Title: DIPLOMA Act
Policy area: Education

Summary:
Developing Innovative Partnerships and Learning Opportunities that Motivate Achievement Act or the DIPLOMA Act
This bill authorizes the Department of Education to award grants to states and, through them, subgrants to consortia of local educational agencies and community partners to address school readiness and achievement. Subgrants may be used for activities including early learning, academic support services, parent-education programs, and teacher training.

[Congressional Bills 117th Congress]
[From the U.S. Government Publishing Office]
[H.R. 9454 Introduced in House (IH)]

<DOC>






117th CONGRESS
  2d Session
                                H. R. 9454

  To strengthen student achievement and graduation rates and prepare 
   children and youth for college, careers, and citizenship through 
 innovative partnerships that meet the comprehensive needs of children 
                               and youth.


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                            December 7, 2022

    Ms. Chu (for herself, Ms. Norton, Mr. Grijalva, and Mr. Bowman) 
 introduced the following bill; which was referred to the Committee on 
  Education and Labor, and in addition to the Committee on Energy and 
Commerce, for a period to be subsequently determined 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 
   children and youth for college, careers, and citizenship through 
 innovative partnerships that meet the comprehensive needs of children 
                               and youth.

    Be it enacted by the Senate and House of Representatives 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 Opportunities that Motivate 
Achievement Act'' or the ``DIPLOMA 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. Demonstration competitive program authorized.
Sec. 7. State child and youth strategy.
Sec. 8. Coordinating body; State applications.
Sec. 9. State use of funds.
Sec. 10. Local consortium application; local child and youth strategy.
Sec. 11. Local use of funds.
Sec. 12. Construction.
Sec. 13. Accountability and transparency.
Sec. 14. Authorization of appropriations.

SEC. 2. FINDINGS.

