(C) include 1 or more eligible institutions 
of higher education which are a historically 
Black college or university, a minority-serving 
institution, or a tribally controlled college or 
university; 
(D) propose to collaborate with other insti-
tutions of higher education with similar pro-
grams, including sharing facilities, faculty mem-
bers, and administrative costs; and 
(E) propose to use grant funds to increase 
the diversity of school-based mental health serv-
ices providers. 
(e) USE OF GRANT FUNDS.—Grant funds awarded 
under this section may be used— 
(1) to pay the administrative costs (including 
supplies, office and classroom space, supervision, 
mentoring, and transportation stipends as necessary 
and appropriate) related to— 
(A) having graduate students of programs 
in school-based mental health fields placed in 
schools served by participating high-need local 
educational agencies to complete required field 
work, credit hours, internships, or related train-
ing as applicable for the degree, license, or cre-
dential program of each such student; and
(B) offering required graduate coursework 
for students of a graduate program in a school- 
based mental health services field on the site of 
a participating high-need local educational 
agency; 
(2) for not more than the first 3 years after a 
participating graduate receives a master’s or other 
graduate degree from a program in a school-based 
mental health field, or obtains a State license or cre-
dential in a school-based mental health field, to hire 
and pay all or part of the salary of the participating 
graduates working as a school-based mental health 
services provider in a school served by a partici-
pating high-need local educational agency; 
(3) to increase the number of school-based men-
tal health services providers per student in schools 
served by participating high-need local educational 
agencies, in order to meet the student support per-
sonnel target ratios; 
(4) to recruit, hire, and retain culturally or lin-
guistically under-represented graduate students of 
programs in school-based mental health fields for 
placement in schools served by participating high- 
need local educational agencies; 
(5) to develop coursework that will—
(A) encourage a commitment by graduate 
students in school-based mental health fields to 
work for high-need local educational agencies; 
(B) give participating graduates the knowl-
edge and skill sets necessary to meet the needs 
of— 
(i) students and families served by 
high-need local educational agencies; 
(ii) students at risk of not meeting 
State academic standards; 
(iii) students who— 
(I) are English learners (as de-
fined in section 8101 of the Elemen-
tary and Secondary Education Act of 
1965 (20 U.S.C. 7801)); 
(II) are migratory children (as 
defined in section 1309 of such Act 
(20 U.S.C. 6399)); 
(III) have a parent or caregiver 
who is a member of the armed forces, 
including the National Guard, who 
has been deployed or returned from 
deployment; 
(IV) are LGBTQ+, including 
students who are lesbian, gay, bisex-
ual, transgender, queer or ques-
tioning, nonbinary, or Two-Spirit; 
(V) are homeless children and 
youth, 
including 
unaccompanied 
youth; 
(VI) have come into contact with 
the juvenile justice system or adult 
criminal justice system, including stu-
dents currently or previously held in 
juvenile detention facilities or adult 
jails and students currently or pre-
viously held in juvenile correctional fa-
cilities or adult prisons; 
(VII) are a child with a disability 
(as defined in section 8101 of the Ele-
mentary and Secondary Education 
Act of 1965 (20 U.S.C. 7801)); 
(VIII) have been a victim to, or 
witnessed, domestic violence or vio-
lence in their community; 
(IX) have been exposed to sub-
stance misuse at home or in the com-
munity;
(X) are in foster care, are aging 
out of foster care, or were formerly in 
foster care; or 
(XI) have been a victim to or wit-
nessed trafficking in persons; and 
(iv) teachers, administrators, and 
other staff who work for high-need local 
educational agencies; and 
(C) utilize best practices determined by the 
American School Counselor Association, Na-
tional Association of Social Workers, School So-
cial Work Association of America, and National 
Association of School Psychologists and other 
relevant organizations; 
(6) to provide tuition credits to graduate stu-
dents participating in the pipeline program sup-
ported under the grant; 
(7) to fund high-quality ‘‘Grow Your Own’’ 
teacher preparation programs that provide pathways 
to State licensure or certification as a school psy-
chologist, school counselor, school social worker, or 
other school-based mental services provider to re-
cruit and prepare local community members, career 
changers, paraprofessionals, after-school program
staff, and others currently working in schools to be-
come school-based mental health services providers; 
(8) to cover the costs of licensure and prepara-
tion for required licensure exams; and 
(9) for similar activities to fulfill the purpose of 
this title, as the Secretary determines appropriate. 
(f) SUPPLEMENT NOT SUPPLANT.—Funds made 
available under this section shall be used to supplement, 
not supplant, other Federal, State, or local funds available 
for the activities described in subsection (e). 
