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. Purposes.

Sec. 3. Definitions.

Sec. 4. Program authorized; allotment to States.

Sec. 5. State youth strategy.

Sec. 6. Coordinating body; State applications.

Sec. 7. State use of funds.

Sec. 8. Local consortium application; local youth strategy.

Sec. 9. Local use of funds.

Sec. 10. Construction.

Sec. 11. Accountability and transparency.

Sec. 12. Authorization of appropriations.

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 youth and their families; and(B)prepare youth for postsecondary education at institutions of higher education, careers, and citizenship through results-focused partnerships at all levels that mobilize and coordinate school and community resources;(2)to ensure the academic, physical, social, emotional, health, mental health, and civic development of disadvantaged youth and thereby strengthen their families and communities;(3)to engage and support parents, caregivers, and families in their role as first educators of their children;(4)to promote community engagement in the academic and developmental needs of youth and family engagement in the academic and developmental needs of youth;(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 youth and families; and(B)for sustained civic capacity; and(6)to develop strategies that achieve key results, such as full-service community schools, community-based, integrated student services, and related approaches that meet the comprehensive needs of youth.

Definitions

In this Act:(1)

Chronically absent

The term chronically absent means missing—(A)20 school days in an academic year; or(B)10 percent of the school days in such academic year.(2)

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.(3)

Community engagement in the academic and developmental needs of youth

(A)

In general

The term community engagement in the academic and developmental needs of youth 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 includes effective community engagement in an ongoing process to—(i)develop a welcoming school and school system;(ii)mobilize the community’s assets to support student achievement and growth;(iii)engage those individuals and stakeholders who traditionally have not participated;(iv)improve working relationships; and(v)deepen the commitment to student success.(4)

Family engagement in the academic and developmental needs of youth

The term family engagement in the academic and developmental needs of youth 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 encourage the families to actively support the learning and development of their children, as well as the learning and development of other youth. The shared responsibility is continuous from birth through young adulthood and reinforces learning that takes place in the home, school, and community.(5)

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 and 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, such as access during the school year (including before- and after-school hours) and during the summer.(6)

Institution of higher education

The term institution of higher education has the meaning given the term in section 101 of the Higher Education Act of 1965 (20 U.S.C. 1001).(7)

Local consortium

The term local consortium means a consortium consisting of community representatives that—(A)shall include—(i)a local educational agency; and(ii)not less than 1 other community partner that is independent of the local educational agency;(B)may include a broad array of community partners, including—(i)a community-based organization;(ii)a 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 local government agency serving youth, such as a child or youth welfare or juvenile justice agency;(ix)an organization representing students; and(x)an organization representing parents; and(C)may include representatives from multiple jurisdictions.(8)

Local educational agency

The term local educational agency has the meaning given the term in section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).(9)

Outlying area

The term outlying area has the meaning given the term in section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).(10)

Secretary

The term Secretary means the Secretary of Education.(11)

Specialized instructional support personnel

The term specialized instructional support personnel means school counselors, school social workers, school psychologists, and other qualified professional personnel involved in providing assessment, diagnosis, counseling, educational, therapeutic, and other necessary corrective or supportive 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.(12)

Specialized instructional support services

The term specialized instructional support services means the services provided by specialized instructional support personnel, and includes any other corrective or supportive services to meet student needs.(13)

State

The term State means each of the several States of the United States, the District of Columbia, and the Commonwealth of Puerto Rico.(14)

Youth

The term youth means an individual from birth through the transition to adulthood.

Program authorized; allotment to States

(a)

Formula grants authorized

(1)

In general

The Secretary is authorized to award grants, from allotments under subsection (c), to States having applications approved under section 6(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 disadvantaged youth and achieve the targets and goals developed pursuant to section 5(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 12 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 and 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 11(a)(3); and(2)not more than 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 Education to carry out the purposes of this Act.(c)

State allotments

(1)

Determination

From the funds appropriated under section 12 for any fiscal year and not reserved under subsection (b), the Secretary shall allot to each State that submits an approved application under section 6(b) for the fiscal year an amount that bears the same relationship to such funds 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 that submitted approved applications received under that subpart for the preceding fiscal year, except that no State shall receive less than an amount equal to one-half 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.