    Congress finds the following:
            (1) The future strength of the Nation's democracy, as well 
        as the Nation's economy, is dependent upon the investments made 
        in children and youth today.
            (2) Evidence demonstrates that effective partnerships among 
        schools and communities increase student achievement by 
        addressing the academic needs of students as well as the 
        challenges the students face outside the classroom. For 
        example:
                    (A) Chicago public schools lead one of the Nation's 
                largest community school initiatives and found that 
                students in grades 9 through 12 who attend a community 
                school have 61 percent fewer school-day absences than 
                their non-community school counterparts. When compared 
                to non-community school counterparts--
                            (i) students in grades 9 through 12 were 
                        found to have more positive educational 
                        experiences;
                            (ii) students in grades 4 through 8 had 
                        higher emotional health scores on the survey; 
                        and
                            (iii) students in kindergarten through 
                        grade 3 had 53 percent fewer suspensions and 55 
                        percent fewer misconducts.
                    (B) In a 7-year study of 200 Chicago public 
                schools, sociologist Anthony Bryk found that in schools 
                where grassroots organizations forge strong connections 
                with their schools, trust levels and parent involvement 
                are greater.
                    (C) United Way of Salt Lake's Promise Partnership, 
                an initiative across multiple school districts in the 
                Salt Lake, Utah area, has helped increase student 
                achievement and graduation rates. Since the program's 
                launch in 2014, 5 out of the 8 targeted indicators have 
                improved, even in light of the challenges posed by 
                COVID-19. Kindergarten readiness in numeracy increased 
                by 3 percent, 8th grade math proficiency improved by 8 
                percent, high school graduation rose by 5 percent, 
                postsecondary readiness grew by 4 percent, and 
                postsecondary completion increased by 5 percent. To 
                overcome pandemic-related learning loss in literacy, 
                Promise Partnership school Mill Creek Elementary 
                collaborated with 80 volunteers from organizations 
                including Goldman Sachs and Dominion Energy to offer 
                tutoring support through the iReady program. By the end 
                of the 2020-2021 school year, the number of 3rd grade 
                students participating in the program testing at or 
                above grade level tripled.
                    (D) From 2015 to 2018, the New York City Community 
                School Initiative improved attendance, on-time grade 
                progression, and graduation rates across elementary and 
                secondary students. During the same 3-year period, this 
                initiative led to a reduction in disciplinary incidents 
                for elementary and middle school students while also 
                improving math achievement scores. Middle school 
                students attending community schools scored 4.2 
                percentage points higher on math exams compared their 
                peers at non-community schools, and high school 
                students attending community schools earned 12 percent 
                more credits per academic year than students enrolled 
                at non-community schools.
                    (E) In Wisconsin, where formal partnerships with 
                community agencies are required for grant programs, 
                non-traditional partners have proven to be instrumental 
                for smaller communities to enrich after school 
                programs. Those partners have included--
                            (i) local trucking companies;
                            (ii) statewide nonprofit organizations, 
                        such as The Grange;
                            (iii) Farm Bureau;
                            (iv) small retailers; and
                            (v) retirees.
                    (F) The Union City Public Schools school district 
                in New Jersey proves that by breaking down 
                institutional ``silos'' and creating deep partnerships, 
                through collaboration and municipal involvement, 
                schools can be vibrant places of hope despite poverty, 
                unemployment, and lack of affordable housing.
                    (G) Six family resource centers housed in community 
                schools in Redwood City, California promote school 
                readiness among children while also providing parents 
                with educational services, community resources, and 
                leadership opportunities. A 2017 report indicates that 
                with the assistance of English language proficiency 
                supports, 70 percent of Redwood City community school 
                parents were able to participate in their children's 
                school meetings, attend professional development 
                programs, and engage in family-to-family education and 
                outreach. Over the course of a 3-year period, students 
                whose parents participated in family engagement 
                programs had a 40 percent increase in attendance and 
                were more likely to see improvement in their math and 
                English language test scores.
                    (H) By meeting the comprehensive needs of students, 
                Communities In Schools, a national dropout prevention 
                organization, found that 99 percent of participating 
                students stayed in school, 78 percent of participating 
                students met or made progress toward their attendance 
                goals, 90 percent met or made progress toward their 
                behavior goals, and 88 percent met or made progress 
                toward their academic improvement goals.
            (3) In adopting the Every Student Succeeds Act (Public Law 
        114-95), Congress recognized community schools as a strategy to 
        significantly improve the coordination and integration, 
        accessibility, and effectiveness of services for children and 
        families, particularly for children attending high-poverty 
        schools, including high-poverty rural schools. Congress 
        recognized community schools as an effective use of funds for 
        school districts in the American Rescue Plan Act of 2021 
        (Public Law 117-2).
            (4) Approximately 86 percent of 9th graders graduate from 
        high school within 4 years. Of students who graduate from high 
        school, 63 percent enroll in a 2- or 4-year college in the fall 
        after completing high school. Only about half (64 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) The 2022 National Assessment of Educational Progress 
        Long-Term Trend Assessment results indicate that between 2020 
        and 2022, students experienced a 5-percent drop in reading 
        scores, the largest drop since 1990, and a 7-percent decrease, 
        the first ever drop, in math scores. Black student scores in 
        math fell by 13 percent as compared to a 5-percent decrease by 
        their White peers, thus expanding the achievement gap from 25 
        percentage points to 33 percent percentage points in just 2 
        years.
            (7) In a study conducted by Hanover Research, data showed 
        that quality partnerships between schools and their communities 
        can result in improved attendance, motivation, conduct, and 
        academic achievement. Community-level strategies like focusing 
        on parental involvement, community building, and cultural 
        competence were shown to contribute to decreases in the 
        achievement gap between lower- and upper-income students.
            (8) Research from the Government Accountability 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.
            (9) In research studies in psychology, health, and 
        education by Teachers College, Columbia University, school 
        ``connectedness'' is identified 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.
            (10) It has been learned from successful experiences that 
        hundreds of thousands of arts, cultural, service, sports, 
        college, 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.
            (11) In order for the United States to compete in a global 
        economy, the co-partnering efforts of government, social 
        services, business, arts, home, community-based organizations, 
        and philanthropy need to concentrate their efforts where they 
        are most needed: in our schools.
            (12) Research from Johns Hopkins University has shown that 
        access to summer learning opportunities leads to significant 
        student learning gains not experienced by students who cannot 
        access summer learning opportunities.
            (13) A 2011 study conducted by the RAND Corporation found 
        that students who attend summer learning programs, particularly 
        those featuring individualized instruction, parental 
        involvement, and small class sizes, experience clear benefits 
        in overcoming the achievement gap between low- and upper-income 
        students.
            (14) Research from the Community School Partnership found 
        that community schools see a return of $7.11 for every dollar 
        of investment in community schools coordinators.
            (15) A 2017 report from the Learning Policy Institute found 
        that teacher retention has a direct impact on student learning 
        and academic performance. Implementing strategies such as 
        teacher residency programs, high-quality mentoring, grow your 
        own models, principal training and State leadership academies 
        can lead to higher rates of educator retention and career 
        satisfaction. For example, California's Paraprofessional 
        Teacher Training Program has prepared more than 2,200 
        paraprofessionals to become fully certified teachers with 92 
        percent of graduates obtaining teaching positions in California 
        public schools.
            (16) According to the National Center for Education 
        Statistics, 44 percent of public schools reported having at 
        least 1 full-time or part-time vacant teaching position in the 
        spring of 2022. Of those schools with reported unfilled 
        teaching positions, 51 percent cited resignation as the leading 
        cause of vacancies.

