who do not play sports, and are more likely to enter 
the labor force and pursue higher-skill, previously 
male-dominated positions. Generally, sports partici-
pation for women is associated with a lower preva-
lence of experiencing intimate partner violence, rein-
forcing that athletic access not only strengthens 
health, educational, and workplace outcomes, but 
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also personal safety. According to a 2023 report 
from the Women’s Sports Foundation, girls who 
played sports during the first year of the COVID– 
19 pandemic fared significantly better than girls 
who did not, reporting higher levels of self-esteem, 
self-efficacy, and social support, and lower levels of 
loneliness and depression. 
(5) Although the availability of athletic scholar-
ships facilitates access to higher education, many in-
stitutions of higher education fail to award propor-
tional athletic financial aid to women, which can af-
fect their long-term employment outcomes and eco-
nomic security. According to the Department of 
Education’s Equity in Athletics Disclosure Act data 
from 2019 through 2020, male athletes received 
$252,000,000 more in athletic scholarships than fe-
male athletes. 
(6) Although title IX ensures gender equity in 
career and technical education, women are severely 
underrepresented in fields nontraditional to their 
gender. According to the National Coalition for 
Women and Girls in Education, women make up 
more than 80 percent of workers with training or 
certification in historically women-dominated occupa-
tions that pay less than $30,000 per year, including 
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child care, early childhood education, home care, and 
cosmetology. Women represent less than 40 percent 
of workers trained or certified in high-paying and 
historically male-dominated fields, including trans-
portation, advanced manufacturing, and construc-
tion. 
(7) Although title IX ensures gender equity in 
the fields of science, technology, engineering, and 
mathematics 
(in 
this 
section 
referred 
to 
as 
‘‘STEM’’) education, women are disproportionately 
lost at nearly every stage of the STEM pipeline. A 
recent report by the National Center for Education 
Statistics showed that women earned only 32 per-
cent of all STEM degrees in 2017, and nearly 1⁄2 of 
these women were White. Women of color earned 
about 12 percent of STEM degrees in that same 
year. Furthermore, in STEM fields where women 
are particularly underrepresented, such as com-
puting and engineering, women earned an even 
smaller percentage of degrees, including only 19 per-
cent of computing bachelor’s degrees, and 21 per-
cent of engineering bachelor’s degrees. 
(8) Although title IX prohibits sex discrimina-
tion in employment in federally funded education 
programs, according to the National Science Foun-
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dation, women only hold 34 percent of all tenured 
and tenure-track positions and 27 percent of full 
professor positions in STEM fields. Furthermore, 
Black and Latina women, together, hold only 4 per-
cent of all tenured and tenure-track positions and 
barely over 2 percent of full professor positions in 
STEM fields. Asian-American women hold around 5 
percent of all tenured and tenure-track positions, 
and less than 3 percent of full professor positions in 
STEM fields. 
(9) Although title IX protects against sexual 
and sex-based harassment and violence, 56 percent 
of girls and 40 percent of boys in grades 7 through 
12 experience sexual harassment each year, and 9 
percent of girls and 7 percent of boys in high school 
experience physical dating violence each year. In ad-
dition, more than 60 percent of women and men in 
college experience sexual harassment each year, and 
14 percent of women and 10 percent of men in col-
lege experience dating violence. Moreover, these sta-
tistics are often higher for marginalized students, in-
cluding Black and Brown girls and women, lesbian, 
gay, bisexual, transgender, queer, and questioning 
(referred to in this section as ‘‘LGBTQ’’) students, 
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pregnant and parenting students, and disabled stu-
dents. 
(10) According to GLSEN, 87 percent of 
LGBTQ students have experienced harassment or 
assault based on a personal characteristic, and near-
ly 66 percent have experienced LGBTQ-related 
verbal harassment at school based on sexual orienta-
tion. Research has shown that LGBTQ students who 
experience harassment at school are more likely to 
experience depression and anxiety, to engage in 
unhealthy and antisocial behaviors, and to have 
more unexcused absences from school. 
(11) Although title IX prohibits discrimination 
on the basis of pregnancy or parenting status, the 
limited availability of accommodations, including lac-
tation accommodations, excused absences for preg-
nancy-related medical conditions, and child care 
needs (including caring for a sick child), is a leading 
reason that parenting mothers drop out of high 
school. According to the National Women’s Law 
Center, only half of teenage mothers earn a high 
school diploma by the age of 22, compared to 89 
percent of women who do not have a child during 
their teenage years, and one-third of young mothers 
will never get a diploma or a GED, further limiting 
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continuing opportunities for education and employ-
ment. 
