114 HR 1340 IH: International Violence Against Women Act of 2015
U.S. House of Representatives
2015-03-06
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

		I
		114th CONGRESS
		1st Session
		H. R. 1340
		IN THE HOUSE OF REPRESENTATIVES

			March 6, 2015
			Ms. Schakowsky (for herself, Mr. Gibson, Mr. Engel, Mr. Hanna, Mrs. Lowey, Mrs. Brooks of Indiana, Ms. Wasserman Schultz, Mr. Heck of Nevada, Mr. Deutch, Mr. Lance, Ms. Tsongas, Mr. Meehan, Ms. Moore, Mr. Schock, Mr. Smith of Washington, Mr. Denham, Mr. Cicilline, and Mr. Collins of New York) introduced the following bill; which was referred to the Committee on Foreign Affairs

		A BILL
		To prevent international violence against women, and for other purposes.

		1.Short title
 (a)Short titleThis Act may be cited as the International Violence Against Women Act of 2015. (b)Table of contentsThe table of contents for this Act is as follows:

					Sec. 1. Short title.
					Sec. 2. Findings.
					Sec. 3. Statement of policy.
					Title I—Strategy, Policy, and Programs
					Sec. 101. United States strategy to prevent and respond to gender-based violence globally.
					Sec. 102. Implementation of the United States strategy to prevent and respond to gender-based
			 violence globally.
					Sec. 103. Monitoring the United States strategy to prevent and respond to gender-based violence
			 globally.
					Title II—Oversight and Accountability
					Sec. 201. Office of Global Women’s Issues.
					Sec. 202. Senior Coordinator for Gender Equality and Women’s Empowerment.
					Sec. 203. Briefing.

