offered through a site coordinator for at-risk stu-
dents, that have been shown by evidence-based re-
search— 
(A) to increase academic achievement and 
engagement; 
(B) to support positive child and youth de-
velopment; and 
(C) to increase student preparedness for 
success in college and the workforce. 
(10) NEIGHBORHOOD.—The term ‘‘neighbor-
hood’’ means a defined geographical area in which 
there are multiple signs of distress, demonstrated by 
indicators of need, including poverty, childhood obe-
sity rates, academic failure, and rates of juvenile de-
linquency, adjudication, or incarceration. 
(11) PIPELINE.—The term ‘‘pipeline’’ means a 
continuum of supports and services (including pipe-
line services, as defined in this Act) for children 
from birth through college entry, college success, 
and career attainment. 
(12) PIPELINE SERVICES.—The term ‘‘pipeline 
services’’ includes, at a minimum, strategies to ad-
dress through services or programs (including inte-
grated student supports and wraparound services) 
the following: 
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(A) Prenatal education and support for ex-
pectant parents. 
(B) High-quality early learning opportuni-
ties. 
(C) High-quality schools and out-of-school- 
time programs and strategies. 
(D) Support for a child’s transition to ele-
mentary school, between elementary school and 
middle school, from middle school to high 
school, and from high school into and through 
college and into the workforce. 
(E) Family and community engagement. 
(F) Family and student supports. 
(G) Activities that support college and ca-
reer readiness, such as— 
(i) assistance with college admissions, 
financial aid, and scholarship applications, 
especially for low-income and low-achieving 
students; and 
(ii) career preparation services and 
supports. 
(H) Neighborhood-based support for col-
lege-age students who have attended the schools 
in the pipeline, or students who are members of 
the community, facilitating their continued con-
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nection to the community and success in college 
and the workforce. 
TITLE I—PROMISE NEIGHBOR-
HOOD PARTNERSHIP GRANTS 
SEC. 101. PROGRAM AUTHORIZED. 
(a) IN
GENERAL.—From amounts appropriated 
under section 304, the Secretary shall award grants, on 
a competitive basis, to eligible entities to implement a com-
prehensive, evidence-based pipeline that engages commu-
nity partners to improve academic achievement, student 
development, and college and career readiness, measured 
by common outcomes, by carrying out the activities de-
scribed in section 104 in neighborhoods with high con-
centrations of low-income individuals and persistently low- 
achieving schools or schools with an achievement gap. 
(b) DURATION.— 
(1) IN GENERAL.—Grants awarded under this 
title shall be for a period of not more than 5 years. 
(2) RENEWAL.—The Secretary may renew 
grants under this title for an additional period of not 
more than 5 years, if an eligible entity demonstrates 
significant success in— 
(A) ensuring school readiness, including 
success in early learning; 
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(B) improving academic outcomes, includ-
ing academic achievement and graduation rates; 
(C) increasing college and career readiness, 
including rates of enrollment in institutions of 
higher education; and 
(D) improving the health, mental health, 
and social and emotional well-being of children. 
(c) CONTINUED FUNDING.—Continued funding after 
the third year of the grant period shall be contingent on 
the eligible entity’s progress toward meeting the perform-
ance metrics described in section 106(a). 
(d) MATCHING REQUIREMENT.—Each eligible entity 
receiving a grant under this title shall contribute matching 
funds in an amount equal to not less than 100 percent 
of the amount of the grant. Such matching funds— 
(1) may come from Federal or non-Federal 
sources; and 
(2) a portion of such funds shall come from pri-
vate, nongovernmental sources. 
(e) FINANCIAL HARDSHIP WAIVER.—The Secretary 
may waive or reduce the matching requirement described 
in subsection (d) if the eligible entity demonstrates a need 
due to significant financial hardship. 
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SEC. 102. ELIGIBLE ENTITIES. 
In this title, the term ‘‘eligible entity’’ means a non-
profit entity acting as the lead applicant for a grant under 
this title in partnership with a local educational agency. 
Such partnership may also include any of the following 
entities: 
(1) An institution of higher education, as de-
fined in section 102 of the Higher Education Act of 
1965 (20 U.S.C. 1002). 
(2) The office of a chief elected official of a unit 
of local government. 
(3) An Indian tribe or tribal organization, as 
defined under section 4 of the Indian Self-Deter-
mination and Education Assistance Act (25 U.S.C. 
450b). 
SEC. 103. APPLICATION REQUIREMENTS. 
(a) IN GENERAL.—To be eligible to receive a grant 
under this title, an eligible entity shall submit an applica-
tion to the Secretary at such time, in such manner, and 
containing such information as the Secretary may require. 
