I 
113TH CONGRESS 
1ST SESSION H. R. 3461 
To support early learning. 
IN THE HOUSE OF REPRESENTATIVES 
NOVEMBER 13, 2013 
Mr. GEORGE MILLER of California (for himself and Mr. HANNA) introduced 
the following bill; which was referred to the Committee on Education and 
the Workforce 
A BILL 
To support early learning. 
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 ‘‘Strong Start for Amer-
ica’s Children Act of 2013’’. 
SEC. 2. TABLE OF CONTENTS. 
The table of contents for this Act is as follows: 
Sec. 1. Short title. 
Sec. 2. Table of contents. 
TITLE I—PREKINDERGARTEN ACCESS 
Subtitle A—Access to Voluntary Prekindergarten for Low- and Moderate- 
Income Families 
Sec. 111. Purposes. 
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Sec. 112. Definitions. 
Sec. 113. Program authorization. 
Sec. 114. Allotments and reservations of funds. 
Sec. 115. State eligibility criteria. 
Sec. 116. State applications. 
Sec. 117. State use of funds. 
Sec. 118. Additional prekindergarten services. 
Sec. 119. Performance measures and targets. 
Sec. 120. Matching requirements. 
Sec. 121. Eligible local entity applications. 
Sec. 122. Required subgrant activities. 
Sec. 123. Report and evaluation. 
Sec. 124. Prohibition of required participation or use of funds for assessments. 
Sec. 125. Coordination with Head Start programs. 
Sec. 126. Technical assistance in program administration. 
Sec. 127. Authorization of appropriations. 
Subtitle B—Prekindergarten Development Grants 
Sec. 151. Prekindergarten development grants. 
TITLE II—EARLY LEARNING QUALITY PARTNERSHIPS 
Sec. 201. Purposes. 
Sec. 202. Early Learning Quality Partnerships. 
TITLE III—CHILD CARE 
Sec. 301. State plan. 
Sec. 302. Authorization of appropriations. 
TITLE IV—MATERNAL, INFANT, AND EARLY CHILDHOOD HOME 
VISITING PROGRAM 
Sec. 401. Sense of the House of Representatives. 
TITLE I—PREKINDERGARTEN 
ACCESS 
Subtitle A—Access to Voluntary 
Prekindergarten for Low- and 
Moderate-Income Families 
SEC. 111. PURPOSES. 
The purposes of this subtitle are to— 
(1) establish a Federal-State partnership to 
provide access to high-quality public prekindergarten 
programs for all children from low-income and mod-
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erate-income families to ensure that they enter kin-
dergarten prepared for success; 
(2) broaden participation in such programs to 
include children from additional middle-class fami-
lies; and 
(3) promote access to high-quality kindergarten, 
and high-quality early childhood education programs 
and settings for children. 
SEC. 112. DEFINITIONS. 
In this subtitle: 
(1) CHILD
WITH
A
DISABILITY.—The term 
‘‘child with a disability’’ has the meaning given the 
term in section 602 of the Individuals with Disabil-
ities Education Act (20 U.S.C. 1401). 
(2) COMPREHENSIVE EARLY LEARNING ASSESS-
MENT
SYSTEM.—The term ‘‘comprehensive early 
learning assessment system’’— 
(A) means a coordinated and comprehen-
sive system of multiple assessments, each of 
which is valid and reliable for its specified pur-
pose and for the population with which it will 
be used, that— 
(i) organizes information about the 
process and context of young children’s 
learning and development to help early 
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childhood educators make informed in-
structional and programmatic decisions; 
and 
(ii) conforms to the recommendations 
of the National Research Council reports 
on early childhood; and 
(B) includes, at a minimum— 
(i) child screening measures; 
(ii) child formative assessments; 
(iii) measures of environmental qual-
ity; and 
(iv) measures of the quality of adult- 
child interactions. 
(3) DUAL
LANGUAGE
LEARNER.—The term 
‘‘dual language learner’’ means an individual who is 
limited English proficient. 
(4) 
EARLY
CHILDHOOD
EDUCATION
PRO-
GRAM.—The term ‘‘early childhood education pro-
gram’’ has the meaning given the term under section 
103 of the Higher Education Act of 1965 (20 
U.S.C. 1003). 
