I 
117TH CONGRESS 
1ST SESSION H. R. 4097 
To support educational entities in fully implementing title IX and reducing 
and preventing sex discrimination in all areas of education, and for 
other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
JUNE 23, 2021 
Ms. MATSUI (for herself, Mrs. DEMINGS, Mr. NADLER, Ms. SPEIER, Mrs. 
HAYES, Ms. NORTON, Mr. MORELLE, and Ms. SCHAKOWSKY) introduced 
the following bill; which was referred to the Committee on Education and 
Labor 
A BILL 
To support educational entities in fully implementing title 
IX and reducing and preventing sex discrimination in 
all areas of education, and for other purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Patsy T. Mink and 
Louise M. Slaughter Gender Equity in Education Act of 
2021’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
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(1) Title IX of the Education Amendments of 
1972 (20 U.S.C. 1681 et seq.) (in this Act referred 
to as ‘‘title IX’’) and the implementing regulations 
of title IX prohibit sex discrimination in federally 
funded education programs and activities. 
(2) Although title IX requires that schools treat 
students equally with regard to athletic participation 
opportunities, athletic scholarships, and the benefits 
and services provided to athletic teams, female par-
ticipation rates, especially for girls of color, lag far 
behind male participation rates. Nationally, for ex-
ample, boys receive more than 1,130,000 more op-
portunities to play high school sports than girls. 
(3) Furthermore, a recent study from the Wom-
en’s Sports Foundation found that African-American 
youth and youth from low-income households were 
least likely to be current players (35 percent and 28 
percent respectively) and most likely to have never 
played sports (49 percent, and 54 percent respec-
tively) compared to others. These disparities were 
especially prominent for girls from low-income fami-
lies (25 percent current players, 58 percent never 
played) and African-American families (28 percent 
current players, 55 percent never played). The gaps 
in participation in high school sports have not sig-
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nificantly narrowed in the past 20 years—with 40 
percent of predominantly minority-serving high 
schools having large gaps between the percentage of 
spots on teams for girls and the percentage of stu-
dents who are girls (compared to only 16 percent of 
predominantly White high schools that have such 
gaps). 
(4) Female student athletes have been found to 
have higher levels of self-esteem, as well as reduced 
risk 
for 
cardiovascular 
disease, 
diabetes, 
osteoporosis, and breast cancer, compared to those 
who do not play sports. In addition, female student 
athletes are more likely to graduate from high school 
than female students who do not play sports. Girls 
who play sports in high school go on to earn 7 per-
cent higher annual wages than those who do not 
play sports, and are more likely to enter the labor 
force and pursue higher-skill, previously male-domi-
nated positions. Generally, sports participation for 
women is associated with a lower prevalence of expe-
riencing intimate partner violence, reinforcing that 
athletic access not only strengthens health, edu-
cational, and workplace outcomes, but also personal 
safety. 
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(5) Although the availability of athletic scholar-
ships facilitates access to higher education, many in-
stitutions of higher education fail to award propor-
tional athletic financial aid to women, which can af-
fect their long-term employment outcomes and eco-
nomic security. According to the Department of 
Education’s Equity in Athletics Disclosure Act data 
from 2019, male athletes at NCAA Division I and 
II schools received $240,000,000 more in athletic 
scholarships than female athletes at those schools. 
(6) Although title IX ensures gender equity in 
career and technical education, women are severely 
underrepresented in fields nontraditional to their 
gender. A recent study by the National Coalition for 
Women and Girls in Education indicated that 
women make up more than 80 percent of workers 
with training or certification in historically women- 
dominated occupations that pay less than $30,000 
per year, including child care, early childhood edu-
cation, home care, and cosmetology. Women rep-
resent less than 40 percent of workers trained or 
certified in high-paying and historically male-domi-
nated fields, including transportation, advanced 
manufacturing, and construction. 
