140 
(ii) early childhood care and education 
programs; 
(iii) activities carried out under part 
C of the Individuals with Disabilities Edu-
cation Act (20 U.S.C. 1431 et seq.) and 
section 619 of the Individuals with Disabil-
ities Education Act (20 U.S.C. 1419); 
(iv) child abuse prevention and treat-
ment programs, and State and local child 
protection systems; 
(v) Medicaid and State Children’s 
Health Insurance programs; 
(vi) nutrition assistance programs; 
(vii) parental substance abuse and 
mental health prevention and treatment 
programs; 
(viii) domestic and family violence 
prevention programs; 
(ix) child support enforcement pro-
grams; 
(x) workforce development programs; 
(xi) the State Temporary Assistance 
to Needy Families program; 
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(xii) early childhood intervention pro-
grams, such as mental health prevention 
and treatment services; 
(xiii) State and local educational 
agencies; and 
(xiv) other appropriate child-serving 
programs in the State in order to facilitate 
the coordinated delivery of services for eli-
gible families. 
(G) How the lead State agency will provide 
for the training and technical assistance to pro-
grams of early childhood home visitation in-
volved in activities under this section to more 
effectively meet the needs of the eligible families 
served, with sensitivity to cultural variations in 
attitudes toward formal support services and 
parenting norms. 
(H) How the lead State agency will evalu-
ate the activities supported under this section in 
order to assess outcomes including, but not lim-
ited to— 
(i) parental outcomes related to child 
health and development, including parent 
knowledge of early learning and develop-
ment; 
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(ii) child health, cognitive, language, 
social-emotional, and physical development; 
(iii) child maltreatment; 
(iv) school readiness; and 
(v) links to community services. 
(I) A description of how the lead State 
agency will ensure home visitation programs 
prioritize outreach activities to target fathers 
and include fathers in the program where safe 
and appropriate. 
(J) A description of how the lead State 
agency will ensure that services are made avail-
able under the program to grandparents, other 
relatives or foster parents, of a child from birth 
through age 5 who serve as the primary care-
giver of the child. 
(K) Such other information as the Sec-
retary may require. 
(d) APPROVAL OF APPLICATIONS.— 
(1) IN GENERAL.—The Secretary shall approve 
an application under this section based on the rec-
ommendations of a peer review panel, as described 
in paragraph (2). 
(2) PEER
REVIEW
PANEL.—The peer review 
panel shall include individuals with experience in 
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varying models of home visitation, including not 
fewer than— 
(A) 3 individuals who are experts in the 
field of home visitation; 
(B) 2 individuals who are experts in early 
childhood development; 
(C) 1 individual with expertise imple-
menting a statewide program of early childhood 
home visitation; 
(D) 1 individual who is a board certified 
pediatrician or a developmental pediatrician; 
and 
(E) 1 individual with experience in admin-
istering public or private (including community- 
based) child maltreatment prevention programs. 
(3) RECOMMENDATIONS.—The panel shall rec-
ommend applicants to the Secretary based on the 
quality of their applications. In addition to ensuring 
that the application is complete, the panel shall con-
sider— 
(A) the quality of the statewide needs as-
sessment, described in subsection (c)(6); 
(B) the quality of the programs to be fund-
ed by the grant, described in subsection 
(c)(7)(B), and the capacity of such programs to 
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144 
establish or expand high quality home visitation 
services; 
(C) the plan to enhance and improve serv-
ices in the State through collaboration described 
in subsections (c)(7)(E) and (c)(7)(F); 
(D) the State’s plan to prioritize serving 
communities in high need of home visitation 
programs; and 
(E) the State’s plan for delivering effective 
training and technical assistance. 
