[Congressional Bills 116th Congress]
[From the U.S. Government Publishing Office]
[H.R. 6106 Introduced in House (IH)]
<DOC>
116th CONGRESS
2d Session
H. R. 6106
To strengthen student achievement and graduation rates and prepare
children and youth for college, careers, and citizenship through
innovative partnerships that meet the comprehensive needs of children
and youth.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
March 5, 2020
Ms. Judy Chu of California (for herself, Mr. Vargas, Ms. Norton, and
Mr. Grijalva) introduced the following bill; which was referred to the
Committee on Education and Labor, and in addition to the Committee on
Energy and Commerce, for a period to be subsequently determined by the
Speaker, in each case for consideration of such provisions as fall
within the jurisdiction of the committee concerned
_______________________________________________________________________
A BILL
To strengthen student achievement and graduation rates and prepare
children and youth for college, careers, and citizenship through
innovative partnerships that meet the comprehensive needs of children
and youth.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE; TABLE OF CONTENTS.
(a) Short Title.--This Act may be cited as the ``Developing
Innovative Partnerships and Learning Opportunities that Motivate
Achievement Act'' or the ``DIPLOMA Act''.
(b) Table of Contents.--The table of contents for this Act is as
follows:
Sec. 1. Short title; table of contents.
Sec. 2. Findings.
Sec. 3. Purposes.
Sec. 4. Definitions.
Sec. 5. Demonstration program authorized; allotment to States.
Sec. 6. Demonstration competitive program authorized.
Sec. 7. State child and youth strategy.
Sec. 8. Coordinating body; State applications.
Sec. 9. State use of funds.
Sec. 10. Local consortium application; local child and youth strategy.
Sec. 11. Local use of funds.
Sec. 12. Construction.
Sec. 13. Accountability and transparency.
Sec. 14. Authorization of appropriations.
SEC. 2. FINDINGS.
Congress finds the following:
(1) The future strength of the Nation's democracy, as well
as the Nation's economy, is dependent upon the investments made
in children and youth today.
(2) Evidence demonstrates that effective partnerships among
schools and communities increase student achievement by
addressing the academic needs of students as well as the
challenges the students face outside the classroom. For
example:
(A) Chicago Public Schools leads one of the
Nation's largest community school initiatives and found
that students in grades 9 to 12 who attend a community
school have 61 percent fewer school-day absences than
their non-community school counterparts. When compared
to non-community school counterparts, students in
grades 9 to 12 were found to have more positive
educational experiences; students in grades 4 to 8 had
higher Emotional Health scores on the survey; and
students in grades K to 3 had 53 percent fewer
suspensions and 55 percent fewer misconducts.
(B) In a 7-year study of 200 Chicago public
schools, sociologist Anthony Bryk found that in schools
where grassroots organizations forge strong connections
with their schools, trust levels and parent involvement
are greater.
(C) United Way of Salt Lake's Promise Partnership,
an initiative across multiple school districts in the
Salt Lake, Utah area, has helped increase student
achievement and graduation rates. At one of United
Way's partner schools, Granite Park Junior High, the
percentage of students completing 9th grade and on
track to graduate has more than doubled in 2 years.
Their efforts also have increased preschool
opportunities in their poorest neighborhoods so that
1,000 additional low-income students attend high-
quality preschool. Third grade reading proficiency
scores rose 15.5 percent from 2013-2014, and chronic
absence decreased from 21 percent to 14 percent from
2013-2014. A Promise Partnership Regional Council,
which was formed in 2014, includes education, business,
government, and nonprofit leaders, guides the
initiative and focuses on keeping the work aligned.
(D) In Wisconsin, where formal partnerships with
community agencies are required for grant programs,
non-traditional partners have proven to be instrumental
for smaller communities to enrich after school
programs. Those partners have included local trucking
companies, statewide nonprofit organizations like the
Grange, Farm Bureau, small retailers, and retirees.
(E) Union City Public Schools (New Jersey) school
district proves that by breaking down institutional
``silos'' and creating deep partnerships, through
collaboration and municipal involvement, schools can be
vibrant places of hope despite poverty, unemployment,
and lack of affordable housing.
(F) Social Justice Humanitas Academy in Los
Angeles, California, enrolls approximately 500 students
with 88 percent eligible for free or reduced school
lunch. Students are supported by Individualized Pupil
Education Plans (IPEP) that determine how teachers and
partners involved in the Community School can best help
struggling students and reflect the close relationships
between students and teachers. At the conclusion of the
2013-2014 school year, the graduation rate rose from 83
percent to 93.9 percent, and 99 percent of those
graduates enrolled in college. The suspension rate was
0.02 percent, compared to 1.02 percent across the Los
Angeles Unified School District.
(G) By meeting the comprehensive needs of students,
Communities In Schools, a national dropout prevention
organization, found that 99 percent of participating
students stayed in school, 78 percent of participating
students met or made progress toward their attendance
goals, 90 percent met or made progress toward their
behavior goals, and 88 percent met or made progress
toward their academic improvement goals.
(3) In adopting the Every Student Succeeds Act (Public Law
114-95), Congress recognized community schools as a strategy to
significantly improve the coordination and integration,
accessibility, and effectiveness of services for children and
families, particularly for children attending high-poverty
schools, including high-poverty rural schools.