(12) Although title IX protects against dis-
crimination based on stereotypes of actual or per-
ceived sex, many people carry implicit or uncon-
scious biases that can unintentionally influence atti-
tudes, beliefs, behaviors, and decision-making proc-
esses. Research has shown that unconscious biases 
can impact classroom environments, teaching meth-
ods, student evaluations, disciplinary practices, and 
career and counseling guidance, which can lead to 
discrimination against students based on race, color, 
national origin, and disability, particularly for stu-
dents who are pursuing nontraditional fields. 
(13) Nationally, the Feminist Majority Founda-
tion estimates 100,000 title IX coordinators are 
needed to meet the needs of schools serving children 
in prekindergarten through grade 12, local edu-
cational agencies, and postsecondary institutions. 
However, in 2016, the Department of Education 
only identified 23,000 title IX coordinators nation-
wide. The Feminist Majority Foundation has found 
that schools serving children in prekindergarten 
through grade 12 rarely have their own title IX co-
ordinators. 
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SEC. 3. DEFINITIONS. 
In this Act: 
(1) ESEA DEFINITIONS.—The terms ‘‘elemen-
tary school’’, ‘‘institution of higher education’’, 
‘‘local educational agency’’, ‘‘secondary school’’, and 
‘‘State educational agency’’ have the meanings given 
those terms in section 8101 of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 7801). 
(2) DIRECTOR.—The term ‘‘Director’’ means 
the Director of the Office for Gender Equity estab-
lished under section 5(a). 
(3) EDUCATIONAL
ENTITY.—The term ‘‘edu-
cational entity’’ means any of the following entities 
that receive Federal funds: 
(A) A State educational agency. 
(B) A local educational agency. 
(C) An institution of higher education. 
(D) An elementary school or secondary 
school. 
(E) Another entity covered by title IX, 
such as a laboratory, library, or museum that 
provides education programs and activities. 
(4) GENDER
IDENTITY.—The term ‘‘gender 
identity’’ means the gender-related identity, appear-
ance, mannerisms, or other gender-related character-
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istics of an individual, regardless of the individual’s 
designated sex at birth. 
(5) NATIONAL GENDER EQUITY INFRASTRUC-
TURE.—The term ‘‘national gender equity infra-
structure’’ means the horizontal and vertical net-
work of title IX coordinators and title IX allies who 
work to advance gender equity and eliminate dis-
crimination in the United States. 
(6) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Education. 
(7) SEX.—The term ‘‘sex’’ includes— 
(A) a sex stereotype; 
(B) pregnancy, childbirth, or a related 
medical condition; 
(C) sexual orientation or gender identity; 
and 
(D) sex characteristics, including intersex 
traits. 
(8) SEXUAL ORIENTATION.—The term ‘‘sexual 
orientation’’ means homosexuality, heterosexuality, 
or bisexuality. 
(9) TITLE IX.—The term ‘‘title IX’’ means title 
IX of the Education Amendments of 1972 (20 
U.S.C. 1681 et seq.). 
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(10) TITLE IX ALLY.—The term ‘‘title IX ally’’ 
means an individual who— 
(A) is an employee at an educational entity 
(other than a title IX coordinator), a commu-
nity stakeholder, or an equity expert; and 
(B) helps to fully implement title IX. 
(11) TITLE IX COORDINATOR.—The term ‘‘title 
IX coordinator’’ means a responsible employee, as 
described in section 106.8(a) of title 34, Code of 
Federal Regulations, or successor regulations, des-
ignated to coordinate efforts under title IX of the 
Education Amendments of 1972 (20 U.S.C. 1681 et 
seq.). 
SEC. 4. PURPOSES. 
The purposes of this Act are to— 
(1) advance gender equity in education in the 
United States; 
(2) support educational entities so that such en-
tities have the support to fully implement title IX; 
(3) provide title IX coordinators and title IX al-
lies with training, technical assistance, and support 
to fully carry out their roles and responsibilities; 
(4) increase general awareness about the rights 
and obligations of individuals and entities under title 
IX; 
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(5) identify, implement, and disseminate best 
practices for reducing and preventing sex discrimina-
tion in all areas of education; 
(6) promote educational environments that are 
safe and free of sexual and sex-based bullying, har-
assment, and violence; 
(7) promote equity in education for students 
and staff who face discrimination based on multiple 
and intersectional characteristics, including— 
(A) race and color; 
(B) ethnicity; 
(C) national origin; 
(D) disability status; 
(E) religion; 
(F) age; or 
(G) actual or perceived sex; and 
(8) promote activities that strengthen the na-
tional gender equity infrastructure. 