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 families; and
                    (B) prepare children and youth for college, 
                careers, and citizenship through results-focused 
                partnerships that mobilize and coordinate school and 
                community resources;
            (2) to ensure the academic, physical, social, emotional, 
        health, mental health, and civic development of disadvantaged 
        children and 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 engagement in 
        education;
            (5) to leverage and integrate the human and financial 
        assets of local communities, schools, State governments, the 
        Federal Government, and the natural assets of communities--
                    (A) toward better results for children, youth, and 
                families; and
                    (B) for sustained civic capacity;
            (6) to develop school improvement strategies that 
        incorporate approaches that meet the comprehensive needs of 
        children and youth, such as full service community schools, 
        community-based, integrated student services, and related 
        approaches;
            (7) to ensure that schools and neighborhoods are safe and 
        provide a positive climate for learning; and
            (8) to address learning loss as a result of the COVID-19 
        pandemic.

SEC. 4. DEFINITIONS.

    In this Act:
            (1) Child with a disability.--The term ``child with a 
        disability'' has the meaning given the term in section 602 of 
        the Individuals with Disabilities Education Act (20 U.S.C. 
        1401).
            (2) Chronically absent.--The term ``chronically absent'', 
        when used with respect to a student, means a student who misses 
        not less than 10 percent or not less than 20 days of school 
        days in an academic year.
            (3) Community-based, integrated student services.--The term 
        ``community-based, integrated student services'' means 
        interventions, coordinated through a single point of contact, 
        that improve student achievement by connecting community 
        resources with the academic and social service needs of 
        students.
            (4) Community engagement in education.--The term 
        ``community engagement in education''--
                    (A) means systematic efforts 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; and
                    (B) includes effective 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, engage those 
                individuals and stakeholders who traditionally have not 
                participated in the school or school system, improve 
                working relationships, and deepen the commitment to 
                student success.
            (5) Digital learning.--The term ``digital learning''--
                    (A) means instructional practices that effectively 
                use technology to strengthen the student learning 
                experience; and
                    (B) may include online and formative assessments, 
                instructional resources, online content and courses, 
                applications of technology in the classroom and school 
                building, adaptive software for children with 
                disabilities, learning platforms, and online 
                professional communities of practice.
            (6) Evidence-based.--The term ``evidence-based'', when used 
        with respect to a goal or service, means a goal or service that 
        meets an evidence level described in subclause (I), (II), or 
        (III) of section 8101(21)(A)(i) of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 7801(21)(A)(i)(I), (II), and 
        (III)) or section 8101(21)(A)(ii) of such Act.
            (7) 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--
                    (A) encourages the families to actively support 
                their children's learning and development, as well as 
                the learning and development of other children; and
                    (B) is continuous from birth through young 
                adulthood and reinforces learning that takes place in 
                the home, school, and community.
            (8) 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 effort to 
                coordinate educational, developmental, family, health, 
                and other comprehensive services through community-
                based organizations, specialized instructional support 
                personnel employed by the school or the local 
                educational agency, and public and private 
                partnerships; and
                    (B) provides access to such services to students, 
                families, and the community, including access during 
                the school year (including before- and after-school 
                hours), and during the summer.
            (9) Local consortium.--The term ``local consortium'' means 
        a consortium consisting of community partners that--
                    (A) shall include--
                            (i) a local educational agency; and
                            (ii) not less than one community partner 
                        that is independent of the local educational 
                        agency, such as--
                                    (I) a community-based organization;
                                    (II) a child and youth serving 
                                organization or agency;
                                    (III) an institution of higher 
                                education;
                                    (IV) a foundation;
                                    (V) a business;
                                    (VI) a teacher organization;
                                    (VII) an organization representing 
                                education 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 
                                students; or
                                    (X) an organization representing 
                                parents; and
                    (B) may include additional community partners from 
                other communities.
            (10) Local educational agency.--The term ``local 
        educational agency'' has the meaning given the term in section 
        8101 of the Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 7801).
            (11) Outlying area.--The term ``outlying area'' has the 
        meaning given the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 7801).
            (12) Secretary.--The term ``Secretary'' means the Secretary 
        of Education.
            (13) Specialized instructional support personnel.--The term 
        ``specialized instructional support personnel'' means--
                    (A) school counselors, school social workers, and 
                school psychologists; and
                    (B) other qualified professional personnel, such as 
                school nurses, speech language pathologists, community 
                school coordinators, and school librarians, involved in 
                providing assessment, diagnosis, and counseling, and 
                educational, therapeutic, and other necessary services 
                (including related services as that term is defined in 
                section 602 of the Individuals with Disabilities 
                Education Act (20 U.S.C. 1401)) as part of a 
                comprehensive program to meet student needs.
            (14) Specialized instructional support services.--The term 
        ``specialized instructional support services'' means the 
        services provided by specialized instructional support 
        personnel.
            (15) State.--The term ``State'' means each of the several 
        States of the United States, the District of Columbia, and the 
        Commonwealth of Puerto Rico.
            (16) State educational agency.--The term ``State 
        educational agency'' has the meaning given the term in section 
        8101 of the Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 7801).
            (17) Target schools.--The term ``target schools'' means 
        schools that are identified by the State for comprehensive 
        support and improvement in accordance with section 
        1111(c)(4)(D)(i) of the Elementary and Secondary Education Act 
        of 1965 (20 U.S.C. 6311(c)(4)(D)(i)).