(4) Approximately 84 percent of 9th graders graduate from
high school within 4 years. Of students who graduate from high
school, 69 percent enroll in a 2- or 4-year college in the fall
after completing high school. Only about half (58 percent) of
first-time, full-time college freshmen seeking a 4-year degree
receive a bachelor's degree within 6 years or less.
(5) Over the past 4 decades, the United States has slipped
from being first in the world in high school and college
graduation rates to 21st and 14th, respectively, putting the
Nation at a growing competitive disadvantage with other
countries.
(6) In a study conducted by Hanover Research, data showed
that quality partnerships between schools and their communities
can result in improved attendance, motivation, conduct, and
academic achievement. Community-level strategies like focusing
on parental involvement, community building, and cultural
competence were shown to contribute to decreases in the
achievement gap between lower- and upper-income students.
(7) Research from the Government Accountability Office
found that students who change schools less frequently are more
likely to perform at grade level and less likely to repeat a
grade than their less stable peers.
(8) In research studies in psychology, health, and
education by Teachers College, Columbia University, school
``connectedness'' is identified as important to student
learning, achievement, and well-being. When students feel a
sense of connection with the larger world and community
institutions, they are more engaged in instructional activities
and express greater commitment to school.
(9) It has been learned from successful experiences that
hundreds of thousands of arts, cultural, service, sports,
colleges and other youth organizations, as well as civic and
faith-based groups want to partner with schools and educators
to reinforce learning, but far too often, neither the school
nor the community know how to effectively connect with each
other.
(10) In order for the United States to compete in a global
economy, the co-partnering efforts of government, social
services, business, arts, home, community-based organizations,
and philanthropy need to concentrate their efforts where they
are most needed: in our schools.
(11) Research from Johns Hopkins University has shown that
access to summer learning opportunities leads to significant
student learning gains not experienced by students who cannot
access summer learning opportunities.
(12) A 2011 study conducted by the RAND Corporation found
that students who attend summer learning programs, particularly
those featuring individualized instruction, parental
involvement, and small class sizes, experience clear benefits
in overcoming the achievement gap between low- and upper-income
students.
(13) Research from the Community School Partnership finds
that community schools see a return of $7.11 for every dollar
of investment in community schools coordinators.
SEC. 3. PURPOSES.
The purposes of this Act are--
(1) to create engaging learning experiences that--
(A) strengthen academic achievement, build civic
capacity, and provide a continuum of supports and
opportunities for children, youth, and families; and
(B) prepare children and youth for college,
careers, and citizenship through results-focused
partnerships that mobilize and coordinate school and
community resources;
(2) to ensure the academic, physical, social, emotional,
health, mental health, and civic development of disadvantaged
children and youth and thereby strengthen their families and
communities;
(3) to engage and support parents, care givers, and
families in their role as first educators of their children;
(4) to promote community and family engagement in
education;
(5) to leverage and integrate the human and financial
assets of local communities, schools, State governments, the
Federal Government, and the natural assets of communities--
(A) toward better results for children, youth, and
families; and
(B) for sustained civic capacity;
(6) to develop school improvement strategies that
incorporate approaches that meet the comprehensive needs of
children and youth, such as full service community schools,
community-based and integrated student services, and related
approaches; and
(7) to ensure that schools and neighborhoods are safe and
provide a positive climate for learning.
SEC. 4. DEFINITIONS.
In this Act:
(1) Child with a disability.--The term ``child with a
disability'' has the meaning given the term in section 602 of
the Individuals with Disabilities Education Act (20 U.S.C.
1401).
(2) Chronically absent.--The term ``chronically absent'',
when used with respect to a student, means a student who misses
not less than 10 percent or not less than 20 days of school
days in an academic year.
(3) Community-based, integrated student services.--The term
``community-based, integrated student services'' means
interventions, coordinated through a single point of contact,
that improve student achievement by connecting community
resources with the academic and social service needs of
students.
(4) Community engagement in education.--
(A) In general.--The term ``community engagement in
education'' means systematic efforts to involve,
engage, and collaborate with parents, community
residents, members of school communities, community
partners, and other stakeholders in exploring the needs
of their students and schools, developing plans to
address those needs, and working together to address
those needs.
(B) Inclusions.--The term ``community engagement in
education'' includes effective community engagement in
an ongoing process to develop a welcoming school and
school system, mobilize the community's assets to
support student achievement and growth, engage those
individuals and stakeholders who traditionally have not
participated in the school or school system, improve
working relationships, and deepen the commitment to
student success.
(5) Digital learning.--The term ``digital learning'' means
instructional practices that effectively use technology to
strengthen the student learning experience and may include
online and formative assessments, instructional resources,
online content and courses, applications of technology in the
classroom and school building, adaptive software for children
with disabilities, learning platforms, and online professional
communities of practice.
(6) Disability.--The term ``disability'' has the meaning
given the term in section 3 of the Americans with Disabilities
Act of 1990 (42 U.S.C. 12102).
(7) Evidence-based.--The term ``evidence-based'', when used
with respect to a goal or service, means a goal or service that
meets an evidence level described in subclause (I), (II), or
(III) of section 8101(21)(A)(i) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7801(21)(A)(i)(I), (II), and
(III)) or section 8101(21)(A)(ii) of such Act.