 2.FindingsCongress makes the following findings: (1)An estimated 1 out of every 3 women throughout the world will be beaten, coerced into sex, or otherwise abused in her lifetime.
 (2)Up to 70 percent of women in some countries report experiencing gender based violence at some point in their lives.
 (3)Intimate partner violence is the most prevalent form of violence against women, preventing women from playing more active roles in the social, economic, and political development of their communities.
 (4)Sexual violence among adolescents and pre-adolescents is alarmingly high. National surveys in Swaziland, Tanzania, Zimbabwe, Kenya, and Haiti have found that 28 to 38 percent of girls and 9 to 18 percent of boys report experiencing sexual violence before the age of 18.
 (5)Adult male respondents in 6 countries who had experienced violence as children were significantly more likely to report perpetrating intimate partner violence themselves, according to the International Men and Gender Equality Survey dataset.
 (6)Gender-based violence harms economies and the workers that fuel them. Despite underreporting, striking statistics document prevalent forms of gender-based violence globally that affect the world of work. Worldwide, women are concentrated in low-wage, insecure jobs in workplaces where they lack bargaining power, protections against gender-based violence, safe and confidential reporting systems, recourse to justice, or access to legal, medical, and psychosocial services. Conservative estimates of lost productivity as a result of gender-based violence range from 1.2 percent of GDP in Brazil and Tanzania to 2 percent of GDP in Brazil and Bangladesh.
 (7)Women living in poverty are particularly vulnerable to gender-based violence. Lack of economic opportunities often compels women to use desperate and dangerous means to provide for themselves and their families, risking significant exposure to sexual exploitation and abuse. These women often cannot afford critical social and medical services.
 (8)Research conducted in India, Colombia, South Africa, and Uganda indicates that when women have greater control of assets, they are less likely to experience intimate partner violence. Additionally, when women participate in the economy they are able to develop a wider support network, which allows them to more easily escape intimate partner violence.
 (9)Gender-based violence impacts livelihoods and food security by reducing work capacity and productivity, including the ability to grow food for consumption. Studies have shown that women affected by gender-based violence are exposed to illnesses and injuries that hamper their ability to work productively and care for their families. Diminished food production consequently increases hunger and women’s vulnerability to further violence.
 (10)Country studies indicate that the risk of HIV among women who have experienced violence may be up to 3 times higher than among those who have not. The World Health Organization found that women who experience intimate partner violence are at over 50 percent greater risk of HIV infection, and in some instances their risk increases four-fold. Women living with HIV are more likely to experience violence than other women, and fear of violence can prevent women from accessing HIV/AIDS information and receiving treatment and counseling.
 (11)Addressing gender norms and inequities is essential to reducing HIV risk and increasing access to HIV prevention, care and treatment services for women and men. The President’s Emergency Plan for AIDS Relief (PEPFAR) supports significant work in the field to incorporate efforts to prevent and respond to gender-based violence into existing HIV treatment and prevention programs. In fiscal year 2012, PEPFAR investments reached 720,000 people in 11 countries with services or interventions that explicitly addressed gender-based violence and coercion.
 (12)Prevalence of sexual violence is higher among persons with disabilities, particularly for adolescents and intimate partners with disabilities, and for men and women with intellectual impairments living in institutions. The World Health Organization reports that rates of gender-based violence are 4–10 times greater among persons with disabilities than non-disabled persons.
 (13)Displaced, refugee, and stateless women and girls in humanitarian emergencies, conflict settings, and natural disasters face extreme violence and threats, including—
 (A)being forced to exchange sex for food and humanitarian supplies; and (B)being at increased risk of rape, sexual exploitation and abuse.
 (14)Rape and sexual assault against women and girls are used to torture, intimidate, and terrorize communities. Rape and sexual assault are used as tools of war in conflict zones including Democratic Republic of Congo, Iraq, Syria, Afghanistan, Colombia, and South Sudan. A 2011 study found that 48 women were raped every hour in the Democratic Republic of Congo.
 (15)Early and forced marriage of girls— (A)is a harmful practice that deprives girls of their dignity and rights and creates barriers to development for communities and countries;
 (B)is projected to affect more than 140 million girls who will become brides between 2011 and 2020; (C)can prematurely end girls’ education, increase vulnerability to gender-based violence, and significantly raise the risk of maternal and infant morbidity or mortality, including the risk of obstetric fistula and sexually transmitted diseases, including HIV/AIDS;
 (D)is perpetuated by poverty, a lack of educational or employment opportunities for girls, and religious, cultural and social factors related to girls’ perceived lack of value. These factors become particularly acute in conflict and disaster settings where fears of sexual violence often drive early, child and forced marriage.
 (16)Female genital mutilation/cutting (FGM/C) is carried out most often on girls between infancy and age fifteen and has impacted more than 125 million girls and women alive today. FGM/C can cause long-term health problems including infertility, complications in childbirth, and increased risk of newborn deaths.
 (17)World Bank data shows that gender inequality directly corresponds to increased levels of political and economic instability within countries. Gender-based violence impedes women’s meaningful participation in social, political, and economic spheres, which is essential to the stability and democratization of a country. Since women disproportionately experience gender-based violence during conflict and post-conflict reconstruction, they can play a pivotal role in preventing, mitigating, resolving conflict, and countering extremism, evidenced in contexts including Northern Ireland and Liberia.
 (18)Gender-based violence is a contributing factor to human trafficking. Experts in the field have reported that women and girls who have experienced gender-based violence and live in societies that tolerate severe gender discrimination appear to be more vulnerable to being trafficked. Comprehensive efforts to reduce human trafficking must include efforts to prevent and respond to gender-based violence due to the intertwined relationship of the two crimes.
 (19)Faith-based organizations and faith leaders have an important role to play in the ongoing efforts to prevent and respond to gender-based violence. Where engaged as genuine partners and equipped with knowledge and resources, they can yield great gains. In countries that lack effective legal frameworks to address gender-based violence, they have the standing and authority to address harmful practices such as acid throwing.
 3.Statement of policyIt is the policy of the United States— (1)to take effective action to prevent and respond to violence against women and girls around the world, as a matter of basic human rights as well as to promote gender equality, economic growth, and improved public health;
 (2)to systematically integrate and coordinate efforts to prevent and respond to violence against women and girls internationally into United States foreign policy and foreign assistance programs, including peace-building efforts and humanitarian relief and recovery;
 (3)to support and build local capacity in developing countries, including of governments at all levels and nongovernmental organizations, especially women-led organizations, to prevent and respond to violence against women and girls;
 (4)to consult, cooperate, coordinate, and collaborate with a wide variety of nongovernmental partners with demonstrated experience in preventing and responding to violence against women and girls, including faith-based organizations and women-led organizations;
 (5)to employ a multisectoral approach to preventing and responding to violence against women and girls internationally, including activities in the economic, education, health, nutrition, legal, and judicial sectors;
 (6)to work at all levels, from the individual to the family, community, local, national and international levels, to prevent and respond to violence against women and girls around the globe;
 (7)to enhance training by United States personnel of professional foreign military and police forces and judicial officials to include specific and through instruction on preventing and responding to violence against women and girls around the world;
 (8)to engage men and boys as partners, as an essential element of making sustained reductions in violence against women and girls;
 (9)to include the prevention of early and forced marriage as an important part of United States Government efforts to prevent violence against girls and promote gender equality and global health;
 (10)to require that all United States contractors and grantees establish appropriate policies and take effective measures to prevent violence against women and girls and sexual exploitation and abuse within their workforce;
 (11)to exert sustained international leadership to prevent and respond to violence against women and girls, including in bilateral and multilateral fora;
 (12)to implement the United States Strategy to Prevent and Respond to Gender-based Violence Globally; and
 (13)to implement the United States National Action Plan on Women, Peace and Security. IStrategy, Policy, and Programs 101.United States strategy to prevent and respond to gender-based violence globally (a)Global strategy requirementNot later than 180 days after the date of the enactment of this Act, and annually thereafter for 5 years, the Ambassador-at-Large for Global Women’s Issues at the Department of State (as described in section 201), in consultation with the Senior Coordinator for Gender Equality and Women’s Empowerment at the United States Agency for International Development (as described in section 202), shall develop or update a United States global strategy to prevent and respond to violence against women and girls. Such strategy shall be transmitted to the appropriate congressional committees and made publicly available on the Internet.
 (b)Initial strategyFor the purposes of this section, the United States Strategy to Prevent and Respond to Gender-Based Violence Globally, issued in August 2012, shall be deemed to fulfill the initial requirement of subsection (a). (c)Implementation planNot later than 60 days after submission of the strategy under subsection (a), the Ambassador-at-Large, in consultation with the Senior Coordinator, shall submit to the appropriate congressional committees an implementation plan detailing how the strategy will be implemented in the upcoming 5 fiscal years, including the budget resources requested, and the specific activities to be supported, by each Executive agency under the strategy.
 (d)Collaboration and coordinationIn developing the strategy under subsection (a), the Ambassador-at-Large and Senior Coordinator shall consult with—
 (1)the heads of relevant Federal agencies; (2)the Senior Policy Operating Group on Trafficking in Persons; and
 (3)representatives of civil society and multilateral organizations with demonstrated experience in addressing violence against women and girls or promoting gender equality internationally.
 (e)ContentThe implementation plan required under subsection (c) shall— (1)identify eligible low-income and lower-middle income countries with significant levels of violence against women and girls, including within displaced communities, that have the governmental or nongovernmental organizational capacity to manage and implement gender-based violence prevention and response program activities and should, when possible, be geographically, ethnically, and culturally diverse from one another;
 (2)select 5 to 20 of the eligible countries identified under paragraph (1) in which to develop comprehensive and holistic individual country plans that incorporate at least two of the program activities listed in section 102(b);
 (3)assess and describe the current or potential capacity of the government of each eligible country selected under paragraph (2) and civil society organizations in each such eligible country to address and respond to violence against women and girls;
 (4)identify coordination mechanisms with Federal agencies that— (A)have existing programs relevant to the strategy;
 (B)will be involved in new program activities; and (C)are engaged in broader United States strategies around development;
 (5)describe the monitoring and evaluation mechanisms established for each eligible country, and their intended use in assessing overall progress in prevention and response;
 (6)project general levels of resources needed to achieve the stated objectives in each eligible country, including an accounting of—
 (A)activities and funding already expended by the Department of State, the United States Agency for International Development, and other Federal agencies, donor country governments, and multilateral institutions; and
 (B)leveraged private sector resources; (7)integrate gender analysis into the strategy for each country; and
 (8)include, as appropriate, strategies designed to accommodate the needs of stateless, disabled, internally displaced refugees and religious or ethnic minority women and girls.
					102.Implementation of the United States strategy to prevent and respond to gender-based violence
			 globally
 (a)In generalThe Secretary of State and the Administrator of the United States Agency for International Development are authorized to provide assistance to prevent and respond to violence against women and girls internationally.
 (b)Program activities supportedAssistance provided to each country selected under subsection 101(e)(2) should include at least two of the following activities:
 (1)Development and implementation of programs that work to change social norms and attitudes so that violence against women and girls is neither condoned nor tolerated.
 (2)Promotion of accessible quality educational, learning, and literacy opportunities for women and girls.
 (3)Promotion of access to economic opportunities, including by increasing distribution, credit, property, and inheritance rights for women and girls.
 (4)Development and enforcement of civil and criminal legal and judicial sanctions, protections, trainings, and capacity.
 (5)Enhancement of the health sector capacity to detect, prevent, and respond to violence against women and girls.
 (c)Building local capacityNot less than 10 percent of the amount of assistance provided to an eligible country under this section should be provided to community-based nongovernmental or faith-based organizations, with priority given to nongovernmental organizations led by women.
				103.Monitoring the United States strategy to prevent and respond to gender-based violence globally
 (a)In generalIn each strategy submitted under section 101(a), the Ambassador-at-Large and Senior Coordinator shall include an analysis of best practices for preventing and addressing violence against women and girls internationally, which shall include—
 (1)a description of successful efforts by foreign governments, multilateral institutions, nongovernmental organizations, educational organizations, and faith-based organizations in preventing and responding to violence against women and girls;
 (2)recommendations related to best practices, effective strategies, and improvements to enhance the impact of prevention and response efforts; and
 (3)the impact of activities funded by the strategy in preventing and reducing violence against women and girls internationally.
 (b)AmendmentsThe Foreign Assistance Act of 1961 is amended— (1)in section 116(d) (22 U.S.C. 2151n(d))—
 (A)in paragraph (11)(C), by striking and at the end; (B)in paragraph (12)(C)(ii), by striking the period at the end and inserting ; and; and
 (C)by adding at the end the following new paragraph:  (13)wherever applicable, the nature and extent of violence against women and girls.; and
 (2)in section 502B (22 U.S.C. 2304)— (A)by redesignating the second subsection designated as subsection (i) as subsection (j); and
 (B)by adding at the end the following new subsection:  (k)Inclusion of information relating to violence against women and girlsThe report required by subsection (b) shall include, wherever applicable, the nature and extent of violence against women and girls..
 (c)Monitoring and evaluationIn coordination with relevant officials, and consistent with the monitoring and evaluation policies of their respective agencies, the Ambassador-at-Large and the Senior Coordinator shall develop a plan for monitoring and independent evaluation of programs, projects, and activities carried out under this Act. The plan shall—
 (1)apply rigorous monitoring and evaluation methodologies to focus on learning, accountability, and policymaking, choosing from among a wide variety of qualitative, quantitative, summative, and formative methods common in the field of social scientific inquiry, including impact evaluations; and
 (2)be included in the implementation plan required under section 101(c). (d)Research and data collectionThe Secretary of State and the Administrator of the United States Agency for International Development shall—
 (1)produce original research or analysis of effective interventions to prevent or respond to violence against women and girls internationally;
 (2)collect and analyze new or existing data on the scope and extent of all forms of violence against women and girls internationally, including under documented forms of violence and violence against marginalized groups;
 (3)conduct research on effective interventions to respond to violence against women and girls internationally, including efforts to scale up effective programming; and
 (4)support systemic data collection using internationally comparable indicators, norms, and methodologies for measuring the scope, prevalence, and incidence of violence against women and girls internationally.
					IIOversight and Accountability
			201.Office of Global Women’s Issues
 (a)EstablishmentThe Secretary of State shall establish in the Office of the Secretary in the Department of State an Office of Global Women’s Issues (in this section referred to as the Office). The Office shall be headed by an Ambassador-at-Large for Global Women’s Issues, who shall be appointed by the President, by and with the advice and consent of the Senate. The Ambassador-at-Large shall report directly to the Secretary and shall have the rank and status of Ambassador-at-Large.
 (b)PurposeIn addition to the duties described in subsection (c) and those duties determined by the Secretary of State, the Ambassador-at-Large shall coordinate efforts of the United States Government as directed by the Secretary regarding gender integration and advancing the status of women and girls in United States foreign policy.
				(c)Duties
 (1)In generalThe Ambassador-at-Large— (A)shall direct activities, policies, programs, and funding relating to gender equality and the advancement of women and girls internationally, including those intended to prevent and respond to violence against women and girls, for all bureaus and offices of the Department of State and in the international programs of all other Federal agencies;
 (B)shall actively promote and advance the full integration of gender analysis into the programs, structures, processes, and capacities of all bureaus and offices of the Department of State and in the international programs of other Federal agencies;
 (C)shall direct, as appropriate, United States Government resources to respond to needs for gender integration and empowerment of women in United States Government foreign policies and international programs, including to prevent and respond to violence against women and girls internationally;
 (D)may design, support, and implement activities regarding empowerment of women internationally, including for the prevention of and response to violence against women and girls internationally;
 (E)shall conduct regular consultation with civil society organizations working to prevent and respond to violence against women and girls internationally;
 (F)shall ensure that programs, projects, and activities designed to prevent and respond to violence against women and girls internationally are subject to rigorous monitoring and evaluation, and that there is a uniform set of indicators and standards for such monitoring and evaluation that is used across all Federal agencies;
 (G)shall serve as the principal advisor to the Secretary of State regarding gender equality, women’s empowerment, and violence against women and girls as a foreign policy matter; and
 (H)is authorized to represent the United States in diplomatic and multilateral fora on matters relevant to the status of women and girls, including violence against women and girls internationally.
 (2)Information sharing and transparencyThe Office shall be the central repository of data on all United States programs, projects, and activities that relate to prevention and response to violence against women and girls, and shall produce a full accounting of United States Government spending on such programs, projects, and activities.
					202.Senior Coordinator for Gender Equality and Women’s Empowerment
 (a)EstablishmentThere is established in the United States Agency for International Development a Senior Coordinator for Gender Equality and Women’s Empowerment, who shall report to the Administrator of the United States Agency for International Development and who shall conduct the activities of the Administrator under this Act.
 (b)In generalThe Senior Coordinator for Gender Equality and Women’s Empowerment— (1)shall direct activities, policies, programs, and funding of the United States Agency for International Development relating to gender equality and women’s empowerment, including those intended to prevent and respond to violence against women and girls;
 (2)shall actively promote and advance the full integration of gender analysis into the programs, structures, processes, and capacities of all bureaus and offices of the Agency as dictated by the United States Agency for International Development Gender Equality and Female Empowerment Policy;
 (3)shall direct Agency resources for gender equality and women’s empowerment, including to prevent and respond to violence against women and girls internationally;
 (4)may design, support, and implement activities led by the Agency regarding gender equality and women’s empowerment, including for the prevention and internationally;
 (5)shall conduct regular consultation with civil society organizations working to prevent and respond to violence against women and girls internationally;
 (6)shall serve as the principal advisor to the Administrator regarding gender equality, women’s empowerment, and violence against women and girls; and
 (7)shall track and analyze monitoring and evaluation data and findings on international prevention and response programs of the Agency, consistent with Agency-wide monitoring and evaluation activities, and in order to assist in the preparation of the comprehensive strategy developed under section 101.
 203.BriefingNot later than 180 days after the date of the enactment of this Act, and annually thereafter, the Ambassador-at-Large and Senior Coordinator shall brief the appropriate congressional committees on international violence against women and girls prevention and response strategies, programming, and associated outcomes, and shall submit to the appropriate congressional committees an assessment of human and financial resources necessary to fulfill 15 the purposes and duties of this Act.