(5) ELEMENTARY SCHOOL.—The term ‘‘elemen-
tary school’’ has the meaning given the term in sec-
tion 9101 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7801). 
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(6) ELIGIBILITY DETERMINATION DATE.—The 
term ‘‘eligibility determination date’’ means the date 
used to determine eligibility for public elementary 
school in the community in which the eligible local 
entity involved is located. 
(7) ELIGIBLE LOCAL ENTITY.—The term ‘‘eligi-
ble local entity’’ means— 
(A) a local educational agency, including— 
(i) a charter school or a charter man-
agement organization that acts as a local 
educational agency; or 
(ii) an educational service agency in 
partnership with a local educational agen-
cy; 
(B) an entity that carries out an early 
childhood education program; or 
(C) a consortium of entities described in 
subparagraph (A) or (B). 
(8) FULL-DAY.—The term ‘‘full-day’’ means a 
day that is— 
(A) equivalent to a full school day at the 
public elementary schools in a State; and 
(B) not less than 5 hours a day. 
(9) HIGH-QUALITY
PREKINDERGARTEN
PRO-
GRAM.—The term ‘‘high-quality prekindergarten 
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program’’ means a prekindergarten program sup-
ported by an eligible local entity that includes, at a 
minimum, the following elements based on nationally 
recognized standards: 
(A) Serves children who— 
(i) are age 4 or children who are age 
3 or 4, by the eligibility determination date 
(including children who turn age 5 while 
attending the program); or 
(ii) have attained the legal age for 
State-funded prekindergarten. 
(B) Requires high qualifications for staff, 
including that teachers meet the requirements 
of 1 of the following clauses: 
(i) The teacher has a bachelor’s de-
gree in early childhood education or a re-
lated field with coursework that dem-
onstrates competence in early childhood 
education. 
(ii) The teacher— 
(I) has a bachelor’s degree in any 
field; 
(II) has demonstrated knowledge 
of early childhood education by pass-
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ing a State-approved assessment in 
early childhood education; 
(III) while employed as a teacher 
in the prekindergarten program, is en-
gaged in on-going professional devel-
opment in early childhood education 
for not less than 2 years; and 
(IV) not more than 3 years after 
starting employment as a teacher in 
the prekindergarten program, enrolls 
in and completes a State-approved ed-
ucator preparation program in which 
the teacher receives training and sup-
port in early childhood education. 
(iii) The teacher has bachelor’s degree 
with a credential, license, or endorsement 
that demonstrates competence in early 
childhood education. 
(C) Maintains an evidence-based maximum 
class size. 
(D) Maintains an evidence-based child to 
instructional staff ratio. 
(E) Offers a full-day program. 
(F) Provides developmentally appropriate, 
evidence-based curricula and learning environ-
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ments that are aligned with the State’s early 
learning and development standards described 
in section 115(1). 
(G) Offers instructional staff salaries com-
parable to kindergarten through grade 12 
teaching staff. 
(H) Provides for ongoing monitoring and 
program evaluation to ensure continuous im-
provement. 
(I) Offers accessible comprehensive services 
for children that include, at a minimum— 
(i) screenings for vision, dental, health 
(including mental health), and development 
and referrals, and assistance obtaining 
services, when appropriate; 
(ii) family engagement opportunities 
that take into account home language, 
such as parent conferences (including par-
ent input about their child’s development) 
and support services, such as parent edu-
cation; 
(iii) nutrition services, including nutri-
tious meals and snack options aligned with 
requirements set by the most recent Child 
and Adult Care Food Program guidelines 
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promulgated by the Department of Agri-
culture as well as regular, age-appropriate, 
nutrition education for children and their 
families; 
(iv) programs coordinated with local 
educational agencies and entities providing 
programs authorized under section 619 
and part C of the Individuals with Disabil-
ities Education Act (20 U.S.C. 1419 and 
1431 et seq.); 
(v) physical activity programs aligned 
with evidence-based guidelines, such as 
those recommended by the Institute of 
Medicine, and which take into account and 
accommodate children with disabilities; 
(vi) additional support services, as ap-
propriate, based on the findings of the 
needs analysis as described in section 120; 
and 
(vii) on-site coordination, to the max-
imum extent feasible. 