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(7) Although title IX ensures gender equity in 
the fields of science, technology, engineering, and 
mathematics 
(in 
this 
section 
referred 
to 
as 
‘‘STEM’’) education, women are disproportionately 
lost at nearly every stage of the STEM pipeline. A 
recent report by the National Center for Education 
Statistics showed that women earned only 32 per-
cent of all STEM degrees in 2017, and nearly 1⁄2 of 
these women were White. Women of color earned 
about 12 percent of STEM degrees in that same 
year. Furthermore, in STEM fields where women 
are particularly underrepresented, such as com-
puting and engineering, women earned an even 
smaller percentage of degrees, including only 19 per-
cent of computing bachelor’s degrees, and 21 per-
cent of engineering bachelor’s degrees. 
(8) Although title IX prohibits sex discrimina-
tion in employment in federally funded education 
programs, a recent report by the American Associa-
tion of University Women found that women com-
prise only 36 percent of tenured faculty and 30 per-
cent of university presidents. A similar study by the 
National Science Foundation confirmed that women 
only hold 34 percent of all tenured and tenure-track 
positions, and 27 percent of full professor positions 
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in STEM fields. Furthermore, Black and Latina 
women, together, hold only 4 percent of all tenured 
and tenure-track positions, and barely over 2 percent 
of full professor positions in STEM fields. Asian- 
American women hold around 5 percent of all 
tenured and tenure-track positions, and less than 3 
percent of full professor positions in STEM fields. 
(9) Although title IX protects against sexual 
and sex-based harassment and violence, more than 
50 percent of girls and 40 percent of boys in grades 
7 through 12 experience sexual harassment each 
year, and approximately 10 percent of high school 
students experience dating violence each year. A re-
cent GLSEN report indicated that 87 percent of les-
bian, gay, bisexual, transgender, queer, and ques-
tioning (referred to in this section as ‘‘LGBTQ’’) 
students have experienced harassment or assault 
based on a personal characteristic, and nearly 66 
percent have experienced LGBTQ-related verbal har-
assment at school based on sexual orientation. Re-
search has shown that LGBTQ students who experi-
ence harassment at school are more likely to experi-
ence depression and anxiety, to engage in unhealthy 
and antisocial behaviors, and to have more unex-
cused absences from school. 
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(10) Although title IX prohibits discrimination 
on the basis of pregnancy or parenting status, the 
limited availability of accommodations, including lac-
tation accommodations, excused absences for preg-
nancy-related medical conditions, and child care 
needs (including caring for a sick child) is a leading 
reason that parenting mothers drop out of high 
school. A recent report by the National Women’s 
Law Center indicated that only half of teenage 
mothers earn a high school diploma by the age of 
22, compared with 89 percent of women who do not 
have a child during their teenage years, and that 
one-third of young mothers will never get a diploma 
or GED, further limiting continuing opportunities 
for education and employment. 
(11) Although title IX protects against dis-
crimination based on stereotypes of actual or per-
ceived sex, many people carry implicit or uncon-
scious biases that can unintentionally influence atti-
tudes, beliefs, behaviors, and decisionmaking proc-
esses. Research has shown that unconscious biases 
can impact classroom environments, teaching meth-
ods, student evaluations, disciplinary practices, and 
career and counseling guidance, which can lead to 
discrimination against students based on race, color, 
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national origin, and disability, particularly for stu-
dents who are pursuing nontraditional fields. 
(12) Nationally, the Feminist Majority Founda-
tion has estimated there at least 100,000 title IX co-
ordinators are needed, but a recent report only iden-
tified 23,000 title IX coordinators in 2016. The 
Feminist Majority Foundation has found that 
schools serving children in prekindergarten through 
grade 12 rarely have their own title IX coordinators. 
SEC. 3. DEFINITIONS. 
In this Act: 
(1) ESEA DEFINITIONS.—The terms ‘‘elemen-
tary school’’, ‘‘institution of higher education’’, 
‘‘local educational agency’’, ‘‘secondary school’’, and 
‘‘State educational agency’’ have the meanings given 
those terms in section 8101 of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 7801). 