113 SJ 25 IS: Proposing an amendment to the Constitution of the United States relative to applying laws equally to the citizens of the United States and the Federal Government.
U.S. Senate
2013-10-11
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

IIA113th CONGRESS1st SessionS. J. RES. 25IN THE SENATE OF THE UNITED STATESOctober 11, 2013Mr. Paul introduced the following joint resolution; which was read twice and referred to the Committee on the JudiciaryJOINT RESOLUTIONProposing an amendment to the Constitution of the United States relative to applying laws equally to the citizens of the United States and the Federal Government.That the following article is proposed as an amendment to the Constitution of the United States, which shall be valid to all intents and purposes as part of the Constitution when ratified by the legislatures of three-fourths of the several States: —1.Congress shall make no law applicable to a citizen of the United States that is not equally applicable to Congress.2.Congress shall make no law applicable to a citizen of the United States that is not equally applicable to the executive branch of Government, including the President, Vice President, ambassadors, other public ministers and consuls, and all other officers of the United States, including those provided for under this Constitution and by law, and inferior officers to the President established by law.3.Congress shall make no law applicable to a citizen of the United States that is not equally applicable to judges of the Supreme Court of the United States, including the Chief Justice, and judges of such inferior courts as Congress may from time to time ordain and establish.4.Nothing in this article shall preempt any specific provision of this Constitution..


		I
		112th CONGRESS
		2d Session
		H. R. 6692
		IN THE HOUSE OF REPRESENTATIVES

			December 20, 2012
			Mr. Clarke of
			 Michigan (for himself, Ms.
			 Schakowsky, Mr. Sablan,
			 Ms. Lee of California,
			 Mr. Cleaver, and
			 Ms. Clarke of New York) introduced the
			 following bill; which was referred to the Committee on the Budget

		A BILL
		To amend the Balanced Budget and Emergency Deficit
		  Control Act of 1985 to exempt the Substance Abuse and Mental Health Services
		  Administration (SAMHSA) from sequestration.

		1.Exemption from sequestration
			 for SAMHSASection
			 255(g)(1)(A) of the Balanced Budget and Emergency Deficit Control Act of 1985
			 is amended by inserting Substance Abuse and Mental Health Services
			 Administration immediately after the item relating to Soldiers
			 and Airmen’s Home, payment of claims.


115 S3707 IS: Public-Private Cybersecurity Cooperation Act
U.S. Senate
2018-12-05
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

II115th CONGRESS2d SessionS. 3707IN THE SENATE OF THE UNITED STATESDecember 5, 2018Mr. Portman (for himself and Ms. Hassan) introduced the following bill; which was read twice and referred to the Committee on Homeland Security and Governmental AffairsA BILLTo direct the Secretary of Homeland Security to establish a vulnerability disclosure policy for
			 Department of Homeland Security internet websites, and for other purposes.

 1.Short titleThis Act may be cited as the Public-Private Cybersecurity Cooperation Act. 2.Department of Homeland Security disclosure of security vulnerabilities (a)DefinitionsIn this section:
 (1)Appropriate information systemThe term appropriate information system means an information system that the Secretary of Homeland Security selects for inclusion under the vulnerability disclosure policy required by subsection (b).
 (2)DepartmentThe term Department means the Department of Homeland Security. (3)Information systemThe term information system has the meaning given that term by section 3502(12) of title 44, United States Code.
 (4)SecretaryThe term Secretary means the Secretary of Homeland Security. (5)Security vulnerabilityThe term security vulnerability has the meaning given that term in section 102(17) of the Cybersecurity Information Sharing Act of 2015 (6 U.S.C. 1501(17)), in information technology.
 (b)Vulnerability disclosure policyThe Secretary shall establish a policy applicable to individuals, organizations, and companies that report security vulnerabilities on appropriate information systems of Department. Such policy shall include each of the following:
 (1)The appropriate information systems of the Department that individuals, organizations, and companies may use to discover and report security vulnerabilities on appropriate information systems.
 (2)The conditions and criteria under which individuals, organizations, and companies may operate to discover and report security vulnerabilities.
 (3)How individuals, organizations, and companies may disclose to the Department security vulnerabilities discovered on appropriate information systems of the Department.
 (4)The ways in which the Department may communicate with individuals, organizations, and companies that report security vulnerabilities.
 (5)The process the Department shall use for public disclosure of reported security vulnerabilities. (c)Remediation processThe Secretary shall develop a process for the Department to address the mitigation or remediation of the security vulnerabilities reported through the policy developed in subsection (b).
			(d)Consultation
 (1)In generalIn developing the security vulnerability disclosure policy under subsection (b), the Secretary shall consult with each of the following:
 (A)The Attorney General regarding how to ensure that individuals, organizations, and companies that comply with the requirements of the policy developed under subsection (b) are protected from prosecution under section 1030 of title 18, United States Code, civil lawsuits, and similar provisions of law with respect to specific activities authorized under the policy.
 (B)The Secretary of Defense and the Administrator of General Services regarding lessons that may be applied from existing vulnerability disclosure policies.
 (C)Non-governmental security researchers. (2)Nonapplicability of FACAThe Federal Advisory Committee Act (5 U.S.C. App.) shall not apply to any consultation under this section.
 (e)Public availabilityThe Secretary shall make the policy developed under subsection (b) publicly available.
			(f)Submission to Congress
 (1)Disclosure policy and remediation processNot later than 90 days after the date of enactment of this Act, the Secretary shall submit to Congress a copy of the policy required under subsection (b) and the remediation process required under subsection (c).
				(2)Report and briefing
 (A)ReportNot later than 1 year after establishing the policy required under subsection (b), the Secretary shall submit to Congress a report on such policy and the remediation process required under subsection (c).
 (B)Annual briefingsOne year after the date of the submission of the report under subparagraph (A), and annually thereafter for each of the next 3 years, the Secretary shall provide to Congress a briefing on the policy required under subsection (b) and the process required under subsection (c).
 (C)Matters for inclusionThe report required under subparagraph (A) and the briefings required under subparagraph (B) shall include each of the following with respect to the policy required under subsection (b) and the process required under subsection (c) for the period covered by the report or briefing, as the case may be:
 (i)The number of unique security vulnerabilities reported. (ii)The number of previously unknown security vulnerabilities mitigated or remediated.
 (iii)The number of unique individuals, organizations, and companies that reported security vulnerabilities.
 (iv)The average length of time between the reporting of security vulnerabilities and mitigation or remediation of such vulnerabilities.


		I
		112th CONGRESS
		2d Session
		H. R. 3797
		IN THE HOUSE OF REPRESENTATIVES

			January 23, 2012
			Mr. LoBiondo
			 introduced the following bill; which was referred to the
			 Committee on the
			 Judiciary

		A BILL
		To amend chapter 178 of title 28 of the United States
		  Code to permit during a 4-year period States to enact statutes that exempt from
		  the operation of such chapter, lotteries, sweepstakes, and other betting,
		  gambling, or wagering schemes involving professional and amateur
		  sports.

		1.Short titleThis Act may be cited as the
			 Sports Gaming Opportunity Act of
			 2012.
		2.AmendmentSection 3704(a) of title 28, United States
			 Code, is amended—
			(1)in paragraph (3)
			 by striking or at the end,
			(2)in paragraph (4)
			 by striking the period at the end and inserting ; or, and
			(3)by adding at the
			 end the following:

					(5)a lottery, sweepstakes, or other betting,
				gambling, or wagering scheme in a State authorized by such State by an
				applicable statute—
						(A)enacted on or
				after January 1, 2012, and
						(B)as in effect not
				later than January 1,
				2016.
						.


