[Congressional Bills 118th Congress]
[From the U.S. Government Publishing Office]
[S. 5387 Introduced in Senate (IS)]
<DOC>
118th CONGRESS
2d Session
S. 5387
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 SENATE OF THE UNITED STATES
November 21, 2024
Mr. Booker introduced the following bill; which was read twice and
referred to the Committee on Health, Education, Labor, and Pensions
_______________________________________________________________________
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. Reservations.
Sec. 6. Demonstration competitive program authorized.
Sec. 7. Allotments to States.
Sec. 8. State child and youth strategy.
Sec. 9. Coordinating body; State allotment applications.
Sec. 10. State use of funds.
Sec. 11. Local consortium application; local child and youth strategy.
Sec. 12. Local use of funds.
Sec. 13. Rule of construction.
Sec. 14. Accountability and transparency.
Sec. 15. Authorization of appropriations.
SEC. 2. FINDINGS.
Congress finds the following:
(1) The future strength of the Nation's democracy, as well
as the Nation's economy, is dependent upon the investments made
in children and youth today.
(2) Evidence demonstrates that effective partnerships among
schools and communities increase student achievement by
addressing the academic needs of students as well as the
challenges the students face outside the classroom. For
example:
(A) Chicago public schools lead one of the Nation's
largest community school initiatives and found that
students in grades 9 through 12 who attend a community
school have 61 percent fewer school-day absences than
their non-community school counterparts. When compared
to non-community school counterparts--
(i) students in grades 9 through 12 were
found to have more positive educational
experiences;
(ii) students in grades 4 through 8 had
higher emotional health scores on the survey;
and
(iii) students in kindergarten through
grade 3 had 53 percent fewer suspensions and 55
percent fewer incidents of misconduct.
(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 nearby schools, trust levels and parent
involvement are greater.
(C) United Way of Salt Lake's Promise Partnership,
an initiative across multiple school districts in the
Salt Lake, Utah area, has helped increase student
achievement and graduation rates. Since the program's
launch in 2014, 5 out of the 8 targeted indicators have
improved. Kindergarten readiness in numeracy increased
by 3 percent, 8th grade math proficiency improved by 8
percent, high school graduation rose by 5 percent,
postsecondary readiness grew by 4 percent, and
postsecondary completion increased by 5 percent. To
overcome pandemic-related learning loss in literacy,
Promise Partnership school Mill Creek Elementary
collaborated with 80 volunteers from organizations
including Goldman Sachs and Dominion Energy to offer
tutoring support through the iReady program. By the end
of the 2020-2021 school year, the number of 3rd grade
students participating in the program testing at or
above grade level tripled.
(D) From 2015 to 2018, the New York City Community
School Initiative improved attendance, on-time grade
progression, and graduation rates across elementary and
secondary students. During the same 3-year period, this
initiative led to a reduction in disciplinary incidents
for elementary and middle school students while also
improving math achievement scores. Middle school
students attending community schools scored 4.2
percentage points higher on math exams compared to
their peers at non-community schools, and high school
students attending community schools earned 12 percent
more credits per academic year than students enrolled
at non-community schools.
(E) In Wisconsin, where formal partnerships with
community agencies are required for grant programs,
non-traditional partners have proven to be instrumental
for smaller communities to enrich after school
programs. Those partners have included--
(i) local trucking companies;
(ii) statewide nonprofit organizations,
such as The Grange;
(iii) Farm Bureau;
(iv) small retailers; and
(v) retirees.
(F) The Union City Public Schools school district
in New Jersey proves that by breaking down
institutional ``silos'' and creating deep partnerships,
through collaboration and municipal involvement,
schools can be vibrant places of hope despite poverty,
unemployment, and lack of affordable housing.
(G) Six family resource centers housed in community
schools in Redwood City, California promote school
readiness among children while also providing parents
with educational services, community resources, and
leadership opportunities. A 2017 report indicates that
with the assistance of English language proficiency
supports, 70 percent of Redwood City community school
parents were able to participate in their children's
school meetings, attend professional development
programs, and engage in family-to-family education and
outreach. Over the course of a 3-year period, students
whose parents participated in family engagement
programs had a 40-percent increase in attendance and
were more likely to see improvement in their math and
English language test scores.
(H) By meeting the comprehensive needs of students,
Communities In Schools, a national dropout prevention
organization, found that 99 percent of participating
students stayed in school, 78 percent of participating
students met or made progress toward their attendance
goals, 90 percent met or made progress toward their
behavior goals, and 88 percent met or made progress
toward their academic improvement goals.
