to enable such personnel to effectively address the 
needs of students, including— 
(A) at least 1 school counselor for every 
250 students (as recommended by the American 
School Counselor Association and American 
Counseling Association); 
(B) at least 1 school psychologist for every 
500–700 students (as recommended by the Na-
tional Association of School Psychologists); and 
(C) at least 1 school social worker for 
every 250 students (as recommended by the 
School Social Work Association of America). 
(15) UNACCOMPANIED YOUTH.—The term ‘‘un-
accompanied youth’’ has the meaning given such 
term in section 725 of the McKinney-Vento Home-
less Assistance Act (42 U.S.C. 11434a). 
SEC. 3. GRANT PROGRAM TO INCREASE THE NUMBER OF 
SCHOOL-BASED MENTAL HEALTH SERVICES 
PROVIDERS 
EMPLOYED 
BY 
LOW-INCOME 
LOCAL EDUCATIONAL AGENCIES. 
(a) GRANT PROGRAM AUTHORIZED.—From amounts 
made available to carry out this section, the Secretary 
shall award grants, on a competitive basis and after input 
from the peer review panel under subsection (d), to eligible 
partnerships, to enable the eligible partnerships to carry 
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out pipeline programs to increase the number of school- 
based mental health services providers employed by low- 
income local educational agencies by carrying out any of 
the activities described by subsection (f). 
(b) GRANT PERIOD.—A grant awarded under this 
section shall be for a 5-year period and may be renewed 
for additional 5-year periods upon a showing of adequate 
progress, as determined by the Secretary. 
(c) APPLICATION.—To be eligible to receive a grant 
under this section, an eligible graduate institution, on be-
half of an eligible partnership, shall submit to the Sec-
retary a grant application. The application shall contain 
such information as the Secretary may require, includ-
ing— 
(1) an assessment of the existing (as of the 
date of application) ratios of school-based mental 
health services providers (in the aggregate and 
disaggregated by profession) to students enrolled in 
schools in each low-income local educational agency 
that is part of the eligible partnership; and 
(2) a detailed description of— 
(A) a plan to carry out a pipeline program 
to train, place, and retain school-based mental 
health services providers in low-income local 
educational agencies; and 
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(B) the proposed allocation and use of 
grant funds to carry out activities described in 
subsection (f). 
(d) PEER REVIEW PANEL.— 
(1) ESTABLISHMENT
OF
PANEL.—The Sec-
retary shall establish a peer review panel to evaluate 
applications submitted under subsection (c) and 
make recommendations to the Secretary regarding 
such applications. 
(2) EVALUATION OF APPLICATIONS.—In mak-
ing its recommendations, the peer review panel shall 
take into account the purpose of this Act and the 
application requirements under subsection (c), in-
cluding the quality of the proposed pipeline program 
described in subsection (c)(2)(A). 
(3) CONSIDERATION OF PANEL’S RECOMMENDA-
TION.— 
(A) IN
GENERAL.—The Secretary may 
award grants under this section to eligible part-
nerships only after taking into consideration the 
recommendations of the peer review panel pro-
vided under this subsection. 
(B) EXPLANATION.—In any case where 
the Secretary decides to not follow the rec-
ommendations of the peer review panel, the 
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Secretary shall provide a written explanation of 
the decision to the panel and to the Committee 
on Health, Education, Labor, and Pensions of 
the Senate and the Committee on Education 
and Labor of the House of Representatives. 
(4) MEMBERSHIP OF PANEL.— 
(A) IN GENERAL.—The peer review panel 
shall include at a minimum the following mem-
bers: 
(i) One clinical, tenured, or tenure 
track faculty member at an institution of 
higher education with a current appoint-
ment, as of the time of service on the 
panel, to teach courses in the subject area 
of school counselor education. 
(ii) One clinical, tenured, or tenure 
track faculty member at an institution of 
higher education with a current appoint-
ment, as of the time of service on the 
panel, to teach courses in the subject area 
of school social worker education. 
(iii) One clinical, tenured, or tenure 
track faculty member at an institution of 
higher education with a current appoint-
ment, as of the time of service on the 
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panel, to teach courses in the subject area 
of school psychology education. 
(iv) One clinical, tenured, or tenure 
track faculty member at an institution of 
higher education with a current appoint-
ment to teach courses in the subject area 
of teacher education. 
(v) One individual with expertise in 
school counseling who works or has worked 
in public schools. 
(vi) One individual with expertise in 
school social work who works or has 
worked in public schools. 
(vii) One individual with expertise in 
school psychology who works or has 
worked in public schools. 
(viii) One administrator who works or 
has worked for a low-income local edu-
cational agency. 
(ix) One qualified and effective teach-
er who has substantial experience working 
for a low-income local educational agency. 
(x) One community mental health pro-
vider. 
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(B) CLINICAL
FACULTY
MEMBER.—At 
least 1 of the members described in subpara-
graph (A) shall be a clinical faculty member. 
(e) AWARD BASIS.—In awarding grants under this 
section, the Secretary shall— 
(1) award the first 5 grants to eligible partner-
ships from 5 different States; and 
(2) give priority to eligible partnerships that— 
(A) propose to use the grant funds to 
carry out the activities described under para-
graphs (1) through (3) of subsection (f) in 
schools that have higher numbers or percent-
ages of low-income students and students not 
achieving a proficient level of academic achieve-
ment, as determined by the State, on the an-
nual 
assessments 
required 
under 
section 
1111(b) of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6311(b)) in com-
parison to other schools that are served by the 
low-income local educational agency that is part 
of the eligible partnership; 
(B) include 1 or more low-income local 
educational agencies that have fewer school- 
based mental health services providers, in the 
aggregate or for a particular school-based men-
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