		III
		110th CONGRESS
		1st Session
		S. RES. 69
		IN THE SENATE OF THE UNITED STATES

			February 5, 2007
			Mr. Menendez (for
			 himself, Mr. Reid,
			 Mr. Coburn, Mr.
			 Obama, Mr. Durbin,
			 Mr. Biden, Mr.
			 Levin, Mr. Feingold,
			 Mrs. Dole, Mrs.
			 Clinton, Mr. Lautenberg, and
			 Mr. Kennedy) submitted the following
			 resolution; which was referred to the Committee on the Judiciary

			February 15, 2007
			Reported by Mr. Leahy,
			 without amendment

			February 17, 2007
			Considered and agreed to

		RESOLUTION
		Recognizing the African-American spiritual
		  as a national treasure.

		Whereas since slavery was introduced into the European
			 colonies in 1619, enslaved Africans remained in bondage until the United States
			 ratified the 13th amendment to the Constitution in 1865;
		Whereas during that period in the history of the United
			 States, the first expression of a unique American music was created by enslaved
			 African-Americans who—
			(1)used their
			 knowledge of the English language and the Christian religious faith, as it had
			 been taught to them in the New World; and
			(2)stealthily wove
			 within the music their experience of coping with human servitude and their
			 strong desire to be free;
			Whereas as a method of survival, enslaved
			 African-Americans who were forbidden to speak their native languages, play
			 musical instruments they had used in Africa, or practice their traditional
			 religious beliefs, relied on their strong African oral tradition of songs,
			 stories, proverbs, and historical accounts to create an original genre of
			 music, now known as spirituals;
		Whereas Calvin Earl, a noted performer of, and educator
			 on, African-American spirituals, remarked that the Christian lyrics became a
			 metaphor for freedom from slavery, a secret way for slaves to
			 communicate with each other, teach their children, record their history,
			 and heal their pain;
		Whereas the New Jersey Historical Commission found that
			 some of those daring and artful runaway slaves who entered New Jersey by
			 way of the Underground Railroad no doubt sang the words of old Negro spirituals
			 like Steal Away before embarking on their perilous journey
			 north;
		Whereas African-American spirituals spread all over the
			 United States, and the songs we know of today may represent only a small
			 portion of the total number of spirituals that once existed;
		Whereas Frederick Douglass, a fugitive slave who would
			 become one of the leading abolitionists in the United States, remarked that
			 spirituals told a tale of woe which was then altogether beyond my feeble
			 comprehension; they were tones loud, long, and deep; they breathed the prayer
			 and complaint of souls boiling over with the bitterest anguish. Every tone was
			 a testimony against slavery and a prayer to God for deliverance from
			 chains.; and
		Whereas section 2(a)(1) of the American Folklife
			 Preservation Act (20 U.S.C. 2101(a)(1)) states that the diversity
			 inherent in American folklife has contributed greatly to the cultural richness
			 of the Nation and has fostered a sense of individuality and identity among the
			 American people: Now, therefore, be it

		That the Senate—
			(1)recognizes that
			 African-American spirituals are a poignant and powerful genre of music that
			 have become one of the most significant segments of American music in
			 existence;
			(2)expresses the
			 deepest gratitude, recognition, and honor to the former enslaved Africans in
			 the United States for their gifts to the Nation, including their original music
			 and oral history; and
			(3)encourages the
			 people of the United States to reflect on the important contribution of
			 African-American spirituals to United States history and to recognize the
			 African-American spiritual as a national treasure.


117 S2287 IS: LGBTQ Data Inclusion Act
U.S. Senate
2021-06-24
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

II117th CONGRESS1st SessionS. 2287IN THE SENATE OF THE UNITED STATESJune 24, 2021Ms. Baldwin (for herself, Mr. Blumenthal, Ms. Cortez Masto, Mr. Markey, Ms. Hirono, Ms. Smith, Mr. Menendez, Mr. Merkley, Mr. Kaine, and Ms. Rosen) introduced the following bill; which was read twice and referred to the Committee on Homeland Security and Governmental AffairsA BILLTo improve Federal population surveys by requiring the collection of voluntary, self-disclosed information on sexual orientation and gender identity in certain surveys, and for other purposes. 1.Short titleThis Act may be cited as the LGBTQ Data Inclusion Act.2.Requirement to collect data on sexual orientation and gender identity(a)DefinitionsIn this section:(1)AgencyThe term agency has the meaning given the term in section 551 of title 5, United States Code.(2)Demographic dataThe term demographic data means information about the race or ethnicity, sex, and age of a survey participant or population.(3)Gender identityThe term gender identity means an individual’s sense of being male, female, transgender, or another gender, as distinct from the individual’s sex assigned at birth.(4)Sexual orientationThe term sexual orientation—(A)means how a person identifies in terms of their emotional, romantic, or sexual attractions; and (B)includes identification as straight, heterosexual, gay, lesbian, or bisexual, among other terms.(5)SurveyThe term survey—(A)means a data collection activity involving observation or questionnaires for a sample of a population; and (B)includes the decennial census.(b)Survey requirementAny agency that collects information through a survey that includes demographic data where subjects either self-report information or a knowledgeable proxy provides information about the subject or responds for all persons in a household shall, not later than 180 days after the date of enactment of this Act, establish data standards that require, with regard to such a survey, the following:(1)ReviewThe review of existing data sets to determine in which data sets information about sexual orientation and gender identity is not included.(2)MethodsAn identification of appropriate methods to include questions on sexual orientation and gender identity in surveys that facilitate categorization, voluntary participation, and preserve privacy and confidentiality.(3)Data collectionThe use of the appropriate methods identified in paragraph (2) to gather data on sexual orientation and gender identity.(4)AssessmentThe implementation of a process to routinely assess needed changes in survey methods related to asking questions on sexual orientation and gender identity.(c)Data reportsAny report published by an agency that relies on survey demographic data shall include information on sexual orientation and gender identity.(d)ConfidentialityAny information collected relating to the sexual orientation or gender identity of a survey participant shall be maintained in accordance with the confidentiality and privacy standards and policies for the protection of individuals applicable to that survey.(e)Applicability(1)ConstructionNothing in this Act shall be construed to require an individual to disclose their sexual orientation or gender identity to an agency.(2)Exemption from penaltyAn individual shall not be subject to any fine or other penalty for refusing to answer, or providing a false answer to, any survey question regarding gender identity or sexual orientation, including any fine or penalty under subchapter II of chapter 7 of title 13, United States Code.(f)Rule of constructionNothing in this section shall be construed to permit the use of information collected under this section in a manner that would adversely affect any individual.


109 HR 3671 IH: To amend title XIX of the Social Security Act to authorize the Secretary of Health and Human Services to provide 100 percent as the Federal medical assistance percentage for displaced Medicaid recipients receiving medical assistance outside their State of residence due to a declared public health emergency.
U.S. House of Representatives
2005-09-07
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

I
109th CONGRESS
1st Session
H. R. 3671
IN THE HOUSE OF REPRESENTATIVES

September 7, 2005
Mr. Gene Green of Texas introduced the following bill; which was referred to the Committee on Energy and Commerce

A BILL
To amend title XIX of the Social Security Act to authorize the Secretary of Health and Human Services to provide 100 percent as the Federal medical assistance percentage for displaced Medicaid recipients receiving medical assistance outside their State of residence due to a declared public health emergency.

1.Authorizing 100 percent FMAP under medicaid for out-of-State medical assistance furnished during a declared public health emergency
(a)In generalSection 1905(b) of the Social Security Act (42 U.S.C. 1396d(b)) is amended by adding at the end the following: Notwithstanding the first sentence of this subsection, the Secretary may provide that the Federal medical assistance percentage applied under this title shall be 100 percent with respect to medical assistance for items and services furnished to individuals who were residents of an area in which a public health emergency has been declared under section 319 of the Public Health Service Act but who left such area in a State and are furnished such items and services in another State during the period in which such public health emergency is in effect in such area..
(b)Effective dateThe amendment made by subsection (a) shall apply to items and services furnished on or after August 29, 2005, for public health emergencies declared on or after such date.


113 HR 2195 IH: Promise Neighborhoods Act of 2013
U.S. House of Representatives
2013-05-23
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

		I
		113th CONGRESS
		1st Session
		H. R. 2195
		IN THE HOUSE OF REPRESENTATIVES

			May 23, 2013
			Mr. Payne (for
			 himself, Ms. Clarke,
			 Mr. Danny K. Davis of Illinois,
			 Mr. Fattah,
			 Ms. Fudge,
			 Mr. Grijalva,
			 Mr. Hinojosa,
			 Mr. Honda,
			 Ms. Lee of California,
			 Mr. McGovern,
			 Mr. Polis,
			 Mr. Horsford,
			 Mr. Rangel,
			 Ms. Wilson of Florida,
			 Ms. Norton,
			 Mr. Ellison,
			 Mr. Al Green of Texas,
			 Ms. Jackson Lee,
			 Mr. Thompson of Mississippi,
			 Mr. Bishop of Georgia,
			 Ms. Bass, Mr. Scott of Virginia,
			 Ms. Wasserman Schultz,
			 Mr. Carson of Indiana,
			 Mr. Clay, Mr. Meeks, Mr.
			 Butterfield, and Mr.
			 Higgins) introduced the following bill; which was referred to the
			 Committee on Education and the
			 Workforce

		A BILL
		To support Promise Neighborhoods.