SEC. 5. ESTABLISHMENT OF AN OFFICE FOR GENDER EQ-
UITY. 
(a) IN GENERAL.—The Secretary shall establish an 
Office for Gender Equity. The Director of the Office for 
Gender Equity shall be the Special Assistant for Gender 
Equity, as authorized under section 202(b)(3) of the De-
partment of Education Organization Act (20 U.S.C. 
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3412(b)(3)). The Director of the Office for Gender Equity 
shall report directly to the Secretary. 
(b) DUTIES.—The Office for Gender Equity shall be 
responsible for the following: 
(1) Supporting educational entities in the full 
implementation of title IX. 
(2) Providing title IX coordinators and title IX 
allies with training, technical assistance, and support 
to fully carry out their roles and responsibilities. 
(3) Providing grants to implement programs 
and activities that are focused on reducing and pre-
venting sex discrimination in all areas of education. 
(4) Identifying and disseminating information 
and evidence-based best practices for reducing and 
preventing sex discrimination in all areas of edu-
cation. 
(5) Maintaining an Office for Gender Equity re-
source center website to disseminate information and 
evidence-based best practices for achieving gender 
equity. 
(6) Performing any other activity consistent 
with achieving the purposes of this Act. 
(c) COORDINATION.—To carry out the purposes of 
this Act, the Secretary shall coordinate with other relevant 
Federal offices and agencies, including— 
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(1) the White House Gender Policy Council; 
(2) the White House Domestic Policy Council; 
(3) the Office for Civil Rights of the Depart-
ment of Education; 
(4) the Institute of Education Sciences; 
(5) the Women’s Bureau of the Department of 
Labor; 
(6) the Office on Women’s Health of the De-
partment of Health and Human Services; 
(7) the Civil Rights Division of the Department 
of Justice; 
(8) the Office on Violence Against Women of 
the Department of Justice; 
(9) the Centers for Disease Control and Preven-
tion; 
(10) the Office of Safe and Healthy Students of 
the Department of Education; and 
(11) other entities determined relevant for car-
rying out the purposes of this Act. 
SEC. 6. SUPPORT FOR TITLE IX COORDINATORS AND TITLE 
IX ALLIES. 
(a) IN GENERAL.—The Director shall provide coordi-
nation, training, technical assistance, and support for title 
IX coordinators and title IX allies to ensure that edu-
cational entities are able to fully implement title IX and 
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reduce and prevent sex discrimination in all areas of edu-
cation. 
(b) TITLE IX COORDINATOR TRAINING.— 
(1) IN GENERAL.— 
(A) TITLE IX COORDINATOR TRAINING.— 
Not less than once a year, the Director shall 
conduct a training for all title IX coordinators, 
which shall address the different needs of ele-
mentary schools and secondary schools and 
postsecondary institutions. The training may be 
conducted in partnership with a national orga-
nization with relevant expertise, and may be 
completed online or in person. 
(B) AVAILABILITY TO TITLE IX ALLIES.— 
Each training conducted under subparagraph 
(A) shall be made available to title IX allies to 
the maximum extent practicable. 
(2) CONTENTS OF TRAINING.—The training de-
scribed in paragraph (1) shall include the following 
information: 
(A) The role and responsibility of title IX 
coordinators. 
(B) Information and evidence-based best 
practices for increasing awareness about rights 
and obligations under title IX. 
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(C) Information and evidence-based best 
practices for investigating and responding to 
claims of violations of title IX. 
(D) Information and evidence-based best 
practices for identifying and preventing implicit 
and explicit sex discrimination in all areas of 
education, including— 
(i) recruitment and admissions; 
(ii) teaching practices, textbooks, and 
curricula; 
(iii) campus safety and security; 
(iv) financial assistance; 
(v) access to facilities, resources, and 
housing; 
(vi) access to course offerings; 
(vii) student health services and insur-
ance benefits; 
(viii) counseling and career guidance; 
(ix) athletics; 
(x) discipline policies; 
(xi) employment; and 
(xii) other areas that the Director de-
termines are relevant for such purposes. 
