I 
117TH CONGRESS 
1ST SESSION H. R. 4442 
To establish a Green New Deal for public schools. 
IN THE HOUSE OF REPRESENTATIVES 
JULY 16, 2021 
Mr. BOWMAN (for himself, Ms. OCASIO-CORTEZ, Ms. WILSON of Florida, Mr. 
GRIJALVA, Ms. BUSH, Mr. LEVIN of Michigan, Ms. VELA´ZQUEZ, Mr. 
VARGAS, Ms. NORTON, Ms. TLAIB, Mr. RASKIN, Mr. KHANNA, Ms. 
PRESSLEY, Mr. ESPAILLAT, Mr. GARCI´A of Illinois, Ms. BARRAGA´N, Mr. 
THOMPSON of Mississippi, Mrs. CAROLYN B. MALONEY of New York, Mr. 
TAKANO, Ms. CLARKE of New York, Ms. LEE of California, Mr. DANNY 
K. DAVIS of Illinois, Mr. SUOZZI, Ms. MENG, Mr. CONNOLLY, Mr. CAR-
SON, Ms. JAYAPAL, Mr. CA´RDENAS, Mrs. WATSON COLEMAN, Mr. 
WELCH, Mr. POCAN, Mr. NADLER, and Ms. WILLIAMS of Georgia) intro-
duced the following bill; which was referred to the Committee on Edu-
cation and Labor 
A BILL 
To establish a Green New Deal for public schools. 
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 ‘‘Green New Deal for 
Public Schools Act of 2021’’. 
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SEC. 2. DEFINITIONS. 
(1) BIE TERMS.—The terms ‘‘BIE schools’’ 
and ‘‘schools funded by BIE’’ means— 
(A) schools and dormitories operated by 
the Bureau of Indian Education; 
(B) schools and dormitories operated pur-
suant to a grant under the Tribally Controlled 
Schools Act of 1988 (25 U.S.C. 2501 et seq.); 
and 
(C) schools and dormitories operated pur-
suant to a contract under the Indian Self-De-
termination and Education Assistance Act (25 
U.S.C. 5301 et seq.). 
(2) ESEA TERMS.—The terms ‘‘child with a 
disability’’, ‘‘elementary school’’, ‘‘English learner’’, 
‘‘paraprofessional’’, ‘‘secondary school’’, ‘‘local edu-
cational agency’’, and ‘‘Secretary’’ have the mean-
ings given those terms in section 8101 of the Ele-
mentary and Secondary Education Act of 1965 (20 
U.S.C. 7801). 
(3) CDC SVI.—The term ‘‘CDC SVI’’ means 
the Social Vulnerability Index of the Centers for 
Disease Control and Prevention, which is a com-
posite indicator that includes poverty rate and other 
variables and is based on the most recent data avail-
able from the American Community Survey. 
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(4) CLIMATE JUSTICE.—The term ‘‘climate jus-
tice’’ means the fair treatment and meaningful in-
volvement of all people, regardless of race, color, cul-
ture, national origin, or income, with respect to the 
development, implementation, and enforcement of 
policies and projects to ensure that each person en-
joys the same degree of protection from the adverse 
effects of climate change. 
(5) ENVIRONMENTAL JUSTICE.—The term ‘‘en-
vironmental justice’’ means the fair treatment and 
meaningful involvement of all people, regardless of 
race, color, culture, national origin, or income, with 
respect to the development, implementation, and en-
forcement of environmental laws, regulations, and 
policies to ensure that each person enjoys— 
(A) the same degree of protection from en-
vironmental and health hazards; and 
(B) equal access to any Federal agency ac-
tion on justice issues related to the environment 
in order to have a healthy environment in which 
to live, learn, work, and recreate. 
(6) NONPROFIT
ORGANIZATION.—The term 
‘‘nonprofit organization’’ means an organization de-
scribed in section 501(c)(3) of the Internal Revenue 
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Code of 1986 and exempt from taxation under 
501(a) of that Code. 
(7) VULNERABILITY RANKING.—The term ‘‘vul-
nerability ranking’’ means the ranking of each public 
elementary and secondary school in the United 
States based on the CDC SVI of the Census tract 
in which the school is located. 
TITLE I—CLIMATE CAPITAL FA-
CILITIES GRANTS, RESOURCE 
BLOCK GRANTS, AND EDU-
CATIONAL EQUITY GRANTS 
SEC. 101. GENERAL PROVISIONS. 
(a) CREATION OF NEW OFFICE AT THE DEPART-
MENT OF EDUCATION.—There is established in the De-
partment of Education, an Office of Sustainable Schools, 
which shall— 
(1) administer the resource block grant pro-
gram under section 103 and the educational equity 
grant program under section 104; 
(2) in close collaboration with the Department 
of Energy and the White House Office of Domestic 
Climate Policy, coordinate the activities of those 
grant programs with— 
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(A) the activities of the climate capital fa-
cilities grant program under section 102, ad-
ministered by the Secretary of Energy; and 
(B) the activities of the climate change re-
siliency program under title II. 
(b) RESOURCE ALLOCATION PLAN.—Applicants for 
a grant under this title shall submit with their application 
a resource allocation plan, which shall include— 
(1) a detailed explanation of how the grant 
funds will be spent; and 
(2) a values statement document, which shall be 
developed after a community-engaged planning proc-
ess, with representation from educators, principals, 
administrators, students, parents, school boards, 
caregivers, Indian Tribes (where applicable), and 
community organizations that have documented ex-
perience as local providers and partners, and which 
shall include— 
(A) an outline of the applicant’s goals to 
address environmental, economic, and edu-
cational equity in the projects and activities 
supported by the grant funds; 
(B) annual benchmarks to measure the ap-
plicant’s progress toward meeting those goals; 
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(C) a plan to ensure that, to the greatest 
extent practicable, not less than 30 percent of 
all jobs funded by the grant will be— 
(i) filled by individuals hired through 
a local community-based hiring process, in 
a matter that contributes to the stated eq-
uity goals, especially individuals who reside 
in the same catchment area as students at-
tending the school in which those individ-
uals will work, or individuals who pre-
viously attended the school in which those 
individuals will work; or 
(ii) filled by individuals who reside in 
a zip code served by the local educational 
agency receiving the grant or in a neigh-
boring zip code; 
(D) as applicable, a commitment to local 
hiring from businesses, nonprofit organizations, 
and cooperatives (including worker coopera-
tives) in a manner that contributes to the stat-
ed equity goals, advances the economic and so-
cial empowerment of traditionally disadvan-
taged individuals and communities (including 
low-income and low-wealth individuals and com-
munities), and creates opportunities for— 
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(i) people of color; 
(ii) immigrants, regardless of immi-
grant status; 
(iii) formerly incarcerated individuals; 
(iv) women; 
(v) LGBTQIAP+ individuals; 
(vi) individuals with disabilities or 
chronic illness; 
(vii) young or elderly individuals; 
(viii) young adults exiting the foster 
care system; and 
(ix) unhoused individuals; and 
(E) a plan to ensure the greatest prac-
ticable number of training opportunities within 
schools benefitting from grant funds under this 
Act. 