		1.Short titleThis Act may be cited as the
			 Promise Neighborhoods Act of
			 2013.
		2.FindingsCongress finds the following:
			(1)Between 2007 and
			 2009, the number of children in the United States living in poverty increased
			 by 2,200,000, to 15,500,000 children.
			(2)According to the
			 National Center for Children in Poverty, the number of poor children under age
			 6 increased by 24 percent between 2000 and 2007. The Center also found that, in
			 Iowa, 20 percent of children under age 6 live in poor families.
			(3)According to the
			 Organisation for Economic Co-operation and Development (OECD), in 2008, the
			 United States had a child poverty rate of 20.6 percent, making the United
			 States the OECD nation with the fourth worst level of child poverty. Of the 4
			 most developed countries in the world, the United States has the highest rate
			 of child poverty.
			(4)According to the
			 National Center for Children in Poverty, at age 4, children who live below the
			 poverty line are 18 months below normal learning and achievement for their age
			 group, and by age 10 that gap is still present. For children living in the
			 poorest families, the gap is even larger.
			(5)Children from
			 low-income families are more likely to have low levels of school engagement, to
			 be chronically absent from school, to have emotional and behavioral problems,
			 and to live in stressful home environments.
			(6)By age 3, children
			 in low-income homes will have heard one-third as many words as children in
			 middle-income and high-income homes.
			(7)Studies show that
			 children who attend high-quality early childhood education programs are less
			 likely to repeat grades, less likely to be assigned to special education, and
			 more likely to perform better on standardized tests, experience reduced rates
			 of teenage pregnancy, and graduate from high school. Additionally, such
			 children are less likely to engage in criminal behavior and more likely to
			 obtain employment at higher wages. Economically disadvantaged children gain
			 even larger benefits from such high-quality programs.
			(8)Compared with
			 children in kindergarten from low-income families, children in kindergarten
			 from high-income families live in homes with 3 times the number of books and
			 such children are 4 times as likely to have a computer at home. Children from
			 high-income families also watch far less television and are more likely to
			 visit museums or libraries.
			(9)By the time
			 children from low-income families enter kindergarten, they are already 3 months
			 behind the national average in reading and mathematics skills, a gap that
			 persists through high school.
			(10)A child from a
			 middle-income family typically enters first grade with about 1,000 hours of
			 one-on-one picture book reading time with parents, other relatives, or
			 teachers, but a child from a low-income family averages less than 100 hours of
			 such reading time.
			(11)The percentage of
			 households with children reporting food insecurity (limited or uncertain access
			 to nutritious, safe foods) increased by 25 percent between 2007 and 2008. Poor
			 nutrition is linked to behavioral problems, lower educational performance, and
			 delayed socio-emotional development.
			(12)Twenty-nine
			 percent of high-achieving 8th graders from low-income families complete
			 college. This is the same rate of college completion as low-achieving 8th
			 graders from high-income families.
			(13)About one-fourth
			 of all students who start 9th grade will not graduate 4 years later. For
			 African-American and Latino students, that figure increases to 40 percent. A
			 16- to 24-year-old coming from a high-income family is about 7 times as likely
			 to have completed high school as a 16- to 24-year-old coming from a low-income
			 family.
			(14)The average
			 annual cost to incarcerate a youth in the United States is approximately
			 $88,000, while per pupil annual spending for a student in kindergarten through
			 grade 12 is $10,000.
			3.PurposeThe purpose of this Act is to significantly
			 improve academic outcomes, including school readiness, high school graduation,
			 and college entry and success of children living in our Nation’s most
			 distressed neighborhoods, by using data-driven decisionmaking and existing
			 external resources to provide children in such neighborhoods with access to a
			 community-based continuum of high-quality pipeline services that include access
			 to early learning opportunities, high-quality schools, and evidence-based
			 practices that address the needs of such children from birth through college
			 and career.
		4.DefinitionsIn this Act:
			(1)In
			 generalExcept as otherwise provided, the terms used in this Act
			 have the meanings given the terms in section 9101 of the Elementary and
			 Secondary Education Act of 1965 (20 U.S.C. 7801).
			(2)ChildThe
			 term child means an individual from birth through age 21.
			(3)College and
			 career readinessThe term college and career
			 readiness means the level of preparation a student needs in order
			 to—
				(A)enroll and
			 succeed, without remediation, in credit-bearing courses at an institution of
			 higher education;
				(B)demonstrate the
			 full range of knowledge and perform the full range of workplace skills
			 necessary to succeed and advance in 21st century careers, such as higher-order
			 thinking, collaboration and teamwork, and oral and written communication
			 skills; and
				(C)complete a program
			 leading to an industry-recognized credential that prepares graduates to obtain
			 employment with family-sustaining wages and opportunities for
			 advancement.
				(4)Community of
			 practiceThe term community of practice means a
			 group of entities that interact regularly to share best practices to address
			 one or more persistent problems, or improve practice with respect to such
			 problems, in one or more neighborhoods.
			(5)Expanded
			 learning timeThe term expanded learning time means
			 using a longer school day, week, or year schedule to significantly increase the
			 total number of school hours to include additional time for—
				(A)instruction in
			 core academic subjects;
				(B)instruction in
			 other subjects and enrichment and other activities that contribute to a
			 well-rounded education, including music and the arts, physical education,
			 service-learning, and experiential and work-based learning opportunities (such
			 as community service, learning apprenticeships, internships, and job
			 shadowing); and
				(C)instructional and
			 support staff to collaborate, plan, and engage in professional development,
			 including on family and community engagement, within and across grades and
			 subjects.
				(6)Family and
			 community engagementThe term family and community
			 engagement means the process of engaging family and community members in
			 education meaningfully and at all stages of the planning, implementation, and
			 school and neighborhood improvement process, including, at a minimum—
				(A)disseminating a
			 clear definition of the neighborhood to the members of the neighborhood;
				(B)ensuring
			 representative participation by the members of such neighborhood in the
			 planning and implementation of the activities of each grant awarded under this
			 Act;
				(C)regular engagement
			 by the eligible entity and the partners of the eligible entity with family
			 members and community partners;
				(D)the provision of
			 strategies and practices to assist family and community members in actively
			 supporting student achievement and child and youth development; and
				(E)collaboration with
			 institutions of higher education and employers to align expectations and
			 programming with college and career readiness.
				(7)Family and
			 student supportsThe term family and student
			 supports includes—
				(A)health programs
			 (including both mental health and physical health services);
				(B)school-, public-,
			 and child-safety programs;
				(C)programs that
			 improve family stability;
				(D)employment
			 programs (including those that meet local business needs, such as internships
			 and externships);
				(E)social service
			 programs;
				(F)legal aid
			 programs;
				(G)financial
			 education programs;
				(H)adult education
			 and family literacy programs;
				(I)family and
			 community engagement programs; and
				(J)programs that
			 increase access to learning technology and enhance the digital literacy skills
			 of students.
				(8)Family
			 memberThe term family member means a parent (as
			 defined in section 9101 the Elementary and Secondary Education Act of 1965 (20
			 U.S.C. 7801)), relative, or other adult who is responsible for the education,
			 care, and well-being of a child.
			(9)Integrated
			 student supportsThe term integrated student
			 supports means services, supports, and community resources, which shall
			 be offered through a site coordinator for at-risk students, that have been
			 shown by evidence-based research—
				(A)to increase
			 academic achievement and engagement;
				(B)to support
			 positive child and youth development; and
				(C)to increase
			 student preparedness for success in college and the workforce.
				(10)NeighborhoodThe
			 term neighborhood means a defined geographical area in which there
			 are multiple signs of distress, demonstrated by indicators of need, including
			 poverty, childhood obesity rates, academic failure, and rates of juvenile
			 delinquency, adjudication, or incarceration.
			(11)PipelineThe
			 term pipeline means a continuum of supports and services
			 (including pipeline services, as defined in this Act) for children from birth
			 through college entry, college success, and career attainment.
			(12)Pipeline
			 servicesThe term pipeline services includes, at a
			 minimum, strategies to address through services or programs (including
			 integrated student supports and wraparound services) the following:
				(A)Prenatal education
			 and support for expectant parents.
				(B)High-quality early
			 learning opportunities.
				(C)High-quality
			 schools and out-of-school-time programs and strategies.
				(D)Support for a
			 child’s transition to elementary school, between elementary school and middle
			 school, from middle school to high school, and from high school into and
			 through college and into the workforce.
				(E)Family and
			 community engagement.
				(F)Family and student
			 supports.
				(G)Activities that
			 support college and career readiness, such as—
					(i)assistance with
			 college admissions, financial aid, and scholarship applications, especially for
			 low-income and low-achieving students; and
					(ii)career
			 preparation services and supports.
					(H)Neighborhood-based
			 support for college-age students who have attended the schools in the pipeline,
			 or students who are members of the community, facilitating their continued
			 connection to the community and success in college and the workforce.
				IPROMISE
			 NEIGHBORHOOD PARTNERSHIP GRANTS
			101.Program
			 authorized
				(a)In
			 generalFrom amounts appropriated under section 304, the
			 Secretary shall award grants, on a competitive basis, to eligible entities to
			 implement a comprehensive, evidence-based pipeline that engages community
			 partners to improve academic achievement, student development, and college and
			 career readiness, measured by common outcomes, by carrying out the activities
			 described in section 104 in neighborhoods with high concentrations of
			 low-income individuals and persistently low-achieving schools or schools with
			 an achievement gap.
				(b)Duration
					(1)In
			 generalGrants awarded under this title shall be for a period of
			 not more than 5 years.
					(2)RenewalThe
			 Secretary may renew grants under this title for an additional period of not
			 more than 5 years, if an eligible entity demonstrates significant success
			 in—
						(A)ensuring school
			 readiness, including success in early learning;
						(B)improving academic
			 outcomes, including academic achievement and graduation rates;
						(C)increasing college
			 and career readiness, including rates of enrollment in institutions of higher
			 education; and
						(D)improving the
			 health, mental health, and social and emotional well-being of children.
						(c)Continued
			 fundingContinued funding after the third year of the grant
			 period shall be contingent on the eligible entity’s progress toward meeting the
			 performance metrics described in section 106(a).
				(d)Matching
			 requirementEach eligible entity receiving a grant under this
			 title shall contribute matching funds in an amount equal to not less than 100
			 percent of the amount of the grant. Such matching funds—
					(1)may come from
			 Federal or non-Federal sources; and
					(2)a
			 portion of such funds shall come from private, nongovernmental sources.
					(e)Financial
			 hardship waiverThe Secretary may waive or reduce the matching
			 requirement described in subsection (d) if the eligible entity demonstrates a
			 need due to significant financial hardship.
				102.Eligible
			 entitiesIn this title, the
			 term eligible entity means a nonprofit entity acting as the lead
			 applicant for a grant under this title in partnership with a local educational
			 agency. Such partnership may also include any of the following entities:
				(1)An institution of
			 higher education, as defined in section 102 of the Higher Education Act of 1965
			 (20 U.S.C. 1002).
