127 
a competitive basis to States that demonstrate a commit-
ment to establishing a system of early learning that will 
include the components described in section 403(c)(3) but 
are not— 
(1) eligible to be awarded a grant under sub-
section (a); or 
(2) are not awarded such a grant after applica-
tion. 
(c) RESERVATIONS OF FEDERAL FUNDS.— 
(1) RESEARCH, EVALUATION, AND ADMINISTRA-
TION.—From the amount made available to carry 
out this title for a fiscal year, the Secretary— 
(A) shall reserve 2 percent jointly to ad-
minister this title with the Secretary of Health 
and Human Services; and 
(B) shall reserve 3 percent to carry out ac-
tivities under section 405. 
(2) TRIBAL
SCHOOL
READINESS
PLANNING 
DEMONSTRATION.—After making the reservations 
under paragraph (1), the Secretary shall reserve 
0.25 percent for a competitive grant program for In-
dian tribes to develop and implement school readi-
ness plans that— 
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(A) are coordinated with local educational 
agencies serving children who are members of 
the tribe; and 
(B) include American Indian and Alaska 
Native Head Start and Early Head Start pro-
grams, tribal child care programs, Indian 
Health Service programs, and other tribal pro-
grams serving children. 
(3) QUALITY PATHWAYS GRANTS.— 
(A) IN GENERAL.—From the amount made 
available to carry out this title for a fiscal year 
and not reserved under paragraph (1) or (2), 
the Secretary shall reserve a percent (which 
shall be not greater than 65 percent for fiscal 
years 2010 through 2012 and not greater than 
85 percent for fiscal year 2013 and each suc-
ceeding fiscal year) determined under subpara-
graph (B) to carry out subsection (a). 
(B) DETERMINATION OF AMOUNT.—In de-
termining the amount to reserve under subpara-
graph (A), the Secretary shall take into account 
the following: 
(i) The total number of States with 
approved applications under this title for 
the year. 
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(ii) The number of low-income chil-
dren under age 5 in each State with an ap-
proved application under section 403 for 
the year. 
(C) REALLOCATION.—For fiscal year 2013 
and subsequent fiscal years, the Secretary may 
reallocate funds allocated for development 
grants under subsection (b) for the purpose of 
providing additional grants under subsection 
(a), if the Secretary determines that there are 
insufficient applications for a grant under sub-
section (b). 
(d) STATE APPLICATIONS.—In applying for a grant 
under this title, a State— 
(1) shall designate a State-level entity for ad-
ministration of the grant; 
(2) shall coordinate proposed activities with the 
State Advisory Council on Early Childhood Edu-
cation and Care (established pursuant to section 
642B(b)(1)(A) of the Head Start Act (42 U.S.C. 
9837b(b)(1)(A))) and shall incorporate plans and 
recommendations from such Council in the applica-
tion, where applicable; and 
(3) otherwise shall submit the application to the 
Secretary at such time, in such manner, and con-
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taining such information as the Secretary may rea-
sonably require. 
(e) PRIORITY IN AWARDING GRANTS.—In awarding 
grants under this title, the Secretary shall give priority 
to States— 
(1) whose applications contain assurances that 
the State will use, in part, funds reserved under sec-
tion 658G of the Child Care and Development Block 
Grant Act of 1990 (42 U.S.C. 9858e) for activities 
described in section 403(f); 
(2) that dedicate a significant increase, in com-
parison to recent fiscal years, in State expenditures 
on early learning programs and services; and 
(3) that demonstrate efforts to build public-pri-
vate partnerships designed to accomplish the pur-
poses of this title. 
(f) MAINTENANCE OF EFFORT.— 
(1) IN GENERAL.—With respect to each period 
for which a State is awarded a grant under this 
title, the aggregate expenditures by the State and its 
political subdivisions on early learning programs and 
services shall be not less than the level of the ex-
penditures for such programs and services by the 
State and its political subdivisions for fiscal year 
2009. 
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(2) STATE EXPENDITURES.—For purposes of 
paragraph (1), expenditures by the State on early 
learning programs and services shall include, at a 
minimum, the following: 
(A) State matching and maintenance of ef-
fort funds for the Child Care and Development 
Block Grant Act of 1990 (42 U.S.C. 9858 et 
seq.). 
(B) State matching funds for the State 
Advisory Council on Early Childhood Education 
and Care (established pursuant to section 
642B(b)(1)(A) of the Head Start Act (42 
U.S.C. 9837b(b)(1)(A))). 