(c) DOCUMENTATION.— 
(1) IN GENERAL.—Each grant recipient shall 
document the recipient’s progress toward meeting 
the resource allocation plan goals over the course of 
the grant period on a public digitized platform, 
which may be an existing public dashboard, data 
center, or information hub of a public website. 
(2) REQUIREMENTS.—If an applicable existing 
public website has not already been established, the 
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grant recipient shall establish and maintain such a 
website for the purposes described in this subsection. 
(3) ACCESSIBLE
DATA.—The grant recipient 
shall ensure that data described in this subsection 
and presented on the public website is accessible to 
individuals in multiple languages (as applicable to 
the relevant community), accessible to individuals 
with different literacy levels, and standardized. 
(d) BUREAU OF INDIAN EDUCATION.—The Secretary 
of Education and the Secretary of Energy, as applicable, 
in conjunction with the Secretary of the Interior, shall re-
serve a sufficient amount of grant funding and additional 
administrative expenses, for each grant authorized under 
this title, for the Bureau of Indian Education to fully 
carry out the applicable grant activities at all BIE schools 
and schools funded by BIE, which shall include providing 
any necessary technical assistance to assist a BIE school 
or school funded by BIE in creating a resource allocation 
plan or meeting other grant requirements in collaboration 
with the applicable Indian Tribe and community members. 
The 3 Secretaries shall ensure that the administration of 
such reserved funds and such technical assistance process 
is carried out in accordance with principles of Indian Trib-
al sovereignty and self-determination. 
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SEC. 102. CLIMATE CAPITAL FACILITIES GRANTS. 
(a) DEFINITIONS.—In this section: 
(1) HEALTHY
GREEN
RETROFIT.—The term 
‘‘healthy green retrofit’’, with respect to a facility, 
means the holistic modification of the entire facility 
to remove health harms, eliminate greenhouse gas 
emissions, and ensure a safe, accessible, and com-
fortable environment, including through measures 
that achieve or convert the facility to address the 
following goals: 
(A) Optimal air quality. 
(B) Detoxification of air, water, and mate-
rials. 
(C) Enhanced light quality. 
(D) Improved energy efficiency. 
(E) Improved water quality and efficiency. 
(F) Safe and effective wastewater treat-
ment. 
(G) Electrification and decarbonization. 
(H) Optimized energy management. 
(I) Distributed renewable energy. 
(J) Structural integrity. 
(K) Resilience to the impacts of climate 
change and natural hazards. 
(L) Comfort and accessibility for all users 
of the facility. 
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(2) HEALTHY
ZERO-CARBON
SCHOOL.—The 
term ‘‘healthy zero-carbon school’’ means a public 
school, BIE school, or school funded by BIE— 
(A) with highly energy-efficient facilities 
that produce onsite, or procure, sufficient car-
bon-free and pollution-free renewable energy to 
meet the total annual energy consumption of 
the public school, BIE school, or school funded 
by BIE; 
(B) that does not contain any asbestos, 
mold, fungus, lead, polychlorinated biphenyl 
(PCB), or other contaminant identified as high- 
priority by the Office of Sustainable Schools; 
(C) the space heating, water heating, and 
lighting systems of which are all-electric; 
(D) the food service facilities of which use 
all-electric systems that include contemporary 
induction burners and convection stoves; 
(E) that has installed onsite renewable en-
ergy, including solar photovoltaic systems, bat-
teries, 
flywheels, 
compressed 
air 
systems, 
pumped hydroelectric systems, thermal energy 
storage systems, and any other technologies 
that provide distributed renewable energy gen-
eration, energy storage, and resilience to ex-
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treme weather events, whenever conditions per-
mit; and 
(F) that provides full accessibility in com-
pliance with— 
(i) the Americans with Disabilities Act 
of 1990 (42 U.S.C. 12101 et seq.); and 
(ii) applicable provisions of section 
504 of the Rehabilitation Act of 1973 (29 
U.S.C. 794). 
(3) NATIONAL LABORATORY.—The term ‘‘Na-
tional Laboratory’’ has the meaning given the term 
in section 2 of the Energy Policy Act of 2005 (42 
U.S.C. 15801). 
(4) 
PUBLIC
SCHOOL.—The 
term 
‘‘public 
school’’ means— 
(A) a public elementary school; and 
(B) a public secondary school. 
(5) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Energy, acting through the Assist-
ant Secretary for Energy Efficiency and Renewable 
Energy. 
(b) ESTABLISHMENT.—Not later than 180 days after 
the date of enactment of this Act, the Secretary shall es-
tablish program under which the Secretary shall provide 
grants to eligible entities described in subsection (d)(1)— 
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(1) to conduct healthy green retrofits at facili-
ties of the eligible entities to convert existing public 
schools, BIE schools, or schools funded by BIE into 
healthy zero-carbon schools; and 
(2) to construct new, healthy zero-carbon 
schools, subject to the condition that each new, 
healthy zero-carbon school so constructed shall be lo-
cated not less than 2,500 feet from any oil or gas 
wells in the vicinity of the healthy zero-carbon 
school. 
(c) APPLICATION.— 
(1) IN GENERAL.—An eligible entity desiring a 
grant under subsection (b) shall submit an applica-
tion to the Secretary at such time, in such manner, 
and containing such information as the Secretary 
may reasonably require. 
(2) TECHNICAL ASSISTANCE.—On request of an 
eligible entity applying for a grant under this sec-
tion, the Secretary shall provide to the eligible entity 
technical assistance to develop the resource alloca-
tion plan required under section 101(b). 
(3) APPROVAL.—The Secretary shall approve 
each application that meets the requirements of this 
subsection. In the case of an application that does 
not meet such requirements, the Secretary shall con-
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sult with the eligible entity and shall provide tech-
nical assistance, as necessary, to ensure that the eli-
gible entity meets such requirements. 
(d) DESCRIPTION OF ELIGIBLE ENTITIES.— 
(1) IN GENERAL.—Subject to paragraph (2), 
any of the following shall be eligible to receive a 
grant under this section: 
(A) A public school. 
(B) A public local educational agency, on 
behalf of one or more public schools. 
(C) A BIE school. 
(D) A school funded by BIE. 
(2) LIMITATION.—During the 4-year period be-
ginning on the date of establishment of the grant 
program under subsection (b), only an eligible entity 
described in paragraph (1) that is a public school 
ranked as one of the 1/3 most vulnerable schools in 
the United States, based on the vulnerability rank-
ing, a local educational agency applying on behalf of 
such a school, or any BIE school or school funded 
by BIE, shall be eligible to receive a grant under 
this section. 
(e) ALLOCATION OF GRANT FUNDS.— 
(1) IN GENERAL.—Subject to paragraph (2), 
the Secretary shall provide to each eligible entity 
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that submits an application approved by the Sec-
retary under subsection (c)(3) a grant in accordance 
with this section. 
(2) ALLOCATION.— 
(A) IN GENERAL.—The Secretary shall al-
locate grant funds to eligible entities described 
in paragraph (1) in accordance with the for-
mula established under paragraph (3), subject 
to the conditions described in subparagraph 
(B). 
