I 
114TH CONGRESS 
1ST SESSION 
H. R. 495 
To strengthen student achievement and graduation rates and prepare young 
people for college, careers, and citizenship through innovative partner-
ships that meet the comprehensive needs of children and youth. 
IN THE HOUSE OF REPRESENTATIVES 
JANUARY 22, 2015 
Ms. CHU of California (for herself, Ms. NORTON, Mr. LOEBSACK, Ms. MENG, 
Ms. LEE, Mr. HONDA, Ms. TSONGAS, Mr. HINOJOSA, Mr. VARGAS, and 
Mr. ELLISON) introduced the following bill; which was referred to the 
Committee on Education and the Workforce, and in addition to the Com-
mittee on Energy and Commerce, for a period to be subsequently deter-
mined by the Speaker, in each case for consideration of such provisions 
as fall within the jurisdiction of the committee concerned 
A BILL 
To strengthen student achievement and graduation rates and 
prepare young people for college, careers, and citizenship 
through innovative partnerships that meet the com-
prehensive needs of children and youth. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE; TABLE OF CONTENTS. 
(a) SHORT TITLE.—This Act may be cited as the 
‘‘Developing Innovative Partnerships and Learning Op-
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portunities that Motivate Achievement Act’’ or the ‘‘DI-
PLOMA Act’’. 
(b) TABLE OF CONTENTS.—The table of contents for 
this Act is as follows: 
Sec. 1. Short title; table of contents. 
Sec. 2. Findings. 
Sec. 3. Purposes. 
Sec. 4. Definitions. 
Sec. 5. Demonstration program authorized; allotment to States. 
Sec. 6. State child and youth strategy. 
Sec. 7. Coordinating body; State applications. 
Sec. 8. State use of funds. 
Sec. 9. Local consortium application; local child and youth strategy. 
Sec. 10. Local use of funds. 
Sec. 11. Construction. 
Sec. 12. Accountability and transparency. 
Sec. 13. Authorization of appropriations. 
SEC. 2. FINDINGS. 
Congress finds the following: 
(1) The future strength of the Nation’s democ-
racy, as well as the Nation’s economy, is dependent 
upon the investments made in children and youth 
today. 
(2) Evidence demonstrates that effective part-
nerships among schools and communities increase 
student achievement by addressing the academic 
needs of students as well as the challenges the stu-
dents face outside the classroom. For example: 
(A) Chicago Public Schools leads the Na-
tion’s largest community school initiative and 
found that nearly half of the students in com-
munity schools had increased math and reading 
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(D) In Wisconsin, where partnerships are 
required for grant programs, non-traditional 
partners have proven to be instrumental for 
smaller communities to enrich after school pro-
grams. Those might include local trucking com-
panies, the Grange, Farm Bureau, small retail-
ers, and retirees. 
(E) Union City (New Jersey) school dis-
trict proves that by breaking down institutional 
‘‘silos’’ and creating deep partnerships, collabo-
ration and municipal involvement, schools can 
be vibrant places of hope despite poverty, unem-
ployment, and lack of affordable housing. 
(F) Molly Stark Elementary School in 
Bennington, Vermont, is a full-service commu-
nity school of about 400 students from kinder-
garten through 5th grade that exemplifies the 
spirit of community involvement. People of all 
ages, backgrounds and experiences learn and 
work together as neighbors to improve student 
learning. In addition to a rigorous curriculum, 
the school offers on-site pediatric, psychological, 
dental, pre-school, outreach, nutrition, coun-
seling, after school and summer school pro-
grams that level the playing field for all stu-
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dents, particularly the roughly 60 percent of 
students eligible for free or reduced-price lunch. 
(G) Harmon Johnson Elementary School 
in Sacramento, California, has a student popu-
lation with 97 percent of students eligible for 
free or reduced-price lunch and 69 percent as 
English Language Learners. This community 
school encourages 21st century learning, and 
saw an API increase by 45 points in the last 
year. The school offers many resources to ad-
dress students’ social, emotional, and physical 
needs, including a health and wellness center, 
access to 9 mental health therapists and a 
state-of-the-art dental program that were all de-
veloped with strong parent collaboration. 
(H) By meeting the comprehensive needs 
of students, Communities In Schools, a national 
dropout prevention organization, demonstrates 
that 78 percent of participating students im-
proved their attendance, 89 percent had fewer 
behavior incidents, 80 percent improved their 
academic performance, and 78 percent of eligi-
ble seniors graduated from high school. 
(3) According to a 2013 report by the National 
Equity and Excellence Commission, ‘‘to ensure that 
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every child receives what he or she needs to succeed 
in school, we require a systemic means of cutting 
through the red tape that ties up funding streams 
and personnel. Governance reforms must ensure co-
ordination and cooperation across federal, state and 
local agencies. Communities, tribes, states and the 
federal government must work together.’’. 
(4) Approximately only 75 percent of 9th grad-
ers graduate from high school 4 years later. Of stu-
dents who graduate from high school, 2 out of 3 (67 
percent) enroll in a 2- or 4-year college in the fall 
after completing high school. Only about half (58 
percent) of first-time, full-time college freshmen 
seeking a 4-year degree receive a bachelor’s degree 
within 6 years or less. 
(5) Over the past 4 decades, the United States 
has slipped from being first in the world in high 
school and college graduation rates to 21st and 
14th, respectively, putting the Nation at a growing 
competitive disadvantage with other countries. 
(6) Research shows that the holistic needs of 
students must be met in order to strengthen student 
achievement. One analysis of 16 factors influencing 
student achievement found that over half of the fac-
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tors identified were present in the lives of students 
outside of the classroom. 