(e) STATE USES OF FUNDS.—Each State that re-
ceives a grant under this section shall— 
(1) provide to as many eligible families in the 
State as practicable, voluntary early childhood home 
visitation, on not less frequently than a monthly 
basis with greater frequency of services for those eli-
gible families identified with additional needs, 
through the implementation of high quality pro-
grams of early childhood home visitation that— 
(A) adopt a clear, consistent model that— 
(i) is research-based; 
(ii) is grounded in empirically based 
knowledge related to home visiting and 
child health or child development; 
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(iii) is linked to program-determined 
outcomes; 
(iv) is associated with a national orga-
nization or institution of higher education 
(as defined under section 101 of the High-
er Education Act of 1965), that has com-
prehensive home visitation program stand-
ards, including standardized training and 
ongoing professional development, that en-
sure high quality service delivery and con-
tinuous program quality improvement; 
(v) has been evaluated, and the re-
sults of the evaluation have been published 
in a peer-reviewed journal; and 
(vi) has been in existence at least 3 
consecutive years prior to the program 
being funded under this title; 
(B) employ well-trained and competent 
staff, as demonstrated by education or training, 
and the provision of ongoing and specific train-
ing on the model being delivered; 
(C) maintain high quality supervision that 
supports home visitor competencies; 
(D) show strong organizational capacity to 
implement the program involved; 
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146 
(E) establish appropriate linkages and re-
ferral networks to other community resources 
and supports; 
(F) monitor fidelity of program implemen-
tation to assure that services are delivered ac-
cording to the specified model; 
(G) establish procedures to promote par-
ticipation of fathers, where safe and appro-
priate; 
(H) are research-based and provide par-
ents with— 
(i) knowledge of age-appropriate child 
development in cognitive, language, social- 
emotional, and motor domains (including 
knowledge of second language acquisition, 
in the case of English language learners); 
(ii) knowledge of realistic expectations 
of age-appropriate child behaviors; 
(iii) knowledge of health and wellness 
issues for children and parents; 
(iv) modeling, consulting, and coach-
ing on parenting practices; 
(v) skills to interact with their child to 
enhance age-appropriate development; 
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147 
(vi) skills to recognize and seek help 
for issues related to health, developmental 
delays, and social, emotional, and behav-
ioral skills; 
(vii) activities designed to help par-
ents become full partners in the education 
of their children; and 
(viii) relevant information, consistent 
with State child welfare agency training, 
concerning child welfare and protective 
services resources if appropriate; 
(I) ascertain what health and develop-
mental services the family receives and works 
with providers of such services to eliminate 
gaps in service by offering annual health, vi-
sion, hearing, and developmental screening for 
children from birth to entry into kindergarten, 
when not otherwise provided; 
(J) provide referrals for eligible families, 
as needed, to additional resources available in 
the community, such as center-based early edu-
cation programs, child care services, health or 
mental health services, family literacy pro-
grams, employment agencies, social services, fa-
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therhood programs, and child care resource and 
referral agencies; and 
(K) offer group meetings (at program dis-
cretion) for eligible families that— 
(i) further enhance the information, 
activities, and skill-building addressed dur-
ing home visitation; and 
(ii) offer opportunities for parents to 
meet with and support each other. 
(2) reserve 10 percent of the grant funds to 
provide training and technical assistance, directly or 
through contract, to early childhood home visitation 
programs relating to— 
(A) effective methods of implementing par-
ent education, conducting home visiting, and 
promoting positive early childhood development; 
(B) the relationship of health and well- 
being of pregnant women to prenatal and early 
childhood development; 
(C) early childhood development with re-
spect to children from birth until entry into kin-
dergarten; 
(D) methods to help parents promote 
emergent literacy, including second language 
acquisition for English language learners, in 
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149 
their children from birth until entry into kin-
dergarten; 
(E) health, vision, hearing, and develop-
mental screenings; 
(F) strategies for helping eligible families 
with special needs or those eligible families cop-
ing with crisis; 
(G) recruiting, supervising, and retaining 
qualified staff; 
(H) increasing services for underserved 
populations; 
(I) methods to help parents effectively re-
spond to their children’s needs and behaviors; 
(J) implementation of ongoing program 
quality improvement and evaluation of activities 
and outcomes; 
(K) relevant issues related to child welfare 
and protective services, with information pro-
vided being consistent with State or local child 
welfare agency training; 
(L) effective methods of successfully en-
gaging fathers in programs for parents; and 
(M) the relationship of father involvement 
to the health and well-being of pregnant women 
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and to prenatal and early childhood develop-
ment; 
(3) ensure representatives from high quality 
programs of early childhood home visitation oper-
ating in the State are included in an existing State- 
level early childhood coordinating body, such as the 
State Advisory Council on Early Childhood Care and 
Education (as defined in section 642B(b) of the 
Head Start Act), that meets regularly to address 
policy and implementation issues that will improve 
the coordination and effectiveness of a range of serv-
ices for children and families; and 
(4) use not more than 5 percent of the amount 
of grant funds received under this section for the ad-
ministration of the grant, including planning, admin-
istration, and annual reporting. 