(3) APPLICATION OF TRAINING.— 
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(A) IN GENERAL.—The Director shall take 
steps to ensure that the trainings described in 
paragraph (1)— 
(i) are adapted, as necessary, to ad-
dress issues of sex discrimination at all lev-
els of education; 
(ii) are updated with the latest infor-
mation and evidence-based best practices; 
and 
(iii) address recent trends in sex dis-
crimination. 
(B) 
ATTENTION
TO
DISCRIMINATION 
BASED ON MULTIPLE CHARACTERISTICS.—The 
Director shall take steps to ensure that such 
trainings include attention to students who face 
discrimination based on multiple characteristics, 
including— 
(i) race and color; 
(ii) ethnicity; 
(iii) national origin; 
(iv) disability status; 
(v) religion; 
(vi) age; or 
(vii) actual or perceived sex. 
(C) EVALUATION.—The Director shall— 
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(i) develop and conduct pre- and post- 
training evaluations to assess the effective-
ness of such trainings in improving the 
knowledge of the roles and responsibilities 
of title IX coordinators; and 
(ii) use such evaluations to update the 
title IX coordinator trainings annually and 
replicate effective models and practices for 
use by title IX coordinators and title IX al-
lies. 
(c) HANDBOOK FOR CONDUCTING TITLE IX COMPLI-
ANCE SELF-EVALUATIONS.—The Director shall develop a 
handbook for conducting self-evaluations of compliance 
with title IX in all areas of education, as described in sub-
section (b)(2)(D). 
(d) ASSESSMENT OF SUPPORT FOR TITLE IX COOR-
DINATORS AND TITLE IX ALLIES.—The Director shall 
collect relevant data and statistics on all title IX coordina-
tors, including demographic information for gender, race, 
and ethnicity, salary information, budgets, and primary 
roles, in order to make recommendations for improving 
title IX coordinator support. The assessment shall also de-
scribe how title IX coordinators work with title IX allies 
and others within the national gender equity infrastruc-
ture. 
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(e) DISSEMINATION.—The Director shall ensure that 
the workplace contact information of all title IX coordina-
tors and any training materials or information developed 
under this section are made available on the Office for 
Gender Equity resource center website described in section 
5(b)(5). 
SEC. 7. SUPPORT FOR LOCAL IMPLEMENTATION. 
(a) GRANTS AUTHORIZED.— 
(1) 
IN
GENERAL.—The 
Secretary, 
acting 
through the Director, is authorized to award grants 
to eligible entities to support such eligible entities in 
fully implementing title IX and reducing and pre-
venting sex discrimination in all areas of education. 
(2) ELIGIBLE
ENTITY.—In this section, the 
term ‘‘eligible entity’’ means— 
(A) a State educational agency; 
(B) a local educational agency; 
(C) an institution of higher education; 
(D) an elementary school or secondary 
school; or 
(E) a partnership consisting of— 
(i) an entity described in subpara-
graphs (A) through (D); and 
(ii) a national organization with rel-
evant expertise, or another entity that the 
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Secretary determines has relevant exper-
tise. 
(b) USE OF FUNDS.—An eligible entity receiving a 
grant under this section shall use such funds to carry out 
programs and activities designed to fully implement title 
IX and prevent and reduce sex discrimination, including 
programs and activities that— 
(1) increase awareness of and counteract sex 
stereotypes, biases, and discrimination; 
(2) include trainings for students, teachers, fac-
ulty, other personnel, and community stakeholders, 
including title IX allies, to learn about and use best 
practices for reducing and preventing sex discrimina-
tion in all areas of education; 
(3) increase access to school, campus, and com-
munity resources, facilities, and course offerings; 
(4) support title IX coordinators and title IX 
allies in performing outreach, advocacy, and edu-
cation about title IX and reducing and preventing 
sex discrimination; 
(5) are aimed at identifying patterns or sys-
temic problems in compliance with title IX; 
(6) strengthen prevention education and aware-
ness programs regarding sexual and sex-based har-
assment and violence; 
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(7) develop, conduct and analyze evidence-based 
campus climate and victimization surveys; 
(8) include institutional assessment activities to 
identify areas and causes of gender inequities; 
(9) make efforts to improve progress on gender 
equity 
indicators 
as 
described 
in 
subsection 
(c)(2)(A); 
(10) make efforts to improve accuracy in meas-
urement, data collection, and reporting of gender eq-
uity indicators as described in subsection (c)(2)(A); 
and 
(11) make efforts to strengthen the national 
gender equity infrastructure (which may include in-
stitutions of higher education, State educational 
agencies, local educational agencies, and individual 
schools), such as by hiring one or more dedicated 
employees to serve as title IX coordinators. 