(7) Research from the Government Account-
ability Office found that students who change 
schools less frequently are more likely to perform at 
grade level and less likely to repeat a grade than 
their less stable peers. 
(8) In research by Teachers College, Columbia 
University, studies in psychology, health, and edu-
cation feature school ‘‘connectedness’’ as important 
to student learning, achievement, and well-being. 
When students feel a sense of connection with the 
larger world and community institutions, they are 
more engaged in instructional activities and express 
greater commitment to school (Furrer & Skinner, 
2003; Roeser, Midgley, & Urdan, 1996; Wentzel, 
1997). 
(9) We know from successful experiences that 
hundreds of thousands of arts, cultural, service, 
sports, colleges and other youth organizations, as 
well as civic and faith-based groups want to partner 
with schools and educators to reinforce learning, but 
far too often, neither the school nor the community 
know how to effectively connect with each other. 
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(10) In order for the United States to compete 
in a global economy, the copartnering efforts of gov-
ernment, social services, business, arts, home, com-
munity-based organizations, and philanthropy need 
to concentrate their efforts where they are most 
needed: in our schools. 
(11) Research from Johns Hopkins University 
shows that access to summer learning opportunities 
leads to significant student learning gains not expe-
rienced by students who cannot access summer 
learning opportunities. 
(12) A study of summer learning programs in 
California found that students experienced improved 
academic skills, school attendance, relationships with 
peers and adults, and positive work habits after at-
tending summer learning programs. 
SEC. 3. PURPOSES. 
The purposes of this Act are— 
(1) to create engaging learning experiences 
that— 
(A) 
strengthen 
academic 
achievement, 
build civic capacity, and provide a continuum of 
supports and opportunities for children, youth, 
and their families; and 
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(B) prepare young people for college, ca-
reers, and citizenship through results-focused 
partnerships at all levels that mobilize and co-
ordinate school and community resources; 
(2) to ensure the academic, physical, social, 
emotional, health, mental health, and civic develop-
ment of disadvantaged youth and thereby strengthen 
their families and communities; 
(3) to engage and support parents, care givers, 
and families in their role as first educators of their 
children; 
(4) to promote community and family engage-
ment in the academic and developmental needs of 
children and youth; 
(5) to leverage and integrate the human and fi-
nancial assets of local communities, schools, State 
governments, the Federal Government, and the nat-
ural assets of communities— 
(A) toward better results for children, 
youth, and families; and 
(B) for sustained civic capacity; and 
(6) to develop school improvement strategies 
that incorporate approaches that meet the com-
prehensive needs of children and youth, such as full 
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service community schools, community-based, inte-
grated student services, and related approaches. 
SEC. 4. DEFINITIONS. 
In this Act: 
(1) COMMUNITY-BASED, INTEGRATED STUDENT 
SERVICES.—The term ‘‘community-based, integrated 
student services’’ means interventions, coordinated 
through a single point of contact, that improve stu-
dent achievement by connecting community re-
sources with the academic and social service needs 
of students. 
(2) 
COMMUNITY
ENGAGEMENT
IN
EDU-
CATION.— 
(A) IN GENERAL.—The term ‘‘community 
engagement in education’’ means systematic ef-
forts to involve, engage, and collaborate with 
parents, community residents, members of 
school communities, community partners, and 
other stakeholders in exploring the needs of 
their students and schools, developing plans to 
address those needs, and working together to 
address those needs. 
(B) INCLUSIONS.—The term includes ef-
fective community engagement in an ongoing 
process to develop a welcoming school and 
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school system, mobilize the community’s assets 
to support student achievement and growth, en-
gage those individuals and stakeholders who 
traditionally have not participated, improve 
working relationships, and deepen the commit-
ment to student success. 
(3) FAMILY
ENGAGEMENT
IN
EDUCATION.— 
The term ‘‘family engagement in education’’ means 
a shared responsibility of families and schools for 
student success, in which schools and community- 
based organizations are committed to reaching out 
to engage families in meaningful ways that encour-
age the families to actively support their children’s 
learning and development, as well as the learning 
and development of other children. The shared re-
sponsibility is continuous from birth through young 
adulthood and reinforces learning that takes place in 
the home, school, and community. 
(4) FULL SERVICE COMMUNITY SCHOOL.—The 
term ‘‘full service community school’’ means a public 
elementary school or secondary school that— 
(A) participates in a community-based ef-
fort to coordinate educational, developmental, 
family, health, and other comprehensive services 
through community-based organizations, spe-
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cialized instructional support personnel em-
ployed by the school or the local educational 
agency, and public and private partnerships; 
and 
(B) provides access to such services to stu-
dents, families, and the community, such as ac-
cess during the school year (including before- 
and after-school hours), and during the sum-
mer. 
(5) LOCAL CONSORTIUM.—The term ‘‘local con-
sortium’’ means a consortium consisting of commu-
nity representatives that— 
(A) shall include— 
(i) a local educational agency; and 
(ii) not less than one other community 
partner that is independent of the local 
educational agency; and 
(B) may include a broad array of commu-
nity partners, including— 
(i) a community-based organization; 
(ii) a child and youth serving organi-
zation or agency; 
(iii) an institution of higher education; 
(iv) a foundation; 
(v) a business; 
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(vi) a teacher organization; 
(vii) an organization representing edu-
cation professionals; 
(viii) a local government, including a 
government agency serving children and 
youth, such as a child welfare and juvenile 
justice agency; 
(ix) an organization representing stu-
dents; and 
(x) an organization representing par-
ents; and 
(C) may include representatives from mul-
tiple jurisdictions. 