(C) State expenditures on public pre-kin-
dergarten, Head Start (including Early Head 
Start), and other State early learning programs 
and services dedicated to children (including 
State expenditures under part C of the Individ-
uals with Disabilities Education Act (20 U.S.C. 
1431 et seq.)). 
(g) PROHIBITIONS
ON USE
OF FUNDS.—Funds 
under this title may not be used for any of the following: 
(1) Assessments that provide rewards or sanc-
tions for individual children or teachers. 
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(2) A single assessment used as the primary or 
sole method for assessing program effectiveness. 
(3) Evaluating children other than for— 
(A) improving instruction or classroom en-
vironment; 
(B) targeting professional development; 
(C) determining the need for health, men-
tal health, disability, or family support services; 
(D) informing the quality improvement 
process at the State level; 
(E) program evaluation for the purposes of 
program improvement and parent information; 
or 
(F) research conducted as part of the na-
tional evaluation required by section 405(2). 
(h) FEDERAL ADMINISTRATION.— 
(1) IN GENERAL.—With respect to this title, 
the Secretary shall bear responsibility for obligating 
and disbursing funds and ensuring compliance with 
applicable laws and administrative requirements, 
subject to paragraph (2). 
(2) INTERAGENCY AGREEMENT.—The Secretary 
of Education and the Secretary of Health and 
Human Services shall jointly administer this title on 
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such terms as such secretaries shall set forth in an 
interagency agreement. 
SEC. 403. QUALITY PATHWAYS GRANTS. 
(a) GRANT PERIOD.—Grants under section 402(a)— 
(1) may be awarded for a period not to exceed 
5 years; and 
(2) may be renewed, subject to approval by the 
Secretary, and based on the State’s progress in— 
(A) increasing the number of disadvan-
taged children who participate in high-quality 
early learning programs; 
(B) implementing an early learning system 
that meets the components described in sub-
section (c)(3); and 
(C) incorporating the program quality 
findings and recommendations reported by the 
commission established under section 405(1) 
into the State system of early learning. 
(b) MATCHING REQUIREMENT.— 
(1) IN GENERAL.—Subject to subsection (g), to 
be eligible to receive a grant under section 402(a), 
a State shall contribute to the activities assisted 
under the grant non-Federal matching funds in an 
amount equal to not less than the applicable percent 
of the amount of the grant. 
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(2) APPLICABLE
PERCENT.—For purposes of 
paragraph (1), the applicable percent means— 
(A) 10 percent in the first fiscal year of 
the grant; 
(B) 10 percent in the second fiscal year of 
the grant; 
(C) 15 percent in the third fiscal year of 
the grant; and 
(D) 20 percent in the fourth fiscal year of 
the grant and subsequent fiscal years. 
(3) PRIVATE
CONTRIBUTIONS.—Private con-
tributions made as part of public-private partner-
ships to increase the number of low-income children 
in high-quality early learning programs in a State 
may be used by the State to satisfy the requirement 
of paragraph (1). 
(4) FINANCIAL HARDSHIP WAIVER.—The Sec-
retary may waive or reduce the non-Federal share of 
a State that has submitted an application for a 
grant under section 402(a) if the State demonstrates 
a need for such waiver or reduction due to extreme 
financial hardship, as defined by the Secretary by 
regulation. 
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(c) STATE APPLICATIONS.—In order to receive a 
grant under section 402(a), a State’s application under 
section 402(d) shall include the following: 
(1) A description of how the State will use the 
grant to implement quality initiatives to improve 
early learning programs serving disadvantaged chil-
dren from birth to age 5 to lead to a greater per-
centage of such children participating in higher 
quality early learning programs. 
(2) A description of the goals and benchmarks 
the State will establish to lead to a greater number 
or percentage of disadvantaged children partici-
pating in higher quality early learning programs to 
improve school readiness outcomes, including an es-
tablished baseline of the number of disadvantaged 
children in high-quality early learning programs. 
(3) A description of how the State will imple-
ment a governance structure and a system of early 
learning programs and services that includes the fol-
lowing components: 
(A) State early learning and development 
standards that include social and emotional, 
cognitive, and physical development domains, 
and approaches to learning that are develop-
mentally appropriate for all children and are 
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aligned with academic content standards for 
grades kindergarten through 3. 
(B) A process to ensure that State early 
learning and development standards are inte-
grated into the instructional and programmatic 
practices of early learning programs and serv-
ices, including services provided to children 
under section 619 and part C of the Individuals 
with Disabilities Education Act (20 U.S.C. 