SEC. 5. DEMONSTRATION PROGRAM AUTHORIZED; ALLOTMENT TO STATES.

    (a) Formula Grants Authorized.--
            (1) In general.--From allotments made under subsection (c), 
        the Secretary is authorized to award grants to States having 
        applications approved under section 8(b) to enable the States 
        to award subgrants to local consortia to leverage and integrate 
        human and financial assets at all levels in order to--
                    (A) ensure the academic, physical, social, 
                emotional, and civic development of disadvantaged 
                youth; and
                    (B) strengthen the families and communities of the 
                disadvantaged youth and achieve the results developed 
                pursuant to section 7(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 14 for 
any fiscal year, the Secretary shall reserve--
            (1) not more than 2 percent for national activities, 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 13(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 purposes of this Act.
    (c) State Allotments.--
            (1) Determination.--From the funds appropriated under 
        section 14 for any fiscal year that are equal to or greater 
        than $200,000,000 that 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 fiscal year bears to the amount all States 
        received under that subpart for the preceding fiscal year, 
        except that no State shall receive less than an amount equal to 
        \1/2\ of 1 percent of such remainder.
            (2) Reallotment of unused funds.--If a State does not 
        receive an allotment under this subsection for a fiscal year, 
        the Secretary shall reallot the amount of the State's allotment 
        to the remaining States in accordance with this section.

SEC. 6. DEMONSTRATION COMPETITIVE PROGRAM AUTHORIZED.

    (a) In General.--For any fiscal year for which the amount 
appropriated under section 14 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 accordance 
with sections 10 and 11.
    (b) Application.--A local consortium desiring to receive a grant 
under this section shall submit an application to the Secretary at such 
time, in such manner, and containing such information as the Secretary 
may require. The application shall demonstrate the capacity for 
successful implementation of the local strategies in accordance with 
sections 10 and 11 through a history of successful collaboration and 
effectiveness in strengthening outcomes for children and youth.
    (c) Targeted Local Consortia.--
            (1) In general.--The Secretary shall award a grant to a 
        local consortium under this section only 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 services described in 
                paragraphs (3) through (11) of section 11(b).
            (2) Low-income families.--In this subsection, the term 
        ``low-income family'' means a family with an income that is not 
        more than 138 percent of the poverty line (as defined in 
        section 673(2) of the Community Services Block Grant Act (42 
        U.S.C. 9902(2))) applicable to a family of the size involved.
    (d) Accountability and Transparency.--The Secretary shall apply 
those provisions of section 13 that the Secretary determines applicable 
to local consortia receiving funds under this section.