(6) LOCAL EDUCATIONAL AGENCY.—The term 
‘‘local educational agency’’ has the meaning given 
the term in section 9101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7801). 
(7) OUTLYING
AREA.—The term ‘‘outlying 
area’’ has the meaning given the term in section 
9101 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7801). 
(8) 
PERSISTENTLY
LOWEST-ACHIEVING 
SCHOOL.—The term ‘‘persistently lowest-achieving 
school’’ has the meaning given the term in the final 
requirements for school improvement grants pub-
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lished by the Department of Education in the Fed-
eral Register on October 28, 2010 (75 Fed. Reg. 
66367 et seq.). 
(9) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Education. 
(10) SPECIALIZED
INSTRUCTIONAL
SUPPORT 
PERSONNEL.—The term ‘‘specialized instructional 
support personnel’’ means school counselors, school 
social workers, school psychologists, and other quali-
fied professional personnel involved in providing as-
sessment, diagnosis, counseling, educational, thera-
peutic, and other necessary corrective or supportive 
services (including related services as that term is 
defined in section 602 of the Individuals with Dis-
abilities Education Act (20 U.S.C. 1401)) as part of 
a comprehensive program to meet student needs. 
(11) SPECIALIZED
INSTRUCTIONAL
SUPPORT 
SERVICES.—The term ‘‘specialized instructional sup-
port services’’ means the services provided by spe-
cialized instructional support personnel, and includes 
any other corrective or supportive services to meet 
student needs. 
(12) STATE.—The term ‘‘State’’ means each of 
the several States of the United States, the District 
of Columbia, and the Commonwealth of Puerto Rico. 
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(13) 
CHRONICALLY
ABSENT.—The 
term 
‘‘chronically absent’’, when used with respect to a 
student, means a student who misses 10 percent or 
20 days or more of school days in an academic year. 
(14) DIGITAL
LEARNING.—The term ‘‘digital 
learning’’ means instructional practices that effec-
tively use technology to strengthen the student 
learning experience and may include online and 
formative assessments, instructional resources, on-
line content and courses, applications of technology 
in the classroom and school building, adaptive soft-
ware for students with special needs, learning plat-
forms, and online professional communities of prac-
tice. 
SEC. 5. DEMONSTRATION PROGRAM AUTHORIZED; ALLOT-
MENT TO STATES. 
(a) FORMULA GRANTS AUTHORIZED.— 
(1) IN GENERAL.—From the amounts appro-
priated under section 13, the Secretary is authorized 
to award grants, under subsection (c) or (d), to 
States having applications approved under section 
7(b) to enable the States to award subgrants to local 
consortia to leverage and integrate human and fi-
nancial assets at all levels in order to— 
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(A) ensure the academic, physical, social, 
emotional, and civic development of disadvan-
taged youth; and 
(B) strengthen the families and commu-
nities of the disadvantaged youth and achieve 
the results developed pursuant to section 
6(c)(1). 
(2) DURATION.—The Secretary shall award a 
grant under this subsection for a period of 5 years. 
(3) RENEWAL.—The Secretary may renew a 
grant under this subsection for a period of 5 years. 
(b) RESERVATION.—From the funds appropriated 
under section 13 for any fiscal year, the Secretary shall 
reserve— 
(1) not more than 2 percent for national activi-
ties, which the Secretary may carry out directly or 
through grants and contracts, such as— 
(A) providing training technical assistance 
to local consortia and organizations partnering 
with local consortia to carry out services under 
this Act; or 
(B) conducting the national evaluation 
pursuant to section 12(a)(3); and 
(2) not more than 1 percent for payments to 
the outlying areas and the Bureau of Indian Affairs, 
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to be allotted in accordance with their respective 
needs for assistance under this Act, as determined 
by the Secretary, to enable the outlying areas and 
the Bureau of Indian Affairs to carry out the pur-
poses of this Act. 
(c) STATE ALLOTMENTS.— 
(1) DETERMINATION.—From the funds appro-
priated under section 13 for any fiscal year that are 
equal to or greater than $200,000,000 which remain 
after the Secretary makes the reservations under 
subsection (b), the Secretary shall allot to each State 
for the fiscal year an amount that bears the same 
relationship to the remainder as the amount the 
State received under subpart 2 of part A of title I 
of the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6331 et seq.) for the preceding fis-
cal year bears to the amount all States received 
under that subpart for the preceding fiscal year, ex-
cept that no State shall receive less than an amount 
equal to 1⁄2 of 1 percent of such funds. 
(2) REALLOTMENT OF UNUSED FUNDS.—If a 
State does not receive an allotment under this Act 
for a fiscal year, the Secretary shall reallot the 
amount of the State’s allotment to the remaining 
States in accordance with this section. 
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(d) COMPETITIVE GRANTS AUTHORIZED.— 
(1) IN GENERAL.—For any year for which the 
amount appropriated under section 13 is less than 
$200,000,000, the Secretary shall award grants, on 
a competitive basis, to local consortia to enable the 
local consortia to carry out local strategies in ac-
cordance with sections 9 and 10. 
(2) TARGETED LOCAL CONSORTIA.—The Sec-
retary shall only award a grant to a local consortium 
under this subsection if the local consortium submits 
an application that proposes— 
(A) to serve children and youth in schools 
or communities with the highest proportions of 
students from low-income families; and 
(B) to provide a comprehensive continuum 
of services, including not less than 1 service 
from each of not less than 3 categories of serv-
ices described in paragraphs (3) through (11) 
of section 10(b), which proposal— 
(i) shall be submitted by a local con-
sortium comprised of a broad representa-
tion of stakeholders and decisionmakers in 
the community, including a multitude of 
community partners described in section 
4(5)(B); or 
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(ii) shall demonstrate the capacity for 
successful implementation through a his-
tory of successful collaboration and effec-
tiveness in strengthening outcomes for chil-
dren and youth. 