(8) Family engagement in education.--The term ``family
engagement in education'' means a shared responsibility of
families and schools for student success, in which schools and
community-based organizations are committed to reaching out to
engage families in meaningful ways that--
(A) encourages the families to actively support
their children's learning and development, as well as
the learning and development of other children; and
(B) is continuous from birth through young
adulthood and reinforces learning that takes place in
the home, school, and community.
(9) Full service community school.--The term ``full service
community school'' means a public elementary school or
secondary school that--
(A) participates in a community-based effort to
coordinate educational, developmental, family, health,
and other comprehensive services through community-
based organizations, specialized instructional support
personnel employed by the school or the local
educational agency, and public and private
partnerships; and
(B) provides access to such services to students,
families, and the community, including access during
the school year (including before- and after-school
hours), and during the summer.
(10) Local consortium.--The term ``local consortium'' means
a consortium consisting of community partners that--
(A) shall include--
(i) a local educational agency; and
(ii) not less than one community partner
that is independent of the local educational
agency, such as--
(I) a community-based organization;
(II) a child and youth serving
organization or agency;
(III) an institution of higher
education;
(IV) a foundation;
(V) a business;
(VI) a teacher organization;
(VII) an organization representing
education professionals;
(VIII) a local government,
including a government agency serving
children and youth, such as a child
welfare and juvenile justice agency;
(IX) an organization representing
students; or
(X) an organization representing
parents; and
(B) may include additional community partners from
other communities.
(11) Local educational agency.--The term ``local
educational agency'' has the meaning given the term in section
8101 of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 7801).
(12) Outlying area.--The term ``outlying area'' has the
meaning given the term in section 8101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801).
(13) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(14) Specialized instructional support personnel.--The term
``specialized instructional support personnel'' means--
(A) school counselors, school social workers, and
school psychologists; and
(B) other qualified professional personnel, such as
school nurses, speech language pathologists, and school
librarians, involved in providing assessment,
diagnosis, and counseling, and educational,
therapeutic, and other necessary services (including
related services as that term is defined in section 602
of the Individuals with Disabilities Education Act (20
U.S.C. 1401)) as part of a comprehensive program to
meet student needs.
(15) Specialized instructional support services.--The term
``specialized instructional support services'' means the
services provided by specialized instructional support
personnel.
(16) State.--The term ``State'' means each of the several
States of the United States, the District of Columbia, and the
Commonwealth of Puerto Rico.
(17) State educational agency.--The term ``State
educational agency'' has the meaning given the term in section
8101 of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 7801).
(18) Target schools.--The term ``target schools'' means
schools that are identified by the State for comprehensive
support and improvement in accordance with section
1111(c)(4)(D)(i) of the Elementary and Secondary Education Act
of 1965 (20 U.S.C. 6311(c)(4)(D)(i)).
SEC. 5. DEMONSTRATION PROGRAM AUTHORIZED; ALLOTMENT TO STATES.
(a) Formula Grants Authorized.--
(1) In general.--From allotments made under subsection (c),
the Secretary is authorized to award grants, under subsection
(c), to States having applications approved under section 8(b)
to enable the States to award subgrants to local consortia to
leverage and integrate human and financial assets at all levels
in order to--
(A) ensure the academic, physical, social,
emotional, and civic development of disadvantaged
youth; and
(B) strengthen the families and communities of the
disadvantaged youth and achieve the results developed
pursuant to section 7(c)(1).
(2) Duration.--The Secretary shall award a grant under this
subsection for a period of 5 years.
(3) Renewal.--The Secretary may renew a grant under this
subsection for a period of 5 years.
(b) Reservation.--From the funds appropriated under section 14 for
any fiscal year, the Secretary shall reserve--
(1) not more than 2 percent for national activities, which
the Secretary may carry out directly or through grants and
contracts, such as--
(A) providing training technical assistance to
local consortia and organizations partnering with local
consortia to carry out services under this Act; or
(B) conducting the national evaluation pursuant to
section 13(a)(3); and
(2) not more than 1 percent for payments to the outlying
areas and the Bureau of Indian Affairs, to be allotted in
accordance with their respective needs for assistance under
this Act, as determined by the Secretary, to enable the
outlying areas and the Bureau of Indian Affairs to carry out
the purposes of this Act.
(c) State Allotments.--
(1) Determination.--From the funds appropriated under
section 14 for any fiscal year that are equal to or greater
than $200,000,000 which remain after the Secretary makes the
reservations under subsection (b), the Secretary shall allot to
each State for the fiscal year an amount that bears the same
relationship to the remainder as the amount the State received
under subpart 2 of part A of title I of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6331 et seq.) for
the preceding fiscal year bears to the amount all States
received under that subpart for the preceding fiscal year,
except that no State shall receive less than an amount equal to
\1/2\ of 1 percent of such funds.
(2) Reallotment of unused funds.--If a State does not
receive an allotment under this Act for a fiscal year, the
Secretary shall reallot the amount of the State's allotment to
the remaining States in accordance with this section.
SEC. 6. DEMONSTRATION COMPETITIVE PROGRAM AUTHORIZED.
(a) In General.--For any year for which the amount appropriated
under section 14 is less than $200,000,000, the Secretary shall award
grants, on a competitive basis, to local consortia to enable the local
consortia to carry out local strategies in accordance with sections 10
and 11.