(2) DIRECTOR.—The term ‘‘Director’’ means 
the Director of the Office for Gender Equity estab-
lished under section 5(a). 
(3) EDUCATIONAL
ENTITY.—The term ‘‘edu-
cational entity’’ means any of the following entities 
that receive Federal funds: 
(A) A State educational agency. 
(B) A local educational agency. 
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(C) An institution of higher education. 
(D) An elementary school or secondary 
school. 
(4) GENDER
IDENTITY.—The term ‘‘gender 
identity’’ means the gender-related identity, appear-
ance, mannerisms, or other gender-related character-
istics of an individual, regardless of the individual’s 
designated sex at birth. 
(5) NATIONAL GENDER EQUITY INFRASTRUC-
TURE.—The term ‘‘national gender equity infra-
structure’’ means the horizontal and vertical net-
work of title IX coordinators and their allies who 
work to advance gender equity and eliminate dis-
crimination in the United States. 
(6) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Education. 
(7) SEX.—The term ‘‘sex’’ includes— 
(A) a sex stereotype; 
(B) pregnancy, childbirth, or a related 
medical condition; 
(C) sexual orientation or gender identity; 
and 
(D) sex characteristics, including intersex 
traits. 
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(8) SEXUAL ORIENTATION.—The term ‘‘sexual 
orientation’’ means homosexuality, heterosexuality, 
or bisexuality. 
(9) TITLE IX COORDINATOR.—The term ‘‘title 
IX coordinator’’ means a responsible employee, as 
described in section 106.8(a) of title 34, Code of 
Federal Regulations, or successor regulations, des-
ignated to coordinate efforts under title IX of the 
Education Amendments of 1972 (20 U.S.C. 1681 et 
seq.). 
SEC. 4. PURPOSES. 
The purposes of this Act are to— 
(1) advance gender equity in education in the 
United States; 
(2) support educational entities so that such en-
tities have the support to fully implement title IX; 
(3) provide title IX coordinators with training, 
technical assistance, and support to fully carry out 
their roles and responsibilities; 
(4) increase general awareness about the rights 
and obligations of individuals and entities under title 
IX; 
(5) identify, implement, and disseminate best 
practices for reducing and preventing sex discrimina-
tion in all areas of education; 
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(6) promote educational environments that are 
safe and free of sexual and sex-based bullying, har-
assment, and violence; 
(7) promote equity in education for students 
who face discrimination based on multiple character-
istics, including— 
(A) race and color; 
(B) ethnicity; 
(C) national origin; 
(D) disability status; 
(E) religion; 
(F) age; or 
(G) actual or perceived sex; and 
(8) promote activities that strengthen the na-
tional gender equity infrastructure. 
SEC. 5. ESTABLISHMENT OF AN OFFICE FOR GENDER EQ-
UITY. 
(a) IN GENERAL.—The Secretary shall establish an 
Office for Gender Equity. The Director of the Office for 
Gender Equity shall be the Special Assistant for Gender 
Equity, as authorized under section 202(b)(3) of the De-
partment of Education Organization Act (20 U.S.C. 
3412(b)(3)). The Director of the Office for Gender Equity 
shall report directly to the Secretary. 
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(b) DUTIES.—The Office for Gender Equity shall be 
responsible for the following: 
(1) Supporting educational entities in the full 
implementation of title IX. 
(2) Providing title IX coordinators with train-
ing, technical assistance, and support to fully carry 
out their roles and responsibilities. 
(3) Providing grants to implement programs 
and activities that are focused on reducing and pre-
venting sex discrimination in all areas of education. 
(4) Identifying and disseminating information 
and evidence-based best practices for reducing and 
preventing sex discrimination in all areas of edu-
cation. 