(3) In adopting the Every Student Succeeds Act (Public Law
114-95), Congress recognized community schools as a strategy to
significantly improve the coordination and integration,
accessibility, and effectiveness of services for children and
families, particularly for children attending high-poverty
schools, including high-poverty rural schools. Congress
recognized community schools as an effective use of funds for
school districts in the American Rescue Plan Act of 2021
(Public Law 117-2).
(4) Approximately 86 percent of 9th graders graduate from
high school within 4 years. Of students who graduate from high
school, 63-percent enroll in a 2- or 4-year college in the fall
after completing high school. Only about half (64 percent) of
first-time, full-time college freshmen seeking a 4-year degree
receive a bachelor's degree within 6 years or less.
(5) Over the past 4 decades, the United States has slipped
from being first in the world in high school and college
graduation rates to 21st and 14th, respectively, putting the
Nation at a growing competitive disadvantage with other
countries.
(6) The 2022 National Assessment of Educational Progress
Long-Term Trend Assessment results indicate that between 2020
and 2022, students experienced a 5-percent drop in reading
scores, the largest drop since 1990, and a 7-percent decrease,
the first ever drop, in math scores. Black student scores in
math fell by 13 percent as compared to a 5 percent decrease by
their White peers, thus expanding the achievement gap from 25
percentage points to 33 percentage points in just 2 years.
(7) In a study conducted by Hanover Research, data showed
that quality partnerships between schools and their communities
can result in improved attendance, motivation, conduct, and
academic achievement. Community-level strategies like focusing
on parental involvement, community building, and cultural
competence were shown to contribute to decreases in the
achievement gap between lower- and upper-income students.
(8) Research from the Government Accountability Office
found that students who change schools less frequently are more
likely to perform at grade level and less likely to repeat a
grade than their less stable peers.
(9) In research studies in psychology, health, and
education by Teachers College, Columbia University, school
``connectedness'' is identified as important to student
learning, achievement, and well-being. When students feel a
sense of connection with the larger world and community
institutions, they are more engaged in instructional activities
and express greater commitment to school.
(10) Hundreds of thousands of arts, cultural, service,
sports, college, and other youth organizations, as well as
civic and faith-based groups, want to partner with schools and
educators to reinforce learning, but far too often, neither the
school nor the community know how to effectively connect with
each other.
(11) In order for the United States to compete in a global
economy, the co-partnering efforts of government, social
services, businesses, arts organizations, families, community-
based organizations, and philanthropy need to concentrate their
efforts where they are most needed: in our schools.
(12) Research from Johns Hopkins University has shown that
access to summer learning opportunities leads to significant
student learning gains not experienced by students who cannot
access summer learning opportunities.
(13) Research from the Community School Partnership found
that community schools see a return of $7.11 for every dollar
of investment in community schools coordinators.
(14) A 2017 report from the Learning Policy Institute found
that teacher retention has a direct impact on student learning
and academic performance. Implementing strategies such as
teacher residency programs, high-quality mentoring, grow your
own models, and principal training and State leadership
academies can lead to higher rates of educator retention and
career satisfaction. For example, California's Paraprofessional
Teacher Training Program has prepared more than 2,200
paraprofessionals to become fully certified teachers, with 92
percent of graduates obtaining teaching positions in California
public schools.
(15) According to the National Center for Education
Statistics, 44 percent of public schools reported having at
least 1 full-time or part-time vacant teaching position in the
spring of 2022. Of those schools with reported unfilled
teaching positions, 51 percent cited resignation as the leading
cause of vacancies.
SEC. 3. PURPOSES.
The purposes of this Act are to--
(1) 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) 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) engage and support parents, caregivers, and families in
their role as first educators of their children;
(4) promote community and family engagement in education;
(5) 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) develop school improvement strategies that incorporate
approaches that meet the comprehensive needs of children and
youth, such as full service community schools, community-based,
integrated student services, and related approaches;
(7) ensure that schools and neighborhoods are safe and
provide a positive climate for learning; and
(8) address learning loss as a result of the COVID-19
pandemic and reduce chronic absenteeism.
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 primary point of contact,
that improve student achievement by connecting community
resources with the academic and social service needs of
students.