(b) Application.--A local consortium desiring to receive a grant
under this section shall submit an application to the Secretary at such
time, in such manner, and containing such information as the Secretary
may require. The application shall demonstrate the capacity for
successful implementation of the local strategies in accordance with
sections 10 and 11 through a history of successful collaboration and
effectiveness in strengthening outcomes for children and youth.
(c) Targeted Local Consortia.--
(1) In general.--The Secretary shall award a grant to a
local consortium under this section only if the local
consortium submits an application that proposes--
(A) to serve children and youth in schools or
communities with the highest proportions of students
from low-income families; and
(B) to provide a comprehensive continuum of
services, including not less than 1 service from each
of not less than 3 categories of services described in
paragraphs (3) through (11) of section 11(b).
(2) Low-income families.--In this subsection, the term
``low-income family'' means a family with an income that is not
more than 138 percent of the poverty line (as defined in
section 673(2) of the Community Services Block Grant Act (42
U.S.C. 9902(2))) applicable to a family of the size involved.
(d) Accountability and Transparency.--The Secretary shall apply
those provisions of section 13 that the Secretary determines applicable
to local consortia receiving funds under this section.
SEC. 7. STATE CHILD AND YOUTH STRATEGY.
(a) In General.--A State that receives a grant under this Act shall
use the grant funds to develop and implement a State child and youth
strategy (hereafter in this Act referred to as the ``State strategy'').
(b) Strategy Requirements.--The State strategy--
(1) shall be developed by the State educational agency in
consultation with the Governor of the State;
(2) shall include the components described in subsection
(c); and
(3) may include other components as the State educational
agency determines necessary to strengthen results for children
and youth.
(c) Required Components.--The State strategy components required
under subsection (b) are the following:
(1) State results framework.--The State strategy shall
contain comprehensive, evidence-based annual goals and aligned
quantifiable indicators demonstrating continuous improvement
with respect to children and youth, particularly disadvantaged
children and youth, that shall serve as targets for each year
with respect to which the State strategy applies. The State's
annual goals shall include the following:
(A) Children and youth are ready for school.
(B) Students are engaged and achieving in school.
(C) Schools and neighborhoods are safe and provide
a positive climate for learning.
(D) Families and communities are supportive and
engaged in their children's education as equal
partners.
(E) Graduates are ready for postsecondary education
and 21st-century careers.
(F) Students are contributing to their communities.
(G) Students are not chronically absent.
(H) Additional annual goals set forth by the State
in alignment with the purposes of this Act.
(2) Needs and assets assessment.--The State strategy shall
contain an assessment of the children and youth's needs, and of
assets within the State that can be mobilized, coordinated, and
integrated to achieve the State strategy's annual goals, which
may include data collected by the Federal Interagency Forum on
Child and Family Statistics. Such needs and assets assessment
shall identify populations of underserved children and youth
across the State, based on the State's evidence-based goals and
aligned quantifiable indicators for the goals.
(3) State child and youth plan.--The State strategy shall
include a description of the State's plan to achieve the goals
described in paragraph (1) for children and youth from birth
through the transition to adulthood, including the following:
(A) Leverage and integration.--A description of how
funds received under this Act will be coordinated and
integrated with other Federal and State funds in order
to achieve the State's annual goals developed pursuant
to paragraph (1).
(B) Elimination of state barriers to coordination
and integration.--A description of how funds received
under this Act will be used to identify and eliminate
State barriers to the coordination and integration of
programs, initiatives, and funding streams to achieve
the State's annual goals developed pursuant to
paragraph (1).
(C) Community engagement in education.--A
description of the State's plan to increase community
engagement in education.
(D) Family engagement in education.--A description
of the State's plan to increase family engagement in
education.
(d) Existing Plans, Strategies, and Assessments.--Existing plans,
strategies, needs assessments, or assets assessments may be used to
satisfy the requirements of this section if such existing plans,
strategies, needs assessments, or assets assessments include the
information required by this section, or can be modified to do so, and
are submitted to and accepted by the Secretary with such modifications.
SEC. 8. COORDINATING BODY; STATE APPLICATIONS.
(a) Coordinating Body.--
(1) In general.--In order for a State to be eligible to
receive a grant under this Act, the State educational agency
shall designate or establish a coordinating body for student
learning and development that shall--
(A) administer funds provided under this Act;
(B) facilitate communication between the public and
the State educational agency pertaining to issues
impacting children and youth from birth through the
transition to adulthood, including issues pertaining to
service coordination and integration;
(C) identify and eliminate State barriers to the
coordination and integration of programs, initiatives,
and funding streams, and facilitate coordination and
collaboration among State agencies serving children and
youth;
(D) strengthen the capacity of State and local
organizations to achieve positive outcomes for children
and youth through training, technical assistance,
professional development, and other means;
(E) assist the State educational agency in
developing and carrying out the State strategy; and
(F) coordinate the submission of the State
application under subsection (b).
(2) Designation of coordinating body.--The State
educational agency may designate an existing agency, Children's
Cabinet, P-20 Council, child and youth development partnership,
or other organization as the coordinating body for student
learning and development described in paragraph (1) if the
agency, cabinet, council, partnership, or organization--
(A) performs duties similar to the duties described
in paragraph (1); or
(B) if the duties of the agency, cabinet, council,
partnership, or organization can be modified to include
the duties described in paragraph (1).