(3) ACCOUNTABILITY
AND
TRANSPARENCY.— 
The Secretary shall apply those provisions of section 
12 that the Secretary determines applicable to local 
consortia receiving funds under this subsection. 
SEC. 6. STATE CHILD AND YOUTH STRATEGY. 
(a) IN GENERAL.—A State that receives a grant 
under this Act shall use the grant funds to develop and 
implement a State child and youth strategy (hereafter in 
this Act referred to as the ‘‘State strategy’’). 
(b) STRATEGY REQUIREMENTS.—The State strat-
egy— 
(1) shall be developed by the Governor of the 
State and the State educational agency; 
(2) shall include the components described in 
subsection (c); and 
(3) may include other components as the Gov-
ernor determines necessary to strengthen results for 
children and youth. 
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(c) REQUIRED COMPONENTS.—The State strategy 
components required under subsection (b) are the fol-
lowing: 
(1) STATE RESULTS FRAMEWORK.—The State 
strategy shall contain comprehensive, research-based 
annual goals and aligned quantifiable indicators 
demonstrating continuous improvement with respect 
to youth, particularly disadvantaged youth, that 
shall serve as targets for each year with respect to 
which the State strategy applies. The goals shall in-
clude the following: 
(A) Children are ready for school. 
(B) Students are engaged and achieving in 
school. 
(C) Students are physically, mentally, so-
cially, and emotionally healthy. 
(D) Schools and neighborhoods are safe 
and provide a positive climate for learning. 
(E) Families and communities are sup-
portive and engaged in their children’s edu-
cation as equal partners. 
(F) Graduates are ready for postsecondary 
education and 21st-century careers. 
(G) Students are contributing to their 
communities. 
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(H) Students are not chronically absent. 
(2) NEEDS
AND
ASSETS
ASSESSMENT.—The 
State strategy shall contain an assessment of the 
children’s needs, and of assets within the State that 
can be mobilized, coordinated, and integrated to 
achieve the State strategy’s goals, which may include 
data collected by the Federal Interagency Forum on 
Child and Family Statistics. 
(3) STATE
CHILD
AND
YOUTH
PLAN.—The 
State strategy shall include a description of the 
State’s plan to achieve the goals described in para-
graph (1) for young people from birth through the 
transition to adulthood, including the following: 
(A) LEVERAGE AND INTEGRATION.—A de-
scription of how funds received under this Act 
will be coordinated and integrated with other 
Federal and State funds in order to achieve the 
goals developed pursuant to paragraph (1). 
(B) ELIMINATION OF STATE BARRIERS TO 
COORDINATION AND INTEGRATION.—A descrip-
tion of how funds received under this Act will 
be used to identify and eliminate State barriers 
to the coordination and integration of pro-
grams, initiatives, and funding streams to 
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achieve the goals developed pursuant to para-
graph (1). 
(C) COMMUNITY
ENGAGEMENT
IN
EDU-
CATION.—A description of the State’s plan to 
increase community engagement in the aca-
demic and developmental needs of children and 
youth. 
(D) 
FAMILY
ENGAGEMENT
IN
EDU-
CATION.—A description of the State’s plan to 
increase family engagement in the academic 
and developmental needs of children and youth. 
(d) EXISTING PLANS, STRATEGIES, AND ASSESS-
MENTS.—Existing plans, strategies, needs assessments, or 
assets assessments may be used to satisfy the require-
ments of this section if such existing plans, strategies, 
needs assessments, or assets assessments include the in-
formation required by this section, or can be modified to 
do so, and are submitted to the Secretary with such modi-
fications. 
SEC. 7. COORDINATING BODY; STATE APPLICATIONS. 
(a) COORDINATING BODY.— 
(1) IN GENERAL.—In order for a State to be el-
igible to receive a grant under this Act, the Gov-
ernor of the State shall designate or establish a co-
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ordinating body for student learning and develop-
ment that shall— 
(A) administer funds provided under this 
Act; 
(B) facilitate communication between the 
public and the Governor pertaining to issues 
impacting children and youth from birth 
through the transition to adulthood, including 
issues pertaining to service coordination and in-
tegration; 
(C) identify and eliminate State barriers to 
the coordination and integration of programs, 
initiatives, and funding streams, and facilitate 
coordination and collaboration among State 
agencies serving children and youth; 
(D) strengthen the capacity of State and 
local organizations to achieve positive outcomes 
for children and youth through training, tech-
nical assistance, professional development, and 
other means; 
(E) assist the Governor in developing and 
carrying out the State strategy; and 
(F) coordinate the submission of the State 
application under subsection (b). 
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(2) DESIGNATION OF COORDINATING BODY.— 
The Governor may designate an existing agency, 
Children’s Cabinet, P–20 Council, child and youth 
development partnership, or other organization as 
the coordinating body for student learning and de-
velopment described in paragraph (1) if the agency, 
cabinet, council, partnership, or organization— 
(A) performs duties similar to the duties 
described in paragraph (1); or 
(B) if the duties of the agency, cabinet, 
council, partnership, or organization can be 
modified to include the duties described in 
paragraph (1). 
(b) STATE APPLICATION.— 
(1) IN GENERAL.—Each State desiring a grant 
under this Act shall submit to the Secretary an ap-
plication at such time, in such manner, and con-
taining such information as the Secretary may re-
quire. 