1419, 1431 et seq.). 
(C) A program rating system that builds 
on licensing requirements and other State regu-
latory standards and that— 
(i) is designed to improve quality and 
effectiveness across different types of early 
learning settings; 
(ii) integrates evidence-based program 
quality standards that reflect standard lev-
els of quality and has progressively higher 
levels of program quality; 
(iii) integrates the State’s early learn-
ing and development standards for the 
purpose of improving instructional and 
programmatic practices; 
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(iv) addresses staff qualifications and 
professional development; 
(v) provides financial incentives and 
other supports to help programs meet and 
sustain higher levels of quality; 
(vi) includes mechanisms for evalu-
ating how programs are meeting those 
standards and progressively higher levels 
of quality; and 
(vii) includes a mechanism for public 
awareness of program levels. 
(D) A system of program review and moni-
toring that is designed to rate providers using 
the system described in subparagraph (C) and 
to assess and improve programmatic practices, 
instructional practices, and classroom environ-
ment. 
(E) A process to support early learning 
programs integrating instructional and pro-
grammatic practices that— 
(i) include developmentally appro-
priate, ongoing, classroom-based instruc-
tional assessments for each domain of child 
development and learning to guide and im-
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prove instructional practice, professional 
development of staff, and services; and 
(ii) are aligned with the curricula used 
in the early learning program and with the 
State early learning and development 
standards or the Head Start Child Out-
comes Framework (as described in the 
Head Start Act), as applicable. 
(F) Minimum preservice early childhood 
development and education training require-
ments for providers in early learning programs. 
(G) A comprehensive plan for supporting 
the professional preparation and the ongoing 
professional development of an effective, well- 
compensated early learning workforce, which 
plan includes training and education that is 
sustained, intensive, and classroom-focused and 
leads toward a credential or degree and is tied 
to improved compensation. 
(H) An outreach strategy to promote un-
derstanding by parents and families of— 
(i) their child’s early development and 
learning; 
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(ii) the State’s program rating sys-
tem, as described in subparagraph (C); 
and 
(iii) the rating of the program in 
which their child is enrolled. 
(I) A coordinated system to facilitate 
screening, referral, and provision of services re-
lated to health, mental health, disability, and 
family support for children participating in 
early learning programs. 
(J) A process for evaluating school readi-
ness in children that reflects all of the major 
domains of development, and that is used to 
guide practice and improve early learning pro-
grams. 
(K) A coordinated data infrastructure that 
facilitates— 
(i) uniform data collection about the 
quality of early learning programs, essen-
tial information about the children and 
families that participate in such programs, 
and the qualifications and compensation of 
the early learning workforce in such pro-
grams; and 
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(ii) alignment and interoperability be-
tween the data system for early learning 
programs for children and data systems for 
elementary and secondary education. 
(4) A description of how the funds provided 
under the grant will be targeted to prioritize increas-
ing the number and percentage of low-income chil-
dren in high-quality early learning programs, includ-
ing children— 
(A) in each age group (infants, toddlers, 
and preschoolers); 
(B) with developmental delays and disabil-
ities; 
(C) with limited English proficiency; and 
(D) living in rural areas. 
(5) An assurance that the grant will be used to 
improve the quality of early learning programs 
across a range of types of settings and providers of 
such programs. 
(6) A description of the steps the State will 
take to encourage center-based child care programs, 
family child care programs, State-funded prekinder-
garten, Head Start programs, and other early learn-
ing programs, such as those funded under title I of 
the Elementary and Secondary Education Act of 
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141 
1965 (20 U.S.C. 6301 et seq.) or section 619 of the 
Individuals with Disabilities Education Act (20 
U.S.C. 1419) to participate in the State program 
rating system described in paragraph (3)(C). 
(7) An assurance that the grant will be used 
only to supplement, and not to supplant, Federal, 
State, and local funds otherwise available to support 
existing early learning programs and services. 
(8) A description of any disparity by age group 
(infants, toddlers, and preschoolers) of available 
high-quality early learning programs in low-income 
communities and the steps the State will take to de-
crease such disparity, if applicable. 
(9) A description of how the State early learn-
ing and development standards will be appropriate 
for children who are limited English proficient. 
(10) A description of how the State will coordi-
nate the purposes of this title with the activities 
funded under— 
(A) section 658G of the Child Care and 
Development Block Grant Act of 1990 (42 
U.S.C. 9858e); 
(B) section 619 and part C of the Individ-
uals with Disabilities Education Act (20 U.S.C. 