(b) State Application.--
(1) In general.--Each State desiring a grant under this Act
shall submit to the Secretary an application at such time, in
such manner, and containing such information as the Secretary
may require.
(2) Contents.--Each application submitted under this
subsection shall include the following:
(A) State strategy.--A description of how the State
will develop the State strategy, including how the
State will--
(i) coordinate with the State educational
agency;
(ii) consult with potential community
partners; and
(iii) allow for the meaningful
participation of parents.
(B) Grants to local consortia.--A description of
how subgrants to local consortia will be awarded
pursuant to section 9, including the criteria used by
the State in such determinations and how the subgrants
will facilitate community planning and effective
service coordination, integration, and provision at the
local level to achieve the goals developed by the State
pursuant to section 7(c)(1) within the context of local
needs and priorities. Such criteria shall include a
priority for applications from local consortia
intending to serve target schools with the greatest
needs.
(C) Capacity building.--A description of how grant
funds received under this Act will be used to provide
professional development, training, and technical
assistance opportunities for staff for the purpose of
building State and local capacity.
(D) Accountability for results.--A description of
the State's plans to adhere to the accountability and
transparency requirements described in section 13(b).
(3) Revised application.--Each State desiring to renew a
grant under this Act shall submit a revised application to the
Secretary every 5 years based on an assessment of the
activities conducted under this Act. Such renewal application
shall update the State's annual goals based on such assessment
SEC. 9. STATE USE OF FUNDS.
(a) In General.--From the grant funds made available to a State
under this Act for any fiscal year--
(1) the State shall use not less than 95 percent to award
subgrants to local consortia under subsection (b);
(2) the State may use not less than 3 percent for
evaluation and capacity building activities, including
training, technical assistance, and professional development;
and
(3) the State may use not more than 2 percent for the
administrative costs of carrying out responsibilities under
this Act.
(b) Subgrants to Local Consortia.--
(1) In general.--
(A) In general.--A State that receives a grant
under this Act shall use the portion of the grant funds
described in subsection (a)(1) to award subgrants to
local consortia.
(B) Reservation for rural areas.--
(i) In general.--From the total amount of
funds available under subparagraph (A) to award
subgrants to local consortia for a fiscal year,
the State may reserve 5 percent to award
subgrant to rural local consortia for such
fiscal year.
(ii) Rural local consortium.--In this
subsection the term ``rural local consortium''
means a local consortium serving an area of the
State that has a locale code of 41, 42, or 43.
(2) Priority.--In awarding subgrants to local consortia, a
State shall give priority to applications from local
consortia--
(A) that propose to serve children and youth in
target schools; or
(B) that submit a proposal with a plan to provide a
comprehensive continuum of services, including not less
than 1 service from each of not less than 3 categories
of services described in paragraphs (3) through (11) of
section 11(b), and which application--
(i) is submitted by local consortia
comprised of a broad representation of
stakeholders and decision makers in the
community, including a multitude of community
partners described in section 4(7); or
(ii) demonstrates the capacity for
successful implementation through a history of
successful collaboration and effectiveness in
strengthening outcomes for children and youth.
(3) Duration of grant.--Each subgrant awarded under this
section shall be for a period of 5 years and shall be renewable
based on progress toward achieving the results described in
section 10(b)(2)(A).
(c) Planning Grants.--A State that receives a grant under this Act
may award planning grants to local consortia to enable the local
consortia to develop the local strategy described in section 10(b).
Such planning grants shall be for a duration of--
(1) not more than 6 months and in an amount of not more
than $50,000; or
(2) not more than 1 year and in an amount of not more than
$100,000.
(d) Supplement, Not Supplant.--A State that receives a grant under
this Act shall use the grant funds to supplement, not supplant, Federal
and non-Federal funds available to carry out activities described in
this Act.
SEC. 10. LOCAL CONSORTIUM APPLICATION; LOCAL CHILD AND YOUTH STRATEGY.
(a) Local Consortium Application.--
(1) In general.--A local consortium that desires a subgrant
under section 9 shall submit an application to the State at
such time, in such manner, and containing such information as
the State may require.
(2) Contents.--An application submitted under this section
shall include--
(A) a description of the local consortium,
including which public or nonprofit entity
participating in the local consortium shall serve as
the fiscal agent for the local consortium;
(B) the local child and youth strategy (hereafter
in this Act referred to as ``local strategy'')
described in subsection (b);
(C) a description of how the local strategy will be
coordinated with the local educational agency plan
required under section 1112 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6312); and
(D) a list of schools identified by the local
consortium to receive comprehensive, coordinated
continuum of services and support in accordance with
the local strategy.
(b) Local Strategy.--
(1) In general.--The local strategy--
(A) shall be developed by the local consortium;
(B) shall include the components described in
paragraph (2); and
(C) may include such other components as the local
consortium determines necessary to strengthen outcomes
for children and youth from birth through the
transition to adulthood.