(B) CONDITIONS
FOR
HEALTHY
GREEN 
RETROFIT
PROJECTS.—In 
allocating 
grant 
funding to carry out projects described in sub-
section (b)(1), the Secretary shall make alloca-
tions as follows: 
(i) The amount of a grant provided 
under this section to an eligible entity that 
is a public school ranked as one of the 1/ 
3 most vulnerable schools in the United 
States, based on the vulnerability ranking, 
a local educational agency applying on be-
half of such a school, or any BIE school or 
school funded by BIE, shall be sufficient to 
cover 100 percent of cost of carrying out 
a project described in subsection (b)(1). 
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(ii) The amount of a grant provided 
under this section to an eligible entity that 
is a public school ranked as one of middle 
1/3 of schools in the United States, based 
on the vulnerability ranking, or a local 
educational agency applying on behalf of 
such a school, shall be sufficient to cover 
2⁄3 of the cost of carrying out a project de-
scribed in subsection (b)(1). 
(iii) The amount of a grant provided 
under this section to an eligible entity that 
is a public school ranked as one of the 1/ 
3 least vulnerable schools in the United 
States, based on the vulnerability ranking, 
or a local educational agency applying on 
behalf of such a school, shall be sufficient 
to cover 1⁄3 of the cost of carrying out a 
project described in subsection (b)(1). 
(C) LOANS.— 
(i) IN
GENERAL.—An eligible entity 
described in clause (ii) or (iii) of subpara-
graph (B) may submit to the Secretary an 
application for a no-interest or low-interest 
loan to cover any remaining costs of car-
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rying out a project described in subsection 
(b)(1). 
(ii) LIMITATION.—The total amount 
of loans provided by the Secretary under 
clause 
(i) 
shall 
be 
not 
more 
than 
$446,000,000,000. 
(3) FUNDING FORMULA.— 
(A) IN
GENERAL.—Subject to subpara-
graph (B), the Secretary shall establish a for-
mula for purposes of paragraph (2), based on 
the results of the initial audit conducted under 
subsection (h)(1)(A). 
(B) REVISIONS.—After each subsequent 
audit is conducted under subsection (h)(1)(B), 
the Secretary shall revise the formula estab-
lished under subparagraph (A), based on the re-
sults of that audit. 
(f) USE OF GRANT FUNDS.— 
(1) IN GENERAL.—A recipient of a grant under 
this section shall use the grant— 
(A) to conduct healthy green retrofits to 
convert 1 or more facilities to a healthy zero- 
carbon school as soon as practicable after re-
ceiving the grant funds; or 
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(B) to construct a new, healthy zero-car-
bon school. 
(2) ADDITIONAL
AUTHORIZED
USES.—After 
complying with paragraph (1), a recipient of a grant 
under this section may use the grant to pursue other 
projects, consistent with the goals of a healthy green 
retrofit, and in doing so, is encouraged to install 
green rooftops that reduce stormwater runoff and 
maximize urban island heat effect reduction benefits. 
Such rooftops shall meet the minimum performance 
standard specified within the Living Architecture 
Performance Tool (LAPT) rating system, and shall 
be implemented or completed in consultation with at 
least one Green Roof Professional (GRP) as accred-
ited by the Green Roof Industry Association. 
(3) SOLAR PV SYSTEMS.—A recipient of a grant 
under this section is encouraged to use the grant to 
purchase and install 1 or more solar photovoltaic 
systems to maximize returns, rather than leasing 
roof space to other individuals or entities. 
(4) EFFICIENCY STANDARDS.—In carrying out 
a project using a grant provided under this section, 
an eligible entity shall carry out reasonable measures 
to meet the following energy efficiency standards, as 
applicable: 
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(A) For a new construction project, design 
and operate the applicable facility— 
(i) to achieve— 
(I) a site energy use intensity 
equal to or less than 25 kBtu/sf/year; 
or 
(II) an Energy Star score of 90; 
and 
(ii) to offset not less than 30 percent 
of energy consumption with onsite renew-
able energy. 
(B) For a project to modify an existing fa-
cility, design and operate the facility— 
(i) to achieve— 
(I) a site energy use intensity 
equal to or less than 35 kBtu/sf/year; 
or 
(II) an Energy Star score of 70; 
and 
(ii) to offset not less than 20 percent 
of energy consumption with onsite renew-
able energy. 
(5) ADDITIONAL STANDARDS.—In carrying out 
a project using a grant provided under this section, 
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an eligible entity shall adhere to the applicable guid-
ance contained in— 
(A) the design guide of the American Soci-
ety of Heating, Refrigeration and Air-Condi-
tioning Engineers (ASHRAE) entitled ‘‘Achiev-
ing Zero Energy—Advanced Energy Design 
Guide for K-12 School Buildings’’; and 
(B) the document of the National Renew-
able Energy Laboratory entitled ‘‘A Guide to 
Zero Energy and Zero Energy Ready K-12 
Schools’’. 
(g) MEASUREMENTS AND ASSESSMENTS.— 
(1) IN GENERAL.—On conclusion of a healthy 
green retrofit or construction project funded by a 
grant under this section, the applicable eligible enti-
ty shall submit to the Secretary a measurement and 
assessment of the energy performance of each facil-
ity affected by the project, as determined— 
(A) before and after the project; and 
(B) based on standards agreed to by the 
eligible entity and the Secretary. 
(2) PUBLICATION.—The Secretary shall make 
all data submitted under paragraph (1) relating to 
performance changes publicly available to enable 
subsequent healthy green retrofit project sponsors to 
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learn from, and improve on, the processes and tech-
nologies used. 
(h) COMPREHENSIVE AUDITS OF HEALTHY GREEN 
RETROFIT NEEDS.— 
(1) AUDITS.— 
(A) INITIAL AUDIT.—Not later than 180 
days after the date on which the Office of Sus-
tainable Schools is established by section 
101(a), the Secretary, working jointly with the 
head of the Office of Sustainable Schools, shall 
complete an audit of a representative sample of 
public schools, BIE schools, and schools funded 
by BIE across the United States to identify 
healthy green retrofit needs. 
(B) SUBSEQUENT AUDITS.—After the ini-
tial audit is completed under subparagraph (A), 
the Secretary, working jointly with the head of 
the Office of Sustainable Schools, periodically 
shall complete an audit of all public schools, 
BIE schools, and schools funded by BIE across 
the United States to identify healthy green ret-
rofit needs. 
(2) REQUIREMENT.—Each audit under para-
graph (1) shall take into account— 
(A) local climatic conditions; 
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(B) regional variation; 
(C) the high capital needs of public schools 
in local educational agencies that serve a high 
percentage of low-income children, BIE schools, 
and schools funded by BIE; 
(D) regional labor costs and labor markets; 
and 
(E) other necessary criteria, as determined 
by the Secretary. 
(i) CONSULTATIONS.—In administering the grant 
program established under subsection (b) and conducting 
each audit under subsection (h)(1), the Secretary shall col-
laborate closely with, and seek technical assistance from— 
(1) the National Laboratories, particularly the 
National Renewable Energy Laboratory; 
(2) the Environmental Protection Agency; and 
(3) other Federal departments and agencies, as 
the Secretary determines to be necessary. 