1419, 1431 et seq.); 
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(C) title I of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 6301 
et seq.); 
(D) State-funded pre-kindergarten pro-
grams (where applicable); 
(E) Head Start programs; and 
(F) other early childhood programs and 
services. 
(11) A description of how the State will use the 
grant to increase the number of disadvantaged chil-
dren in high-quality early learning settings propor-
tionally across infants, toddlers, and preschoolers. 
(12) An assurance that the State will continue 
to participate in part C of the Individuals with Dis-
abilities Education Act (20 U.S.C. 1431 et seq.) for 
the duration of the grant. 
(d) CRITERIA USED
IN AWARDING GRANTS.—In 
awarding grants under section 402(a), the Secretary shall 
evaluate the applications, and award grants under such 
section on a competitive basis, based on— 
(1) compliance with section 402(d) and sub-
section (c); 
(2) the priority factors described in section 
402(e); 
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(3) evidence of significant progress in estab-
lishing a system of early learning for children that 
includes the components described in subsection 
(c)(3); and 
(4) the State’s capacity to fully complete imple-
mentation of such a system. 
(e) CRITERION USED IN DETERMINING AMOUNT OF 
AWARD.—In determining the amount to award a State 
under section 402(a), the Secretary shall take into ac-
count— 
(1) the number of low-income children under 
age 5 in the State; and 
(2) the State plan and capacity to implement 
the criteria described in paragraphs (3) and (4) of 
subsection (d). 
(f) STATE USES OF FUNDS.— 
(1) IN GENERAL.—A State receiving a grant 
under section 402(a) shall use the grant as follows: 
(A) Not less than 65 percent of the grant 
amount shall be used to implement quality ini-
tiatives that increase the number of disadvan-
taged children in high-quality early learning 
programs. Such funds shall be used for two or 
more of the following activities: 
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(i) Initiatives that improve the creden-
tials of early learning providers and are 
tied to compensation. 
(ii) Initiatives that help early learning 
programs meet and sustain higher pro-
gram quality standards, such as— 
(I) improving teacher-child ra-
tios; 
(II) improving group size; 
(III) improving the qualifications 
of early learning providers; and 
(IV) supporting effective edu-
cation and training for early learning 
providers. 
(iii) Implementing classroom observa-
tion assessments and data-driven decisions 
tied to activities that improve instructional 
practices, programmatic practices, or class-
room environment and promote school 
readiness. 
(iv) Providing financial incentives to 
early learning programs— 
(I) for undertaking quality im-
provements that promote healthy de-
velopment and school readiness; and 
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disability, and family support for children 
participating in early learning programs. 
(ix) Other innovative activities, pro-
posed by the State and approved in ad-
vance by the Secretary that are— 
(I) based on successful practices; 
(II) designed to improve the 
quality of early learning programs and 
services; and 
(III) advance the system compo-
nents described in subsection (c)(3). 
(B) The remainder of the grant amount 
may be used for one or more of the following: 
(i) Implementation or enhancement of 
the State’s data system, including inter-
operability across agencies serving chil-
dren, and unique child and program identi-
fiers. 
(ii) Enhancement of the State’s over-
sight system for early learning programs, 
including the implementation of a quality 
rating system. 
(iii) The development and implemen-
tation of measures of school readiness of 
children that reflect all of the major do-
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mains of child development and that in-
form the quality improvement process. 
(2) PRIORITY.—A State receiving a grant under 
section 402(a) shall use the grant so as to prioritize 
improving the quality of early learning programs 
serving low-income children. 
(g) SPECIAL RULE.— 
(1) IN GENERAL.—Beginning with the second 
fiscal year of a grant under section 402(a), a State 
with respect to which the Secretary certifies that the 
State has made sufficient progress in implementing 
the requirements of the grant may apply to the Sec-
retary to reserve up to 25 percent of the amount of 
the grant to expand access for low-income children 
to the highest quality early learning programs that 
offer full-day services, except that the State must 
agree to contribute for such purpose non-Federal 
matching funds in an amount equal to not less than 
50 percent of the amount reserved under this sub-
section. One-half of such non-Federal matching 
funds may be provided by a private entity. 
(2) FINANCIAL HARDSHIP WAIVER.—The Sec-
retary may waive or reduce the non-Federal share of 
a State under paragraph (1) if the State dem-
onstrates a need for such waiver or reduction due to 
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extreme financial hardship, as defined by the Sec-
retary by regulation. 