(b) CONTENTS OF APPLICATION.—At a minimum, an 
application described in subsection (a) shall include the 
following: 
(1) A description of a plan to significantly im-
prove the academic outcomes of children living in an 
identified neighborhood by providing a pipeline that 
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addresses the neighborhood’s needs, as identified by 
the needs analysis described in paragraph (4) and 
supported by evidence-based practices. 
(2) A description of the neighborhood that the 
eligible entity will serve. 
(3) Measurable annual goals for the outcomes 
of the grant, including— 
(A) performance goals, in accordance with 
the metrics described in section 106(a), for 
each year of the grant; and 
(B) projected participation rates and any 
plans to expand the number of children served 
or the neighborhood proposed to be served by 
the grant program. 
(4) An analysis of the needs and assets of the 
neighborhood identified in paragraph (2), includ-
ing— 
(A) a description of the process through 
which the needs analysis was produced, includ-
ing a description of how family and community 
members were engaged in such analysis; 
(B) an analysis of community assets with-
in, or accessible to, the neighborhood, including, 
at a minimum— 
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(i) early learning programs, including 
high-quality child care, Early Head Start 
programs, Head Start programs, and pre-
kindergarten programs; 
(ii) the availability of healthy food op-
tions and opportunities for physical activ-
ity; 
(iii) existing family and student sup-
ports; 
(iv) locally owned businesses and em-
ployers; and 
(v) institutions of higher education; 
(C) evidence of successful direct services 
and collaboration within the neighborhood; 
(D) the steps that the eligible entity is tak-
ing, at the time of the application, to meet the 
needs identified in the needs analysis; and 
(E) any barriers the eligible entity, public 
agencies, and other community-based organiza-
tions have faced in meeting such needs. 
(5) A description of the data and evidence base 
used to identify the pipeline services to be provided, 
including data regarding— 
(A) school readiness; 
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(B) academic achievement and college and 
career readiness; 
(C) secondary school graduation rates; 
(D) health indicators, such as rates of 
childhood obesity or other health and develop-
mental risk factors; 
(E) college enrollment, persistence, and 
completion rates; and 
(F) conditions for learning, including 
school climate surveys, discipline rates, and stu-
dent attendance and incident data. 
(6) A description of the process used to develop 
the application, including the involvement of family 
and community members. 
(7) An estimate of— 
(A) the number of children, by age, who 
will be served by each pipeline service over time; 
and 
(B) for each age group, the percentage of 
children (of such age group), within the neigh-
borhood, who the eligible entity proposes to 
serve, disaggregated by each service, and the 
goals for increasing such percentage over time. 
(8) A description of how the pipeline services 
will include the following activities: 
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(A) Providing high-quality early learning 
opportunities for children, beginning prenatally 
and extending through grade 3, by— 
(i) establishing or supporting high- 
quality early learning opportunities that 
provide children with full-day, full-year ac-
cess to programs that support the cognitive 
and developmental skills, including social 
and emotional skills, needed for success in 
elementary school; 
(ii) 
providing 
for 
opportunities, 
through parenting classes, baby academies, 
home visits, or other evidence-based strate-
gies, for families and expectant parents 
to— 
(I) acquire the skills to promote 
early 
learning, 
development, 
and 
health and safety, including learning 
about child development and positive 
discipline strategies (such as through 
the use of technology and public 
media programming); 
(II) learn about the role of fami-
lies and expectant parents in their 
child’s education; and 
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(III) become informed about edu-
cational opportunities for their chil-
dren, including differences in quality 
among early learning opportunities; 
(iii) ensuring successful transitions 
between early learning programs and ele-
mentary school, including through the es-
tablishment of memoranda of under-
standing between early learning providers 
and local educational agencies serving 
young children and families; 
(iv) ensuring appropriate screening, 
diagnostic assessments, and referrals for 
children with disabilities, developmental 
delays, or other special needs; 
(v) improving the early learning work-
force 
in 
the 
community, 
including 
through— 
(I) investments in the recruit-
ment, retention, distribution, and sup-
port of high-quality professionals, es-
pecially those with certification and 
experience in child development; 
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(II) the provision of high-quality 
teacher preparation and professional 
development; 
(III) the use of joint professional 
development for early learning pro-
viders and elementary school teachers 
and administrators; or 
(IV) efforts to increase the pay 
and benefits of early learning profes-
sionals; and 
(vi) enhancing data systems and data 
sharing among the eligible entity, partners, 
early learning providers, schools, and local 
educational agencies operating in the 
neighborhood. 