(j) DESIGN GUIDE.—The Secretary shall encourage 
the National Renewable Energy Laboratory to develop a 
new design guide for schools that takes into account best 
practices and lessons learned from the implementation of 
the grant program established under subsection (b). 
(k) LABOR STANDARDS.— 
(1) LABOR AND BUY AMERICAN PROVISIONS.— 
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(A) IN
GENERAL.—Each contractor or 
subcontractor for a project funded by a grant 
under this section shall carry out the following: 
(i) Ensure that the materials used by 
the contractor or subcontractor are sub-
stantially manufactured, mined, and pro-
duced in the United States in accordance 
with chapter 83 of title 41, United States 
Code (commonly known as the ‘‘Buy 
American Act’’). 
(ii) Ensure that all laborers and me-
chanics employed by the contractor or sub-
contractor in the performance of construc-
tion, alteration, repair, or maintenance 
work financed in whole or in part with as-
sistance under this section shall be paid 
wages at rates not less than those pre-
vailing on similar construction in the local-
ity, as determined by the Secretary of 
Labor, in accordance with subchapter IV 
of chapter 31 of title 40, United States 
Code (commonly known as the ‘‘Davis- 
Bacon Act’’). With respect to the labor 
standards in this clause, the Secretary of 
Labor shall have the authority and func-
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tions set forth in Reorganization Plan 
Numbered 14 of 1950 (64 Stat. 1267; 5 
U.S.C. App.) and section 3145 of title 40, 
United States Code. 
(iii) With respect to a project or set of 
projects located in the same local edu-
cational agency costing not less than 
$25,000,000, consent to a project labor 
agreement. 
(iv) Not hire employees through a 
temporary staffing agency unless the rel-
evant State workforce agency certifies that 
temporary employees are necessary to ad-
dress an acute, short-term labor demand. 
(v) Have an explicit neutrality policy 
on any issue involving the organization of 
employees of the contractor or subcon-
tractor, and all contractors and sub-
contractors, for purposes of collective bar-
gaining. 
(vi) For each project related to a 
healthy green retrofit or new construction 
of a school, demonstrate an ability to use 
and to commit to use individuals enrolled 
in a registered apprenticeship program who 
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shall, to the greatest extent practicable, 
constitute not less than 20 percent of the 
individuals working on the project. 
(vii) To the greatest extent prac-
ticable, provide preferential treatment in 
hiring laborers and mechanics that are— 
(I) hired from within 50 miles of 
their official residence; 
(II) veterans or active or retired 
military; 
(III) highly skilled union work-
ers; or 
(IV) returning citizens who were 
formerly incarcerated individuals. 
(viii) Not require mandatory arbitra-
tion for any dispute involving a worker en-
gaged in a service for the contractor or 
subcontractor. 
(ix) Consider an individual performing 
any service under the grant as an em-
ployee, and not an independent contractor, 
of the contractor or subcontractor, respec-
tively, unless— 
(I) the individual is free from 
control and direction in connection 
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with the performance of the service, 
both under the contract for the per-
formance of the service and in fact; 
(II) the service is performed out-
side the usual course of the business 
of the contractor or subcontractor, re-
spectively; and 
(III) the individual is customarily 
engaged in an independently estab-
lished trade, occupation, profession, or 
business of the same nature as that 
involved in such service. 
(B) ACTION TO ENFORCE INDEPENDENT 
CONTRACTOR
REQUIREMENT.—A third party, 
including a State or local government, may 
bring an action in any court of competent juris-
diction to enforce the requirements of subpara-
graph (A)(ix). 
(2) PRE-APPRENTICESHIP.—To the greatest ex-
tent practicable, in carrying out a project funded by 
a grant under this section, grant recipients shall give 
preference to contractors or subcontractors that par-
ticipate in pre-apprenticeship programs that have 
written agreements with one or more registered ap-
prenticeship programs. 
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(l) AUTHORIZATION OF APPROPRIATIONS.— 
(1) IN GENERAL.—There is authorized to be 
appropriated to the Secretary to provide grants 
under subsection (b) $446,000,000,000 for the 10- 
fiscal-year period following the date of enactment of 
this Act. 
(2) ADMINISTRATIVE
EXPENSES.—There are 
authorized to be appropriated to the Secretary for 
the administrative expenses of carrying out this sec-
tion such sums as are necessary. 
SEC. 103. RESOURCE BLOCK GRANTS. 
(a) PROGRAM ESTABLISHED.— 
(1) IN GENERAL.—The Secretary shall award a 
grant to each qualified local educational agency with 
an approved application to enable the qualified local 
educational agency to bring additional eligible edu-
cators and support staff into elementary and sec-
ondary schools and establish community partner-
ships, and carry out other activities described in this 
section, with the goals of expanding social service 
programming, developing locally designed and rooted 
curricula, strengthening the educator pipeline, diver-
sifying the workforce, better integrating knowledge 
of the local community into schools, and providing 
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support, training, and career pathways for para-
professionals. 
(2) CONSULTATION AND INTEGRATION.— 
(A) CONSULTATION BY THE SECRETARY.— 
The Secretary shall consult with States and In-
dian Tribes, as appropriate, in administering 
the grant program under this section. During 
such consultation, the Secretary shall strongly 
encourage the States to integrate the locally de-
signed and rooted curricula, developed under 
paragraph (1) (as applicable), into State edu-
cational plans and activities, and to support, 
replicate, and disseminate such curricula, as ap-
propriate. 
(B) CONSULTATION
BY
LEAS.—A local 
educational agency that receives a grant under 
this section shall consult with the Secretary, the 
State educational agency, and Indian Tribes (as 
applicable) in implementing such grant. 
(3) ADDITIONAL
LOCAL
EDUCATIONAL
AGEN-
CIES.—Notwithstanding paragraph (1), if funding 
under this section remains after the Secretary has 
awarded grants to each qualified local educational 
agency that submits an application under this sec-
tion, in amounts that are sufficient to meet the 
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needs of those agencies, the Secretary shall award 
grants under this section to other local educational 
agencies that are not qualified local educational 
agencies, in accordance with the priority require-
ments described in subsection (b)(3). 
(b) APPLICATION.— 
(1) IN GENERAL.—A local educational agency 
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 Sec-
retary may reasonably require, which shall include 
the following: 
(A) The resource allocation plan described 
in section 101. 
(B) A description of the local educational 
agency’s plan to attempt to hire eligible edu-
cators and support staff who, in accordance 
with section 101(b)(2)(C)— 
(i) reside in the same catchment area 
as students attending the school in which 
those eligible educators and support staff 
will work, or who previously attended the 
school in which the educators and staff will 
work; or 
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(ii) reside in the same zip code, or a 
neighboring zip code, as the school in 
which the educators and staff will work. 
(C) An assurance that after the 10-year 
period during which grant funds will pay for 
the eligible educator and support staff positions 
described in this section, the local educational 
agency will— 
(i) retain those positions, and a de-
scription of the local educational agency’s 
plan to fund those positions after such pe-
riod; and 
(ii) attempt to maintain and continue 
to fund community partnerships supported 
by such grant, to the extent that the other 
entities in those partnerships desire to con-
tinue the activities supported with grant 
funds. 