(J) Provides high-quality professional de-
velopment for all staff, including regular in- 
classroom observation for teachers and teacher 
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assistants by individuals trained in such obser-
vation. 
(K) Meets the education performance 
standards in effect under section 641A(a)(1)(B) 
of 
the 
Head 
Start 
Act 
(42 
U.S.C. 
9836a(a)(1)(B)). 
(L) Maintains evidence-based health and 
safety standards. 
(10) GOVERNOR.—The term ‘‘Governor’’ means 
the chief executive officer of a State. 
(11) HOMELESS CHILD.—The term ‘‘homeless 
child’’ means a child or youth described in section 
725(2) of the McKinney-Vento Homeless Assistance 
Act (42 U.S.C. 11434a(2). 
(12) INSTITUTION OF HIGHER EDUCATION.— 
The term ‘‘institution of higher education’’ has the 
meaning given the term in section 102 of the Higher 
Education Act of 1965 (20 U.S.C. 1002). 
(13) INDIAN TRIBE; TRIBAL ORGANIZATION.— 
The terms ‘‘Indian tribe’’ and ‘‘tribal organization’’ 
have the meanings given the terms in 658P of the 
Child Care and Development Block Grant of 1990 
(42 U.S.C. 9858n). 
(14) LIMITED
ENGLISH
PROFICIENT.—The 
term ‘‘limited English proficient’’ has the meaning 
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given the term in section 637 of the Head Start Act 
(42 U.S.C. 9832). 
(15) LOCAL
EDUCATIONAL
AGENCY; STATE 
EDUCATIONAL
AGENCY; 
EDUCATIONAL
SERVICE 
AGENCY.—The terms ‘‘local educational agency’’, 
‘‘State educational agency’’, and ‘‘educational service 
agency’’ have the meanings given the terms in sec-
tion 9101 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7801). 
(16) MIGRATORY CHILD.—The term ‘‘migratory 
child’’ has the meaning given the term in section 
1309 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6399). 
(17) OUTLYING
AREA.—The term ‘‘outlying 
area’’ means each of the United States Virgin Is-
lands, Guam, American Samoa, the Commonwealth 
of the Northern Mariana Islands, and the Republic 
of Palau. 
(18) POVERTY LINE.—The term ‘‘poverty line’’ 
means the official poverty line (as defined by the Of-
fice of Management and Budget)— 
(A) adjusted to reflect the percentage 
change in the Consumer Price Index for All 
Urban Consumers published by the Bureau of 
Labor Statistics of the Department of Labor 
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for the most recent 12-month period or other 
interval for which the data are available; and 
(B) applicable to a family of the size in-
volved. 
(19) SECONDARY
SCHOOL.—The term ‘‘sec-
ondary school’’ has the meaning given the term in 
section 9101 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7801). 
(20) 
SECRETARY.—The 
term 
‘‘Secretary’’ 
means the Secretary of Education. 
(21) STATE.—Except as otherwise provided in 
this subtitle, the term ‘‘State’’ means each of the 50 
States, the District of Columbia, the Commonwealth 
of Puerto Rico, and each of the outlying areas. 
(22) STATE
ADVISORY
COUNCIL
ON
EARLY 
CHILDHOOD
EDUCATION
AND
CARE.—The term 
‘‘State Advisory Council on Early Childhood Edu-
cation and Care’’ means the State Advisory Council 
on Early Childhood Education and Care established 
under section 642B(b) of the Head Start Act (42 
U.S.C. 9837b(b)). 
SEC. 113. PROGRAM AUTHORIZATION. 
From amounts made available to carry out this sub-
title, the Secretary, in consultation with the Secretary of 
Health and Human Services, shall award grants to States 
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to implement high-quality prekindergarten programs, con-
sistent with the purposes of this subtitle described in sec-
tion 111. For each fiscal year, the funds provided under 
a grant by a State shall equal the allotment determined 
for the State under section 114. 
SEC. 114. ALLOTMENTS AND RESERVATIONS OF FUNDS. 