(f) MAINTENANCE OF EFFORT.—A State is entitled 
to receive its full allotment of funds under this section for 
any fiscal year if the Secretary finds that the aggregate 
expenditures within the State for quality programs of 
early childhood home visitation for the fiscal year pre-
ceding the fiscal year for which the determination is made 
was not less than 100 percent of such aggregate expendi-
tures for the second fiscal year preceding the fiscal year 
for which the determination is made. 
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(g)(1) STATE MATCH.—In order to receive an allot-
ment under subsection (b)(2), a State shall match the 
amount of such allotment with funds not derived from 
other Federal sources on the following basis: 
(A) 10 percent of such allotment for fiscal year 
2011; 
(B) 20 percent of such allotment for fiscal year 
2012; and 
(C) 30 percent of such allotment for fiscal year 
2013. 
(2) MATCH REQUIREMENT.—The funds resulting 
from the requirement in paragraph (1) shall be exported 
in accordance with the requirements of this section. 
(h) REPORTING REQUIREMENTS.—Each State that 
receives a grant under this section shall submit an annual 
report to the Secretary regarding the State’s progress in 
addressing the purposes of this subtitle. Such report shall 
include, at a minimum, a description of— 
(1) actual service delivery provided under the 
grant including— 
(A) program characteristics, including de-
scriptive information on the service model used 
and actual program performance; 
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(B) provider characteristics, including staff 
qualifications, work experience, and demo-
graphic characteristics; and 
(C) recipient characteristics, including 
number, demographic characteristics, and fam-
ily retention; 
(2) recipient outcomes that are consistent with 
program goals, including, where appropriate given 
the program being evaluated— 
(A) parent knowledge of early learning and 
development; 
(B) child health, cognitive, language, so-
cial-emotional, and physical developmental indi-
cators; 
(C) child maltreatment indicators; 
(D) school readiness indicators; and 
(E) links to community services; 
(3) the research-based instruction, materials, 
and activities being used in the activities funded 
under the grant; 
(4) the training and technical assistance, in-
cluding ongoing professional development, provided 
to programs supported under the grant; 
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(5) beginning at the end of the second year of 
the grant, the results of evaluations described in 
subsection (c)(7)(H); and 
(6) the annual program implementation costs, 
including the cost per family served under the pro-
gram. 
SEC. 205. TARGETED GRANTS FOR EARLY CHILDHOOD 
HOME 
VISITATION 
FOR 
FAMILIES 
WITH 
ENGLISH LANGUAGE LEARNERS. 
(a) IN GENERAL.—The Secretary, in consultation 
with the Secretary of Education, shall make grants, on 
a competitive basis, to eligible applicants to enable such 
applicants to support and expand local efforts to deliver 
services through quality programs of early childhood home 
visitation to eligible families with English language learn-
ers. 
(b) ELIGIBLE APPLICANT.—In this section, the term 
‘‘eligible applicant’’ means— 
(1) 1 or more local educational agencies (as de-
fined in section 9101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7801)); 
and 
(2) 1 or more public or private community- 
based organizations or agencies that serve eligible 
families and are capable of establishing and imple-
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menting high quality programs of early childhood 
home visitation. 
(c) APPLICATIONS.—An eligible applicant that de-
sires to receive a grant under this section shall submit an 
application to the Secretary at such time, in such manner, 
and containing such information as the Secretary may re-
quire. The application shall include a description of— 
(1) the results of a communitywide needs as-
sessment that demonstrates the need for services to 
eligible families with English language learners and 
describes— 
(A) community demographics; 
(B) the quality and capacity of existing 
programs of early childhood home visitation for 
eligible families with English language learners 
in the community; 
(C) the gaps in programs of early child-
hood home visitation for eligible families with 
English language learners in the community; 
and 
(D) the type of program of early childhood 
home visitation necessary to address the gaps 
identified; 
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(2) the program of early childhood home visita-
tion that will be supported by the grant under this 
section; 
(3) how the proposed program of early child-
hood home visitation will promote positive parenting 
skills and children’s early learning and development; 
(4) how the proposed program of early child-
hood home visitation will incorporate the authorized 
activities described in subsection (e); 
(5) how services provided through a grant 
under this section will use materials that are appro-
priate for eligible families with English language 
learners; 
(6) how the activities under this section will 
build on and promote coordination among existing 
programs of early childhood home visitation, if such 
programs exist in the community, in an effort to 
promote an array of home visitation that ensures 