(D) A description of the local educational 
agency’s plan to— 
(i) aim to meet target student-to-staff 
ratios of 12:1 for students in kindergarten 
through grade 8, and 15:1 for students in 
grades 9 through 12 (where staff is de-
fined broadly to refer to any adult profes-
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sional employed in the school whose work 
directly relates to education, including the 
eligible educators and support staff de-
scribed in this section); 
(ii) aim to place a lead teacher and 
paraprofessional in all prekindergarten 
through grade 3 classes; and 
(iii) aim to hire at least 1 school psy-
chologist for every 500 students and at 
least 1 guidance counselor for every 250 
students served by the agency. 
(E) A description of the local educational 
agency’s plan— 
(i) to progress toward ending the 
school-to-prison pipeline and zero tolerance 
discipline, including by reducing suspen-
sions, and expulsions; and 
(ii) for progressing toward reallo-
cating resources spent on punishment to 
restorative justice practices. 
(2) APPROVAL.—The Secretary shall approve 
each application that meets the requirements of this 
section. In the case of an application that does not 
meet such requirements, the Secretary shall consult 
with the local educational agency and shall provide 
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technical assistance, as necessary, to ensure that the 
local educational agency meets such requirements. 
(3) PRIORITY.—If the Secretary awards grants 
under this section to local educational agencies that 
are not qualified local educational agencies, in ac-
cordance with subsection (a)(3), the Secretary shall 
give priority to local educational agencies that meet 
one of the following criteria: 
(A) Serving a percentage that is higher 
than the State median of students who are 
counted under section 1113(a)(5)(A) of the Ele-
mentary and Secondary Education Act of 1965 
(20 U.S.C. 6313(a)(5)(A)). 
(B) Serving a percentage that is higher 
than the State median of students who are chil-
dren with a disability. 
(C) Serving a percentage that is higher 
than the State median of students who are 
English learners. 
(D) Serving schools that have a per-pupil 
expenditure that is lower than the State median 
per-pupil expenditure. 
(c) QUALIFIED LOCAL EDUCATIONAL AGENCY.—In 
this section, the term ‘‘qualified local educational agency’’ 
means— 
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(1) a local educational agency that serves one 
or more schools that are ranked as one of the 1/3 
most vulnerable schools in the United States, based 
on the vulnerability ranking; 
(2) a local educational agency that serves ele-
mentary or secondary schools that are in the bottom 
1⁄3 of all schools in the State when ranked by stu-
dent-to-staff ratios from lowest to highest ratios 
based on the most recent data from the National 
Center for Education Statistics; or 
(3) a BIE school or school funded by BIE. 
(d) USES OF FUNDS.— 
(1) SUPPORT FOR ELIGIBLE EDUCATORS AND 
SUPPORT STAFF.— 
(A) IN
GENERAL.—A local educational 
agency receiving a grant under this section 
shall use not less than 80 percent of grant 
funds— 
(i) to hire, on a full-time basis, and 
pay the salaries of eligible educators and 
support staff described in subparagraph 
(B) for a period of 10 years; 
(ii) to increase the salaries of para-
professionals 
and 
promote 
paraprofes-
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sionals who meet the requirements for pro-
motion; and 
(iii) to provide or facilitate access for 
paraprofessionals to affordable training by 
establishing partnerships with community 
colleges and local institutions of higher 
education, establishing tuition reimburse-
ment programs, or offering similar initia-
tives for training. 
(B) ELIGIBLE EDUCATORS AND SUPPORT 
STAFF.—The eligible educators and support 
staff described in this subparagraph are— 
(i) paraprofessionals; 
(ii) mental health professionals, in-
cluding psychologists, therapists, and social 
workers; 
(iii) school counselors; 
(iv) librarians; 
(v) nurses; 
(vi) restorative justice specialists; 
(vii) community school site coordina-
tors; 
(viii) teachers; 
(ix) coordinators for culturally respon-
sive education; 
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(x) facilities and food service workers; 
(xi) learning specialists, including 
mathematics and reading specialists; 
(xii) English as a Second Language 
instructors; 
(xiii) Native language and cultural 
specialists; and 
(xiv) staff to support other social serv-
ices programming. 
(2) COMMUNITY PARTNERSHIPS, CURRICULUM 
DEVELOPMENT, AND
SOCIAL
SERVICE
PROGRAM-
MING.— 
(A) IN GENERAL.—In addition to carrying 
out the activities described in paragraph (1), a 
local educational agency receiving a grant under 
this section shall use not less than 2.5 percent 
and not more than 20 percent of such funds for 
community partnerships, curriculum develop-
ment, and social service programming, which 
shall include one or more of the following: 
(i) Development of place-based and 
experiential education and community-driv-
en curricula, with a focus on curricula that 
affirm and explore the underlying prin-
ciples of the Green New Deal, including 
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the significance of and the connections be-
tween racial, economic, and environmental 
and climate justice. 
(ii) Curricula that engage students, 
across science, technology, engineering, 
arts, and mathematics instruction, as well 
as humanities instruction, in the scientific, 
technical, design, and social aspects of 
healthy green retrofits funded by the cli-
mate capital facilities grants under section 
102, as well as of any other uses of those 
grants. 
(iii) Curricula and programming to 
advance vocational and career and tech-
nical education, including advancing such 
education in partnership with career and 
technical education schools, community col-
leges, local institutions of higher education, 
community organizations, and pre-appren-
ticeship programs, to prepare students for 
a wide range of careers related to address-
ing climate change. 
(iv) Programming to support extra-
curricular and community-based activities 
such as arts, music, recreation, organized 
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sports, honor societies, 4-H clubs, foreign 
and Native languages, college access cen-
ters, early child care centers, and after- 
school and summer education program-
ming. 
(v) Other partnerships with local com-
munity organizations and social service 
providers to expand the scale and scope of 
on-site services in support of the resource 
allocation plan for the grant. 
(vi) Training and professional devel-
opment to advance trauma-informed learn-
ing models and practices, centering on the 
whole child and the child’s cognitive, emo-
tional, and social needs, inclusive of cul-
turally responsive pedagogy. 
(vii) Providing funding to establish or 
improve libraries, child care centers, health 
offices, mental health and wellness centers, 
gymnasiums, studios and art spaces, or job 
resource centers in the schools that are 
served by the local educational agency, 
which shall be operated by the local edu-
cational agency or the local educational 
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agency in partnership with a nonprofit or-
ganization. 
(viii) Website development and other 
communications to share and exchange 
knowledge and best practices. 
(ix) Wellness, stress management, and 
mindfulness training. 
(x) Anti-racist and anti-hate curricula. 
(xi) Training for and implementation 
of restorative justice practices including 
peer mediation, restorative conferences, 
counseling, and peace circles for students 
as well as anti-bullying initiatives. 
(xii) Technical assistance, including 
contract templates, local data clearing-
houses for best practices, and temporary 
staff to support finding and building initial 
partnerships to build the capacity to de-
velop and sustain local partnerships with 
other knowledge centers in the community. 