(h) IMPROVEMENT PLAN.—If the Secretary deter-
mines that a State receiving a grant under section 402(a) 
is encountering barriers to reaching goals described in 
subsection (c)(2), the State shall develop a plan for im-
provement in consultation with, and subject to approval 
by, the Secretary. 
SEC. 404. DEVELOPMENT GRANTS. 
(a) GRANT PERIOD.—Grants under section 402(b) 
may be awarded for a period not to exceed 3 years, and 
may not be renewed. 
(b) STATE USES OF FUNDS.— 
(1) IN GENERAL.—A State receiving a grant 
under section 402(b) shall use the grant to under-
take activities to develop the components of an early 
learning programs and services system described in 
section 403(c)(3) and that will allow a State to be-
come eligible and competitive for a grant described 
in section 402(a). 
(2) PRIORITY.—A State receiving a grant under 
section 402(b) shall use the grant so as to prioritize 
improving the quality of early learning programs 
serving low-income children. 
(c) MATCHING REQUIREMENT.— 
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(1) IN GENERAL.—To be eligible to receive a 
grant under section 402(b), a State shall contribute 
to the activities assisted under the grant non-Fed-
eral matching funds in an amount equal to not less 
than the applicable percent of the amount of the 
grant. 
(2) APPLICABLE
PERCENT.—For purposes of 
paragraph (1), the applicable percent means— 
(A) 20 percent in the first fiscal year of 
the grant; 
(B) 25 percent in the second fiscal year of 
the grant; and 
(C) 30 percent in the third fiscal year of 
the grant. 
(3) PRIVATE
CONTRIBUTIONS.—Private con-
tributions made as part of public-private partner-
ships to increase the number of low-income children 
in high-quality early learning programs in a State 
may be used by the State to satisfy the requirement 
of paragraph (1). 
(4) FINANCIAL HARDSHIP WAIVER.—The Sec-
retary may waive or reduce the non-Federal share of 
a State that has submitted an application for a 
grant under section 402(b) if the State demonstrates 
a need for such waiver or reduction due to extreme 
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financial hardship, as defined by the Secretary by 
regulation. 
SEC. 405. RESEARCH AND EVALUATION. 
From funds reserved under section 402(c)(1), the 
Secretary of Education and the Secretary of Health and 
Human Services, acting jointly, shall carry out the fol-
lowing activities: 
(1) Establishing a national commission whose 
duties shall include— 
(A) reviewing the status of State and Fed-
eral early learning program quality standards 
and early learning and development standards; 
(B) recommending benchmarks for pro-
gram quality standards and early learning and 
development standards; and 
(C) reporting to the Secretaries of Edu-
cation and Health and Human Services not 
later than 3 years after the date of the enact-
ment of this Act on the commission’s findings 
and recommendations. 
(2) Conducting a national evaluation of the 
grants made under this title through the Institute of 
Education Science in collaboration with the appro-
priate research divisions within the Department of 
Health and Human Services. 
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(3) Supporting a research collaborative among 
the Institute of Education Sciences, the National In-
stitute of Child Health and Human Development, 
the Office of Planning, Research, and Evaluation 
within the Administration for Children and Families 
in the Department of Health and Human Services, 
and other appropriate Federal entities to support re-
search on early learning that can inform improved 
State standards and licensing requirements and im-
proved child outcomes, which collaborative shall— 
(A) biennially prepare and publish for pub-
lic comment a detailed research plan; 
(B) support early learning research activi-
ties that could include determining— 
(i) the characteristics of early learning 
programs that produce positive develop-
mental outcomes for children; 
(ii) the effects of program quality 
standards on child outcomes; 
(iii) the relationships between specific 
interventions and types of child and family 
outcomes; 
(iv) the effectiveness of early learning 
provider training in raising program qual-
ity and improving child outcomes; and 
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(v) the effectiveness of professional 
development strategies in raising program 
quality and improving child outcomes; and 
(C) disseminate relevant research findings 
and best practices. 
SEC. 406. REPORTING REQUIREMENTS. 
(a) REPORTS TO CONGRESS.—For each year in which 
funding is provided under this title, the Secretary shall 
submit an annual report to the Congress on the activities 
carried out under this title, including, at a minimum, in-
formation on the following: 
(1) The activities undertaken by States to in-
crease the availability of high-quality early learning 
programs. 