(2) CONTENTS.—Each application submitted 
under this subsection shall include the following: 
(A) STATE
STRATEGY.—A description of 
how the State will develop the State strategy. 
(B) GRANTS TO LOCAL CONSORTIA.—A de-
scription of how subgrants to local consortia 
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will be awarded pursuant to section 8 and how 
the subgrants will facilitate community plan-
ning and effective service coordination, integra-
tion, and provision at the local level to achieve 
the goals developed by the State pursuant to 
section 6(c)(1) within the context of local needs 
and priorities. 
(C) CAPACITY BUILDING.—A description of 
how grant funds received under this Act will be 
used to build State and local capacity through 
training, technical assistance, and professional 
development. 
(D) ACCOUNTABILITY
FOR
RESULTS.—A 
description of the State’s plans to adhere to the 
accountability and transparency requirements 
described in section 12(b). 
(3) REVISED APPLICATION.—Each State desir-
ing to renew a grant under this Act shall submit a 
revised application to the Secretary every 5 years 
based on an assessment of the activities conducted 
under this Act. 
SEC. 8. STATE USE OF FUNDS. 
(a) IN GENERAL.—From the grant funds made avail-
able to a State under this Act for any fiscal year— 
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(1) the State shall use not less than 95 percent 
to award subgrants to local consortia under sub-
section (b); 
(2) the State may use not less than 3 percent 
for evaluation and capacity building activities, in-
cluding training, technical assistance, and profes-
sional development; and 
(3) the State may use not more than 2 percent 
for the administrative costs of carrying out respon-
sibilities under this Act. 
(b) SUBGRANTS TO LOCAL CONSORTIA.— 
(1) IN
GENERAL.—A State that receives a 
grant under this Act shall use the portion of the 
grant funds described in subsection (a)(1) to award 
subgrants to local consortia. 
(2) PRIORITY.—In awarding subgrants to local 
consortia, a State shall give priority to applications 
from local consortia— 
(A) that— 
(i) propose to serve children and 
youth in schools designated by the State 
educational agency as persistently lowest- 
achievement schools; or 
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(ii) that include at least one persist-
ently lowest-achieving school, as deter-
mined by the State; and 
(B) that propose to provide a comprehen-
sive continuum of services, including not less 
than 1 service from each of not less than 3 cat-
egories of services described in paragraphs (3) 
through (11) of section 10(b), which proposal— 
(i) shall be submitted by local con-
sortia comprised of a broad representation 
of stakeholders and decisionmakers in the 
community, including a multitude of com-
munity 
partners 
described 
in 
section 
4(5)(B); or 
(ii) shall demonstrate the capacity for 
successful implementation through a his-
tory of successful collaboration and effec-
tiveness in strengthening outcomes for chil-
dren and youth. 
(3) DURATION
OF
GRANT.—Each subgrant 
awarded under this section shall be for a period of 
5 years and shall be renewable based on progress to-
ward achieving the results described in section 
9(b)(2)(A). 
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(c) PLANNING GRANTS.—A State that receives a 
grant under this Act may award planning grants to local 
consortia to enable the local consortia to develop the local 
strategy described in section 9(b). Such planning grants 
shall be for a duration of— 
(1) not more than 6 months and in an amount 
of not more than $50,000; or 
(2) not more than 1 year and in an amount of 
not more than $100,000. 
(d) SUPPLEMENT, NOT SUPPLANT.—A State that re-
ceives a grant under this Act shall use the grant funds 
to supplement, not supplant, Federal and non-Federal 
funds available to support child and youth services. 
(e) ALLOCATION TO RURAL AREAS.— 
(1) IN GENERAL.—A State that receives grant 
funding under this Act for a fiscal year shall use the 
grant funds to award an amount, in the aggregate, 
of subgrant funding under section 8 to rural local 
consortia in the State that is not less than the 
amount that bears the same relation to the amount 
of the grant funding as the amount received by local 
educational agencies serving rural local consortia in 
the State under subpart 2 of part A of title I of the 
Elementary and Secondary Education Act of 1965 
(20 U.S.C. 6331 et seq.) for the preceding fiscal 
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year bears to the amount received by the State 
under such subpart for the preceding fiscal year. 
(2) RURAL LOCAL CONSORTIUM.—In this sub-
section the term ‘‘rural local consortium’’ means a 
local consortium serving an area of the State that 
has a locale code of 41, 42, or 43. 
SEC. 9. LOCAL CONSORTIUM APPLICATION; LOCAL CHILD 
AND YOUTH STRATEGY. 
(a) LOCAL CONSORTIUM APPLICATION.— 
(1) IN GENERAL.—A local consortium that de-
sires a subgrant under section 8 shall submit an ap-
plication to the State at such time, in such manner, 
and containing such information as the State may 
require. 
(2) 
CONTENTS.—An 
application 
submitted 
under this section shall include— 
(A) a description of the local consortium, 
including which public or nonprofit entity par-
ticipating in the local consortium shall serve as 
the fiscal agent for the local consortium; 
(B) the local child and youth strategy 
(hereafter in this Act referred to as ‘‘local 
strategy’’) described in subsection (b); and 
(C) a description of how the local strategy 
will be coordinated with the local educational 
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agency plan required under section 1112 of the 
Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6312). 
(b) LOCAL STRATEGY.— 
(1) IN GENERAL.—The local strategy— 
(A) shall be developed by the local consor-
tium; 
(B) shall include the components described 
in paragraph (2); and 
(C) may include such other components as 
the local consortium determines necessary to 
strengthen outcomes for young people from 
birth through the transition to adulthood. 