SEC. 7. 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 (referred to in this Act as the ``State strategy'').
    (b) Strategy Requirements.--The State strategy--
            (1) shall be developed by the State educational agency in 
        consultation with the Governor of the State;
            (2) shall include the components described in subsection 
        (c); and
            (3) may include other components as the State educational 
        agency determines necessary to strengthen results for children 
        and youth.
    (c) Required Components.--The State strategy components required 
under subsection (b) are the following:
            (1) State results framework.--The State strategy shall 
        contain comprehensive, evidence-based annual goals and aligned 
        quantifiable indicators demonstrating continuous improvement 
        with respect to children and youth, particularly disadvantaged 
        children and youth, that shall serve as targets for each year 
        with respect to which the State strategy applies. The State's 
        annual goals shall include the following:
                    (A) Children and youth are ready for school.
                    (B) Students are engaged and achieving in school.
                    (C) Schools and neighborhoods are safe and provide 
                a positive climate for learning.
                    (D) Families and communities are supportive and 
                engaged in their children's education as equal 
                partners.
                    (E) Graduates are ready for postsecondary education 
                and 21st-century careers.
                    (F) Students are contributing to their communities.
                    (G) Students are not chronically absent.
                    (H) Additional annual goals set forth by the State 
                in alignment with the purposes of this Act.
            (2) Needs and assets assessment.--The State strategy shall 
        contain an assessment of the children and youth's needs, and of 
        assets within the State that can be mobilized, coordinated, and 
        integrated to achieve the State strategy's annual goals, which 
        may include data collected by the Federal Interagency Forum on 
        Child and Family Statistics. Such needs and assets assessment 
        shall identify populations of underserved children and youth 
        across the State, based on the State's evidence-based goals and 
        aligned quantifiable indicators for the goals.
            (3) State child and youth plan.--The State strategy shall 
        include a description of the State's plan to achieve the goals 
        described in paragraph (1) for children and youth from birth 
        through the transition to adulthood, including the following:
                    (A) Leverage and integration.--A description of how 
                funds received under this Act will be coordinated and 
                integrated with other Federal and State funds in order 
                to achieve the State's annual goals developed pursuant 
                to paragraph (1).
                    (B) Elimination of state barriers to coordination 
                and integration.--A description of how funds received 
                under this Act will be used to identify and eliminate 
                State barriers to the coordination and integration of 
                programs, initiatives, and funding streams to achieve 
                the State's annual goals developed pursuant to 
                paragraph (1).
                    (C) Community engagement in education.--A 
                description of the State's plan to increase community 
                engagement in education.
                    (D) Family engagement in education.--A description 
                of the State's plan to increase family engagement in 
                education.
    (d) Existing Plans, Strategies, and Assessments.--Existing plans, 
strategies, needs assessments, or assets assessments may be used to 
satisfy the requirements of this section if such existing plans, 
strategies, needs assessments, or assets assessments include the 
information required by this section, or can be modified to do so, and 
are submitted to and accepted by the Secretary with such modifications.

SEC. 8. COORDINATING BODY; STATE APPLICATIONS.

    (a) Coordinating Body.--
            (1) In general.--In order for a State to be eligible to 
        receive a grant under this Act, the State educational agency 
        shall designate or establish a coordinating body for student 
        learning and development that shall--
                    (A) administer funds provided under this Act;
                    (B) facilitate communication between the public and 
                the State educational agency pertaining to issues 
                impacting children and youth from birth through the 
                transition to adulthood, including issues pertaining to 
                service coordination and integration;
                    (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, technical assistance, 
                professional development, and other means;
                    (E) assist the State educational agency in 
                developing and carrying out the State strategy; and
                    (F) coordinate the submission of the State 
                application under subsection (b).
            (2) Designation of coordinating body.--The State 
        educational agency 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 development 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 application at such time, in 
        such manner, and containing such information as the Secretary 
        may require.
            (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, including how the 
                State will--
                            (i) coordinate with the State educational 
                        agency;
                            (ii) consult with potential community 
                        partners; and
                            (iii) allow for the meaningful 
                        participation of parents.
                    (B) Grants to local consortia.--A description of 
                how subgrants to local consortia will be awarded 
                pursuant to section 9, including the criteria used by 
                the State in such determinations and how the subgrants 
                will facilitate community planning and effective 
                service coordination, integration, and provision at the 
                local level to achieve the goals developed by the State 
                pursuant to section 7(c)(1) within the context of local 
                needs and priorities. Such criteria shall include a 
                priority for applications from local consortia 
                intending to serve target schools with the greatest 
                needs.
                    (C) Capacity building.--A description of how grant 
                funds received under this Act will be used to provide 
                professional development, training, and technical 
                assistance opportunities for staff for the purpose of 
                building State and local capacity.
                    (D) Accountability for results.--A description of 
                the State's plans to adhere to the accountability and 
                transparency requirements described in section 13(b).
            (3) Revised application.--Each State desiring 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. Such renewal application 
        shall update the State's annual goals based on such assessment.

SEC. 9. STATE USE OF FUNDS.

    (a) In General.--From the grant funds made available to a State 
under this Act for any fiscal year--
            (1) the State shall use not less than 93 percent to award 
        subgrants to local consortia under subsection (b);
            (2) the State may use not less than 5 percent for educator 
        and specialized instructional support personnel recruitment and 
        retention, evaluation and capacity building activities, 
        including training, technical assistance, and professional 
        development; and
            (3) the State may use not more than 2 percent for the 
        administrative costs of carrying out responsibilities under 
        this Act.
    (b) Subgrants to Local Consortia.--
            (1) In general.--
                    (A) 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.
                    (B) Reservation for rural areas.--
                            (i) In general.--From the total amount of 
                        funds available under subparagraph (A) to award 
                        subgrants to local consortia for a fiscal year, 
                        the State may reserve 5 percent to award 
                        subgrant to rural local consortia for such 
                        fiscal year.
                            (ii) Rural local consortium.--In this 
                        subsection 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.
            (2) Priority.--In awarding subgrants to local consortia, a 
        State shall give priority to applications from local 
        consortia--
                    (A) that propose to serve children and youth in 
                target schools; or
                    (B) that submit a proposal with a plan to provide a 
                comprehensive continuum of services, including not less 
                than 1 service from each of not less than 3 categories 
                of services described in paragraphs (3) through (11) of 
                section 11(b), and which application--
                            (i) is submitted by local consortia 
                        comprised of a broad representation of 
                        stakeholders and decision makers in the 
                        community, including a multitude of community 
                        partners described in section 4(9); or
                            (ii) demonstrates the capacity for 
                        successful implementation through a history of 
                        successful collaboration and effectiveness in 
                        strengthening outcomes for children 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 toward achieving the results described in 
        section 10(b)(2)(A).
    (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 10(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 receives a grant under 
this Act shall use the grant funds to supplement, not supplant, Federal 
and non-Federal funds available to carry out activities described in 
this Act.