(c) APPLICATIONS.— 
(1) IN GENERAL.—An eligible entity desiring a 
grant under this section shall submit an application 
to the Secretary at such time, in such manner, and 
containing such information as the Secretary may 
reasonably require. 
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(2) CONTENTS OF APPLICATION.—Each appli-
cation submitted by an eligible entity under this sec-
tion shall include the following: 
(A) A description of locally defined and 
documented gender equity needs and priorities, 
which may include any of the following indica-
tors: 
(i) Academic indicators, including per-
formance on State assessments, and enroll-
ment, admission, attrition, time to comple-
tion, and graduation rates. 
(ii) Civil rights data, including statis-
tics on bullying, harassment, violence, dis-
cipline, and expulsion. 
(iii) Campus climate and victimization 
data. 
(iv) Employment data. 
(v) Athletics equity data. 
(vi) Attendance and absenteeism data. 
(vii) Evidence of burden on title IX 
coordinators, including coordinator to stu-
dent ratio and competing responsibilities. 
(viii) Other documentation of need 
that the Secretary determines is relevant. 
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(B) A description of the evidence that will 
serve as the basis for the activities that the eli-
gible entity proposes to carry out using grant 
funds under this section. 
(C) A description of the activities that the 
eligible entity proposes to carry out using grant 
funds under this section. 
(D) A description of how the proposed ac-
tivities will be adapted, as necessary, to meet 
the needs of students who face discrimination 
based on multiple characteristics, including— 
(i) race and color; 
(ii) ethnicity; 
(iii) national origin; 
(iv) disability status; 
(v) religion; 
(vi) age; or 
(vii) actual or perceived sex. 
(E) A description of how the proposed ac-
tivities will help the eligible entity fully imple-
ment title IX. 
(F) A description of a plan for how the 
proposed activities under this section will con-
tinue with local support following completion of 
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the grant period and termination of Federal 
funding. 
(G) A description of how the proposed ac-
tivities are a significant component of a com-
prehensive plan for gender equity in education 
and full implementation of title IX. 
(d) RULE OF CONSTRUCTION.—Nothing in this sec-
tion shall be construed as prohibiting persons of any sex 
or gender from participating in any of the programs or 
activities funded under this section. 
(e) AWARD BASIS.— 
(1) MERIT REVIEW.—Grants shall be awarded 
under this section on a competitive basis. 
(2) PRIORITIES.— 
(A) IN GENERAL.—The Secretary shall es-
tablish criteria for determining which eligible 
entities shall have priority in receiving a grant 
under this section. 
(B) LEVEL OF PRIORITY.—The criteria de-
scribed in subparagraph (A) may include a con-
sideration of the extent to which the application 
demonstrates that the eligible entity— 
(i) has demonstrated a high need for 
gender equity assistance based on indica-
tors described in subsection (c)(2)(A) and 
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a high commitment to addressing these 
issues; 
(ii) will address the needs of students 
who face discrimination based on multiple 
characteristics, including— 
(I) race and color; 
(II) ethnicity; 
(III) national origin; 
(IV) disability status; 
(V) religion; 
(VI) age; or 
(VII) actual or perceived sex; 
(iii) will address relevant issues of na-
tional significance through solutions that 
can be replicated; 
(iv) will implement an institutional 
change strategy with a long-term impact 
that will continue to be a central activity 
of the eligible entity upon termination of 
the grant; 
(v) will serve a high percentage of 
low-income students; 
(vi) will serve a high percentage of ra-
cially diverse students; 
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(vii) will promote outreach to include 
others in their gender equity training and 
related activities during the grant period 
and after the grant ends; and 
(viii) will impact as many educational 
entities as possible to advance title IX im-
plementation during and after the grant 
period. 
(C) SPECIAL RULE.—To the extent prac-
ticable, the Secretary shall ensure that grants 
awarded under this section, for each fiscal year, 
address— 
(i) all levels of education, including— 
(I) elementary and secondary 
education; 
(II) undergraduate and graduate 
education; 
(III) postdoctoral education and 
research; 
(IV) career and technical edu-
cation; and 
(V) adult education; 
(ii) all regions of the United States; 
and 
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(iii) urban, rural, and suburban edu-
cational entities. 
(f) EVALUATION AND DISSEMINATION.— 
(1) EVALUATION.— 
(A) IN
GENERAL.—Each eligible entity 
that receives a grant under this section shall 
conduct an assessment about the extent to 
which the eligible entity made progress on the 
indicators under subsection (c)(2)(A). 