(4) Community engagement in education.--The term
``community engagement in education''--
(A) means systematic efforts to involve, engage,
and collaborate with parents, community residents,
members of school communities, community partners, and
other stakeholders in exploring the needs of their
students and schools, developing plans to address those
needs, and working together to address those needs; and
(B) includes an intentional, ongoing process to
develop a welcoming school and school system, mobilize
the community's assets to support student achievement
and growth, engage those individuals and stakeholders
who traditionally have not participated in the school
or school system, improve working relationships, and
deepen the commitment to student success.
(5) Digital learning.--The term ``digital learning''--
(A) means instructional practices that effectively
use technology to strengthen the student learning
experience; and
(B) may include online and formative assessments,
instructional resources, online content and courses,
applications of technology in the classroom and school
building, adaptive software for children with
disabilities, learning platforms, and online
professional communities of practice.
(6) Dual or concurrent enrollment program.--The term ``dual
or concurrent enrollment program'' has the meaning given the
term in section 8101 of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 7801).
(7) English learner.--The term ``English learner'' has the
meaning given the term in section 8101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801).
(8) 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.
(9) 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) encourage the families to actively support
their children's learning and development, as well as
the learning and development of other children; and
(B) are continuous from birth through young
adulthood and reinforce learning that takes place in
the home, school, and community.
(10) 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;
(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;
(C) provides community-based, integrated student
services and well-designed learning opportunities that
expand on rigorous community-connected classroom
instruction; and
(D) promotes a culture of belonging, safety, and
active family and community engagement through
collaborative leadership and practices that result in
positive academic and nonacademic outcomes, including
improvements in--
(i) student attendance;
(ii) student behavior;
(iii) academic achievement;
(iv) school readiness;
(v) student mental and physical health;
(vi) high school graduation rates;
(vii) school climate; and
(viii) reduced racial and economic student
achievement gaps.
(11) 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 nonprofit organization;
(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.
(12) 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).
(13) 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).
(14) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(15) Specialized instructional support personnel.--The term
``specialized instructional support personnel'' means--
(A) school counselors, school social workers, and
school psychologists; and
(B) other qualified professional personnel, such as
school nurses, speech language pathologists, community
school coordinators, and school librarians, involved in
providing assessment, diagnosis, and counseling, and
educational, therapeutic, and other necessary services
(including related services as that term is defined in
section 602 of the Individuals with Disabilities
Education Act (20 U.S.C. 1401)) as part of a
comprehensive program to meet student needs.
(16) Specialized instructional support services.--The term
``specialized instructional support services'' means the
services provided by specialized instructional support
personnel.
(17) State.--The term ``State'' means each of the several
States of the United States, the District of Columbia, and the
Commonwealth of Puerto Rico.
(18) 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).
(19) 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. RESERVATIONS.
From the funds appropriated under section 15 for any fiscal year,
the Secretary shall reserve--
(1) 2 percent for national activities, which the Secretary
may carry out directly or through grants and contracts, such
as--
(A) providing training and 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 14(a)(3); and
(2) 1 percent for payments to the outlying areas and the
Bureau of Indian Education, 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.
SEC. 6. DEMONSTRATION COMPETITIVE PROGRAM AUTHORIZED.
(a) In General.--For any fiscal year for which the funds
appropriated under section 15 are less than $200,000,000, the Secretary
shall award grants, on a competitive basis, to local consortia to
enable the local consortia to develop and plan for, and to carry out,
local strategies in accordance with sections 11 and 12.
(b) Application.--
(1) In general.--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.
(2) Planning period.--In the case of a local consortium
that intends to use grant funds to develop and plan for the
implementation of such local strategies (referred to as the
``planning phase''), the Secretary shall initially require an
application that includes a description of how the local
consortium intends to develop such local strategies. Upon
completion of the planning phase, the Secretary shall then
require submission of the information described in paragraph
(3).
(3) Implementation period.--An applicant that does not
intend to use grant funds for the planning phase, or an
applicant that has completed the planning phase, shall submit
an application that--
(A) demonstrates the capacity for successful
implementation of the local strategies in accordance
with sections 11 and 12 through a history of successful
collaboration and effectiveness in strengthening
outcomes for children and youth; and
(B) proposes--
(i) to serve children and youth in schools
or communities with the highest proportions of
students from low-income families in the State;
and
(ii) 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 12(b).
(4) Approval.--In the case of a local consortium that has
received grant funds for the planning phase, that applicant
shall also receive funds under this section for implementation
if the applicant submits an implementation period application
described in paragraph (3) that meets the requirements of this
section. If the Secretary determines that such requirements
have not been met, the Secretary shall notify the applicant,
assist the applicant in meeting such requirements, and approve
the implementation application.