(xiii) Increased parent and student 
engagement in learning. 
(xiv) Increased availability of trans-
lation to create accessible learning environ-
ments for English learners. 
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(3) REQUIREMENT.—A local educational agency 
receiving a grant under this section shall ensure that 
if such agency contracts with a third-party to carry 
out activities under this subsection, that third-party 
is located in the same catchment area as students 
attending the school in which they will work, or pre-
viously attended the school in which they will work; 
or alternatively, is located in a zip code served by 
the local educational agency receiving the grant or in 
a neighboring zip code. 
(e) WAGE
AND LABOR ORGANIZATION REQUIRE-
MENTS.—Each local educational agency that receives 
funds through a grant under this section shall— 
(1) ensure that eligible educators and support 
staff hired with the grant funds are paid wages in 
accordance with prevailing rates in the locality or 
any applicable collective bargaining agreement, and 
on a pathway with regular increases in pay; 
(2) ensure that such educators and staff are 
considered to be part of any existing (as of the date 
of the hiring) applicable bargaining unit of a labor 
organization and not considered to be executive em-
ployees or employees in other positions exempt from 
the Fair Labor Standards Act of 1938 (29 U.S.C. 
201 et seq.); and 
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(3) if the local educational agency does not have 
such a bargaining unit, have an explicit neutrality 
policy, which covers such educators and staff, on any 
issue involving the organization of employees for 
purposes of collective bargaining. 
(f) AUTHORIZATION OF APPROPRIATIONS.— 
(1) IN GENERAL.—There is authorized to be 
appropriated to the Secretary to provide grants 
under this section $250,000,000,000 for the 10-fis-
cal-year period following the date of enactment of 
this Act. 
(2) ADMINISTRATIVE
EXPENSES.—There are 
authorized to be appropriated to the Secretary for 
the administrative expenses of carrying out this sec-
tion such sums as are necessary. 
SEC. 104. EDUCATIONAL EQUITY PLANNING GRANTS. 
(a) PROGRAM ESTABLISHED.— 
(1) IN GENERAL.—The Secretary shall facilitate 
an inclusive, regional equity planning process and 
award grants to eligible consortia to eliminate intra- 
region education inequities by providing Federal 
funds to assist the eligible consortia in planning and 
carrying out regional education equity plans, in ac-
cordance with this section. 
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(2) PLANNING
GRANT.—The Secretary shall 
award a planning grant under this section, for a pe-
riod of not longer than 1 year, to each eligible con-
sortium with an approved application to enable the 
eligible consortium to develop a regional education 
equity plan. 
(3) IMPLEMENTATION GRANT.—The Secretary 
shall award an implementation grant under this sec-
tion to each eligible consortium with an approved re-
gional education equity plan to enable the consor-
tium to carry out activities to implement such plan. 
(b) ELIGIBLE CONSORTIUM.—In this section, the 
term ‘‘eligible consortium’’ means 2 or more local edu-
cational agencies that are located within the same metro-
politan or micropolitan statistical area and that have 
formed a regional consortium. 
(c) PROVISION OF DATA.—The Secretary, the Sec-
retary of Housing and Urban Development, the Adminis-
trator of the Environmental Protection Agency, and the 
Secretary of Transportation shall provide each eligible 
consortium that receives a planning grant under this sec-
tion with data relevant to that particular eligible consor-
tium about demographic trends, the spatial distribution of 
poverty, environmental hazards, and access to education, 
transportation, and economic opportunities across the con-
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sortium’s region, to assist the eligible consortium in devel-
oping the regional education equity plan. 
(d) COMMUNITY OUTREACH.—Each eligible consor-
tium that receives a planning grant shall engage in exten-
sive community outreach to solicit comments from diverse 
stakeholders on issues related to education equity in the 
region of the consortium, as part of the process of devel-
oping the regional education equity plan. 
(e) REGIONAL EDUCATION EQUITY PLAN.— 
(1) IN GENERAL.—Upon receipt of the data de-
scribed in subsection (c) and completion of the out-
reach described in subsection (d), each eligible con-
sortium that receives a planning grant under this 
section shall use such data and the results of such 
outreach to develop a 5-year regional education eq-
uity plan. The regional education equity plan shall— 
(A) identify racial, class, gender, and dis-
ability-related inequities in education access 
within the region at the time of the plan’s de-
velopment; 
(B) identify the historic causes of those in-
equities; and 
(C) describe activities to redress those in-
equities. 
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(2) EQUITY ASSESSMENT TOOL.—The Secretary 
shall provide each eligible consortium receiving a 
planning grant under this section with an equity as-
sessment tool, which shall be a structured list of 
questions to guide the consortium in the develop-
ment of the regional education equity plan. The 
structured list of questions shall be developed in con-
sultation with representatives of impacted commu-
nities and education equity groups in a manner that 
aligns and is consistent with the principles entitled 
‘‘Jemez Principles for Democratic Organizing’’ and 
dated December 1996. 
(f) APPLICATION; EQUITY PLAN.— 
(1) APPLICATION.—Each eligible consortium 
desiring a planning 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) EQUITY
PLAN.—Each eligible consortium 
desiring an implementation grant under this section 
shall submit a regional education equity plan to the 
Secretary, at such time, in such manner, and con-
taining such information as the Secretary may rea-
sonably require, which shall include, at a minimum, 
the information described in subsection (e). If the 
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Secretary does not approve the plan, the Secretary 
shall work with the eligible consortium and provide 
technical assistance to assist the eligible consortium 
in revising the regional education equity plan until 
the Secretary determines that such plan will be ap-
proved. 
(g) USE OF FUNDS FOR IMPLEMENTATION.—An eli-
gible consortium receiving an implementation grant under 
this section shall— 
(1) distribute such grant funds to elementary 
and secondary schools that are served by local edu-
cational agencies in the eligible consortium in ac-
cordance with the regional education equity plan; 
and 
(2) may use grant funds for resource sharing 
and the centralization of administration, planning, 
and procurement among the local educational agen-
cies in the consortium, with the aim of ensuring an 
equitable distribution of funding and staffing and 
equitable access to high-quality curricula and edu-
cational opportunities for students, including stu-
dents who are children with disabilities and low-in-
come students. 
(h) ACCOUNTABILITY.—An eligible consortium that 
receives an implementation grant under this section shall 
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post on a publicly available website data about annual 
benchmarks that are achieved during the 5-year grant pe-
riod. 
(i) AUTHORIZATION OF APPROPRIATIONS.— 
(1) IN GENERAL.—There is authorized to be 
appropriated to carry out this section $100,000,000 
for the 10-fiscal-year period following the date of en-
actment of this Act. 
(2) ADMINISTRATIVE
EXPENSES.—There are 
authorized to be appropriated to the Secretary for 
the administrative expenses of carrying out this sec-
tion such sums as are necessary. 
SEC. 105. IDEA FUNDING. 
There are authorized to be appropriated to carry out 
part B of the Individuals with Disabilities in Education 
Act (20 U.S.C. 1411 et seq.), $33,000,000,000 for each 
of the 10 fiscal years following the date of enactment of 
this Act. 