(B) Supporting, enhancing, operating, or 
expanding ambitious, rigorous, and comprehen-
sive education reforms designed to significantly 
improve educational outcomes for children and 
youth in early learning programs through grade 
12, which may include— 
(i) operating schools or working in 
close collaboration with local schools to 
provide high-quality academic programs, 
curricula, and integrated student supports; 
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(ii) the provision of expanded learning 
time; and 
(iii) the provision of programs and ac-
tivities that ensure that students— 
(I) are prepared for the college 
admissions, scholarship, and financial 
aid application processes; and 
(II) graduate college and career 
ready. 
(C) Supporting access to a healthy life-
style, which may include— 
(i) the provision of high-quality and 
nutritious meals; 
(ii) access to programs that promote 
physical activity, physical education, and 
fitness; and 
(iii) education to promote a healthy 
lifestyle and positive body image. 
(D) Providing social, health, and mental 
health services and supports, including referrals 
for essential care and preventative screenings, 
for children, family, and community members, 
which may include— 
(i) dental services; 
(ii) vision care; and 
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(iii) oral and auditory screenings and 
referrals. 
(E) Supporting students and family mem-
bers as they transition from early learning pro-
grams into elementary school, from elementary 
school to middle school, from middle school to 
high school, from high school into and through 
college and into the workforce, including 
through specialized resources to address chal-
lenges that students may face as they transi-
tion, such as the following: 
(i) Early college high schools. 
(ii) Dual enrollment programs. 
(iii) Career academies. 
(iv) Counseling and support services. 
(v) Dropout prevention and recovery 
strategies. 
(vi) Collaboration with the juvenile 
justice system and reentry counseling for 
adjudicated youth. 
(vii) Advanced Placement (AP) or 
International 
Baccalaureate 
(IB) 
pro-
grams. 
(viii) Teen parent classrooms. 
(ix) Graduation and career coaches. 
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(9) A description of the strategies that will be 
used to provide pipeline services (including a de-
scription of the process used to identify such strate-
gies and the outcomes expected, and a description of 
which programs and services will be provided to chil-
dren, family members, community members, and 
children not attending schools or programs operated 
by the eligible entity or its partner providers) to sup-
port the purpose of this Act. 
(10) An explanation of the process the eligible 
entity will use to establish and maintain family and 
community engagement. 
(11) An explanation of how the eligible entity 
will continuously evaluate and improve the pipeline, 
including— 
(A) a description of the metrics, consistent 
with section 106(a), that will be used to inform 
each component of the pipeline; and 
(B) the processes for using data to im-
prove instruction, optimize integrated student 
supports, provide for continuous program im-
provement, and hold staff and partner organiza-
tions accountable. 
(12) An identification of the fiscal agent, which 
may be any entity described in section 102. 
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(13) A list of Federal and non-Federal sources 
of funding that the eligible entity will secure to com-
ply with the matching-funds requirement described 
in section 101(d), including other programs funded 
by the Department of Education, or programs in the 
Department of Health and Human Services, the De-
partment of Housing and Urban Development, the 
Department of Justice, or the Department of Labor. 
(c) MEMORANDUM OF UNDERSTANDING.—An eligible 
entity, as part of the application described in this section, 
shall submit a preliminary memorandum of under-
standing, signed by each partner entity or agency. The 
preliminary memorandum of understanding shall describe, 
at a minimum— 
(1) each partner’s financial and programmatic 
commitment with respect to the strategies described 
in the application, including an identification of the 
fiscal agent; 
(2) each partner’s long-term commitment to 
providing pipeline services that, at a minimum, ac-
counts for the cost of supporting the pipeline (in-
cluding after grant funds are no longer available) 
and potential changes in local government; 
(3) each partner’s mission and plan that will 
govern the work that partners do together; 
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(4) each partner’s long-term commitment to 
supporting the pipeline through data collection, mon-
itoring, reporting, and sharing; and 
(5) each partner’s commitment to ensure sound 
fiscal management and controls, including evidence 
of a system of supports and personnel. 
SEC. 104. USE OF FUNDS. 
(a) IN GENERAL.—Each eligible entity that receives 
a grant under this title shall use the grant funds to— 
(1) implement the pipeline services, as described 
in the application under section 103; and 
(2) continuously evaluate the success of the 
program and improve the program based on data 
and outcomes. 
(b) SPECIAL RULE.—Each eligible entity that re-
ceives a grant under this title shall, in the 3rd year of 
the grant and each subsequent year, including each year 
of a renewal grant, use not less than 80 percent of grant 
funds to carry out the activities described in subsection 
(a)(1). 
SEC. 105. REPORT AND PUBLICLY AVAILABLE DATA. 
(a) REPORT.—Each eligible entity that receives a 
grant under this title shall prepare and submit an annual 
report to the Secretary, which shall include— 
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