(2) Components.--The local strategy components required
under paragraph (1)(B) are the following:
(A) Local results framework.--Comprehensive,
evidence-based goals and aligned quantifiable
indicators for the goals, with respect to youth,
particularly disadvantaged children and youth, that
shall serve as targets for the year with respect to
which the local strategy applies. The goals shall be
set forth annually and include the following:
(i) Children are ready for school.
(ii) Students are engaged and achieving in
school.
(iii) Schools and neighborhoods are safe
and provide a positive climate for learning.
(iv) Families are supportive and engaged in
their children's education.
(v) Students are ready for postsecondary
education and 21st-century careers.
(vi) Students are contributing to their
communities.
(vii) Students are not chronically absent.
(viii) Additional annual goals set forth by
the local consortium in alignment with the
purposes of this Act.
(B) Assets assessment.--An assessment of potential
resources, services, and opportunities available within
or near the community and schools identified by the
local consortium to receive support under the subgrant
that children and youth, their families, and resources
in the community may be able to access in order to meet
the needs identified under subparagraph (C), to help
achieve the goals and indicators under subparagraph
(A), and to support students to achieve the challenging
State academic standards (described in section 1111 of
the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6311)), including the variety of services that
can be integrated--
(i) into a community school site; and
(ii) through the presence of specialized
instructional support personnel and local
educational agency liaisons for homeless
children and youth designated pursuant to
section 722(g)(1)(J)(ii) of the McKinney-Vento
Homeless Assistance Act (42 U.S.C.
11432(g)(1)(J)(ii)).
(C) Needs assessment.--An analysis of the
comprehensive needs of the students served by the local
consortium, their families, and the community that--
(i) includes input from students, parents,
and community members, including input from
such individuals connected to schools
identified by the local consortium to receive
support under the subgrant;
(ii) identifies populations of underserved
children and youth, based on the State's
evidence-based goals and aligned quantifiable
indicators for the goals;
(iii) assesses the academic, physical,
social, emotional, health, mental health, and
civic needs of students and their families
enrolled in schools identified by the local
consortium to receive support under the
subgrant; and
(iv) may impact students' ability to meet
the challenging State student academic
achievement standards.
(D) Service integration and provision.--A plan to
coordinate and integrate services and provide services
in order to meet the needs identified under
subparagraph (C) and achieve the results and aligned
quantifiable indicators described in subparagraph (A),
including--
(i) a description of the services
administered by members of the local consortium
that are funded through grants provided under
the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6301 et seq.) that will be
coordinated as part of the subgrant provided
under section 9; and
(ii) if applicable, a description of the
coordination among services provided by
community-based organizations and services
provided by specialized instructional support
personnel serving local educational agencies
participating in the local consortium.
(E) Community engagement in education.--A plan to
increase community engagement in education.
(F) Family engagement in education.--A plan to
increase family engagement in education.
(3) Existing plans, strategies, and assessments.--Existing
plans, strategies, needs assessments, or assets assessments may
be used to satisfy the requirements of this section if such
existing plans, strategies, needs assessments, or assets
assessments include the information required by this section,
or can be modified to do so, and are submitted to the Secretary
with such modifications.
SEC. 11. LOCAL USE OF FUNDS.
(a) Mandatory Use of Funds.--A local consortium that receives a
subgrant under section 9 or a grant under section 6 shall use the
subgrant or grant funds--
(1) to integrate services into a comprehensive, coordinated
continuum that meets the holistic needs of children and youth;
(2) to implement the comprehensive, coordinated continuum
of services described in paragraph (1) through evidence-based
services producing quantifiable results that align with the
local results framework described in section 10(b)(2)(A);
(3) to address the needs identified in the needs assessment
carried out pursuant to section 10(b)(2)(C) by leveraging the
assets identified in the assets assessment carried out pursuant
to section 10(b)(2)(B); and
(4) if applicable, to coordinate efforts with the teachers,
school leaders, paraprofessionals, and specialized
instructional support personnel serving local educational
agencies participating in the local consortium, and promote
capacity building activities with the local educational agency.
(b) Permissible Use of Funds.--A local consortium that receives a
subgrant under section 9 or a grant under section 6 may use the
subgrant or grant funds to coordinate, integrate, and enhance existing
services, and provide new services, in order to provide children and
youth with research-based, comprehensive services at, or that are
connected to, schools, including--
(1) community-based, integrated student services;
(2) full service community schools;
(3) high-quality early childhood learning and development,
including--
(A) early childhood education;
(B) programs under the Head Start Act (42 U.S.C.