SEC. 10. LOCAL CONSORTIUM APPLICATION; LOCAL CHILD AND YOUTH STRATEGY.

    (a) Local Consortium Application.--
            (1) In general.--A local consortium that desires a subgrant 
        under section 9 shall submit an application 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 
                participating in the local consortium shall serve as 
                the fiscal agent for the local consortium;
                    (B) the local child and youth strategy (referred to 
                in this Act as the ``local strategy'') described in 
                subsection (b);
                    (C) a description of how the local strategy will be 
                coordinated with the local educational agency plan 
                required under section 1112 of the Elementary and 
                Secondary Education Act of 1965 (20 U.S.C. 6312); and
                    (D) a list of schools identified by the local 
                consortium to receive comprehensive, coordinated 
                continuum of services and support in accordance with 
                the local strategy.
    (b) Local Strategy.--
            (1) In general.--The local strategy--
                    (A) shall be developed by the local consortium;
                    (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 children and youth from birth through the 
                transition to adulthood.
            (2) Components.--The local strategy components required 
        under paragraph (1)(B) are the following:
                    (A) Local results framework.--Comprehensive, 
                evidence-based goals and aligned quantifiable 
                indicators for the goals, with respect to youth, 
                particularly disadvantaged children and youth, that 
                shall serve as targets for the year with respect to 
                which the local strategy applies. The goals shall be 
                set forth annually and include the following:
                            (i) Children are ready for school.
                            (ii) Students are engaged and achieving in 
                        school.
                            (iii) Schools and neighborhoods are safe 
                        and provide a positive climate for learning.
                            (iv) Families are supportive and engaged in 
                        their children's education.
                            (v) Students are ready for postsecondary 
                        education and 21st-century careers.
                            (vi) Students are contributing to their 
                        communities.
                            (vii) Students are not chronically absent.
                            (viii) Additional annual goals set forth by 
                        the local consortium in alignment with the 
                        purposes of this Act.
                    (B) Assets assessment.--An assessment of potential 
                resources, services, and opportunities available within 
                or near the community and schools identified by the 
                local consortium to receive support under the subgrant 
                that children and youth, their families, and resources 
                in the community may be able to access in order to meet 
                the needs identified under subparagraph (C), to help 
                achieve the goals and indicators under subparagraph 
                (A), and to support students to achieve the challenging 
                State academic standards (described in section 1111 of 
                the Elementary and Secondary Education Act of 1965 (20 
                U.S.C. 6311)), including the variety of services that 
                can be integrated--
                            (i) into a community school site; and
                            (ii) through the presence of specialized 
                        instructional 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, parents, 
                        and community members, including input from 
                        such individuals connected to schools 
                        identified by the local consortium to receive 
                        support under the subgrant;
                            (ii) identifies populations of underserved 
                        children and youth, based on the State's 
                        evidence-based goals and aligned quantifiable 
                        indicators for the goals;
                            (iii) assesses the academic, physical, 
                        social, emotional, health, mental health, and 
                        civic needs of students and their families 
                        enrolled in schools identified by the local 
                        consortium to receive support under the 
                        subgrant; and
                            (iv) may impact students' ability to meet 
                        the challenging State student academic 
                        achievement standards.
                    (D) Service integration and provision.--A plan to 
                coordinate and integrate services and provide services 
                in order to meet the needs identified under 
                subparagraph (C) and achieve the results and aligned 
                quantifiable indicators described in subparagraph (A), 
                including--
                            (i) a description of the services 
                        administered by members of the local consortium 
                        that are funded through grants provided under 
                        the Elementary and Secondary Education Act of 
                        1965 (20 U.S.C. 6301 et seq.) that will be 
                        coordinated as part of the subgrant provided 
                        under section 9; and
                            (ii) if applicable, a description of the 
                        coordination among services provided by 
                        community-based organizations and services 
                        provided by specialized instructional support 
                        personnel serving local educational agencies 
                        participating in the local consortium.
                    (E) Community engagement in education.--A plan to 
                increase community engagement in education.
                    (F) Family engagement in education.--A plan to 
                increase family engagement in education.
            (3) Existing plans, strategies, and assessments.--Existing 
        plans, strategies, needs assessments, or assets assessments may 
        be used to satisfy the requirements of this section if such 
        existing plans, strategies, needs assessments, or assets 
        assessments include the information required by this section, 
        or can be modified to do so, and are submitted to the Secretary 
        with such modifications.