(5) Maintaining an Office for Gender Equity re-
source center website to disseminate information and 
evidence-based best practices for achieving gender 
equity. 
(6) Performing any other activity consistent 
with achieving the purposes of this Act. 
(c) COORDINATION.—To carry out the purposes of 
this Act, the Secretary shall coordinate with other relevant 
Federal offices and agencies, including— 
(1) the White House Gender Policy Council; 
(2) the White House Domestic Policy Council; 
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(3) the Office for Civil Rights of the Depart-
ment of Education; 
(4) the Institute of Education Sciences; 
(5) the Women’s Bureau of the Department of 
Labor; 
(6) the Office on Women’s Health of the De-
partment of Health and Human Services; 
(7) the Civil Rights Division of the Department 
of Justice; 
(8) the Office on Violence Against Women of 
the Department of Justice; 
(9) the Centers for Disease Control and Preven-
tion; 
(10) the Office of Safe and Healthy Students of 
the Department of Education; and 
(11) other entities determined relevant for car-
rying out the purposes of this Act. 
SEC. 6. SUPPORT FOR TITLE IX COORDINATORS. 
(a) IN GENERAL.—The Director shall provide coordi-
nation, training, technical assistance, and support for title 
IX coordinators to ensure that educational entities are 
able to fully implement title IX and reduce and prevent 
sex discrimination in all areas of education. 
(b) TITLE IX COORDINATOR TRAINING.— 
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(1) IN GENERAL.—Not less than once a year, 
the Director shall conduct a training for all title IX 
coordinators, which shall address the different needs 
of elementary and secondary schools and postsec-
ondary institutions. The training may be conducted 
in partnership with a national organization with rel-
evant expertise, and may be completed online or in 
person. 
(2) CONTENTS OF TRAINING.—The training de-
scribed in paragraph (1) shall include the following 
information: 
(A) The role and responsibility of title IX 
coordinators. 
(B) Information and evidence-based best 
practices for increasing awareness about rights 
and obligations under title IX. 
(C) Information and evidence-based best 
practices for investigating and responding to 
claims of violations of title IX. 
(D) Information and evidence-based best 
practices for identifying and preventing implicit 
and explicit sex discrimination in all areas of 
education, including— 
(i) recruitment and admissions; 
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(ii) teaching practices, textbooks, and 
curricula; 
(iii) campus safety and security; 
(iv) financial assistance; 
(v) access to facilities, resources, and 
housing; 
(vi) access to course offerings; 
(vii) student health services and insur-
ance benefits; 
(viii) counseling and career guidance; 
(ix) athletics; 
(x) discipline policies; 
(xi) employment; and 
(xii) other areas that the Director de-
termines are relevant for such purposes. 
(3) APPLICATION OF TRAINING.— 
(A) IN GENERAL.—The Director shall take 
steps to ensure that the trainings described in 
paragraph (1)— 
(i) are adapted, as necessary, to ad-
dress issues of sex discrimination at all lev-
els of education; 
(ii) are updated with the latest infor-
mation and evidence-based best practices; 
and 
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(iii) address recent trends in sex dis-
crimination. 
(B) 
ATTENTION
TO
DISCRIMINATION 
BASED ON MULTIPLE CHARACTERISTICS.—The 
Director shall take steps to ensure that such 
trainings include attention to students who face 
discrimination based on multiple characteristics, 
including— 
(i) race and color; 
(ii) ethnicity; 
(iii) national origin; 
(iv) disability status; 
(v) religion; 
(vi) age; or 
(vii) actual or perceived sex. 
(C) EVALUATION.—The Director shall— 
(i) develop and conduct pre- and post- 
training evaluations to assess the effective-
ness of such trainings in improving the 
knowledge of the roles and responsibilities 
of title IX coordinators; and 
(ii) use such evaluations to update the 
title IX coordinator trainings annually. 