(5) 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.
SEC. 7. ALLOTMENTS TO STATES.
(a) In General.--For any fiscal year for which the funds
appropriated under section 15 are at least $200,000,000, the Secretary
shall, using the funds remaining after making the reservations under
section 5, award to each State that has an allotment application
approved under section 9(b) an allotment in 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 such States received under that subpart
for the preceding fiscal year, except that no State shall receive less
than an amount equal to \1/2\ of 1 percent of such remainder.
(b) Allotment Use.--A State receiving an allotment under subsection
(a)--
(1) may, for not longer than the first 3 years after
receiving the allotment, use such allotment to develop the
State strategy described in section 8; and
(2) shall, for each of the following years of the grant,
use such allotment 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
children and youth; and
(B) strengthen the families and communities of
disadvantaged children and youth and make progress
towards the State's evidence-based annual goals
developed pursuant to section 8(b)(1).
(c) Duration.--The Secretary shall award an allotment under this
section for a period of 5 years and shall obligate the full amount of
the allotment in the first year of the 5-year period.
(d) Extension; Renewal.--
(1) Extension.--In this case of a State that used a portion
of the allotment period for planning purposes, as described in
subsection (b)(1), the Secretary may grant an extension of the
allotment period for an additional period of not more than 3
years for implementation as described in subsection (b)(2).
(2) Renewal.--The Secretary may renew an allotment under
this subsection for a period of 5 years.
(e) Reallotment of Unused Funds.--If a State with an approved
allotment application under section 9(b) does not receive an allotment
under this section for a fiscal year, the Secretary shall reallot the
amount of the State's allotment to the remaining States with an
approved allotment application under section 9(b) in accordance with
this section.
SEC. 8. STATE CHILD AND YOUTH STRATEGY.
(a) Strategy Requirements.--A State strategy--
(1) shall be developed by the State, in consultation with
the Governor of the State;
(2) shall include the components described in subsection
(b); and
(3) may include other components as the State determines
necessary to strengthen results for children and youth.
(b) Required Components.--The State strategy components required
under subsection (a)(2) 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. Such
evidence-based annual goals shall include the following goals:
(A) Children and youth have the necessary supplies
to be 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 needs of children and youth within
the State, and of assets within the State that can be
mobilized, coordinated, and integrated to achieve the State's
evidence-based annual goals developed pursuant to paragraph
(1), which may include data collected by the Federal
Interagency Forum on Child and Family Statistics. Such
assessment shall identify populations of underserved children
and youth across the State, based on the State's evidence-based
annual goals and aligned quantifiable indicators for such
goals.
(3) Plan to achieve children and youth goals.--The State
strategy shall include a description of the State's plan to
achieve the State's evidence-based annual goals developed
pursuant to 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 evidence-based 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 evidence-based 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.
(c) 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. 9. COORDINATING BODY; STATE ALLOTMENT APPLICATIONS.
(a) Coordinating Body.--
(1) In general.--In order for a State to be eligible to
receive an allotment under section 7, the State shall designate
or establish a coordinating body that shall--
(A) administer funds provided under section 7;
(B) facilitate communication between the public and
the coordinating body 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 in developing and carrying out
the State strategy described in section 8; and
(F) coordinate the submission of the State
allotment application under subsection (b).
(2) Designation of coordinating body.--The State may
designate an existing agency, Children's Cabinet, P-20 Council,
child and youth development partnership, or other organization
as the coordinating body 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) can be modified to perform the duties described
in paragraph (1).
(b) State Allotment Applications.--
(1) In general.--Each State desiring an allotment under
section 7 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 by an applicant who does not intend to carry out a
planning period as described in section 7(b)(1) shall include
the following:
(A) State strategy.--The State strategy described
in section 8 and a description of how the State has--
(i) coordinated with the State educational
agency;
(ii) consulted with potential community
partners; and
(iii) allowed for the meaningful
participation of parents.
(B) Subgrants to local consortia.--A description of
how subgrants to local consortia will be awarded
pursuant to section 10, 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 evidence-based annual goals
developed by the State pursuant to section 8(b)(1)
within the context of local needs and priorities. Such
criteria shall include a priority for subgrant
applications from local consortia intending to serve
target schools with the greatest needs.
(C) Capacity building.--A description of how an
allotment received under section 7 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 14.