more eligible families with English language learners 
are being served and are getting the most appro-
priate services to meet their needs; 
(7) how the program will ensure that— 
(A) where appropriate to the program 
goals of the home visiting model, families par-
ticipating in early childhood home visitation 
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156 
programs with English language learners will 
be introduced to and connected with their local 
schools to encourage ongoing parental involve-
ment in their children’s education; and 
(B) the activities under this section will 
support the preparation of children for school; 
(8) how channels of communication will be es-
tablished between staff of programs of early child-
hood home visitation and staff of other early child-
hood education programs, such as Head Start pro-
grams carried out under the Head Start Act (42 
U.S.C. 9831 et seq.) and Early Head Start pro-
grams carried out under section 645A of such Act, 
preschool programs, and child care programs, to fa-
cilitate the coordination of services for eligible fami-
lies with English language learners; 
(9) how eligible families with English language 
learners will be recruited and retained to receive 
services under this section; 
(10) how training and technical assistance will 
be provided to help the staff of programs of early 
childhood home visitation involved in activities under 
this section to more effectively serve eligible families 
with English language learners; 
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(11) how the eligible applicant will evaluate the 
activities supported under this section in order to 
demonstrate outcomes related to the— 
(A) number of eligible families with 
English language learners served by programs 
of early childhood home visitation; 
(B) parental knowledge of early learning 
and development; 
(C) positive parenting practices related to 
early learning and development; and 
(D) children’s cognitive, language, social- 
emotional, and physical development; 
(12) how the proposed program will conduct 
outreach activities to target both mothers and fa-
thers and increase father involvement where safe 
and appropriate; and 
(13) such other information as the Secretary 
may require. 
(d) APPROVAL OF APPLICATIONS.— 
(1) IN GENERAL.—The Secretary shall select 
applicants for funding under this section based on 
the quality of the applications and the recommenda-
tions of a peer review panel, as described in para-
graph (2). 
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158 
(2) PEER
REVIEW
PANEL.—The peer review 
panel shall include not fewer than— 
(A) 2 individuals who are experts in the 
field of home visitation; 
(B) 2 individuals who are experts in early 
childhood development; 
(C) 2 individuals who are experts in serv-
ing eligible families with English language 
learners; 
(D) 1 individual who is a board certified 
pediatrician or a developmental pediatrician; 
and 
(E) 1 individual with expertise in admin-
istering public or private (including community- 
based) child maltreatment prevention programs. 
(e) AUTHORIZED ACTIVITIES.—Each eligible appli-
cant that receives a grant under this section shall carry 
out the following activities: 
(1) Providing to as many eligible families with 
English language learners as practicable, voluntary 
early childhood home visitation, on not less fre-
quently than a monthly basis, through the imple-
mentation of quality programs of early childhood 
home visitation that are research-based that provide 
parents with— 
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(A) knowledge of age-appropriate child de-
velopment in cognitive, language, social-emo-
tional, and motor domains; 
(B) knowledge of realistic expectations of 
age-appropriate child behaviors; 
(C) knowledge of health and wellness 
issues for children and parents; 
(D) modeling, consulting, and coaching on 
parenting practices; 
(E) skills to interact with their child to en-
hance age-appropriate development; 
(F) skills to recognize and seek help for 
issues related to health, developmental delays, 
and social, emotional, and behavioral skills; and 
(G) activities designed to help parents be-
come full partners in the education of their chil-
dren. 
(2) Ascertaining what health and developmental 
services the family receives and working with these 
providers to eliminate gaps in service by offering an-
nual health, vision, hearing, and developmental 
screening for children from birth to entry into kin-
dergarten, when not otherwise provided. 
(3) Providing referrals for participating eligible 
families with English language learners, as needed, 
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160 
to additional resources available in the community, 
such as center-based early education programs, child 
care services, health or mental health services, fam-
ily literacy programs, employment agencies, social 
services, and child care resource and referral agen-
cies. 
(4) Offering group meetings (at program dis-
cretion), on not less frequently than a monthly basis, 
for eligible families with English language learners 
that— 
(A) further enhance the information, ac-
tivities, and skill-building addressed during 
home visitation; 
(B) offer opportunities for parents to meet 
with and support each other; and 
(C) address challenges facing eligible fami-
lies with English language learners. 