(2) COMPONENTS.—The local strategy compo-
nents required under paragraph (1)(B) are the fol-
lowing: 
(A) LOCAL RESULTS FRAMEWORK.—Com-
prehensive, research-based goals and aligned 
quantifiable indicators for the goals, with re-
spect to youth, particularly disadvantaged 
youth, that shall serve as targets for the year 
with respect to which the local strategy applies. 
The goals shall include the following: 
(i) Children are ready for school. 
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(ii) Students are engaged and achiev-
ing in school. 
(iii) Students are physically, mentally, 
socially, and emotionally healthy. 
(iv) Schools and neighborhoods are 
safe and provide a positive climate for 
learning. 
(v) Families are supportive and en-
gaged in their children’s education. 
(vi) Students are ready for postsec-
ondary education and 21st-century careers. 
(vii) Students are contributing to 
their communities. 
(B) ASSETS ASSESSMENT.—An assessment 
of potential resources, services, and opportuni-
ties available within or near the community that 
children and youth, their families, and re-
sources in the community may be able to access 
in order to meet the needs identified under sub-
paragraph (C), to help achieve the goals and in-
dicators under subparagraph (A), and to sup-
port students to achieve the challenging State 
student academic achievement standards, in-
cluding the variety of services that can be inte-
grated— 
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(i) into a community school site; and 
(ii) through the presence of special-
ized student support personnel and local 
educational agency liaisons for homeless 
children and youth designated pursuant to 
section 722(g)(1)(J)(ii) of the McKinney- 
Vento Homeless Assistance Act (42 U.S.C. 
11432(g)(1)(J)(ii)). 
(C) NEEDS ASSESSMENT.—An analysis of 
the comprehensive needs of the students served 
by the local consortium, their families, and the 
community that— 
(i) includes input from students, par-
ents, and community members; 
(ii) assesses the academic, physical, 
social, emotional, health, mental health, 
and civic needs of students and their fami-
lies; and 
(iii) may impact students’ ability to 
meet the challenging State student aca-
demic achievement standards. 
(D) SERVICE
INTEGRATION
AND
PROVI-
SION.—A plan to coordinate and integrate serv-
ices and provide services in order to meet the 
needs identified under subparagraph (C) and 
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achieve the results and aligned quantifiable in-
dicators described in subparagraph (A), includ-
ing— 
(i) a description of the services admin-
istered by members of the local consortium 
that are funded through grants provided 
under the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6301 et 
seq.) that will be coordinated as part of the 
subgrant provided under section 8; and 
(ii) if applicable, a description of the 
coordination among services provided by 
community-based organizations and serv-
ices provided by specialized instructional 
support personnel serving local educational 
agencies participating in the local consor-
tium. 
(E) COMMUNITY
ENGAGEMENT
IN
EDU-
CATION.—A plan to increase community en-
gagement in academic and developmental needs 
of children and youth. 
(F) 
FAMILY
ENGAGEMENT
IN
EDU-
CATION.—A plan to increase family engagement 
in the academic and developmental needs of 
children and youth. 
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(3) EXISTING
PLANS, STRATEGIES, AND
AS-
SESSMENTS.—Existing plans, strategies, needs as-
sessments, or assets assessments may be used to 
satisfy the requirements of this section if such exist-
ing plans, strategies, needs assessments, or assets 
assessments include the information required by this 
section, or can be modified to do so, and are sub-
mitted to the Secretary with such modifications. 
SEC. 10. LOCAL USE OF FUNDS. 
(a) MANDATORY USE OF FUNDS.—A local consor-
tium that receives a subgrant under section 8 shall use 
the subgrant funds— 
(1) to integrate multiple private and public 
services into a comprehensive, coordinated con-
tinuum that meets the holistic needs of young peo-
ple; 
(2) to implement the comprehensive, coordi-
nated continuum of services described in paragraph 
(1) through research-based services producing quan-
tifiable results that align with the local results 
framework described in section 9(b)(2)(A); 
(3) to address the needs identified in the needs 
assessment 
carried 
out 
pursuant 
to 
section 
9(b)(2)(C) by leveraging the assets identified in the 
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assets assessment carried out pursuant to section 
9(b)(2)(B); and 
(4) if applicable, to coordinate efforts with the 
specialized instructional support personnel serving 
local educational agencies participating in the local 
consortium. 