(c) HANDBOOK FOR CONDUCTING TITLE IX COMPLI-
ANCE SELF-EVALUATIONS.—The Director shall develop a 
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handbook for conducting self-evaluations of compliance 
with title IX in all areas of education, as described in sub-
section (b)(2)(D). 
(d) ASSESSMENT OF TITLE IX COORDINATOR SUP-
PORT.—The Director shall collect relevant data and statis-
tics on all title IX coordinators, including demographic in-
formation for gender, race, and ethnicity, salary informa-
tion, budgets, and primary roles, in order to make rec-
ommendations for improving title IX coordinator support. 
(e) DISSEMINATION.—The Director shall ensure that 
the workplace contact information of all title IX coordina-
tors and any training materials or information developed 
under this section are made available on the Office for 
Gender Equity resource center website, described in sec-
tion 5(b)(5). 
SEC. 7. SUPPORT FOR LOCAL IMPLEMENTATION. 
(a) GRANTS AUTHORIZED.— 
(1) 
IN
GENERAL.—The 
Secretary, 
acting 
through the Director, is authorized to award grants 
to eligible entities to support such eligible entities in 
fully implementing title IX and reducing and pre-
venting sex discrimination in all areas of education. 
(2) ELIGIBLE
ENTITY.—In this section, the 
term ‘‘eligible entity’’ means— 
(A) a State educational agency; 
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(B) a local educational agency; 
(C) an institution of higher education; 
(D) an elementary school or secondary 
school; or 
(E) a partnership consisting of— 
(i) an entity described in subpara-
graphs (A) through (D); and 
(ii) a national organization with rel-
evant expertise, or another entity that the 
Secretary determines has relevant exper-
tise. 
(b) USE OF FUNDS.—An eligible entity receiving a 
grant shall use such funds to carry out programs and ac-
tivities designed to fully implement title IX and prevent 
and reduce sex discrimination, including programs and ac-
tivities that— 
(1) increase awareness of and counteract sex 
stereotypes, biases, and discrimination; 
(2) include trainings for students, teachers, fac-
ulty, and all personnel to learn about best practices 
for reducing and preventing sex discrimination in all 
areas of education; 
(3) increase access to school, campus, and com-
munity resources, facilities, and course offerings; 
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(4) support title IX coordinators in performing 
outreach, advocacy, and education about title IX and 
reducing and preventing sex discrimination; 
(5) are aimed at identifying patterns or sys-
temic problems in compliance with title IX; 
(6) strengthen prevention education and aware-
ness programs regarding sexual and sex-based har-
assment and violence; 
(7) develop, conduct, and analyze evidence- 
based campus climate and victimization surveys; 
(8) include institutional assessment activities to 
identify areas and causes of gender inequities; 
(9) make efforts to improve progress on gender 
equity 
indicators 
as 
described 
in 
subsection 
(c)(2)(A); 
(10) make efforts to improve accuracy in meas-
urement, data collection, and reporting of gender eq-
uity indicators as described in subsection (c)(2)(A); 
and 
(11) make efforts to strengthen the national 
gender equity infrastructure, which may include hir-
ing a dedicated employee to serve as a title IX coor-
dinator. 
(c) APPLICATIONS.— 
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(1) IN GENERAL.—An eligible entity desiring 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 
reasonably require. 
(2) CONTENTS OF APPLICATION.—Each appli-
cation submitted by an eligible entity under this sec-
tion shall include the following: 
(A) A description of locally defined and 
documented gender equity needs and priorities, 
which may include any of the following indica-
tors: 
(i) Academic indicators, including per-
formance on State assessments, enroll-
ment, admission, attrition, time to comple-
tion, and graduation rates. 
(ii) Civil rights data, including statis-
tics on bullying, harassment, violence, dis-
cipline, and expulsion. 
(iii) Campus climate and victimization 
data. 
(iv) Employment data. 
(v) Athletics equity data. 
(vi) Attendance and absenteeism data. 
