I 
111TH CONGRESS 
1ST SESSION H. R. 2882 
To amend the Elementary and Secondary Education Act of 1965 to direct 
certain coeducational elementary and secondary schools to make available 
information on equality in school athletic programs, and for other pur-
poses. 
IN THE HOUSE OF REPRESENTATIVES 
JUNE 16, 2009 
Ms. SLAUGHTER (for herself, Mrs. CAPITO, Mr. CONYERS, Mr. FILNER, Mr. 
OBERSTAR, Mr. RANGEL, Mr. ARCURI, Ms. BERKLEY, Mrs. BIGGERT, 
Mr. BISHOP of New York, Ms. BORDALLO, Ms. CORRINE BROWN of Flor-
ida, Mrs. CAPPS, Mr. CROWLEY, Mr. CUMMINGS, Mrs. DAVIS of Cali-
fornia, Ms. DELAURO, Mr. ELLISON, Ms. FUDGE, Mr. GRIJALVA, Mr. 
JACKSON of Illinois, Ms. JACKSON-LEE of Texas, Mr. KENNEDY, Mr. 
LANGEVIN, Mrs. MCCARTHY of New York, Ms. MCCOLLUM, Mr. MCGOV-
ERN, Mr. MCINTYRE, Mrs. MALONEY, Mr. MASSA, Mr. PAYNE, Mr. 
PLATTS, Ms. SCHAKOWSKY, Mrs. TAUSCHER, Mr. WEXLER, and Ms. 
HERSETH SANDLIN) introduced the following bill; which was referred to 
the Committee on Education and Labor 
A BILL 
To amend the Elementary and Secondary Education Act 
of 1965 to direct certain coeducational elementary and 
secondary schools to make available information on 
equality in school athletic programs, and for other pur-
poses. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
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SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘High School Athletics 
Accountability Act of 2009’’. 
SEC. 2. FINDINGS AND PURPOSES. 
(a) FINDINGS.—The Congress finds as follows: 
(1) Participation in sports teaches youth critical 
life skills and has a significant positive impact on all 
areas of their lives, especially for girls. 
(2) Girls who participate in sports have higher 
levels of confidence and self-esteem, lower levels of 
depression, are less likely to be suicidal, are more 
likely to have a positive body image than female 
non-athletes, and are half as likely to experience an 
unintended pregnancy as compared to female non- 
athletes. Girls who participate in sports have higher 
graduation rates, receive better grades, and are less 
likely to smoke or use illegal drugs. 
(3) Sports participation effectively combats obe-
sity, which is particularly significant given that one 
in six girls are obese or overweight and African- 
Americans and Hispanic girls face even greater 
risks. 
(4) Despite advances in athletic opportunities 
for women and girls since the passage of title IX of 
the Education Amendments of 1972, discrimination 
still limits athletic opportunities for females in inter-
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scholastic and intercollegiate athletics. Girls com-
prise 49 percent of the high school population, but 
receive only 41 percent of all interscholastic athletic 
participation opportunities nationwide. This trans-
lates into 1,300,000 fewer opportunities to play high 
school sports for girls than for boys. These lost par-
ticipation opportunities also result in the loss of ath-
letic scholarships that make it possible for many 
girls and young women to attend college. 
(5) There is ample evidence that girls’ teams 
often receive inferior benefits and services when they 
do play, in areas such as overall budgets; travel; 
equipment; uniforms; facilities, including locker 
rooms, fields, and practice and competitive facilities; 
training and medical services; publicity; access to 
coaches; and scheduling of practices, games, and 
sports seasons. 
(6) Without information about how athletic op-
portunities and benefits are being allocated at the el-
ementary and secondary school levels, students may 
be deprived of opportunities to play sports and to re-
ceive athletic scholarships to attend college. 
(7) Students, parents, and schools should be 
aware of the athletic opportunities and benefits 
available to male and female students so that they 
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can work to enhance athletic opportunities for all 
and address any inequities. 
(b) PURPOSES.—The purposes of this Act are as fol-
lows: 
(1) To ensure that information about the allo-
cation of athletic opportunities and benefits at the 
elementary and secondary school levels is available 
to all students. 
(2) To promote equal opportunities for both 
boys and girls to engage in school-sponsored ath-
letics. 
(3) To provide boys and girls with equal access 
to the physical, psychological, health and other bene-
fits that result from playing sports. 
SEC. 3. DISCLOSURE OF STATISTICS ON EQUALITY IN ATH-
LETIC PROGRAMS. 
Subpart 2 of part E of title IX of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 7901 
et seq.) is amended by adding at the end the following: 
‘‘SEC. 9537. EQUALITY IN ATHLETIC PROGRAMS. 