SEC. 11. LOCAL USE OF FUNDS.

    (a) Mandatory Use of Funds.--A local consortium that receives a 
subgrant under section 9 or a grant under section 6 shall use the 
subgrant or grant funds--
            (1) to integrate services into a comprehensive, coordinated 
        continuum that meets the holistic needs of children and youth;
            (2) to implement the comprehensive, coordinated continuum 
        of services described in paragraph (1) through evidence-based 
        services producing quantifiable results that align with the 
        local results framework described in section 10(b)(2)(A);
            (3) to address the needs identified in the needs assessment 
        carried out pursuant to section 10(b)(2)(C) by leveraging the 
        assets identified in the assets assessment carried out pursuant 
        to section 10(b)(2)(B); and
            (4) if applicable, to coordinate efforts with the teachers, 
        school leaders, paraprofessionals, and specialized 
        instructional support personnel serving local educational 
        agencies participating in the local consortium, and promote 
        capacity building activities with the local educational agency.
    (b) Permissible Use of Funds.--A local consortium that receives a 
subgrant under section 9 or a grant under section 6 may use the 
subgrant or grant funds to coordinate, integrate, and enhance existing 
services, and provide new services, in order to provide children and 
youth with research-based, comprehensive services at, or that are 
connected to, schools, including--
            (1) community-based, integrated student services;
            (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 services;
                    (F) home visiting;
                    (G) parenting education; and
                    (H) services for children with disabilities;
            (4) academic support services for students (including 
        children with disabilities), 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 Education 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;
                            (iv) dropout recovery strategies, including 
                        strategies that award credit based on student 
                        performance instead of instructional time; and
                            (v) other activities that combine rigorous 
                        coursework, personalized learning environments, 
                        practical applications, and comprehensive 
                        support services; and
                    (F) summer enrichment and learning experiences;
            (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;
            (6) youth development, including--
                    (A) mentoring and other youth development programs, 
                including programs that engage older adults;
                    (B) recreation and physical education;
                    (C) service learning, civic education, leadership 
                development, entrepreneurship, and community service 
                opportunities;
                    (D) job training, career counseling, and internship 
                opportunities;
                    (E) career and technical education;
                    (F) college preparation and counseling services;
                    (G) positive behavioral interventions and supports;
                    (H) financial literacy and Federal financial aid 
                awareness activities; and
                    (I) social and emotional learning;
            (7) social services for students and families, including--
                    (A) family support programs, including housing 
                assistance, counseling, financial education, 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 identify young 
                people without a high school diploma and reengage the 
                young people in school so that the young people may 
                attain a high school diploma;
                    (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, including--
                    (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 training; 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;
            (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 professional 
        development for school-based and community-based personnel to 
        build capacity and skills to educate English-language learners;
            (13) training, technical assistance, and professional 
        development for school-based and community-based personnel 
        providing comprehensive services to children and youth;
            (14) subgrants to nonprofit and other organizations to 
        implement the requirements and allowable services under this 
        section;
            (15) reasonable program administration and planning 
        associated with the activities required under this section, 
        including--
                    (A) recruiting teachers and specialized 
                instructional support personnel; and
                    (B) developing programs designed to retain and 
                promote school-based personnel, including--
                            (i) mentoring programs;
                            (ii) grow your own programs; and
                            (iii) leadership and career advancement 
                        programs;
            (16) access to and training on digital learning; and
            (17) other services consistent with this section.

SEC. 12. CONSTRUCTION.

    Nothing in this Act shall be construed to alter or otherwise affect 
the rights, remedies, and procedures afforded school or school district 
employees under Federal, State, or local laws (including applicable 
regulations or court orders) or under the terms of collective 
bargaining agreements, memoranda of understanding, or other agreements 
between such employees and their employers.

SEC. 13. ACCOUNTABILITY AND TRANSPARENCY.