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(vii) Evidence of burden on title IX 
coordinators, including coordinator to stu-
dent ratio and competing responsibilities. 
(viii) Other documentation of need 
that the Secretary determines is relevant. 
(B) A description of the evidence that will 
serve as the basis for the activities that the eli-
gible entity proposes to carry out using grant 
funds under this section. 
(C) A description of the activities that the 
eligible entity proposes to carry out using grant 
funds under this section. 
(D) A description of how the proposed ac-
tivities will be adapted, as necessary, to meet 
the needs of students who face discrimination 
based on multiple characteristics, including— 
(i) race and color; 
(ii) ethnicity; 
(iii) national origin; 
(iv) disability status; 
(v) religion; 
(vi) age; or 
(vii) actual or perceived sex. 
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(E) A description of how the proposed ac-
tivities will help the eligible entity fully imple-
ment title IX. 
(F) A description of a plan for how the 
proposed activities under this section will con-
tinue with local support following completion of 
the grant period and termination of Federal 
funding. 
(G) A description of how the proposed ac-
tivities are a significant component of a com-
prehensive plan for gender equity in education 
and full implementation of title IX. 
(d) RULE OF CONSTRUCTION.—Nothing in this sec-
tion shall be construed as prohibiting persons of any sex 
or gender from participating in any of the programs or 
activities funded under this section. 
(e) AWARD BASIS.— 
(1) MERIT REVIEW.—Grants shall be awarded 
under this section on a competitive basis. 
(2) PRIORITIES.— 
(A) IN GENERAL.—The Secretary shall es-
tablish criteria for determining which eligible 
entities shall have priority in receiving a grant 
under this section. 
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(B) LEVEL OF PRIORITY.—The criteria de-
scribed in subparagraph (A) may include a con-
sideration of the extent to which the application 
demonstrates that the eligible entity— 
(i) has demonstrated a high need for 
gender equity assistance based on indica-
tors described in subsection (c)(2)(A) and 
a high commitment to addressing these 
issues; 
(ii) will address the needs of students 
who face discrimination based on multiple 
characteristics, including— 
(I) race and color; 
(II) ethnicity; 
(III) national origin; 
(IV) disability status; 
(V) religion; 
(VI) age; or 
(VII) actual or perceived sex; 
(iii) will address relevant issues of na-
tional significance through solutions that 
can be replicated; 
(iv) will implement an institutional 
change strategy with a long-term impact 
that will continue to be a central activity 
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of the eligible entity upon termination of 
the grant; 
(v) will serve a high percentage of 
low-income students; and 
(vi) will serve a high percentage of ra-
cially diverse students. 
(C) SPECIAL RULE.—To the extent prac-
ticable, the Secretary shall ensure that grants 
awarded under this section, for each fiscal year, 
address— 
(i) all levels of education, including— 
(I) elementary and secondary 
education; 
(II) undergraduate and graduate 
education; 
(III) postdoctoral education and 
research; 
(IV) career and technical edu-
cation; and 
(V) adult education; 
(ii) all regions of the United States; 
and 
(iii) urban, rural, and suburban edu-
cational entities. 
(f) EVALUATION AND DISSEMINATION.— 
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(1) EVALUATION.— 
(A) IN
GENERAL.—Each eligible entity 
that receives a grant under this section shall 
conduct an assessment about the extent to 
which the eligible entity made progress on the 
indicators under subsection (c)(2)(A). 
(B) ASSESSMENT.—An eligible entity may 
work in partnership with the Institute of Edu-
cation Sciences to conduct such assessment. 
(C) USE BY SECRETARY.—Not later than 
1 year after receiving the grant award, the eli-
gible entity shall submit a report to the Sec-
retary containing the results of such assess-
ment. The Secretary shall use those reports in 
order to build the knowledge base on promising 
models for preventing and reducing sex dis-
crimination across all areas and levels of edu-
cation. 