(b) PERMISSIBLE USE OF FUNDS.—A local consor-
tium that receives a subgrant under section 8 may use 
the subgrant funds to coordinate, integrate, and enhance 
existing services, and provide new services, in order to pro-
vide young people with research-based, comprehensive 
services at, or that are connected to, schools, including— 
(1) community-based, integrated student serv-
ices; 
(2) full service community schools; 
(3) high-quality early childhood learning and 
development, including— 
(A) early childhood education; 
(B) programs under the Head Start Act 
(42 U.S.C. 9831 et seq.), including Early Head 
Start programs; 
(C) early reading first programs; 
(D) child care services; 
(E) early childhood-school transition serv-
ices; 
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(F) home visiting; 
(G) parenting education; and 
(H) services for young children with spe-
cial needs; 
(4) academic support services, including— 
(A) tutoring; 
(B) extended day programs, afterschool 
programs, or both such programs, which shall 
include services provided through 21st Century 
Community Learning Centers under part B of 
title IV of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7171 et seq.); 
(C) academic support services for English- 
language learners; 
(D) programs for students and parents to 
learn together, including opportunities in such 
fields as technology, art, music, and language 
acquisition; 
(E) multiple pathways toward attaining a 
high school diploma and preparing students for 
college, including— 
(i) dual enrollment programs; 
(ii) early college high schools; 
(iii) strategies for preventing at-risk 
youth from dropping out of high school; 
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(iv) dropout recovery strategies, in-
cluding strategies that award credit based 
on student performance instead of instruc-
tional time; and 
(v) other activities that combine rig-
orous coursework, personalized learning 
environments, practical applications, and 
comprehensive support services; 
(F) summer enrichment and learning expe-
riences; and 
(G) services for students with disabilities; 
(5) health services, including— 
(A) primary health care; 
(B) dental care; 
(C) vision care; 
(D) speech and hearing care; 
(E) mental health services; 
(F) nutrition services; 
(G) health education; and 
(H) developmental and habilitation services 
for young people with special needs; 
(6) youth development, including— 
(A) mentoring and other youth develop-
ment programs, including programs that engage 
older adults; 
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(B) recreation and physical education; 
(C) service learning, civic education, lead-
ership development, entrepreneurship, and com-
munity service opportunities; 
(D) job training, career counseling, and in-
ternship opportunities; 
(E) career and technical education; 
(F) college preparation and counseling 
services; and 
(G) positive behavioral interventions and 
supports; 
(7) social services for students and families, in-
cluding— 
(A) family support programs, including 
housing assistance, counseling, financial edu-
cation, crisis intervention, and related services; 
(B) programs that provide assistance to 
students who have been truant, suspended, or 
expelled; 
(C) programs or efforts intended to iden-
tify young people without a high school diploma 
and reengage the young people in school so that 
the young people may attain a high school di-
ploma; 
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(D) strategies that engage older adults as 
resources to students and families; and 
(E) services for homeless students, foster 
children and youth, students previously under 
the custody of the juvenile justice system, and 
students who are pregnant and parenting; 
(8) parent and adult education programs, in-
cluding— 
(A) programs that promote family literacy, 
including family literacy programs for English- 
language learners; 
(B) parent and caregiver leadership and 
parent and caregiver education activities; 
(C) translation services; 
(D) adult education, including instruction 
in English as a second language, and job train-
ing; and 
(E) citizenship preparation for individuals 
choosing to become United States citizens; 
(9) juvenile crime prevention and rehabilitation 
programs, including— 
(A) youth courts, teen courts, peer juries, 
and drug courts; and 
(B) tribal youth programs; 
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(10) specialized instructional support services, 
including specialized instructional support personnel; 
(11) service coordination staffing that ensures 
young people receive comprehensive services to meet 
the holistic needs of the young people; 
(12) training, technical assistance, and profes-
sional development for school-based and community- 
based personnel to build capacity and skills to edu-
cate English-language learners; 
(13) training, technical assistance, and profes-
sional development for school-based and community- 
based personnel providing comprehensive services to 
children and youth; 
(14) subgrants to nonprofit and other organiza-
tions to implement the requirements and allowable 
services under this section; 
(15) reasonable program administration and 
planning associated with the activities required 
under this section; 
(16) access to and training on digital learning; 
and 
(17) other services consistent with this section. 
SEC. 11. CONSTRUCTION. 
Nothing in this Act shall be construed to alter or oth-
erwise affect the rights, remedies, and procedures afforded 
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school or school district employees under Federal, State, 
or local laws (including applicable regulations or court or-
ders) or under the terms of collective bargaining agree-
ments, memoranda of understanding, or other agreements 
between such employees and their employers. 
SEC. 12. ACCOUNTABILITY AND TRANSPARENCY. 
(a) 
FEDERAL
ACCOUNTABILITY
AND
TRANS-
PARENCY.— 
(1) ANNUAL REPORT.—On an annual basis, the 
Secretary shall report to the public, Congress, and 
the President— 
(A) the collective progress made by— 
(i) States in achieving the goals estab-
lished within the State results frameworks 
described in section 6(c)(1); and 
(ii) communities in achieving the goals 
established within the local results frame-
works pursuant to section 9(b)(2)(A); 
(B) how funds under this Act were used by 
States and local consortia to improve the lives 
of children, youth, and families, including— 
(i) the characteristics of the young 
people and families served by the activities 
and services assisted under this Act; 
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(ii) the services and supports provided 
under this Act; and 
(iii) outcomes resulting from the ac-
tivities and services funded under this Act; 
(C) actions taken pursuant to paragraph 
(2) regarding misuse or ineffective use of funds; 
and 
(D) other information the Secretary deter-
mines to be of interest to the public. 
(2) CORRECTION
OF
DEFICIENCIES.—If the 
Secretary determines, based on a review of State an-
nual reports, State strategies, State data submis-
sions, evaluations, or other documentation, that a 
State or entity that receives funds through a grant 
or contract made under this Act makes insufficient 
progress toward achieving the goals established with-
in the State results framework pursuant to section 
6(c)(1) within 3 years of receiving a grant under 
section 5(a), or is misusing, ineffectively using, or 
otherwise not complying with the requirements of 
this Act, the Secretary shall— 
(A) notify the State of the deficiencies that 
require correction and request that the State 
submit a plan to correct the deficiencies; 
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(B) negotiate a plan to correct the defi-
ciencies, and provide appropriate training or 
technical assistance designed to assist the State 
in complying with the requirements of this Act; 
and 
(C) in the case that the State fails to sub-
mit or negotiate a plan to correct the defi-
ciencies or fails to make substantial efforts, 
within 6 months after the date of the notifica-
tion described in paragraph (1), to correct the 
deficiencies and comply with the requirements 
of this Act— 
(i) terminate the provision of funds 
under this Act to the State or entity for 
the remainder of the period of the grant or 
contract; and 
(ii) redistribute the terminated fund-
ing in the manner described in section 
5(c). 