9831 et seq.), including Early Head Start programs;
(C) early reading first programs;
(D) child care services;
(E) early childhood-school transition services;
(F) home visiting;
(G) parenting education; and
(H) services for children with disabilities;
(4) academic support services for students (including
children with disabilities), including--
(A) tutoring;
(B) extended day programs, afterschool programs, or
both such programs, which shall include services
provided through 21st Century Community Learning
Centers under part B of title IV of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7171 et
seq.);
(C) academic support services for English-language
learners;
(D) programs for students and parents to learn
together, including opportunities in such fields as
technology, art, music, and language acquisition;
(E) multiple pathways toward attaining a high
school diploma and preparing students for college,
including--
(i) dual enrollment programs;
(ii) early college high schools;
(iii) strategies for preventing at-risk
youth from dropping out of high school;
(iv) dropout recovery strategies, including
strategies that award credit based on student
performance instead of instructional time; and
(v) other activities that combine rigorous
coursework, personalized learning environments,
practical applications, and comprehensive
support services; and
(F) summer enrichment and learning experiences;
(5) health services, including--
(A) primary health care;
(B) dental care;
(C) vision care;
(D) speech and hearing care;
(E) mental health services;
(F) nutrition services;
(G) health education; and
(H) developmental and habilitation services;
(6) youth development, including--
(A) mentoring and other youth development programs,
including programs that engage older adults;
(B) recreation and physical education;
(C) service learning, civic education, leadership
development, entrepreneurship, and community service
opportunities;
(D) job training, career counseling, and internship
opportunities;
(E) career and technical education;
(F) college preparation and counseling services;
(G) positive behavioral interventions and supports;
(H) financial literacy and Federal financial aid
awareness activities; and
(I) social and emotional learning;
(7) social services for students and families, including--
(A) family support programs, including housing
assistance, counseling, financial education, crisis
intervention, and related services;
(B) programs that provide assistance to students
who have been truant, suspended, or expelled;
(C) programs or efforts intended to identify young
people without a high school diploma and reengage the
young people in school so that the young people may
attain a high school diploma;
(D) strategies that engage older adults as
resources to students and families; and
(E) services for homeless students, foster children
and youth, students previously under the custody of the
juvenile justice system, and students who are pregnant
and parenting;
(8) parent and adult education programs, including--
(A) programs that promote family literacy,
including family literacy programs for English-language
learners;
(B) parent and caregiver leadership and parent and
caregiver education activities;
(C) translation services;
(D) adult education, including instruction in
English as a second language, and job training; and
(E) citizenship preparation for individuals
choosing to become United States citizens;
(9) juvenile crime prevention and rehabilitation programs,
including--
(A) youth courts, teen courts, peer juries, and
drug courts; and
(B) tribal youth programs;
(10) specialized instructional support services, including
specialized instructional support personnel;
(11) service coordination staffing that ensures young
people receive comprehensive services to meet the holistic
needs of the young people;
(12) training, technical assistance, and professional
development for school-based and community-based personnel to
build capacity and skills to educate English-language learners;
(13) training, technical assistance, and professional
development for school-based and community-based personnel
providing comprehensive services to children and youth;
(14) subgrants to nonprofit and other organizations to
implement the requirements and allowable services under this
section;
(15) reasonable program administration and planning
associated with the activities required under this section;
(16) access to and training on digital learning; and
(17) other services consistent with this section.
SEC. 12. CONSTRUCTION.
Nothing in this Act shall be construed to alter or otherwise affect
the rights, remedies, and procedures afforded school or school district
employees under Federal, State, or local laws (including applicable
regulations or court orders) or under the terms of collective
bargaining agreements, memoranda of understanding, or other agreements
between such employees and their employers.
SEC. 13. ACCOUNTABILITY AND TRANSPARENCY.
(a) Federal Accountability and Transparency.--
(1) Annual report.--On an annual basis, the Secretary shall
report to the public, Congress, and the President--
(A) the collective progress made by--
(i) States in achieving the goals
established within the State results frameworks
described in section 7(c)(1); and
(ii) communities in achieving the goals
established within the local results frameworks
pursuant to section 10(b)(2)(A);
(B) how funds under this Act were used by States
and local consortia to improve the lives of children,
youth, and families, including--
(i) the characteristics of the children and
youth and families served by the activities and
services assisted under this Act;
(ii) the services and supports provided
under this Act; and
(iii) outcomes resulting from the
activities and services funded under this Act;
(C) actions taken pursuant to paragraph (2)
regarding misuse or ineffective use of funds; and
(D) other information the Secretary determines to
be of interest to the public.
(2) Correction of deficiencies.--If the Secretary
determines, based on a review of State annual reports, State
strategies, State data submissions, evaluations, or other
documentation, that a State or entity that receives funds
through a grant or contract made under this Act makes
insufficient progress toward achieving the goals established
within the State results framework pursuant to section 7(c)(1)
within 3 years of receiving a grant under section 5(a), or is
misusing, ineffectively using, or otherwise not complying with
the requirements of this Act, the Secretary shall--
(A) notify the State of the deficiencies that
require correction and request that the State submit a
plan to correct the deficiencies within 6 months;
(B) negotiate a plan to correct the deficiencies,
and provide appropriate training or technical
assistance designed to assist the State in complying
with the requirements of this Act; and
(C) in the case that the State fails to submit or
negotiate a plan to correct the deficiencies or fails
to make substantial efforts, within 6 months after the
date of the notification described in paragraph (1), to
correct the deficiencies and comply with the
requirements of this Act--
(i) terminate the provision of funds under
this Act to the State or entity for the
remainder of the period of the grant or
contract; and
(ii) redistribute the terminated funding in
the manner described in section 5(c).
(3) Independent ongoing evaluation.--
(A) In general.--The Secretary shall carry out an
ongoing evaluation of the activities conducted under
this Act and shall submit the evaluation results to
Congress and the public by not later than June of 2021
and June of 2023.