(3) Contents for applicant who intends to develop state
strategy.--
(A) Initial application.--In the case of an
applicant who intends to use the first 1, 2, or 3 years
of the allotment period to develop a State strategy, as
described in section 7(b)(1), the Secretary shall only
require the applicant to include in the initial
application, a description of how the applicant intends
to 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) Implementation phase application.--The
Secretary shall require an applicant described in
subparagraph (A) to submit the State strategy described
in section 8 and the contents described in
subparagraphs (B), (C), and (D) of paragraph (2), only
after that applicant has developed the State strategy
and completed the planning period.
(C) Approval.--The Secretary shall approve the
State strategy and allow the implementation period to
proceed for such an applicant if the State strategy and
the submission under subparagraph (B) meet the
requirements of this Act. If the Secretary determines
that the State strategy or such submission does not
meet those requirements, the Secretary shall notify the
applicant, assist the applicant in meeting those
requirements, and approve the applicant for the
implementation phase.
(4) Revised application.--Each State desiring to renew an
allotment under section 7 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 evidence-based annual goals developed
pursuant to section 8(b)(1) based on such assessment.
SEC. 10. STATE USE OF FUNDS.
(a) In General.--From the allotment awarded to a State under
section 7(b)(2) for a fiscal year--
(1) the State shall use not less than 90 percent to award--
(A) subgrants to local consortia under subsection
(b); and
(B) planning grants under subsection (c);
(2) the State may use not more than 5 percent for educator
and specialized instructional support personnel recruitment and
retention, evaluation and capacity building activities,
including training, technical assistance, and professional
development; and
(3) the State may use not more than 5 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 an allotment
under section 7 shall use the portion of the allotment
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 shall reserve not less than 5 percent
to award subgrants 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 12(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(11); or
(ii) demonstrates the capacity for
successful implementation through a history of
successful collaboration and effectiveness in
strengthening outcomes for children and youth.
(c) Planning Grants.--A State that receives an allotment under
section 7 may award planning grants to local consortia to enable the
local consortia to develop the local child and youth strategy (referred
to in this Act as the ``local strategy'') described in section 11(b).
Such planning grants shall be for a duration of--
(1) not more than 9 months and in an amount of not more
than $50,000; or
(2) not more than 18 months and in an amount of not more
than $100,000.
(d) Supplement, Not Supplant.--A State that receives an allotment
under this Act shall use the allotment funds to supplement, not
supplant, Federal and non-Federal funds available to carry out
activities described in this Act.
SEC. 11. LOCAL CONSORTIUM APPLICATION; LOCAL CHILD AND YOUTH STRATEGY.
(a) Local Consortium Application.--
(1) In general.--A local consortium that desires a subgrant
under section 10(b) 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 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 Child and Youth 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 annual 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. Such evidence-based
annual goals shall include the following goals:
(i) Children are have the necessary
supplies to be 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 through a subgrant
under section 10(b) 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 evidence-based
annual goals and aligned quantifiable indicators for
such goals 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 through a subgrant under section 10(b);
(ii) identifies populations of underserved
children and youth, based on the State's
evidence-based annual goals and aligned
quantifiable indicators for such goals
developed pursuant to section 8(b)(1);
(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 through a
subgrant under section 10(b); 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 evidence-based annual
goals and aligned quantifiable indicators for such
goals developed pursuant to 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 a subgrant under section
10(b); and
(ii) if applicable, a description of the
coordination among services provided by
community-baed 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
(or the State, in the case of a subgrant) with such
modifications.
SEC. 12. LOCAL USE OF FUNDS.
(a) Mandatory Use of Funds.--A local consortium that receives a
subgrant under section 10(b) 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 11(b)(2)(A);
(3) to address the needs identified in the needs assessment
carried out pursuant to section 11(b)(2)(C) by leveraging the
assets identified in the assets assessment carried out pursuant
to section 11(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 10(b) 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
services and programs, 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 may 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 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 postsecondary
education, including--
(i) dual or concurrent 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
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 learners;
(13) training, technical assistance, and professional
development for school-based and community-based personnel
providing comprehensive services to children and youth;
(14) establishing contracts or agreements in order to work
with nonprofit and other organizations to implement the
requirements and allowable services under this section;
(15) reasonable program administration and planning
associated with the activities required under this section,
including--
(A) recruiting teachers and specialized
instructional support personnel; and
(B) developing programs designed to retain and
promote school-based personnel, including--
(i) mentoring programs;
(ii) grow your own programs; and
(iii) leadership and career advancement
programs;
(16) access to and training on digital learning; and
(17) other services consistent with this section.
SEC. 13. RULE OF CONSTRUCTION.