(5) Providing training and technical assistance 
to early childhood home visitation staff relating to— 
(A) effective service to eligible families 
with English language learners, including skills 
to address challenges facing English language 
learners; 
(B) effective methods of implementing par-
ent education, conducting home visiting, and 
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promoting quality early childhood development, 
with sensitivity to cultural variations in par-
enting norms and attitudes toward formal sup-
port services; 
(C) the relationship of health and well- 
being of pregnant women to prenatal and early 
child development; 
(D) early childhood development with re-
spect to children from birth until entry into kin-
dergarten; 
(E) methods to help parents promote 
emergent literacy in their children from birth 
until entry into kindergarten; 
(F) implementing strategies for helping eli-
gible families with English language learners 
coping with a crisis; 
(G) recruiting, supervising, and retaining 
qualified staff; 
(H) increasing services for underserved eli-
gible families with English language learners; 
(I) methods to help parents effectively re-
spond to their children’s needs and behaviors; 
(J) implementation of ongoing program 
quality improvement and evaluation of activities 
and outcomes; and 
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162 
(K) the relationship of father involvement 
to the health and well-being of pregnant women 
and to prenatal and early childhood develop-
ment. 
(6) Coordinating existing programs of early 
childhood home visitation in order to effectively and 
efficiently meet the needs of more eligible families 
with English language learners. 
(f) REPORTING REQUIREMENTS.—Each applicant 
that receives a grant under this section to carry out a pro-
gram shall submit an annual report to the Secretary, and 
the lead State agency as described in section 204(c)(1), 
regarding the progress of such program in addressing the 
purposes of this subtitle. Such report shall include, at a 
minimum, a description of— 
(1) actual service delivery provided under the 
grant including— 
(A) program characteristics including de-
scriptive information on the service model used 
and actual program performance; 
(B) provider characteristics including staff 
qualifications, work experience, and demo-
graphic characteristics; 
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(C) 
recipient 
characteristics 
including 
number, demographic characteristics, and rates 
of family retention in programs; and 
(D) an estimate of annual program imple-
mentation costs; 
(2) recipient outcomes that are consistent with 
program goals including, where appropriate given 
the program being evaluated— 
(A) parental practices; 
(B) child health and development indica-
tors; 
(C) child maltreatment indicators; 
(D) school readiness indicators; and 
(E) links to community services; 
(3) the research-based instruction, materials, 
and activities being used in the activities funded 
under the grant; and 
(4) the training and technical assistance, in-
cluding ongoing professional development, provided 
to programs supported under the grant. 
(g) SUPPLEMENT NOT SUPPLANT.—Grant funds 
provided under this section shall be used to supplement, 
and not supplant, Federal and non-Federal funds available 
for carrying out the activities described in this section. 
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(h) AUTHORIZATION OF APPROPRIATIONS.—There is 
authorized to be appropriated to carry out this section 
$20,000,000 for fiscal year 2010 and such sums for fiscal 
years 2011 through 2014. 
SEC. 206. TARGETED GRANTS FOR EARLY CHILDHOOD 
HOME VISITATION FOR MILITARY FAMILIES. 
(a) IN GENERAL.—The Secretary of Defense, in con-
sultation with the Secretary of Education and the Sec-
retary of Health and Human Services, shall make grants, 
on a competitive basis, to eligible applicants to enable such 
applicants to support and expand efforts to deliver services 
through high quality programs of early childhood home 
visitation to eligible families with a family member in the 
Armed Forces. 
(b) ELIGIBLE APPLICANT.—In this section, the term 
‘‘eligible applicant’’ means any of the following: 
(1) A local educational agency that receives 
payments under title VIII of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 7701 
et seq.). 
(2) A school of the defense dependents’ edu-
cation system under the Defense Dependents’ Edu-
cation Act of 1978 (20 U.S.C. 921 et seq.). 
(3) A school established under section 2164 of 
title 10, United States Code. 
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(4) A community-based organization serving 
families with a family member in the Armed Forces. 