(2) DISSEMINATION.—The Secretary shall co-
ordinate with the Director of the Institute of Edu-
cation Sciences and other relevant Federal offices 
and agencies to— 
(A) ensure that the results of the activities 
carried out under this section are made readily 
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available on the Office for Gender Equity re-
source center website; and 
(B) widely disseminate the results de-
scribed in subparagraph (A) to relevant Federal 
offices, and agencies, educational entities and 
the general public. 
SEC. 8. RESEARCH AND DEVELOPMENT. 
(a) IN GENERAL.—The Secretary shall coordinate 
with the Director of the Institute of Education Sciences 
and other relevant Federal offices and agencies and enti-
ties to investigate, identify, and disseminate best practices 
to fully implement title IX and reduce and prevent sex 
discrimination in all areas of education, including— 
(1) the reduction and prevention of sex stereo-
typing, bias, and discrimination in curricula, text-
books, software, and other educational materials; 
(2) the development of policies and programs 
to— 
(A) address and prevent sexual and sex- 
based harassment and violence; 
(B) ensure that schools and campuses are 
free from threats to the safety of students, 
teachers, faculty, and personnel; and 
(C) ensure athletic programs are equitable; 
(3) the development and evaluation of— 
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(A) counseling and career guidance train-
ing; and 
(B) programs to reduce and prevent sex 
stereotyping, bias, and discrimination; 
(4) best practices for mitigating implicit bias in 
teaching, discipline, and all areas of education; 
(5) best practices for addressing the needs of 
students who face discrimination based on multiple 
characteristics, including— 
(A) race and color; 
(B) ethnicity; 
(C) national origin; 
(D) disability status; 
(E) religion; 
(F) age; or 
(G) actual or perceived sex; and 
(6) other activities that the Secretary deter-
mines are consistent with the purposes of this Act. 
(b) DISSEMINATION.—The best practices described 
under subsection (a) shall be published on the Office for 
Gender Equity resource center website, as described in 
section 5(b)(5), and the What Works Clearinghouse 
website of the Institute of Education Sciences. 
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SEC. 9. REPORT; DISSEMINATION. 
(a) REPORT TO CONGRESS.—Not later than 2 years 
after the date of enactment of this Act and every 2 years 
thereafter, the Secretary shall publish a report on the 
steps the Department of Education has taken to— 
(1) support educational entities in fully imple-
menting title IX and reducing and preventing sex 
discrimination; 
(2) provide coordination, training, and re-
sources for title IX coordinators to fully carry out 
their roles and responsibilities; and 
(3) promote equity in education for students 
who face discrimination based on multiple character-
istics, including— 
(A) race and color; 
(B) ethnicity; 
(C) national origin; 
(D) disability status; 
(E) religion; 
(F) age; or 
(G) actual or perceived sex. 
(b) DISSEMINATION.—The Secretary shall coordinate 
with the Director of the Institute of Education Sciences 
and the heads of relevant Federal agencies to ensure that 
the results of trainings, activities, evaluations, and re-
search developments under this Act are made readily 
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available on the Office for Gender Equity resource center 
website and disseminated widely to other relevant Federal 
agencies and offices, educational entities, and the general 
public. 
SEC. 10. RULE OF CONSTRUCTION. 
Nothing in this Act shall be construed— 
(1) as modifying any provision of title IX of the 
Education Amendments of 1972 (20 U.S.C. 1681 et 
seq.); or 
(2) as affecting the enforcement of such title by 
the Department of Education, the Department of 
Justice, or any other Federal agency. 
SEC. 11. AUTHORIZATION OF APPROPRIATIONS. 
(a) IN GENERAL.—There are authorized to be appro-
priated to carry out this Act $160,000,000 for each of 
fiscal years 2022 through 2026. 
(b) USE.—From amounts made available to carry out 
this Act for each fiscal year, the Secretary shall use not 
less than $140,000,000 of such amounts to award grants 
under section 7. 
Æ 
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