				(2)The office of a
			 chief elected official of a unit of local government.
				(3)An Indian tribe or
			 tribal organization, as defined under section 4 of the Indian
			 Self-Determination and Education Assistance Act (25 U.S.C. 450b).
				103.Application
			 requirements
				(a)In
			 generalTo be eligible to receive a grant under this title, an
			 eligible entity shall submit an application to the Secretary at such time, in
			 such manner, and containing such information as the Secretary may
			 require.
				(b)Contents of
			 applicationAt a minimum, an application described in subsection
			 (a) shall include the following:
					(1)A
			 description of a plan to significantly improve the academic outcomes of
			 children living in an identified neighborhood by providing a pipeline that
			 addresses the neighborhood’s needs, as identified by the needs analysis
			 described in paragraph (4) and supported by evidence-based practices.
					(2)A
			 description of the neighborhood that the eligible entity will serve.
					(3)Measurable annual
			 goals for the outcomes of the grant, including—
						(A)performance goals,
			 in accordance with the metrics described in section 106(a), for each year of
			 the grant; and
						(B)projected
			 participation rates and any plans to expand the number of children served or
			 the neighborhood proposed to be served by the grant program.
						(4)An analysis of the
			 needs and assets of the neighborhood identified in paragraph (2),
			 including—
						(A)a description of
			 the process through which the needs analysis was produced, including a
			 description of how family and community members were engaged in such
			 analysis;
						(B)an analysis of
			 community assets within, or accessible to, the neighborhood, including, at a
			 minimum—
							(i)early learning
			 programs, including high-quality child care, Early Head Start programs, Head
			 Start programs, and prekindergarten programs;
							(ii)the
			 availability of healthy food options and opportunities for physical
			 activity;
							(iii)existing family
			 and student supports;
							(iv)locally owned
			 businesses and employers; and
							(v)institutions of
			 higher education;
							(C)evidence of
			 successful direct services and collaboration within the neighborhood;
						(D)the steps that the
			 eligible entity is taking, at the time of the application, to meet the needs
			 identified in the needs analysis; and
						(E)any barriers the
			 eligible entity, public agencies, and other community-based organizations have
			 faced in meeting such needs.
						(5)A
			 description of the data and evidence base used to identify the pipeline
			 services to be provided, including data regarding—
						(A)school
			 readiness;
						(B)academic
			 achievement and college and career readiness;
						(C)secondary school
			 graduation rates;
						(D)health indicators,
			 such as rates of childhood obesity or other health and developmental risk
			 factors;
						(E)college
			 enrollment, persistence, and completion rates; and
						(F)conditions for
			 learning, including school climate surveys, discipline rates, and student
			 attendance and incident data.
						(6)A
			 description of the process used to develop the application, including the
			 involvement of family and community members.
					(7)An estimate
			 of—
						(A)the number of
			 children, by age, who will be served by each pipeline service over time;
			 and
						(B)for each age
			 group, the percentage of children (of such age group), within the neighborhood,
			 who the eligible entity proposes to serve, disaggregated by each service, and
			 the goals for increasing such percentage over time.
						(8)A
			 description of how the pipeline services will include the following
			 activities:
						(A)Providing
			 high-quality early learning opportunities for children, beginning prenatally
			 and extending through grade 3, by—
							(i)establishing or
			 supporting high-quality early learning opportunities that provide children with
			 full-day, full-year access to programs that support the cognitive and
			 developmental skills, including social and emotional skills, needed for success
			 in elementary school;
							(ii)providing for
			 opportunities, through parenting classes, baby academies, home visits, or other
			 evidence-based strategies, for families and expectant parents to—
								(I)acquire the skills
			 to promote early learning, development, and health and safety, including
			 learning about child development and positive discipline strategies (such as
			 through the use of technology and public media programming);
								(II)learn about the
			 role of families and expectant parents in their child’s education; and
								(III)become informed
			 about educational opportunities for their children, including differences in
			 quality among early learning opportunities;
								(iii)ensuring
			 successful transitions between early learning programs and elementary school,
			 including through the establishment of memoranda of understanding between early
			 learning providers and local educational agencies serving young children and
			 families;
							(iv)ensuring
			 appropriate screening, diagnostic assessments, and referrals for children with
			 disabilities, developmental delays, or other special needs;
							(v)improving the
			 early learning workforce in the community, including through—
								(I)investments in the
			 recruitment, retention, distribution, and support of high-quality
			 professionals, especially those with certification and experience in child
			 development;
								(II)the provision of
			 high-quality teacher preparation and professional development;
								(III)the use of joint
			 professional development for early learning providers and elementary school
			 teachers and administrators; or
								(IV)efforts to
			 increase the pay and benefits of early learning professionals; and
								(vi)enhancing data
			 systems and data sharing among the eligible entity, partners, early learning
			 providers, schools, and local educational agencies operating in the
			 neighborhood.
							(B)Supporting,
			 enhancing, operating, or expanding ambitious, rigorous, and comprehensive
			 education reforms designed to significantly improve educational outcomes for
			 children and youth in early learning programs through grade 12, which may
			 include—
							(i)operating schools
			 or working in close collaboration with local schools to provide high-quality
			 academic programs, curricula, and integrated student supports;
							(ii)the
			 provision of expanded learning time; and
							(iii)the provision of
			 programs and activities that ensure that students—
								(I)are prepared for
			 the college admissions, scholarship, and financial aid application processes;
			 and
								(II)graduate college
			 and career ready.
								(C)Supporting access
			 to a healthy lifestyle, which may include—
							(i)the
			 provision of high-quality and nutritious meals;
							(ii)access to
			 programs that promote physical activity, physical education, and fitness;
			 and
							(iii)education to
			 promote a healthy lifestyle and positive body image.
							(D)Providing social,
			 health, and mental health services and supports, including referrals for
			 essential care and preventative screenings, for children, family, and community
			 members, which may include—
							(i)dental
			 services;
							(ii)vision care;
			 and
							(iii)oral and
			 auditory screenings and referrals.
							(E)Supporting
			 students and family members as they transition from early learning programs
			 into elementary school, from elementary school to middle school, from middle
			 school to high school, from high school into and through college and into the
			 workforce, including through specialized resources to address challenges that
			 students may face as they transition, such as the following:
							(i)Early college high
			 schools.
							(ii)Dual enrollment
			 programs.
							(iii)Career
			 academies.
							(iv)Counseling and
			 support services.
							(v)Dropout prevention
			 and recovery strategies.
							(vi)Collaboration
			 with the juvenile justice system and reentry counseling for adjudicated
			 youth.
							(vii)Advanced
			 Placement (AP) or International Baccalaureate (IB) programs.
							(viii)Teen parent
			 classrooms.
							(ix)Graduation and
			 career coaches.
							(9)A
			 description of the strategies that will be used to provide pipeline services
			 (including a description of the process used to identify such strategies and
			 the outcomes expected, and a description of which programs and services will be
			 provided to children, family members, community members, and children not
			 attending schools or programs operated by the eligible entity or its partner
			 providers) to support the purpose of this Act.
					(10)An explanation of
			 the process the eligible entity will use to establish and maintain family and
			 community engagement.
					(11)An explanation of
			 how the eligible entity will continuously evaluate and improve the pipeline,
			 including—
						(A)a description of
			 the metrics, consistent with section 106(a), that will be used to inform each
			 component of the pipeline; and
						(B)the processes for
			 using data to improve instruction, optimize integrated student supports,
			 provide for continuous program improvement, and hold staff and partner
			 organizations accountable.
						(12)An identification
			 of the fiscal agent, which may be any entity described in section 102.
					(13)A list of Federal
			 and non-Federal sources of funding that the eligible entity will secure to
			 comply with the matching-funds requirement described in section 101(d),
			 including other programs funded by the Department of Education, or programs in
			 the Department of Health and Human Services, the Department of Housing and
			 Urban Development, the Department of Justice, or the Department of
			 Labor.
					(c)Memorandum of
			 understandingAn eligible entity, as part of the application
			 described in this section, shall submit a preliminary memorandum of
			 understanding, signed by each partner entity or agency. The preliminary
			 memorandum of understanding shall describe, at a minimum—
					(1)each partner’s
			 financial and programmatic commitment with respect to the strategies described
			 in the application, including an identification of the fiscal agent;
					(2)each partner’s
			 long-term commitment to providing pipeline services that, at a minimum,
			 accounts for the cost of supporting the pipeline (including after grant funds
			 are no longer available) and potential changes in local government;
					(3)each partner’s
			 mission and plan that will govern the work that partners do together;
					(4)each partner’s
			 long-term commitment to supporting the pipeline through data collection,
			 monitoring, reporting, and sharing; and
					(5)each partner’s
			 commitment to ensure sound fiscal management and controls, including evidence
			 of a system of supports and personnel.
					104.Use of
			 funds
				(a)In
			 generalEach eligible entity that receives a grant under this
			 title shall use the grant funds to—
					(1)implement the
			 pipeline services, as described in the application under section 103;
			 and
					(2)continuously
			 evaluate the success of the program and improve the program based on data and
			 outcomes.
					(b)Special
			 ruleEach eligible entity that receives a grant under this title
			 shall, in the 3rd year of the grant and each subsequent year, including each
			 year of a renewal grant, use not less than 80 percent of grant funds to carry
			 out the activities described in subsection (a)(1).
				105.Report and
			 publicly available data
				(a)ReportEach
			 eligible entity that receives a grant under this title shall prepare and submit
			 an annual report to the Secretary, which shall include—
					(1)information about
			 the number and percentage of children, family members, and community members in
			 the neighborhood who are served by the grant program, including a description
			 of the number and percentage of children accessing each of the pipeline
			 services;
					(2)data
			 (disaggregated by the categories described in section 205(a)(1)) about the
			 grant program’s success in—
						(A)narrowing
			 achievement gaps and improving student achievement;
						(B)ensuring school
			 readiness and healthy socio-emotional development;
						(C)increasing student
			 persistence;
						(D)increasing student
			 attendance, and decreasing incidences of violence, suspension, and
			 expulsion;
						(E)improving
			 conditions for learning, as measured by a school climate survey;
						(F)increasing the
			 number and percentage of family members who participate in adult education and
			 family literacy programs and other community activities; and
						(G)increasing
			 secondary school graduation rates and college entry and completion
			 rates;
						(3)information
			 relating to the performance metrics described in section 106(a); and
					(4)other indicators
			 that may be required by the Secretary, in consultation with the Director of the
			 Institute of Education Sciences.
					(b)Publicly
			 available dataEach eligible entity that receives a grant under
			 this title shall make publicly available, including through electronic means,
			 the information described in subsection (a). To the extent practicable, such