(2) The number of children in high-quality 
early learning programs, and the change from the 
prior year, disaggregated by State, age, and race. 
(3) The number of early learning providers en-
rolled, with assistance from funds under this title, in 
a program to obtain a credential or degree in early 
childhood education and the settings in which such 
providers work. 
(4) A summary of State progress in imple-
menting a system of early learning with the compo-
nents described in section 403(c)(3). 
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(5) A summary of the research activities being 
conducted under section 405 and the findings of 
such research. 
(b) REPORTS TO SECRETARY.—Each State that re-
ceives a grant under this title shall submit to the Secretary 
an annual report that includes, at a minimum, information 
on the activities carried out by the State under this title, 
including the following: 
(1) The progress on fully implementing and in-
tegrating into a system of early learning each of the 
components described in section 403(c)(3). 
(2) The State’s progress in meeting its goals 
for increasing the number of disadvantaged children 
participating in high-quality early learning pro-
grams, disaggregated by child age. 
(3) The number and percentage of disadvan-
taged children participating in early learning pro-
grams at each level of quality, disaggregated by 
race, family income, child age, disability, and limited 
English proficiency status. 
(4) The number of providers participating in 
the State quality rating system, disaggregated by 
setting, rating, and the number of high-quality pro-
viders available in low-income communities. 
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(5) Information on how the funds provided 
under this title were used to increase the availability 
of high-quality early learning programs for each age 
group. 
(6) Information on professional development 
and training expenditures, including— 
(A) the number of early learning providers 
engaged in such activities; and 
(B) the number of early learning providers 
enrolled in programs to obtain a credential or 
degree 
in 
early 
childhood 
education, 
disaggregated by the type of credential and de-
gree. 
(7) The change in the number and percentage 
of early learning providers with appropriate creden-
tial or degrees in early childhood education in com-
parison to the prior fiscal year, disaggregated by 
early learning setting. 
(8) In the case of a State receiving a grant 
under section 402(a), the percentage of children re-
ceiving assistance under the Child Care and Devel-
opment Block Grant Act of 1990 (42 U.S.C. 9858 
et seq.) who participate in the highest quality early 
learning programs, disaggregated by program set-
ting and child age. 
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SEC. 407. CONSTRUCTION. 
Nothing in this title— 
(1) shall be construed to require a child to par-
ticipate in an early learning program; or 
(2) shall be used to deny entry to kindergarten 
for any individual if the individual is legally eligible, 
as defined by State or local law. 
SEC. 408. DEFINITIONS. 
For purposes of this title: 
(1) CHILD.—The term ‘‘child’’ refers to an in-
dividual from birth through the day the individual 
enters kindergarten. 
(2) DISADVANTAGED.—The term ‘‘disadvan-
taged’’, when used with respect to a child, means a 
child whose family income is described in section 
658P(4)(B) of the Child Care and Development 
Block Grant Act of 1990 (42 U.S.C. 9858n(4)(B)). 
(3) INDIAN TRIBE.—The term ‘‘Indian tribe’’ 
means any tribe, band, nation, pueblo, or other orga-
nized group or community of Indians, including any 
Native village described in section 3(c) of the Alaska 
Native Claims Settlement Act (43 U.S.C. 1602(c)) 
or established pursuant to such Act (43 U.S.C. 1601 
et seq.), that is recognized as eligible for the special 
programs and services provided by the United States 
to Indians because of their status as Indians. 
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$730,000,000 for each of the fiscal years 2010 through 
2013, and $680,000,000 for each of the fiscal years 2014 
through 2019. 
(b) ALLOCATIONS.—Of the amount appropriated 
under subsection (a)— 
(1) $630,000,000 shall be made available for 
each of the fiscal years 2010 through 2013 to carry 
out section 503; 
(2) $630,000,000 shall be made available for 
each of the fiscal years 2014 through 2019 to carry 
out section 504; 
(3) $50,000,000 shall be made available for 
each of the fiscal years 2010 through 2019 to carry 
out subsection (a) of section 505; and 
(4) $50,000,000 shall be made available for 
each of the fiscal years 2010 through 2013 to carry 
out subsections (b) and (c) of section 505. 
SEC. 502. DEFINITIONS. 
In this title: 
(1) AREA CAREER AND TECHNICAL EDUCATION 
SCHOOL.—The term ‘‘area career and technical edu-
cation school’’ has the meaning given such term in 
section 3 of the Carl D. Perkins Career and Tech-
nical Education Act of 2006 (20 U.S.C. 2302). 
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