(a) RESERVATION.—From the amount made avail-
able each fiscal year to carry out this subtitle, the Sec-
retary shall— 
(1) reserve not less than 1 percent and not 
more than 2 percent for payments to Indian tribes 
and tribal organizations; 
(2) reserve 1⁄2 of 1 percent for the outlying 
areas to be distributed among the outlying areas on 
the basis of their relative need, as determined by the 
Secretary in accordance with the purposes of this 
subtitle; 
(3) reserve 1⁄2 of 1 percent for eligible local en-
tities that serve children in families who are engaged 
in migrant or seasonal agricultural labor; and 
(4) reserve not more than 1 percent or 
$30,000,000, whichever amount is less, for national 
activities, including administration, technical assist-
ance, and evaluation. 
(b) ALLOTMENTS.— 
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(1) IN
GENERAL.—From the amount made 
available each fiscal year to carry out this subtitle 
and not reserved under subsection (a), the Secretary 
shall make allotments to States in accordance with 
paragraph (2) that have submitted an approved ap-
plication. 
(2) ALLOTMENT AMOUNT.— 
(A) IN
GENERAL.—Subject to subpara-
graph (B), the Secretary shall allot the amount 
made available under paragraph (1) for a fiscal 
year among the States in proportion to the 
number of children who are age 4 who reside 
within the State and are from families with in-
comes at or below 200 percent of the poverty 
line for the most recent year for which satisfac-
tory data are available, compared to the num-
ber of such children who reside in all such 
States for that fiscal year. 
(B) MINIMUM ALLOTMENT AMOUNT.—No 
State receiving an allotment under subpara-
graph (A) may receive less than 1⁄2 of 1 percent 
of the total amount allotted under such sub-
paragraph. 
(3) REALLOTMENT AND CARRY OVER.— 
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(A) IN GENERAL.—If one or more States 
do not receive an allotment under this sub-
section for any fiscal year, the Secretary may 
use the amount of the allotment for that State 
or States, in such amounts as the Secretary de-
termines appropriate, for either or both of the 
following: 
(i) To increase the allotments of 
States with approved applications for the 
fiscal year, consistent with subparagraph 
(B). 
(ii) To carry over the funds to the 
next fiscal year. 
(B) REALLOTMENT.—In increasing allot-
ments under subparagraph (A)(i), the Secretary 
shall allot to each State with an approved appli-
cation an amount that bears the same relation-
ship to the total amount to be allotted under 
subparagraph (A)(i), as the amount the State 
received under paragraph (2) for that fiscal 
year bears to the amount that all States re-
ceived under paragraph (2) for that fiscal year. 
(4) STATE.—For purposes of this subsection, 
the term ‘‘State’’ means each of the 50 States, the 
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District of Columbia, and the Commonwealth of 
Puerto Rico. 
(c) FLEXIBILITY.—The Secretary may make minimal 
adjustments to allotments under this subsection, which 
shall neither lead to a significant increase or decrease in 
a State’s allotment determined under subsection (b), based 
on a set of factors, such as the level of program participa-
tion and the estimated cost of the activities specified in 
the State plan under section 116(a)(2). 
SEC. 115. STATE ELIGIBILITY CRITERIA. 
A State is eligible to receive a grant under this sub-
title if the State demonstrates to the Secretary that the 
State— 
(1) has established or will establish early learn-
ing and development standards that describe what 
children from birth to kindergarten entry should 
know and be able to do, are universally designed and 
developmentally, culturally, and linguistically appro-
priate, are aligned with the State’s challenging aca-
demic content standards and challenging student 
academic achievement standards, as adopted under 
section 1111(b)(1) of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6311(b)(1)), and 
cover the essential domains of school readiness, 
which address— 
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(A) physical well-being and motor develop-
ment; 
(B) social and emotional development; 
(C) approaches to learning, including cre-
ative arts expression; 
(D) developmentally appropriate oral and 
written language and literacy development; and 
(E) cognition and general knowledge, in-
cluding early mathematics and early scientific 
development; 
(2) has the ability or will develop the ability to 
link prekindergarten data with its elementary school 
and secondary school data for the purpose of col-
lecting longitudinal information for all children par-
ticipating in the State’s high-quality prekindergarten 
program and any other Federally-funded early child-
hood program that will remain with the child 
through the child’s public education through grade 
12; 
(3) offers State-funded kindergarten for chil-
dren who are eligible children for that service in the 
State; and 
(4) has established a State Advisory Council on 
Early Childhood Education and Care. 