			 information shall be provided in a form and language accessible to parents and
			 families in the neighborhood, and such information shall be a part of statewide
			 longitudinal data systems.
				106.Accountability
				(a)Performance
			 metricsThe Secretary shall establish performance metrics
			 relevant to the evaluation of the grant program under this title.
				(b)EvaluationThe
			 Secretary shall evaluate the implementation and impact of the activities funded
			 under this title, in accordance with section 302.
				IIPROMISE SCHOOL
			 GRANTS
			201.Program
			 authorized
				(a)In
			 generalFrom amounts appropriated under section 304, the
			 Secretary shall award grants, on a competitive basis, to eligible entities to
			 implement school-centered, evidence-based strategies and integrated student
			 supports that leverage community partnerships to improve student achievement
			 and child and youth development by carrying out the activities described in
			 section 204 in schools with high concentrations of low-income children.
				(b)General
			 provisionsThe requirements of subsections (b), (c), (d), and (e)
			 of section 101 and section 104(b) shall apply to a grant under this title in
			 the same manner as such subsections apply to a grant under title I, except that
			 the performance metrics used for section 101(c) shall be the metrics under
			 section 206(a).
				202.Definition of
			 eligible entityIn this title,
			 the term eligible entity means—
				(1)not less than 1
			 local educational agency in partnership with one or more nonprofit
			 entities;
				(2)a
			 school funded by the Bureau of Indian Education that falls under the definition
			 of a local educational agency under section 9101 of the Elementary and
			 Secondary Education Act of 1965 (20 U.S.C. 7801) in partnership with one or
			 more nonprofit organizations or institutions of higher education; or
				(3)a
			 charter school that is not a local educational agency, operating in partnership
			 with one or more nonprofit organizations or institutions of higher
			 education.
				203.Application
			 requirements; priority
				(a)In
			 generalTo be eligible to receive a grant under this title, an
			 eligible entity shall submit an application to the Secretary at such time, in
			 such manner, and containing such information as the Secretary may
			 require.
				(b)Contents of
			 applicationAt a minimum, the application described in subsection
			 (a) shall include the following:
					(1)A
			 description of the local educational agency, schools, and students that will be
			 served by the grant program.
					(2)A
			 description of the steps that the eligible entity is taking—
						(A)to meet the needs
			 identified in the analysis described in paragraph (4); and
						(B)to remove any
			 barriers that the eligible entity has identified in meeting such needs.
						(3)The designation of
			 a site coordinator, who shall meet nationally recognized professional
			 development standards, and have appropriate time, autonomy, and support to
			 provide—
						(A)leadership in
			 building relationships and establishing and sustaining partnerships that
			 support school improvement, school turnaround efforts in accordance with
			 section 1116 of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
			 6316), increases in student achievement, positive child and youth development,
			 and family and community engagement; and
						(B)effective
			 coordination of student services at all stages of the pipeline.
						(4)An analysis of the
			 needs and assets of the schools and communities that will be assisted under
			 this title. Such analysis shall include—
						(A)student data,
			 including information about—
							(i)school
			 readiness;
							(ii)achievement;
							(iii)credit
			 accumulation;
							(iv)grade to grade
			 promotion;
							(v)graduation;
							(vi)attendance;
			 and
							(vii)discipline;
			 and
							(B)information about
			 the assets described in section 103(b)(4)(B) with respect to such schools and
			 communities.
						(5)An explanation of
			 how the eligible entity and its program partners will use evidence-based
			 practice, data, and research to leverage partnerships to implement integrated
			 student supports and wraparound services to—
						(A)address the needs
			 identified in paragraph (4);
						(B)ensure that family
			 members and community members—
							(i)participate in the
			 education of their children and become an integral part of the school culture,
			 school improvement, and decisionmaking; and
							(ii)promote
			 strategies that include the educational and financial planning that are
			 necessary to increase access to, and success in, postsecondary
			 education;
							(C)enable teachers
			 and administrators, including early learning providers, to complement and
			 enrich efforts to help children—
							(i)make
			 learning gains;
							(ii)prepare for
			 graduation; and
							(iii)plan for the
			 future, including preparing for college and careers; and
							(D)coordinate and
			 leverage other programs that serve children, the schools served by the grant,
			 and the neighborhood.
						(6)An explanation of
			 the extent to which the eligible entity and its program partners will serve or
			 involve children residing in the neighborhood regardless of whether such
			 children attend a school served by the grant (including by, as appropriate,
			 providing high-quality early learning opportunities for children, beginning at
			 birth and extending through grade 3) by—
						(A)as appropriate,
			 carrying out the activities described in section 103(b)(7)(A); and
						(B)carrying out the
			 activities described in subparagraphs (B) through (E) of section
			 103(b)(7).
						(7)A
			 description of the capacity of the eligible entity for measuring student
			 outcomes and school-specific outcomes.
					(8)A
			 description of how the strategies supported with funds under this title will
			 be—
						(A)coordinated with
			 other programs and strategies carried out by the local educational agency;
			 and
						(B)to the greatest
			 extent practicable, coordinated with other agencies, such as agencies that
			 provide reentry services to adjudicated youth.
						(9)A
			 description of the strategy the eligible entity will use to—
						(A)support family and
			 community engagement; and
						(B)make schools the
			 centers of their respective communities.
						(10)A list of Federal
			 and non-Federal sources of funding that the eligible entity will secure to
			 comply with the matching-funds requirement described in section 101(d),
			 including other programs funded by the Department of Education, or programs in
			 the Department of Health and Human Services, the Department of Housing and
			 Urban Development, the Department of Justice, or the Department of
			 Labor.
					(c)Memorandum of
			 understandingAn eligible entity, as part of the application
			 described in this section, shall submit a preliminary memorandum of
			 understanding that meets the requirements of section 103(c).
				(d)PriorityIn
			 awarding grants under this title, the Secretary shall give priority to
			 applicants that—
					(1)propose to provide
			 a continuum of high-quality education and student support services for children
			 beginning in prekindergarten and extending through high school graduation;
			 and
					(2)propose to include
			 significant investments in high-quality early learning programs, consistent
			 with section 203(b)(6)(A).
					204.Use of
			 fundsEach eligible entity
			 that receives a grant under this title shall use the grant funds to—
				(1)implement the
			 activities described in the application under section 203; and
				(2)continuously
			 evaluate the success of the grant program and improve the grant program based
			 on data and outcomes.
				205.Report and
			 publicly available data
				(a)ReportEach
			 eligible entity that receives a grant under this title shall prepare and submit
			 an annual report to the Secretary, which shall include—
					(1)information about
			 the number and percentage of children served by the grant program,
			 disaggregated by age, gender, race, ethnicity, disability status, socioeconomic
			 status, and English proficiency;
					(2)data about the
			 grant program’s success in—
						(A)narrowing
			 achievement gaps;
						(B)ensuring school
			 readiness and healthy socio-emotional development;
						(C)improving academic
			 achievement;
						(D)increasing student
			 persistence;
						(E)increasing on-time
			 secondary school graduation rates and college entry; and
						(F)increasing student
			 attendance and decreasing incidents of violence, suspension, and expulsion;
			 and
						(3)other indicators
			 that may be required by the Secretary, in consultation with the Director of the
			 Institute of Education Sciences.
					(b)Publicly
			 available dataEach eligible entity that receives a grant under
			 this title shall make publicly available, including through electronic means,
			 the information described in subsection (a). To the extent practicable, such
			 information shall be provided in a form and language accessible to parents and
			 families in the neighborhood.
				206.Accountability
				(a)Performance
			 metricsThe Secretary shall establish performance metrics
			 relevant to the evaluation of the grant program under this title.
				(b)EvaluationThe
			 Secretary shall evaluate the implementation and impact of the activities funded
			 under this title, pursuant to section 302.
				IIIGENERAL
			 PROVISIONS
			301.Planning
			 grants
				(a)PurposeThe
			 purposes of the planning grant program established under this section are
			 to—
					(1)enable communities
			 to assess their needs and assets regarding the unmet needs of children and
			 youth;
					(2)develop
			 appropriate plans to address such unmet needs through the provision of pipeline
			 services; and
					(3)support
			 communities as such communities prepare to apply for a grant under title I or
			 title II.
					(b)Planning grants
			 authorizedFrom the amounts appropriated under section 304, the
			 Secretary may reserve not more than 10 percent for planning grants to entities
			 eligible for grants under title I or II.
				(c)DurationGrants
			 awarded under this section shall be for a period of not more than 1 year, and
			 such grants shall not be renewed.
				(d)Application
					(1)In
			 generalTo be eligible to receive a grant under this section, an
			 eligible entity shall submit an application to the Secretary at such time, in
			 such manner, and containing such information as the Secretary may
			 require.
					(2)ContentsAt
			 a minimum, the application described in paragraph (1) shall describe—
						(A)how the eligible
			 entity will conduct a needs and assets analysis;
						(B)how the eligible
			 entity will use planning grant funds in accordance with the purpose of this
			 Act, including to establish a process to prioritize and allocate resources and
			 services to address the unmet needs of children and youth in the community;
			 and
						(C)how the eligible
			 entity will use planning grant funds to become more competitive in applying for
			 a grant under title I or II.
						(e)LimitationNo
			 entity may receive a grant under this section while concurrently receiving
			 grant funding under title I or II of this Act.
				(f)Matching
			 fundsThe Secretary shall require that each eligible entity
			 receiving a grant under this section contribute matching funds in an amount
			 equal to not less than 50 percent of the amount of the grant. Such matching
			 funds may come from Federal or non-Federal sources.
				302.EvaluationFrom the amounts appropriated under section
			 304, the Secretary may reserve not more than 3 percent for a national
			 evaluation of the activities carried out under titles I and II. In conducting
			 such evaluations, the Secretary shall—
				(1)direct the
			 Director of the Institute of Education Sciences, in consultation with the
			 relevant program office at the Department, to evaluate the implementation and
			 impact of the activities funded under titles I and II, including the costs and
			 benefits of such activities, relative expenditures on different activities in
			 the pipeline, and the impacts of such activities on incarceration and
			 recidivism rates of children in neighborhoods served by grants under such
			 titles;
				(2)direct the
			 Director of the Institute of Education Sciences to identify best practices to
			 improve the effectiveness of activities funded under titles I and II;
			 and
				(3)disseminate
			 research on best practices to significantly improve the academic outcomes of
			 children living in our Nation’s most distressed communities.
				303.National
			 activitiesFrom the amounts
			 appropriated under section 304 for a fiscal year, the Secretary may reserve not
			 more than 5 percent for national activities, which may include—
				(1)research on the
			 activities carried out under titles I and II;
				(2)identifying and
			 disseminating best practices;
				(3)support for the
			 community of practice related to the purposes of this grant, which may include
			 technical assistance and conferences;
				(4)professional
			 development; and
				(5)other activities
			 consistent with the purpose of this Act.
				304.Authorization
			 of appropriationsThere are
			 authorized to be appropriated to carry out this Act such sums as may be
			 necessary for fiscal year 2014 and each of the 4 succeeding fiscal
			 years.