(g) REPORTING REQUIREMENTS.— 
(1) IN
GENERAL.—Each eligible partnership 
that receives a grant under this section shall prepare 
and submit to the Secretary an annual report on the 
progress of the eligible partnership in carrying out 
the grant. Such report shall contain such informa-
tion as the Secretary may require, including, at a 
minimum, a description of— 
(A) 
actual 
service 
delivery 
provided 
through the grant funds, including— 
(i) descriptive information on the par-
ticipating eligible institution, the edu-
cational model used, and the actual aca-
demic program performance;
(ii) characteristics of graduate stu-
dents participating in the pipeline program 
supported under the grant, including— 
(I) performance on any examina-
tions required by the State for 
credentialing or licensing; 
(II) demographic characteristics; 
and 
(III) graduate student retention 
rates; 
(iii) characteristics of students of the 
participating high-need local educational 
agency, including performance on any tests 
required by the State educational agency, 
demographic characteristics, and gradua-
tion rates, as appropriate; 
(iv) an estimate of the annual imple-
mentation costs of the pipeline program 
supported under the grant; and 
(v) the number of public elementary 
and secondary school students, public ele-
mentary and secondary schools, graduate 
students, and institutions of higher edu-
cation participating in the pipeline pro-
gram supported under the grant;
(B) outcomes that are consistent with the 
purpose of the grant program under this title, 
including— 
(i) internship and post-graduation 
placement of the participating graduate 
students; 
(ii) graduation and professional career 
readiness indicators; and 
(iii) characteristics of the partici-
pating high-need local educational agency, 
including with respect to fully certified and 
effective teachers and school-based mental 
health services providers employed by such 
agency— 
(I) changes in the rate of hiring 
and retention of such teachers and 
providers 
(in 
the 
aggregate 
and 
disaggregated by each such profes-
sion); and 
(II) the demographics, including 
the race, ethnicity, and gender, of 
such teachers and providers. 
(C) the instruction, materials, and activi-
ties being funded under the grant; and
(D) the effectiveness of any training and 
ongoing professional development provided— 
(i) to students and faculty in the ap-
propriate departments or schools of the 
participating eligible institution; and 
(ii) to the teachers, paraprofessionals, 
school leaders, school-based mental health 
services providers, and other specialized in-
structional support personnel of the par-
ticipating high-need local educational agen-
cy. 
(2) PUBLICATION.—The Secretary shall publish 
the annual reports submitted under paragraph (1) 
on the website of the Department of Education. 
(h) EVALUATION.— 
(1) INTERIM
EVALUATIONS.—The Secretary 
may conduct interim evaluations to determine 
whether each eligible partnership receiving a grant 
under this section is making adequate progress as 
the Secretary considers appropriate. The contents of 
the annual report submitted to the Secretary under 
subsection (g) may be used by the Secretary to de-
termine whether an eligible partnership receiving a 
grant is demonstrating adequate progress.
(2) FINAL EVALUATION.—The Secretary shall 
conduct a final evaluation to— 
(A) determine the effectiveness of the 
grant program in carrying out the purpose of 
this title; and 
(B) compare the relative effectiveness of 
each of the various activities described in sub-
section (e) for which grant funds may be used. 
(i) REPORT.—Not earlier than 5 years, nor later than 
6 years, after the date of enactment of this Act, the Sec-
retary shall submit to the Congress a report containing— 
(1) the findings of the final evaluation con-
ducted under subsection (h)(2); and 
(2) such recommendations as the Secretary con-
siders appropriate. 
(j) AUTHORIZATION
OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this section 
$200,000,000 for fiscal year 2023 and each succeeding 
fiscal year. 
TITLE 
III—ELEMENTARY 
AND 
SECONDARY SCHOOL COUN-
SELING ACT 
SEC. 301. SHORT TITLE. 
This title may be cited as the ‘‘Elementary and Sec-
ondary School Counseling Act’’.
SEC. 302. DEFINITIONS. 
In this title: 
(1) ESEA DEFINITIONS.—The terms ‘‘elemen-
tary school’’, ‘‘local educational agency’’, and ‘‘sec-
ondary school’’ have the meanings given the terms 
in section 8101 of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 7801). 
(2) HIGH-NEED SCHOOL.—The term ‘‘high-need 
school’’ has the meaning given the term in section 
2211(b) of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6631(b)). 
(3) INDIAN
TRIBE; TRIBAL
ORGANIZATION.— 
The terms ‘‘Indian tribe’’ and ‘‘tribal organization’’ 
have the meanings given those terms in section 4 of 
the Indian Self-Determination and Education Assist-
ance Act (25 U.S.C. 5304)). 
(4) OUTLYING
AREA.—The term ‘‘outlying 
area’’ means an outlying area specified in section 
8101(36)(A) of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7801(36)(A)). 
(5) SCHOOL-BASED MENTAL HEALTH SERVICES 
PROVIDER.—The term ‘‘school-based mental health 
services provider’’ has the meaning given the term in 
section 4102 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7112).
(6) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Education. 
(7) STATE.—The term ‘‘State’’ means each of 
the 50 States, the District of Columbia, and Puerto 
Rico. 
SEC. 303. ALLOTMENTS TO STATES AND SUBGRANTS TO 
LOCAL EDUCATIONAL AGENCIES. 
(a) PROGRAM AUTHORIZED.—The Secretary shall 
carry out a program under which the Secretary makes al-
lotments to States, in accordance with subsection (c), to 
enable the States to award subgrants to local educational 
agencies in order to increase access to school-based mental 
health services providers at high-need schools served by 
the local educational agencies. 
(b) RESERVATIONS.—From the total amount made 
available under section 304 for a fiscal year, the Secretary 
shall reserve— 
(1) one-half of 1 percent for the Secretary of 
the Interior for programs under this title in schools 
operated or funded by the Bureau of Indian Edu-
cation, Indian tribes and tribal organizations, or 
consortia of Indian tribes and tribal organizations; 
(2) one-half of 1 percent for allotments for the 
outlying areas to be distributed among those out-
lying areas on the basis of their relative need, as de-