‘‘(a) REPORT.—Each coeducational elementary or 
secondary school that participates in any program under 
this Act and has an athletic program, shall annually, for 
the immediately preceding academic year, prepare a report 
that contains the following information: 
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‘‘(1) The number of students that attended the 
school and for each student an identification of such 
student’s— 
‘‘(A) sex; 
‘‘(B) race; and 
‘‘(C) ethnicity. 
‘‘(2) A listing of the teams that competed in 
athletic competition and for each such team the fol-
lowing data: 
‘‘(A) The total number of participants as 
of the day of the first scheduled contest for the 
team, and for each participant an identification 
of such participant’s— 
‘‘(i) sex; 
‘‘(ii) race; and 
‘‘(iii) ethnicity. 
‘‘(B) The year the team began. 
‘‘(C) The total expenditures for each team 
from school and nonschool sources, including a 
listing of the following data for each team: 
‘‘(i) Expenditures for travel. 
‘‘(ii) Expenditures for equipment (in-
cluding any equipment replacement sched-
ule). 
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‘‘(iii) Expenditures for uniforms (in-
cluding any uniform replacement sched-
ule). 
‘‘(iv) Expenditures for facilities (in-
cluding locker rooms, fields, and gym-
nasiums) and their maintenance and re-
pair. 
‘‘(v) Expenditures for training and 
medical facilities and services. 
‘‘(vi) Expenditures for publicity for 
competitions (including press guides, press 
releases, game programs, and publicity 
personnel). 
‘‘(D) The total number of trainers and 
medical personnel, and for each trainer or med-
ical personnel an identification of such per-
son’s— 
‘‘(i) sex; 
‘‘(ii) employment status (including 
whether such person is employed full-time 
or part-time, and whether such person is a 
head or assistant trainer or medical serv-
ices provider) and duties other than pro-
viding training or medical services; and 
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‘‘(iii) qualifications, including whether 
the person is a professional or student. 
‘‘(E) The total number of coaches, and for 
each coach an identification of such coach’s— 
‘‘(i) sex; 
‘‘(ii) employment status (including 
whether such coach is employed full-time 
or part-time, and whether such coach is a 
head or assistant coach) and duties other 
than coaching; and 
‘‘(iii) qualifications, including whether 
the person is a professional or student. 
‘‘(F) Total annual revenues generated by 
the team (including contributions from outside 
sources such as booster clubs), disaggregated by 
source. 
‘‘(G) The total number of competitions 
scheduled, and for each scheduled competition 
an indication of what day of the week and time 
the competition was scheduled. 
‘‘(H) The total number of practices sched-
uled, and for each scheduled practice an indica-
tion of what day of the week and time the prac-
tice was scheduled. 
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‘‘(I) The season in which the team com-
peted. 
‘‘(J) Whether such team participated in 
postseason competition, and the success of such 
team in any postseason competition. 
‘‘(3) The average annual institutional salary at-
tributable to coaching of the head coaches of men’s 
teams, across all offered sports, and the average an-
nual institutional salary attributable to coaching of 
the head coaches of women’s teams, across all of-
fered sports. 
‘‘(4) The average annual institutional salary at-
tributable to coaching of the assistant coaches of 
men’s teams, across all offered sports, and the aver-
age annual institutional salary attributable to coach-
ing of the assistant coaches of women’s teams, 
across all offered sports. 
‘‘(b) SPECIAL RULE.—For the purpose of reporting 
the information described in paragraphs (3) and (4) of 
subsection (a), if a coach has responsibilities for more 
than 1 team and the school does not allocate such coach’s 
salary by team, the school should divide the salary by the 
number of teams for which the coach has responsibility 
and allocate the salary among the teams on a basis con-
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sistent with the coach’s responsibilities for the different 
teams. 
‘‘(c) DISCLOSURE OF INFORMATION TO STUDENTS 
AND PUBLIC.—On an annual basis, each coeducational el-
ementary or secondary school described in subsection (a) 
shall— 
‘‘(1) make available to students, potential stu-
dents, and the public, upon request, the information 
contained in each report by the school under this 
section by October 15 of each school year; and 
‘‘(2) ensure that all students at the school and 
members of the relevant community are informed of 
their right to request such information. 
‘‘(d) SUBMISSION; INFORMATION AVAILABILITY.— 
On an annual basis, each coeducational elementary or sec-
ondary school described in subsection (a) shall provide the 
information contained in each report by the school under 
this section to the Commissioner for Education Statistics 
not later than 15 days after the date that the school makes 
such information available under subsection (c). 
‘‘(e) DUTIES
OF COMMISSIONER
FOR EDUCATION 
STATISTICS.—The Commissioner for Education Statistics 
shall— 
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