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SEC. 116. STATE APPLICATIONS. 
(a) IN GENERAL.—To receive a grant under this sub-
title, the Governor of a State, in consultation with the In-
dian tribes and tribal organizations in the State, if any, 
shall submit an application to the Secretary at such time, 
in such manner, and containing such information as the 
Secretary may reasonably require. At a minimum, each 
such application shall include— 
(1) an assurance that the State— 
(A) will coordinate with and continue to 
participate in the programs authorized under 
section 619 and part C of the Individuals with 
Disabilities Education Act (20 U.S.C. 1419 and 
1431 et seq.), the Child Care and Development 
Block Grant Act of 1990 (42 U.S.C. 9858 et 
seq.), and the maternal, infant, and early child-
hood home visiting programs funded under sec-
tion 511 of the Social Security Act (42 U.S.C. 
711) for the duration of the grant; 
(B) will designate a State-level entity (such 
as an agency or joint interagency office), se-
lected by the Governor, for the administration 
of the grant, which shall coordinate and consult 
with the State educational agency if the entity 
is not the State educational agency; and 
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(C) will establish, or certify the existence 
of, program standards for all State prekinder-
garten programs consistent with the definition 
of a high-quality prekindergarten program 
under section 112; 
(2) a description of the State’s plan to— 
(A) use funds received under this subtitle 
and the State’s matching funds to provide high- 
quality prekindergarten programs, in accord-
ance with section 117(d), with open enrollment 
for all children in the State who— 
(i) are described in section 112(9)(A); 
and 
(ii) are from families with incomes at 
or below 200 percent of the poverty line; 
(B) develop or enhance a system for moni-
toring eligible local entities that are receiving 
funds under this subtitle for compliance with 
quality standards developed by the State and to 
provide program improvement support, which 
may be accomplished through the use of a 
State-developed system for quality rating and 
improvement; 
(C) if applicable, expand participation in 
the State’s high-quality prekindergarten pro-
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grams to children from families with incomes 
above 200 percent of the poverty line; 
(D) carry out the State’s comprehensive 
early learning assessment system, or how the 
State plans to develop such a system, ensuring 
that any assessments are culturally, develop-
mentally, and age-appropriate and consistent 
with the recommendations from the study on 
Developmental Outcomes and Assessments for 
Young Children by the National Academy of 
Sciences, consistent with section 649(j) of the 
Head Start Act (42 U.S.C. 9844); 
(E) develop, implement, and make publicly 
available the performance measures and targets 
described in section 119; 
(F) increase the number of teachers with 
bachelor’s degrees in early childhood education, 
or with bachelor’s degrees in another closely re-
lated field and specialized training in early 
childhood education, including how institutions 
of higher education will support increasing the 
number of teachers with such degrees and 
training, including through the use of assess-
ments of prior learning, knowledge, and skills 
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to facilitate and expedite attainment of such de-
grees; 
(G) coordinate and integrate the activities 
funded under this subtitle with Federal, State, 
and local services and programs that support 
early childhood education and care, including 
programs supported under this subtitle, the El-
ementary and Secondary Education Act of 1965 
(20 U.S.C. 6301 et seq.), the Individuals with 
Disabilities Education Act (20 U.S.C. 1400 et 
seq.), the Head Start Act (42 U.S.C. 9831 et 
seq.), the Community Services Block Grant Act 
(42 U.S.C. 9901 et seq.), the Child Care and 
Development Block Grant Act of 1990 (42 
U.S.C. 9858 et seq.), the temporary assistance 
for needy families program under part A of title 
IV of the Social Security Act (42 U.S.C. 601 et 
seq.), the State incentive grant program under 
section 14006 of the American Recovery and 
Reinvestment Act of 2009 (Public Law 111–5), 
Federally funded early literacy programs, the 
maternal, infant, and early childhood home vis-
iting programs funded under section 511 of the 
Social Security Act (42 U.S.C. 711), health im-
provements to child care funded under title 
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