SEC. 106. ELEMENTARY AND SECONDARY EDUCATION 
FUNDING. 
There are authorized to be appropriated to carry out 
part A of title I of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6301 et seq.), 
$66,000,000,000 for each of the 10 fiscal years following 
the date of enactment of this Act. 
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TITLE II—CLIMATE CHANGE 
RESILIENCY 
SEC. 201. DEFINITIONS. 
In this Act: 
(1) COMMUNITY
RESILIENCY
CENTER.—The 
term ‘‘community resiliency center’’ means a center 
that provides community resources and improves dis-
aster preparedness, response, or recovery in the com-
munity and— 
(A) may conduct, or provide space for, tar-
geted activities such as helping reach commu-
nity members not well-served by existing re-
sources or preparedness programs, and serving 
as a shelter or communications center in emer-
gencies, distributing food, energy and other 
basic needs during or after a disaster, and ena-
bling faster recovery through connecting com-
munity members with services; and 
(B) may distribute food, energy, or other 
basic needs on an ongoing basis. 
(2) ENVIRONMENTAL
JUSTICE
COMMUNITY.— 
The term ‘‘environmental justice community’’ means 
a community with significant representation of com-
munities of color, low-income communities, or Tribal 
and indigenous communities that experiences, or is 
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at risk of experiencing, higher or more adverse 
human health or environmental effects as compared 
to other communities. 
SEC. 202. CLIMATE CHANGE RESILIENCY PROGRAM. 
The Secretary shall establish a Climate Change Resil-
iency Program to— 
(1) increase the resiliency of the United States 
public school system, BIE schools, and schools fund-
ed by BIE during— 
(A) climate change-related events and nat-
ural 
disasters, 
including 
extreme 
weather 
events, droughts, hurricanes, coastal and inland 
flooding, sea level rise, increased storm surge, 
wildfires, mudslides, extreme temperatures, tor-
nadoes, earthquakes, and volcanos; and 
(B) public health crises; 
(2) increase the ability of the United States 
public school system, BIE schools, and schools fund-
ed by BIE to advance climate justice and environ-
mental justice by serving as community resiliency 
centers; 
(3) build partnerships among local businesses, 
labor unions, apprenticeship programs, nonprofit or-
ganizations, and educators to facilitate applied 
STEAM and social science learning opportunities re-
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lated to climate resiliency for students and create 
local jobs; and 
(4) prioritize public educational institutions, 
BIE schools, and schools funded by BIE as centers 
of innovation and pathways to green collar jobs 
through investments in vocational and technical edu-
cation in public schools that connect to labor organi-
zation apprenticeships and other high-road jobs. 
SEC. 203. GRANT PROGRAM. 
(a) IN GENERAL.—As part of the Climate Change 
Resiliency Program established under section 202, the 
Secretary shall establish a program to make grants to 
State educational agencies, in partnership with local edu-
cational agencies and local nonprofit organizations, for the 
development and implementation of Statewide, regional, or 
local climate resiliency plans or climate resiliency projects 
for public elementary and secondary schools, BIE schools, 
and schools funded by BIE, with the aim of enabling pub-
lic schools to serve as community resiliency centers. 
(b) CLIMATE RESILIENCY PLANS AND PROJECTS.— 
Each climate resiliency plan or climate resiliency project 
under subsection (a) shall include 1 or more of the fol-
lowing depending on the needs of the schools and sur-
rounding communities to be served: 
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(1) Improvements to school buildings and 
grounds, including projects such as— 
(A) installing on-site distributed generation 
that combines energy efficient devices, energy 
storage, and renewable energy to allow the 
school to access essential energy during power 
outages and optimize use of on-site and off-site 
energy sources for emissions reductions; 
(B) upgrading school kitchen facilities to 
support the preparation of scratch-cooked stu-
dent meals that use whole ingredients and are 
rich in fruits, vegetables, legumes, and whole 
grains; 
(C) projects that generate and maintain 
publicly accessibly integrated sustainability data 
and building management platforms; 
(D) improving walkability and accessibility 
on school grounds and in school buildings; 
(E) acquiring relevant disaster response 
equipment and carrying out disaster response 
training; 
(F) procuring electric school buses; 
(G) installing public charging infrastruc-
ture for electric school buses and electric vehi-
cles; 
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(H) establishing or improving dedicated in-
frastructure for safe transportation by bicycle, 
including bicycle lanes and parking spots; 
(I) establishing or improving vehicle speed 
reduction infrastructure; and 
(J) a project involving the installation of 
high-speed internet infrastructure, in coordina-
tion with the E-rate program of the Federal 
Communications Commission set forth under 
subpart F of part 54 of title 47, Code of Fed-
eral Regulations (or any successor regula-
tion)— 
(i) in order to provide universal inter-
net access for schools served by the grant-
ee, BIE schools, and schools funded by 
BIE; 
(ii) with an upload speed that allows 
for the full execution of activities related to 
virtual teaching and learning, including the 
access and use of interactive online learn-
ing modules and textbooks, online profes-
sional 
learning 
courses, 
and 
videoconferencing; 
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(iii) including the ongoing costs asso-
ciated with providing that internet infra-
structure and access; 
(iv) with respect to which, schools are 
encouraged to partner with municipal and 
other public or nonprofit entities to sup-
port internet access; and 
(v) with respect to which the school 
will ensure that all internet service pro-
viders with which the school contracts for 
the project include open access infrastruc-
ture. 
(2) Green infrastructure projects and projects 
to increase food supply resiliency, such as— 
(A) wetlands, drainage ponds, and any 
other green infrastructure to protect schools 
from projected severe effects with respect to ex-
treme weather, natural disasters, or climate 
change-related events, including sea-level rise, 
flooding, and increased risk of wildfire; 
(B) green rooftops and walls that meet the 
minimum performance standard specified within 
the Living Architecture Performance Tool 
(LAPT) rating system, implemented or com-
pleted in consultation with at least one Green 
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Roof Professional (GRP) as accredited by the 
Green Roof Industry Association, particularly 
those that can provide temperature manage-
ment and air quality improvements and reduce 
stormwater runoff; 
(C) indoor plantings, particularly those 
that can provide air quality improvements; 
(D) tree plantings and green playgrounds 
that, at appropriate times, can act as a green 
space for the community; 
(E) community gardens that may be used 
by the school to provide healthy food for stu-
dents or by the community to provide healthy 
food for community residents; 
(F) procurement of local, organic, and 
sustainably produced food, including a focus on 
healthy, plant-based options; and 
(G) large scale food composting operations, 
and other projects to reduce single-use plastic 
and promote zero-waste options. 
(3) Projects to enable remote learning in the 
event that a school building is unusable due to a 
natural disaster, climate- or climate-change related 
event, severe weather, or infectious disease out-
breaks. 
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(4) Projects for climate resiliency education, in-
cluding STEAM and social science education and ca-
reer preparation, such as projects that combine up-
grades to school buildings and grounds with career 
and technical education opportunities. 
(5) Any other type of plan or project carried 
out by the State educational agency that the Sec-
retary determines will increase the resiliency of a 
school or school infrastructure provided, operated, or 
owned by the State educational agency with respect 
to the events described in section 202(1). 