		II
		111th CONGRESS
		1st Session
		S. 278
		IN THE SENATE OF THE UNITED STATES

			January 16, 2009
			Mr. Hatch (for himself,
			 Mr. Kennedy, Mr. Gregg, and Mr.
			 Cochran) introduced the following bill; which was read twice and
			 referred to the Committee on
			 Finance

		A BILL
		To amend the Internal Revenue Code of 1986 to provide for
		  a tax credit for qualified donations of employee services.

		1.Short titleThis Act may be cited as the
			 Incentive to Serve Tax
			 Act.
		2.Tax credit for
			 qualified donations of employee services
			(a)In
			 generalSubpart D of part IV of subchapter A of chapter 1 of the
			 Internal Revenue Code of 1986 is amended by adding at the end the following new
			 section:

					45R.Qualified
				employee service donations
						(a)In
				generalFor purposes of section 38, the qualified employee
				service donation credit under this section is an amount equal to 25 percent of
				the qualified wages paid or incurred by the taxpayer.
						(b)Qualified
				wagesFor purposes of this section—
							(1)In
				generalThe term qualified wages means the wages
				paid or incurred by an employer during the taxable year to an eligible employee
				during periods in which the eligible employee is performing qualified
				services.
							(2)WagesThe
				term wages has the meaning given to such term by subsection (b) of
				section 3306 (determined without regard to the dollar limitation contained in
				such section).
							(3)Limitation on
				wages taken into accountThe amount of qualified wages which may
				be taken into account with respect to any individual shall not exceed $100,000
				per year.
							(4)Coordination
				with other credits
								(A)Work
				opportunity creditThe term qualified wages shall
				not include wages attributable to service rendered during the 1-year period
				beginning with the day the individual begins work for the employer if any
				portion of such wages is taken into account in determining the credit under
				section 51.
								(B)Indian
				employment creditThe term qualified wages shall not
				include wages with respect to any employee if a credit is allowed for wages
				paid to such employee under section 45A.
								(c)Eligible
				employeeFor purposes of this section, the term eligible
				employee means any employee of the employer who performs qualified
				services at the direction of the employer and with the employee's consent for a
				period of not less than 160 hours for which such employee was fully compensated
				during the taxable year of the employer.
						(d)Qualified
				servicesFor purposes of this section—
							(1)In
				generalThe term qualified services means—
								(A)eligible direct
				services to recipients or beneficiaries of charitable organizations and
				community agencies,
								(B)the recruitment
				and coordination of activities of volunteers providing such eligible direct
				services, or
								(C)the building of
				the capacity of such organizations and agencies to provide such eligible direct
				services.
								(2)Eligible direct
				servicesThe term eligible direct services means
				direct services which advance 1 or more of the following:
								(A)Improving the
				quality of education in public schools for economically disadvantaged
				students.
								(B)Expanding and
				improving access to health care.
								(C)Improving and
				conserving energy and natural resources.
								(D)Improving
				economic opportunities for economically disadvantaged individuals.
								(E)Improving
				disaster preparedness and response.
								(e)VerificationNo
				amount shall be allowed as a credit under subsection (a) for qualified wages
				for qualified services with respect to which the taxpayer has not submitted
				such information or certification as the Secretary determines necessary to
				ensure the performance of such qualified services.
						(f)Special
				rulesFor purposes of this section, rules similar to the rules of
				section 52 shall
				apply.
						.
			(b)Credit treated
			 as business creditSection
			 38(b) of the Internal Revenue Code of 1986 (relating to current year business
			 credit) is amended by striking plus at the end of paragraph
			 (34), by striking the period at the end of paragraph (35) and inserting
			 , plus, and by adding at the end the following new
			 paragraph:

					(36)the credit determined under section
				45R(a).
					.
			(c)Conforming
			 amendments
				(1)Section 196(c) of
			 the Internal Revenue Code of 1986 is amended by striking and at
			 the end of paragraph (12), by striking the period at the end of paragraph (13)
			 and inserting , and, and by adding at the end the following new
			 paragraph:

						(14)the qualified
				employee service credit under section
				45R(a).
						.
				(2)Section 280C(a)
			 of such Code is amended by inserting 45R(a), after
			 45P(a),.
				(d)Clerical
			 amendmentThe table of
			 sections for subpart D of part IV of subchapter A of chapter 1 of the Internal
			 Revenue Code of 1986 is amended by adding at the end the following new
			 item:

						Sec. 45R. Qualified employee service
				donations.

					.
			(e)Effective
			 dateThe amendments made by
			 this section shall apply to wages paid or incurred after the date of the
			 enactment of this Act.
			3.ExclusionSection 148 of the National and Community
			 Service Act of 1990 (42 U.S.C. 12604) is amended—
			(1)by redesignating
			 subsection (g) as subsection (h); and
			(2)by inserting after subsection (f) the
			 following:

					(g)Exclusion from incomeThe amount of an educational award provided
				to an individual under this section shall not be included in the gross income
				of the individual for purposes of the Internal Revenue Code of
				1986.
					.