(c) APPLICATIONS.—An eligible applicant that de-
sires to receive a grant under this section shall submit an 
application to the Secretary of Defense at such time, in 
such manner, and containing such information as the Sec-
retary of Defense may require. The application shall in-
clude a description of— 
(1) the results of a communitywide needs as-
sessment that demonstrates the need for services to 
eligible families with a family member in the Armed 
Forces and describes— 
(A) community demographics; 
(B) the quality and capacity of existing 
programs of early childhood home visitation for 
eligible families with a family member in the 
Armed Forces; 
(C) the gaps in programs of early child-
hood home visitation for eligible families with a 
family member in the Armed Forces; and 
(D) the type of program of early childhood 
home visitation necessary to address the gaps 
identified; 
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(2) the program of early childhood home visita-
tion that will be supported by the grant under this 
section; 
(3) how the proposed program of early child-
hood home visitation will promote positive parenting 
skills and children’s early learning and development; 
(4) how the proposed program of early child-
hood home visitation will incorporate the authorized 
activities described in subsection (f); 
(5) how services provided through a grant 
under this section will use materials that are appro-
priate toward eligible families with a family member 
in the Armed Forces; 
(6) how the activities under this section will 
build on and promote coordination with existing pro-
grams of early childhood home visitation, if such 
programs exist in the community, in an effort to 
promote an array of home visitation that ensures 
more eligible families with a family member in the 
Armed Forces are being served and are getting the 
most appropriate services to meet their needs; 
(7) how the program will ensure that— 
(A) where appropriate to the program 
goals of the home visiting model, families par-
ticipating in early childhood home visitation 
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programs with a family member in the Armed 
Forces will be introduced to and connected with 
their local schools to encourage ongoing paren-
tal involvement in their children’s education; 
and 
(B) the activities under this section will 
support the preparation of children for school; 
(8) how channels of communication will be es-
tablished between staff of programs of early child-
hood home visitation and staff of other early child-
hood education programs, such as Head Start pro-
grams carried out under the Head Start Act (42 
U.S.C. 9831 et seq.) and Early Head Start pro-
grams carried out under section 645A of such Act, 
preschool programs, family support programs, and 
child care programs, to facilitate the coordination of 
services for eligible families with a family member in 
the Armed Forces; 
(9) how eligible families with a family member 
in the Armed Forces will be recruited and retained 
to receive services under this section; 
(10) how training and technical assistance will 
be provided to help programs of early childhood 
home visitation involved in activities under this sec-
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tion to more effectively serve eligible families with a 
family member in the Armed Forces; 
(11) how the eligible applicant will evaluate the 
activities supported under this section in order to 
demonstrate outcomes related to the— 
(A) number of eligible families with a fam-
ily member in the Armed Forces served by pro-
grams of early childhood home visitation; 
(B) parental knowledge of early learning 
and development; 
(C) positive parenting practices related to 
early learning and development; and 
(D) children’s cognitive, language, social- 
emotional, and physical development; 
(12) how the proposed program will conduct 
outreach activities to target both mothers and fa-
thers and increase father involvement where safe 
and appropriate; and 
(13) such other information as the Secretary of 
Defense may require. 
(d) APPROVAL OF LOCAL APPLICATIONS.— 
(1) IN
GENERAL.—The Secretary of Defense 
shall select applicants for funding under this section 
based on the quality of the applications and the rec-
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ommendations of a peer review panel, as described 
in paragraph (2). 
(2) PEER
REVIEW
PANEL.—The peer review 
panel shall include not fewer than— 
(A) 2 individuals who are experts in the 
field of home visitation; 
(B) 2 individuals who are experts in early 
childhood development; 
(C) 2 individuals who are experts in family 
support for military families; 
(D) 1 individual who is a board certified 
pediatrician or developmental pediatrician; and 
(E) 1 individual with expertise in admin-
istering public or private (including community- 
based) child maltreatment prevention programs. 
(e) AUTHORIZED ACTIVITIES.—Each eligible appli-
cant that receives a grant under this section shall carry 
out the following activities: 
(1) Providing to as many eligible families with 
a family member in the Armed Forces as prac-
ticable, voluntary early childhood home visitation, on 
not less frequently than a monthly basis, through 
the implementation of quality programs of early 
childhood home visitation that are research-based 
and that provide parents with— 
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(1) The effect of home visiting programs on 
child and parent outcomes, consistent with program 
goals, including, where appropriate given the pro-
gram being evaluated, parental outcomes related to 
child health and development, parenting practices, 
child health and development, child maltreatment, 
school readiness, and links to community services. 
(2) The effectiveness of early childhood home 
visitation on different populations, including the ex-
tent to which variability exists in program ability to 
improve outcomes across programs and populations. 
SEC. 208. REPORTS TO CONGRESS. 
(a) IN GENERAL.—The Secretary shall annually pro-
vide a report to the Committee on Education and Labor 
in the House of Representatives and the Committee on 
Health, Education, Labor, and Pensions in the Senate, in-
formation on the activities carried out under this subtitle. 
(b) CONTENT.—The reports submitted under this 
section shall, at a minimum, include information about the 
programs carried out under this subtitle, including infor-
mation on the following: 
(1) descriptions of the high need communities 
targeted by States for programs carried out under 
this subtitle; 
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