Nothing in this Act shall be construed to alter or otherwise affect
the rights, remedies, and procedures afforded school or local
educational agency 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. 14. 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 receiving an allotment under
section 7 in achieving the evidence-based
annual goals established within the State
results frameworks described in section
8(b)(1); or
(ii) local consortia receiving grants under
section 6 in achieving the evidence-based
annual goals established within the local
results frameworks pursuant to section
11(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 annual reports, strategies,
data submissions, evaluations, or other documentation, that a
State receiving an allotment under section 7 or a local
consortium receiving a grant under section 6 makes insufficient
progress toward achieving the evidence-based annual goals
established within the applicable results framework 3 years
after receiving an allotment or grant, or is misusing such
funds, ineffectively using such funds, or otherwise not
complying with the requirements of this Act, the Secretary
shall--
(A) notify the recipient of the deficiencies that
require correction and request that the recipient
submit a plan to correct the deficiencies not later
than 6 months after such notice is received;
(B) negotiate a plan to correct the deficiencies,
and provide appropriate training or technical
assistance designed to assist the recipient in
complying with the requirements of this Act; and
(C) in the case that the recipient fails to submit
or negotiate a plan to correct the deficiencies or
fails to make substantial efforts, not later than 6
months after the date of the notification described in
subparagraph (A), to correct the deficiencies and
comply with the requirements of this Act--
(i) terminate the provision of funds under
this Act to the recipient for the remainder of
the period of the allotment or grant; and
(ii) redistribute the terminated allotment
in the manner described in section 7(a)(5).
(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 1 year after
an allotment described in section 7(b)(2) is awarded or
a grant under section 6 is awarded.
(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, local educational
agencies, 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) Reduced numbers of detentions,
suspensions, and expulsions and the use
of seclusion and physical restraint.
(V) Enrollment in postsecondary
education and vocational training.
(VI) Job readiness, including
readiness for military service.
(VII) The degree of communication
between schools and families.
(VIII) The degree of parent and
caregiver participation in school
activities.
(IX) Student health, including
mental health and risk factors at
birth.
(X) Student civic participation.
(XI) Attendance.
(XII) The number of students and
families receiving services.
(XIII) 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
receiving an allotment under section 7 and each local
consortium receiving a grant under section 6 shall report to
the public and the Secretary such information as the Secretary
may reasonably require, including--
(A) progress made toward achieving--
(i) in the case of a State, the evidence-
based annual goals established within the State
results framework pursuant to section 8(b)(1)
disaggregated in the same manner as information
is disaggregated under subsection
(a)(3)(C)(ii); and
(ii) in the case of a local consortium, the
evidence-based annual goals established within
the local results frameworks pursuant to
section 11(b)(2)(A);
(B) how funds under this Act were used by States or
local consortia, as applicable, 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) in the case of State recipients, the extent of
coordination between State departments and agencies
providing children and youth services in place to
achieve the evidence-based annual goals within the
State results framework pursuant to section 8(b)(1);
(E) in the case of State recipients, 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 or local consortium
determines to be of interest to the public.
(2) Correction of deficiencies.--If a State receiving an
allotment under section 7 determines, based on a review of
annual reports submitted in accordance with subsection (c),
data submissions, evaluations, or other documentation, that a
local consortium that receives funds through a subgrant made
under this Act makes insufficient progress toward achieving the
evidence-based annual goals established within the local
results framework pursuant to section 11(b)(2)(A) 3 years after
receiving a subgrant under section 7(b)(2), or is misusing the
subgrant, ineffectively using the subgrant, or otherwise not
complying with the requirements of this Act, the State shall--
(A) notify the local consortium of the deficiencies
that require correction and request that the local
consortium submit a plan to correct the deficiencies
not later than 6 months after such notice is received
by the local consortium;
(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 evidence-based annual goals
established within the local results framework pursuant
to section 11(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, not later than 6
months after the date of the notification described in
subparagraph (A), to correct the deficiencies and
comply with the requirements of this Act, the State
shall terminate the provision of funds under this Act
to the local consortium 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 receiving a subgrant under section 7(b)(2) 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 evidence-based
annual goals established within the local results framework
pursuant to section 11(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 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 evidence-based annual goals developed pursuant
to section 8(b)(1);
(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 evidence-based
annual goals within the local results framework pursuant to
section 11(b)(2)(A); and
(5) other information the local consortium determines to be
of interest to the public.
SEC. 15. 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 2025 through 2032.
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