    (a) Federal Accountability and Transparency.--
            (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 
                        established within the State results frameworks 
                        described in section 7(c)(1); and
                            (ii) communities in achieving the goals 
                        established within the local results frameworks 
                        pursuant to section 10(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 children and 
                        youth 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 
                        activities 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 determines to 
                be of interest to the public.
            (2) Correction of deficiencies.--If the Secretary 
        determines, based on a review of State annual reports, State 
        strategies, State data submissions, 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 
        within the State results framework pursuant to section 7(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 within 6 months;
                    (B) negotiate a plan to correct the deficiencies, 
                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 submit or 
                negotiate a plan to correct the deficiencies or fails 
                to make substantial efforts, within 6 months after the 
                date of the notification 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 funding 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 30, 
                2023, and June 30, 2025.
                    (B) Rigorous and independent evaluation.--The 
                Secretary shall enter into a contract with an entity 
                independent of the Department of Education to carry out 
                the evaluation required under this paragraph. To the 
                extent the Secretary determines feasible, the 
                evaluation shall include large-scale, longitudinal, 
                randomized studies to identify the most effective 
                combinations of academic and nonacademic interventions, 
                including interventions administered by community-based 
                organizations, to achieve improvements in academic and 
                other outcomes for students.
                    (C) Evaluation outcomes.--
                            (i) In general.--The evaluation required 
                        under this paragraph shall measure the process 
                        of developing and implementing effective 
                        partnerships among schools, school districts, 
                        families, students, and community partners, as 
                        well as the impact of activities conducted 
                        under this Act, which may include impacts on 
                        the following outcomes:
                                    (I) Student achievement as measured 
                                by assessment data, classroom grades, 
                                and other means of measuring student 
                                performance.
                                    (II) Graduation rates.
                                    (III) School readiness.
                                    (IV) Numbers of detentions, 
                                suspensions, and expulsions and the use 
                                of seclusion and physical restraint.
                                    (V) Enrollment in postsecondary 
                                education.
                                    (VI) The degree of communication 
                                between schools and families.
                                    (VII) The degree of parental 
                                participation in school activities.
                                    (VIII) Student health, including 
                                mental health and risk factors at 
                                birth.
                                    (IX) Student civic participation.
                                    (X) Attendance.
                                    (XI) The number of students and 
                                families receiving services.
                                    (XII) Other outcome areas as 
                                determined by the Secretary in 
                                consultation with State educational 
                                agencies, local educational agencies, 
                                teacher organizations, secondary 
                                students, and 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)(B)(xi) of the Elementary and 
                        Secondary Education Act of 1965 (20 U.S.C. 
                        6311(b)(2)(B)(xi)), and family income.
    (b) State Accountability and Transparency.--
            (1) Annual report.--On an annual basis, each State shall 
        report to the public and the Secretary such information as the 
        Secretary may reasonably require, including--
                    (A) progress made toward achieving--
                            (i) the goals established within the State 
                        results framework pursuant to section 7(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 section 
                        10(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 children, youth, 
                        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 
                        activities and services funded under this Act;
                    (C) information on Federal and State barriers to 
                effective State and local coordination;
                    (D) the extent of coordination between State 
                departments and agencies providing children and youth 
                services in place to achieve the goals within the State 
                results framework pursuant to section 7(c)(1);
                    (E) the extent to which the objectives and budgets 
                of State departments and agencies providing 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;
                    (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 annual reports submitted in accordance 
        with subsection (c), 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 receiving 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 deficiencies 
                within 6 months that require correction and request 
                that the consortium submit a plan to correct the 
                deficiencies;
                    (B) negotiate a plan to correct the deficiencies, 
                and provide appropriate training or technical 
                assistance designed to assist the local consortium in 
                complying with the requirements of this Act and make 
                progress in achieving the goals established within the 
                local results framework pursuant to section 
                10(b)(2)(A); and
                    (C) in the case that the local consortium fails to 
                submit or negotiate a plan to correct the deficiencies 
                or fails to make substantial efforts, within 6 months 
                after the date of the notification described in 
                subparagraph (A), to correct the deficiencies and 
                comply with the requirements 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 submit to the 
State a report containing such information as the State may reasonably 
require, including--
            (1) progress made toward achieving the goals established 
        within the local results framework pursuant to section 
        10(b)(2)(A) disaggregated in the same manner as information is 
        disaggregated under subsection (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--
                    (A) the characteristics of the children and youth 
                and families served by the activities and services 
                assisted under this Act;
                    (B) the services and supports provided under this 
                Act;
                    (C) the capacity building efforts provided under 
                this Act, including the types of professional 
                development provided to staff of the local educational 
                agency in the local consortia; and
                    (D) outcomes resulting from the activities and 
                services funded under this Act, in accordance with the 
                State's annual goals;
            (3) information on State barriers to effective local 
        coordination of private and public services;
            (4) the extent of coordination between local agencies and 
        organizations providing services to achieve the goals within 
        the local results framework pursuant to section 10(b)(2)(A); 
        and
            (5) other information the local consortium determines to be 
        of interest to the public.

SEC. 14. 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 2023 through 2026.
                                 <all>