grade level and more likely to repeat a grade than 
their more stable peers. 
(8) 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 
grades, and that between 2001 and 2006, com-
munity schools had greater gains in math and 
reading than regular Chicago public schools; 
(B) 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; and 
(C) through a pipeline of comprehensive 
services addressing the needs of children, youth, 
and 
families 
from 
prenatal 
opportunities 
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through the transition to adulthood, 90 percent 
of high school seniors served by Harlem Chil-
dren’s Zone are accepted into college. 
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 
(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 engagement in edu-
cation and family engagement in education; 
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(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 strategies that achieve key re-
sults, such as full service community schools, com-
munity-based, integrated student services, and re-
lated approaches that meet the comprehensive needs 
of children and youth. 
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-
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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 
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-
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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, and 
public and private partnerships; and 
(B) provides access to such services to stu-
dents, families, and the community. 
(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 1 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; 
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(ii) a child and youth serving organi-
zation or agency; 
(iii) an institution of higher education; 
(iv) a foundation; 
(v) a business; 
(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 
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(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 and training tech-
nical assistance to local consortia and organiza-
tions 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, 
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 
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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. 
(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 
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(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 decision makers in 
the community, including a multitude of 
community 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) 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’’). 
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(b) STRATEGY REQUIREMENTS.—The State strat-
egy— 
(1) shall be developed by the Governor of the 
State; 
(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. 
(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. 
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(D) Schools and neighborhoods are safe 
and provide a positive climate for learning. 
(E) Families are supportive and engaged 
in their children’s education. 
(F) Graduates are ready for postsecondary 
education and 21st Century careers. 
(G) Students are contributing to their 
communities. 
(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). 
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