(B) Rigorous and independent evaluation.--The
Secretary shall enter into a contract with an entity
independent of the Department of Education to carry out
the evaluation required under this paragraph. To the
extent the Secretary determines feasible, the
evaluation shall include large-scale, longitudinal,
randomized studies to identify the most effective
combinations of academic and nonacademic interventions,
including interventions administered by community-based
organizations, to achieve improvements in academic and
other outcomes for students.
(C) Evaluation outcomes.--
(i) In general.--The evaluation required
under this paragraph shall measure the process
of developing and implementing effective
partnerships among schools, school districts,
families, students, and community partners, as
well as the impact of activities conducted
under this Act, which may include impacts on
the following outcomes:
(I) Student achievement as measured
by assessment data, classroom grades,
and other means of measuring student
performance.
(II) Graduation rates.
(III) School readiness.
(IV) Numbers of detentions,
suspensions, and expulsions and the use
of seclusion and physical restraint.
(V) Enrollment in postsecondary
education.
(VI) The degree of communication
between schools and families.
(VII) The degree of parental
participation in school activities.
(VIII) Student health, including
mental health and risk factors at
birth.
(IX) Student civic participation.
(X) Attendance.
(XI) The number of students and
families receiving services.
(XII) Other outcome areas as
determined by the Secretary in
consultation with State educational
agencies, local educational agencies,
teacher organizations, secondary
students, and nonprofit organizations
providing services to children and
youth.
(ii) Disaggregation.--The outcomes
described in clause (i) shall be disaggregated
by all subgroups identified in section
1111(b)(2)(B)(xi) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C.
6311(b)(2)(B)(xi)), and family income.
(b) State Accountability and Transparency.--
(1) Annual report.--On an annual basis, each State shall
report to the public and the Secretary such information as the
Secretary may reasonably require, including--
(A) progress made toward achieving--
(i) the goals established within the State
results framework pursuant to section 7(c)(1)
disaggregated in the same manner as information
is disaggregated under subsection
(a)(3)(C)(ii); and
(ii) the goals established within the local
results frameworks pursuant to section
10(b)(2)(A);
(B) how funds under this Act were used by States
and local consortia to improve the lives of children,
youth, and families, including--
(i) the characteristics of children, youth,
and families served by the activities and
services assisted under this Act;
(ii) the services and supports provided
under this Act; and
(iii) outcomes resulting from the
activities and services funded under this Act;
(C) information on Federal and State barriers to
effective State and local coordination;
(D) the extent of coordination between State
departments and agencies providing children and youth
services in place to achieve the goals within the State
results framework pursuant to section 7(c)(1);
(E) the extent to which the objectives and budgets
of State departments and agencies providing child and
youth services were consistent with the recommendations
of the State strategy for the preceding year;
(F) the efficiency and adequacy of State and local
programs and policies with respect to child and youth
services;
(G) actions taken pursuant to paragraph (2)
regarding misuse or ineffective use of funds; and
(H) other information the State determines to be of
interest to the public.
(2) Correction of deficiencies.--If the State determines,
based on a review of annual reports submitted in accordance
with subsection (c), data submissions, evaluations, or other
documentation, that a local consortium or organization that
receives funds through a subgrant made under this Act makes
insufficient progress toward achieving the goals established
within the local results framework pursuant to section
9(b)(2)(A) within 3 years of receiving a subgrant under section
8, or is misusing, ineffectively using, or otherwise not
complying with the requirements of this Act, the State shall--
(A) notify the local consortium of the deficiencies
within 6 months that require correction and request
that the consortium submit a plan to correct the
deficiencies;
(B) negotiate a plan to correct the deficiencies,
and provide appropriate training or technical
assistance designed to assist the local consortium in
complying with the requirements of this Act and make
progress in achieving the goals established within the
local results framework pursuant to section
10(b)(2)(A); and
(C) in the case that the local consortium fails to
submit or negotiate a plan to correct the deficiencies
or fails to make substantial efforts, within 6 months
after the date of the notification described in
subparagraph (A), to correct the deficiencies and
comply with the requirements of this Act, terminate the
provision of funds under this Act to the local
consortium or organization for the remainder of the
period of the subgrant and redistribute the terminated
funding in a manner determined by the State to be in
the best interests of the children and youth in such
State in accordance with this Act.
(c) Local Accountability and Transparency.--On an annual basis,
each local consortium shall report to the public and submit to the
State a report containing such information as the State may reasonably
require, including--
(1) progress made toward achieving the goals established
within the local results framework pursuant to section
10(b)(2)(A) disaggregated in the same manner as information is
disaggregated under subsection (a)(3)(C)(ii);
(2) how funds under this Act were used by the local
consortium and subgrant recipients to improve the lives of
children, youth, and families, including--
(A) the characteristics of the children and youth
and families served by the activities and services
assisted under this Act;
(B) the services and supports provided under this
Act;
(C) the capacity building efforts provided under
this Act, including the types of professional
development provided to staff of the local educational
agency in the local consortia; and
(D) outcomes resulting from the activities and
services funded under this Act, in accordance with the
State's annual goals;
(3) information on State barriers to effective local
coordination of private and public services;
(4) the extent of coordination between local agencies and
organizations providing services to achieve the goals within
the local results framework pursuant to section 9(b)(2)(A); and
(5) other information the local consortium determines to be
of interest to the public.
SEC. 14. AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated to carry out this Act such
sums as may be necessary for each of fiscal years 2021 through 2024.
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