‘‘(I) has ever engaged in any vol-
untary desegregation effort, and to 
what extent such efforts have in-
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-
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cant will make information on magnet 
schools and the application process 
available in these languages; and 
‘‘(III) how to enter a lottery or 
other inclusive enrollment pool for 
magnet schools; 
‘‘(v) the manner and extent to which 
the proposed activities will increase student 
academic achievement in the instructional 
area offered by the school, including any 
evidence, or if such evidence is not avail-
able, a rationale based on current research 
findings, to support the activities increas-
ing student academic achievement; 
‘‘(vi) how the applicant will support 
the social and emotional learning of stu-
dents; 
‘‘(vii) how the applicant will imple-
ment restorative school discipline policies 
that reduce the use of suspension and ex-
pulsion and improve overall school climate; 
‘‘(viii) how the applicant will assess, 
monitor, and evaluate the impact of the ac-
tivities funded under this section on stu-
dent achievement, integration, and overall 
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school climate by developing a data plan 
that— 
‘‘(I) is aligned to a clear vision 
for equity, with specific criteria for 
determining racial or socioeconomic 
segregation and a target for reducing 
these conditions; 
‘‘(II) monitors the goal of reduc-
ing racial segregation by tracking 
multiple measures of success (includ-
ing by enrollment, graduation rates, 
academic 
achievement, 
academic 
growth, 
and 
social-emotional 
out-
comes); 
‘‘(III) disaggregates data across 
subgroups of students, as defined in 
section 1111(c)(2); and 
‘‘(IV) ensures data collected are 
accessible, with opportunities to in-
clude stakeholder feedback in a timely 
manner; 
‘‘(ix) how grant funds under this sec-
tion will be used to— 
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‘‘(I) improve student academic 
achievement for all students attending 
the magnet school programs; 
‘‘(II) close historic opportunity 
and achievement gaps between each of 
the subgroups of students, defined in 
section 
1111(c)(2), 
attending 
the 
magnet school programs; and 
‘‘(III) implement services and ac-
tivities that are consistent with other 
programs under this Act, as appro-
priate; and 
‘‘(x) how the magnet program funded 
by the grant will improve the overall qual-
ity of the school district the program is 
housed within; and 
‘‘(B) the same assurances described in sec-
tion 4405(b)(2). 
‘‘(4) APPLICATIONS FROM STATE EDUCATIONAL 
AGENCIES.—A State educational agency that sub-
mits an application under paragraph (1) shall de-
scribe how, specifically, the State views magnet 
schools as a solution to promote integration in the 
State. 
‘‘(c) PRIORITY.— 
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‘‘(1) IN GENERAL.—In awarding grants under 
this section, the Secretary shall give priority to ap-
plicants that— 
‘‘(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 
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the magnet school programs served by such 
grant funds; or 
‘‘(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; 
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‘‘(B) developing and refining diversity 
goals for magnet school enrollment; and 
‘‘(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 
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parent tours, open houses, and revised mar-
keting materials); 
‘‘(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-
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structional area that is gained over not less 
than 10 years of work experience in a relevant 
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 
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enhance and enrich the magnet theme and de-
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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