report submitted to the Secretary under subsection 
(g) may be used by the Secretary to determine 
whether an eligible grantee receiving a grant is dem-
onstrating adequate progress. 
(2) FINAL
EVALUATION.—Not later than 4 
years, the Secretary shall report the results of a 
final evaluation of each innovative early learning 
curriculum being implemented by an eligible partner-
ship receiving a grant under this Act to— 
(A) determine the effectiveness of such in-
novative early learning curriculum; and 
(B) compare the relative effectiveness of 
each of the various activities described by sub-
section (d)(1) for which grant funds are used. 
(3) REPORT.—Not sooner than 5 years, and 
not later than 6 years, after the date of enactment 
of this Act, the Secretary shall submit to Congress 
a report containing the findings of the evaluation 
conducted under paragraph (2), and such rec-
ommendations as the Secretary considers appro-
priate. 
SEC. 5. TRAINING PROGRAM AUTHORIZED. 
From the amount appropriated under section 10, the 
Secretary shall award funds to a public or private non-
profit organization with demonstrated expertise in an in-
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novative early learning curriculum demonstrating the prin-
ciples outlined in section 3, for the purpose of training, 
and providing technical assistance to, eligible partnerships 
on implementing the innovative early learning curriculum. 
SEC. 6. SUPPLEMENT NOT SUPPLANT. 
Funds made available under this Act shall be used 
to supplement, not supplant, Federal, State, or local funds 
that, in the absence of such availability, would have been 
expended for the activities described in section 4(d). 
SEC. 7. FUTURE DESIGNATION STUDY. 
(a) IN GENERAL.—The Secretary shall provide infor-
mation about the grant program under this Act to poten-
tial grant applicants that may be eligible to receive a grant 
under this Act based on the latest available data on— 
(1) the number of residents under the age of 18 
in an area served by a local educational agency; 
(2) the percentage of residents with an income 
below the poverty line in an area served by a local 
educational agency; 
(3) the percentage of residents age 18 or older 
with high school diplomas in an area served by a 
local educational agency; 
(4) the percentage of students identified as eli-
gible for special education services in an area served 
by a local educational agency; 
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(5) the youth crime rate in an area served by 
a local educational agency; and 
(6) such other criteria as the Secretary con-
siders appropriate. 
(b) REPORT.—Not later than 2 years after the date 
of enactment of this Act, the Secretary shall submit to 
Congress a list of high-need communities that, pursuant 
to subsection (a), received information about the grant 
program under this Act. 
SEC. 8. RULE OF CONSTRUCTION. 
Nothing in this Act shall be construed to abrogate 
or alter any valid and existing collective bargaining agree-
ment. 
SEC. 9. DEFINITIONS. 
For purposes of this Act: 
(1) IN
GENERAL.—The terms ‘‘State edu-
cational agency’’, ‘‘local educational agency’’, ‘‘high-
ly qualified’’, and ‘‘poverty line’’ have the meanings 
given such terms in section 9101 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
7801). 
(2) ELIGIBLE PARTNERSHIP.—The term ‘‘eligi-
ble partnership’’ means— 
(A) a full-service community school; or 
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(B) a partnership between a local edu-
cational agency and one of the following: 
(i) A public or non-profit social service 
provider, including a provider of health-re-
lated services or early childhood education 
services. 
(ii) A full-service community school. 
(3) EXTENDED SCHOOL DAY.—The term ‘‘ex-
tended school day’’ means a school day for children 
from birth to age 9 of not less than 9 hours, except 
in the case where an eligible partnership cannot ac-
commodate a 9-hour day. 
(4) EXTENDED SCHOOL YEAR.—The term ‘‘ex-
tended school year’’ means a school year for children 
from birth to age 9 of not less than 220 calendar 
days, except in the case where an eligible partner-
ship cannot accommodate a 220-calendar-day school 
year. 
(5) FULL-SERVICE COMMUNITY SCHOOL.—The 
term ‘‘full-service community school’’ means a public 
school which coordinates educational, developmental, 
family, health, and other comprehensive services 
through community-based organizations and public 
and private partnerships, and provides access to 
such services to students enrolled in such school, 
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families of such students, and the community where 
such school is located. 
(6) HIGH-NEED COMMUNITY.— 
(A) IN
GENERAL.—The term ‘‘high-need 
community’’ means— 
(i) a political subdivision of a State, 
or a portion of a political subdivision of a 
State, in which at least 50 percent of the 
children are from low-income families; or 
(ii) a political subdivision of a State 
that is among the top 10 percent of polit-
ical subdivisions of a State having the 
greatest numbers of such children. 
(B) 
DETERMINATION.—In 
determining 
which communities qualify as a high-need com-
munity under subparagraph (A), the Secretary 
shall use such data as the Secretary determines 
are most accurate and appropriate. 
(7) LOW-INCOME FAMILY.—The term ‘‘low-in-
come family’’ means a family with an income below 
the poverty line for the most recent fiscal year for 
which satisfactory data are available. 
(8) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Education. 
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(9) 
INNOVATIVE
EARLY
LEARNING
CUR-
RICULUM.—The term ‘‘innovative early learning cur-
riculum’’ means a comprehensive model of early 
childhood education, including the following prin-
ciples as articulated by Dr. Edward Zigler of the 
Yale Child Study Center, which incorporate— 
(A) educational interventions beginning as 
close to birth as possible; 
(B) a child-initiated learning process with 
time for independent inquiry and play; 
(C) access to wraparound social services, 
including support for nutrition, housing, and 
family literacy; 
(D) professional development for instruc-
tional staff, including elementary school teach-
ers, paraprofessionals, and pre-school teachers; 
(E) an extended school day and school 
year; 
(F) parent development, which includes 
providing parents with the knowledge and skills 
needed to be able to support a child’s growth 
and academic progress; 
(G) child-to-staff ratios of at least 1 early 
childhood or elementary educator for every 7 
children; and 
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