(3) INDEPENDENT ONGOING EVALUATION.— 
(A) IN
GENERAL.—The Secretary shall 
carry out an ongoing evaluation of the activities 
conducted under this Act and shall submit the 
evaluation results to Congress and the public by 
not later than June of 2018 and June of 2020. 
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(B) RIGOROUS AND INDEPENDENT EVAL-
UATION.—The Secretary shall enter into a con-
tract with an entity independent of the Depart-
ment of Education to carry out the evaluation 
required under this paragraph. To the extent 
the Secretary determines feasible, the evalua-
tion shall include large-scale, longitudinal, ran-
domized studies to identify the most effective 
combinations of academic and nonacademic 
interventions, including interventions adminis-
tered by community-based organizations, to 
achieve improvements in academic and other 
outcomes for students. 
(C) EVALUATION OUTCOMES.— 
(i) IN GENERAL.—The evaluation re-
quired under this paragraph shall measure 
the process of developing and imple-
menting 
effective 
partnerships 
among 
schools, school districts, families, students, 
and community partners, as well as the im-
pact of activities conducted under this Act, 
which may include impacts on the fol-
lowing outcomes: 
(I) Student achievement as meas-
ured by assessment data, classroom 
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nonprofit 
organizations 
providing 
services to children and youth. 
(ii) DISAGGREGATION.—The outcomes 
described 
in 
clause 
(i) 
shall 
be 
disaggregated by all subgroups identified 
in section 1111(b)(2)(C)(v) of the Elemen-
tary and Secondary Education Act of 1965 
(20 U.S.C. 6311(b)(2)(C)(v)), gender, and 
family income. 
(b) STATE ACCOUNTABILITY AND TRANSPARENCY.— 
(1) ANNUAL
REPORT.—On an annual basis, 
each State shall report to the public and the Sec-
retary such information as the Secretary may rea-
sonably require, including— 
(A) progress made toward achieving— 
(i) the goals established within the 
State results framework pursuant to sec-
tion 6(c)(1) disaggregated in the same 
manner as information is disaggregated 
under subsection (a)(3)(C)(ii); and 
(ii) the goals established within the 
local results frameworks pursuant to sec-
tion 9(b)(2)(A); 
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(B) how funds under this Act were used by 
States and local consortia to improve the lives 
of children, youth, and families, including— 
(i) the characteristics of the young 
people and families served by the activities 
and services assisted under this Act; 
(ii) the services and supports provided 
under this Act; and 
(iii) outcomes resulting from the ac-
tivities and services funded under this Act; 
(C) information on Federal barriers to ef-
fective State and local coordination; 
(D) the extent of coordination between 
State departments and agencies providing youth 
services in place to achieve the goals within the 
State results framework pursuant to section 
6(c)(1); 
(E) the extent to which the objectives and 
budgets of State departments and agencies pro-
viding child and youth services were consistent 
with the recommendations of the State strategy 
for the preceding year; 
(F) the efficiency and adequacy of State 
and local programs and policies with respect to 
child and youth services; 
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(G) actions taken pursuant to paragraph 
(2) regarding misuse or ineffective use of funds; 
and 
(H) other information the State determines 
to be of interest to the public. 
(2) CORRECTION
OF
DEFICIENCIES.—If the 
State determines, based on a review of reports, data 
submissions, evaluations, or other documentation, 
that a local consortium or organization that receives 
funds through a subgrant made under this Act 
makes insufficient progress toward achieving the 
goals established within the local results framework 
pursuant to section 9(b)(2)(A) within 3 years of re-
ceiving a subgrant under section 8, or is misusing, 
ineffectively using, or otherwise not complying with 
the requirements of this Act, the State shall— 
(A) notify the local consortium of the defi-
ciencies that require correction and request that 
the consortium submit a plan to correct the de-
ficiencies; 
(B) negotiate a plan to correct the defi-
ciencies, and provide appropriate training or 
technical assistance designed to assist the local 
consortium in complying with the requirements 
of this Act; and 
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(C) in the case that the local consortium 
fails to submit or negotiate a plan to correct 
the deficiencies or fails to make substantial ef-
forts, within 6 months after the date of the no-
tification described in subparagraph (A), to cor-
rect the deficiencies and comply with the re-
quirements of this Act, terminate the provision 
of funds under this Act to the local consortium 
or organization for the remainder of the period 
of the subgrant and redistribute the terminated 
funding in a manner determined by the State to 
be in the best interests of the children and 
youth in such State in accordance with this Act. 
(c) LOCAL ACCOUNTABILITY AND TRANSPARENCY.— 
On an annual basis, each local consortium shall report to 
the public and the State such information as the State 
may reasonably require, including— 
(1) progress made toward achieving the goals 
established within the local results framework pursu-
ant to section 9(b)(2)(A) disaggregated in the same 
manner as information is disaggregated under sub-
section (a)(3)(C)(ii); 
(2) how funds under this Act were used by the 
local consortium and subgrant recipients to improve 
the lives of children, youth, and families, including— 
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(A) the characteristics of the young people 
and families served by the activities and serv-
ices assisted under this Act; 
(B) the services and supports provided 
under this Act; and 
(C) outcomes resulting from the activities 
and services funded under this Act; 
(3) information on State barriers to effective 
local coordination; 
(4) the extent of coordination between local 
agencies and organizations providing services to 
achieve the goals within the local results framework 
pursuant to section 9(b)(2)(A); and 
(5) other information the local consortium de-
termines to be of interest to the public. 
SEC. 13. AUTHORIZATION OF APPROPRIATIONS. 
There are authorized to be appropriated to carry out 
this Act such sums as may be necessary for each of fiscal 
years 2016 through 2019. 
Æ 
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