(B) ASSESSMENT.—An eligible entity may 
work in partnership with the Institute of Edu-
cation Sciences to conduct such assessment. 
(C) USE BY SECRETARY.—Not later than 
1 year after receiving the grant award, the eli-
gible entity shall submit a report to the Sec-
retary containing the results of such assess-
ment. The Secretary shall use those reports in 
order to build the knowledge base on promising 
models for preventing and reducing sex dis-
crimination across all areas and levels of edu-
cation. 
(2) DISSEMINATION.—The Secretary shall co-
ordinate with the Director of the Institute of Edu-
cation Sciences and other relevant Federal offices 
and agencies to— 
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(A) ensure that the results of the activities 
carried out under this section are made readily 
available on the Office for Gender Equity re-
source center website; and 
(B) widely disseminate the results de-
scribed in subparagraph (A) to relevant Federal 
offices, and agencies, educational entities and 
the general public. 
SEC. 8. RESEARCH AND DEVELOPMENT. 
(a) IN GENERAL.—The Secretary shall coordinate 
with the Director of the Institute of Education Sciences 
and other relevant Federal offices and agencies and enti-
ties to investigate, identify, and disseminate best practices 
to fully implement title IX and reduce and prevent sex 
discrimination in all areas of education, including— 
(1) the reduction and prevention of sex stereo-
typing, bias, and discrimination in curricula, text-
books, software, and other educational materials; 
(2) the development of policies and programs 
to— 
(A) address and prevent sexual and sex- 
based harassment and violence; 
(B) ensure that schools and campuses are 
free from threats to the safety of students, 
teachers, faculty, and personnel; and 
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(C) ensure athletic programs are equitable; 
(3) the development and evaluation of— 
(A) counseling and career guidance train-
ing; and 
(B) programs to reduce and prevent sex 
stereotyping, bias, and discrimination; 
(4) best practices for mitigating implicit bias in 
teaching, discipline, and all areas of education; 
(5) best practices for addressing the needs of 
students who face discrimination based on multiple 
characteristics, including— 
(A) race and color; 
(B) ethnicity; 
(C) national origin; 
(D) disability status; 
(E) religion; 
(F) age; or 
(G) actual or perceived sex; and 
(6) other activities that the Secretary deter-
mines are consistent with the purposes of this Act. 
(b) DISSEMINATION.—The best practices described 
under subsection (a) shall be published on the Office for 
Gender Equity resource center website, as described in 
section 5(b)(5), and the What Works Clearinghouse 
website of the Institute of Education Sciences. 
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SEC. 9. REPORT; DISSEMINATION. 
(a) REPORT TO CONGRESS.—Not later than 2 years 
after the date of enactment of this Act and every 2 years 
thereafter, the Secretary shall publish a report on the 
steps the Department of Education has taken to— 
(1) support educational entities in fully imple-
menting title IX and reducing and preventing sex 
discrimination; 
(2) provide coordination, training, and re-
sources for title IX coordinators and title IX allies 
to fully carry out their roles and responsibilities; and 
(3) promote equity in education for students 
who face discrimination based on multiple character-
istics, including— 
(A) race and color; 
(B) ethnicity; 
(C) national origin; 
(D) disability status; 
(E) religion; 
(F) age; or 
(G) actual or perceived sex. 
(b) DISSEMINATION.—The Secretary shall coordinate 
with the Director of the Institute of Education Sciences 
and the heads of relevant Federal agencies to ensure that 
the results of trainings, activities, evaluations, and re-
search developments under this Act are made readily 
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available on the Office for Gender Equity resource center 
website and disseminated widely to other relevant Federal 
agencies and offices, educational entities, and the general 
public. 
SEC. 10. RULE OF CONSTRUCTION. 
Nothing in this Act shall be construed— 
(1) as modifying any provision of title IX of the 
Education Amendments of 1972 (20 U.S.C. 1681 et 
seq.); or 
(2) as affecting the enforcement of such title by 
the Department of Education, the Department of 
Justice, or any other Federal agency. 
SEC. 11. AUTHORIZATION OF APPROPRIATIONS. 
(a) IN GENERAL.—There are authorized to be appro-
priated to carry out this Act $160,000,000 for each of 
fiscal years 2024 through 2028. 
(b) USE.—From amounts made available to carry out 
this Act for each fiscal year, the Secretary shall use not 
less than $140,000,000 of such amounts to award grants 
under section 7. 
Æ 
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