(c) PRIORITY.—The Secretary shall develop metrics 
to evaluate grant applications and give priority to applica-
tions for climate resiliency plans or climate resiliency 
projects that focus on improving schools in neighborhoods 
that experience low air quality, lack green space and 
healthy food, bear higher cumulative pollution burdens, or 
are at high risk of experiencing the adverse effects of cli-
mate change. 
(d) COMPONENTS.—The Secretary, directly or 
through partnerships with States and nonprofit organiza-
tion, shall provide technical assistance to support grantees 
in developing and implementing climate resiliency plans or 
climate resiliency projects that— 
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(1) provide hands-on education and applied 
STEAM and social science learning opportunities to 
students; 
(2) demonstrate a commitment to provide job 
training, apprenticeship programs, and contracting 
opportunities to residents and small businesses 
owned by residents of the community that the school 
serves; 
(3) identify and further community priority ac-
tions and conduct robust community engagement; 
(4) utilize climate change data for a proactive 
solutions; 
(5) employ nature-based solutions that focus on 
protection, restoration, or management of ecological 
systems to safeguard public health, provide clean air 
and water, increase natural hazard resilience, and 
sequester carbon; 
(6) increase equitable outcomes for and support 
strong partnerships with environmental justice com-
munities and climate vulnerable populations; 
(7) achieve broad and multiple community ben-
efits; and 
(8) monitor project success and maintaining the 
project into the future. 
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(e) EXISTING INITIATIVES.—The Secretary may en-
courage and give priority to climate resiliency plans or cli-
mate resiliency projects that integrate with and inform ex-
isting sustainability initiatives, such as the Department of 
Education Green Ribbon Schools program. 
(f) ENVIRONMENTAL HEALTH.—The Secretary may 
develop and encourage metrics to support consistent re-
porting of environmental health best practices and other 
outcomes. 
(g) COORDINATION.— 
(1) ENVIRONMENTAL PROTECTION AGENCY.— 
The Secretary shall coordinate with the Adminis-
trator of the Environmental Protection Agency to 
provide technical guidance or assistance to State 
educational agencies in designing and carrying out 
climate resiliency plans or climate resiliency projects 
funded by the grant program as they relate to 
healthy schools. 
(2) DEPARTMENT OF ENERGY.—The Secretary 
shall coordinate with the Secretary of Energy to de-
velop metrics to evaluate grant applications and pro-
vide technical assistance to State and local edu-
cational agencies in designing and carrying out cli-
mate resiliency plans or climate resiliency projects. 
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(h) PARTNERS.—A recipient of a grant under this 
section to carry out a project described in subsection 
(b)(1)(J) shall, to the extent practicable, partner with 
local government and other public or nonprofit entities to 
support internet access, and all service providers shall use 
open access infrastructure. 
(i) ENVIRONMENTAL JUSTICE COMMUNITIES.—The 
Secretary shall ensure that not less than 50 percent of 
funds awarded under this section are used for projects lo-
cated in environmental justice communities. 
(j) WAGE RATE REQUIREMENTS.— 
(1) IN GENERAL.—Notwithstanding any other 
provision of law, all laborers and mechanics em-
ployed by contractors and subcontractors on projects 
funded directly by a grant under this section shall 
be paid wages at rates not less than those prevailing 
on projects of a similar character in the locality, as 
determined by the Secretary of Labor in accordance 
with subchapter IV of chapter 31 of title 40, United 
States Code (commonly referred to as the ‘‘Davis- 
Bacon Act’’). 
(2) AUTHORITY.—With respect to the labor 
standards specified in paragraph (1), the Secretary 
of Labor shall have the authority and functions set 
forth in Reorganization Plan Numbered 14 of 1950 
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(64 Stat. 1267; 5 U.S.C. App.) and section 3145 of 
title 40, United States Code. 
(k) USE OF AMERICAN IRON, STEEL, AND MANUFAC-
TURED PRODUCTS.— 
(1) DEFINITIONS.—In this subsection: 
(A) MANUFACTURED PRODUCT.—The term 
‘‘manufactured product’’ means any construc-
tion material or end product (as those terms 
are defined in part 25.003 of the Federal Ac-
quisition Regulation) that is not an iron or steel 
product, including— 
(i) electrical components; and 
(ii) non-ferrous building materials, in-
cluding aluminum, polyvinylchloride, glass, 
fiber optics, plastic, wood, masonry, rub-
ber, manufactured stone, any other non- 
ferrous metals, and any unmanufactured 
construction material. 
(B) PRODUCED IN THE UNITED STATES.— 
The term ‘‘produced in the United States’’ 
means the following: 
(i) When used with respect to a man-
ufactured product, the product was manu-
factured in the United States and the cost 
of the components of that product that 
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were mined, produced, or manufactured in 
the United States exceeds 60 percent of 
the total cost of all components of the 
product. 
(ii) When used with respect to iron or 
steel products, or an individual component 
of a manufactured product, all manufac-
turing processes for those iron or steel 
products or components, from the initial 
melting stage through the application of 
coatings, occurred in the United States, ex-
cept that the term does not include— 
(I) steel or iron material or prod-
ucts manufactured abroad from semi- 
finished steel or iron from the United 
States; or 
(II) steel or iron material or 
products manufactured in the United 
States from semi-finished steel or iron 
of foreign origin. 
(2) REQUIREMENTS.—A State that receives 
funds under this section shall ensure that any iron, 
steel, and manufactured products used in a project 
carried out with those funds are produced in the 
United States. 
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(3) WAIVER AUTHORITY.— 
(A) IN
GENERAL.—The Secretary may 
waive the requirement under paragraph (2) if 
the Secretary determines that— 
(i) applying the requirement would be 
inconsistent with the public interest; 
(ii) iron, steel, and manufactured 
products produced in the United States are 
not produced in a sufficient and reasonably 
available quantity or are not of a satisfac-
tory quality; or 
(iii) using iron, steel, and manufac-
tured products produced in the United 
States will increase the cost of the applica-
ble overall project by more than 25 per-
cent. 
(B) PUBLICATION.—Before issuing a waiv-
er under subparagraph (A), the Secretary shall 
publish in the Federal Register a detailed writ-
ten explanation of the waiver determination. 
(4) 
CONSISTENCY
WITH
INTERNATIONAL 
AGREEMENTS.—This subsection shall be applied in a 
manner consistent with the obligations of the United 
States under international agreements. 
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SEC. 204. REPORT. 
Not later than 2 years after the date of enactment 
of this Act, and annually thereafter, the Secretary shall 
submit to Congress a report that evaluates the effective-
ness of the activities carried out under this title. 
SEC. 205. AUTHORIZATION OF APPROPRIATIONS. 
(a) IN GENERAL.—There is authorized to be appro-
priated to the Department of Education to carry out this 
title $4,000,000,000 for each of fiscal years 2022 through 
2032. 
(b) LIMITATION.—Not more than 5 percent of the 
funds appropriated to carry out this title shall be used 
for projects described in section 203(b)(3). 
Æ 
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