122 
(i) a representative of the Office of 
Child Care and Early Learning (who shall 
serve as chairperson); and 
(ii) a representative from each of the 
Federal agencies and offices determined to 
be appropriate by the Secretary. 
(B) MEETINGS.—The Council shall meet 
at least annually and at such more frequent 
times as the Council may determine to be nec-
essary. 
(C) DUTIES.—The Council shall assure co-
ordination of child care and early learning serv-
ices under the jurisdiction of the agencies and 
offices represented on the Council and carry out 
the provisions of this section so as to assure— 
(i) maximum utilization of available 
resources through the prevention of dupli-
cation of activities; 
(ii) a division of labor, insofar as is 
compatible with the purposes of each of 
the agencies or offices represented on the 
Council, among those agencies and offices 
to assure maximum progress toward the 
achievement of the purposes of this sec-
tion; and 
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123 
(iii) recommendation of priorities for 
federally funded research and related de-
velopment that are related to the purposes 
of this section and those stated in section 
101. 
(e) ANNUAL REPORT.—The Secretary shall make an 
annual report to Congress— 
(1) summarizing— 
(A) the Secretary’s activities and accom-
plishments during the preceding year under this 
section; and 
(B) the grants, contracts, or other ar-
rangements entered into during the preceding 
year under this section; and 
(2) making such recommendations as the Sec-
retary may determine to be appropriate. 
(f) PLAN.—The Secretary shall develop, and periodi-
cally update, a plan governing the research, demonstra-
tion, and evaluation activities under this section. 
(g) OWNERSHIP OF RESULTS.—The Secretary shall 
take necessary steps to ensure that all studies, reports, 
proposals, and data produced or developed with Federal 
funds under this title shall become the property of the 
United States. 
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SEC. 138. REPORTS. 
(a) IN GENERAL.—At least once during every 2-year 
period, the Secretary shall prepare a report concerning the 
status of children (including low-income children, children 
with disabilities, dual language learner children, homeless 
children, children in foster care, children participating in 
child care and early learning programs on Indian land, 
and children participating in migrant or seasonal child 
care and early learning programs) participating in child 
care and early learning programs, including the number 
of participating children and the services being provided 
to such children. 
(b) CONTENTS.—Such report shall include— 
(1) a statement for the then most recently con-
cluded fiscal year specifying— 
(A) the amount of funds received, by prime 
sponsors that are designated under section 113, 
to provide child care and early learning services 
in a period before such fiscal year; and 
(B) the amount of funds received, by prime 
sponsors that are newly designated under sec-
tion 113, to provide such services in such fiscal 
year; 
(2) a description of the distribution of child 
care and early learning services relative to the dis-
tribution of children who are in need of child care 
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and early learning programs, including geographic 
distribution within States, and information on the 
number of children receiving those services; 
(3) a statement identifying how funds made 
available under section 112(a)(1) were distributed 
and used at national, regional, and local levels; 
(4) a statement specifying the amount of funds 
provided as the non-Federal share of the costs of 
child care and early learning programs, and the 
source of such funding; 
(5) the cost per child of carrying out child care 
and early learning programs, and how such cost var-
ies by region; 
(6) a description of the level and nature of par-
ticipation of parents and family members in child 
care and early learning programs as volunteers and 
in other capacities; 
(7) information concerning child care and early 
learning center staff, including salaries, education, 
training, experience, and staff turnover; 
(8) information concerning children partici-
pating in child care and early learning programs, in-
cluding information on family income, cultural back-
ground, racial and ethnic background, homelessness, 
whether such a child is in foster care or was referred 
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126 
by a child welfare agency, disability, and whether the 
child’s family receives benefits under part A of title 
IV of the Social Security Act (42 U.S.C. 601 et 
seq.); 
(9) using data from the monitoring conducted 
under section 121— 
(A) a description of the extent to which 
programs funded under this title comply with 
program standards and regulations in effect 
under this title; 
(B) a description of the types and condi-
tion of facilities in which such programs are lo-
cated; and 
(C) the types of organizations that receive 
funds under this title through such programs; 
(10) a description of the types of services pro-
vided through the programs to children and their 
families, both on site and through referrals, includ-
ing services related to health, mental health, dental 
care, vision care, parenting education, physical fit-
ness, and literacy training; 
(11) information from a study of the delivery of 
child care and early learning programs to Indian 
children, to Native Hawaiian children, and to chil-
dren of migrant or seasonal farmworker families; 
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(12) information on the delivery of disability-re-
lated services in order to— 
(A) determine whether child care and early 
learning programs are making timely referrals 
to the State or local agency responsible for pro-
viding services under section 619 or part C of 
the Individuals with Disabilities Education Act 
(20 U.S.C. 1419, 1431 et seq.); 
(B) identify barriers to timely evaluations 
and eligibility determinations by the State or 
local agency responsible for providing services 
under section 619 or part C of the Individuals 
with Disabilities Education Act; and 
(C) determine under what circumstances 
and for what length of time child care and early 
learning programs are providing disability-re-
lated services for children who have not been 
determined under the Individuals with Disabil-
ities Education Act (20 U.S.C. 1400 et seq.) to 
be children with disabilities; and 
(13) information on how child care and early 
learning programs serve populations of low-income 
children, minority children, and dual language learn-
er children, the extent to which disparities exist in 
early learning outcomes of participants in such pro-
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