State 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 youth strategy (referred to in this Act as the State strategy).(b)

Strategy requirements

The State strategy—(1)shall be developed by the Governor of the State;(2)shall include the components described in subsection (c); and(3)may include other components as the Governor determines necessary to strengthen results for 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, research-based annual goals and aligned quantifiable indicators demonstrating continuous improvement with respect to youth, particularly disadvantaged youth, that shall serve as targets for each year with respect to which the State strategy applies. The goals shall include the following:(A)Youth are ready for school.(B)Students are engaged and achieving in school.(C)Students are not chronically absent.(D)Students are physically, mentally, socially, and emotionally healthy.(E)Schools and neighborhoods are safe and provide a positive climate for learning.(F)Families and communities are engaged in the education of their youth as equal partners.(G)Graduates are ready for postsecondary education at institutions of higher education and 21st century careers.(H)Students are contributing to their communities.(2)

Needs and assets assessment

The State strategy shall contain an assessment of the needs of youth, and of assets within the State that can be mobilized, coordinated, and integrated to achieve the State strategy's goals, which may include data collected by the Federal Interagency Forum on Child and Family Statistics.(3)

State youth plan

The State strategy shall include a description of the State’s plan to achieve the goals described in paragraph (1) for youth, 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 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 goals developed pursuant to paragraph (1).(C)

Community engagement in academic and developmental needs of youth

A description of the State's plan to increase community engagement in the academic and developmental needs of youth.(D)

Family engagement in academic and developmental needs of youth

A description of the State's plan to increase family engagement in the academic and developmental needs of youth.(d)

Existing plans, strategies, and assessments

Existing plans, strategies, needs assessments, or assets assessments, as of the date of the development and implementation of the State strategy, 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.

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 Governor of the State 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 Governor pertaining to issues impacting youth, 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 youth;(D)strengthen the capacity of State and local organizations to achieve positive outcomes for youth through training, technical assistance, professional development, and other means;(E)assist the Governor 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 Governor may designate an existing (as of the date of the determination of eligibility for a grant under this Act) agency, Children's Cabinet, prekindergarten through grade 20 (P–20) council, 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.(B)

Grants to local consortia

A description of how subgrants to local consortia will be awarded pursuant to subsections (b) and (c) of section 7 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 5(c)(1) within the context of local needs and priorities.(C)

Capacity-building

A description of how grant funds received under this Act will be used to build State and local capacity through training, technical assistance, and professional development.(D)

Accountability for results

A description of the State's plans to adhere to the accountability and transparency requirements described in section 11(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.

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) or (c);(2)the State may use not less than 3 percent for evaluation and capacity-building activities under this Act, 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 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 to enable the local consortia to carry out the activities described in section 9.(2)

Duration of grant

Each subgrant awarded under this subsection shall be for a period of 5 years and shall be renewable based on progress toward achieving the targets and goals developed pursuant to section 8(b)(2)(A).(c)

Planning subgrants

(1)

In general

Notwithstanding subsection (b), a State that receives a grant under this Act may use a portion of the grant funds described in subsection (a)(1) to award planning subgrants to local consortia to enable the local consortia to develop the local strategy described in section 8(b).(2)

Duration

Each planning subgrant under this subsection shall be for a duration of—(A)not more than 6 months and in an amount of not more than $50,000; or(B)not more than 1 year and in an amount of not more than $100,000.(d)

Priority

In awarding subgrants to local consortia under this section, a State shall give priority to applications from local consortia that propose—(1)to serve youth in schools or communities with the highest proportions of students from low-income families; and(2)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 9(b), which proposal—(A)shall be submitted by a local consortium comprised of a broad representation of stakeholders and decisionmakers in the community, including a multitude of community partners described in section 3(7)(B); or(B)shall demonstrate the local consortium's capacity for successful implementation through a history of successful collaboration and effectiveness in strengthening outcomes for youth.(e)

Allocation to rural areas

(1)

In general

A State that receives grant funding under this Act for a fiscal year shall use the grant funds to award an amount, in the aggregate, of subgrant funding under section 7 to rural local consortia in the State that is not less than the amount that bears the same relation to the amount of the grant funding as the amount received by local educational agencies serving rural local consortia in the State 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 received by the State under such subpart for the preceding fiscal year.(2)

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.(f)

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 support youth services.

Local consortium application; local youth strategy

(a)

Local consortium application

(1)

In general

A local consortium that desires a subgrant under section 7 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)(i)in the case of an application for a subgrant under section 7(b), the local strategy described in subsection (b); or(ii)in the case of an application for a subgrant under section 7(c), a proposal regarding how the local consortium will develop such local strategy; and(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).(b)

Local 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 youth.(2)

Components

The local strategy components required under paragraph (1)(B) are the following:(A)

Local results framework

Comprehensive, research-based goals and aligned quantifiable indicators for the goals, with respect to youth, particularly disadvantaged youth, that shall serve as targets for the year with respect to which the local strategy applies. The goals shall include the following:(i)Youth are ready for school.(ii)Students are engaged and achieving in school.(iii)Students are not chronically absent.(iv)Students are physically, mentally, socially, and emotionally healthy.(v)Schools and neighborhoods are safe and provide a positive climate for learning.(vi)Families and communities are supportive and engaged in their children’s education.(vii)Graduates are ready for postsecondary education at institutions of higher education and 21st century careers.(viii)Students are contributing to their communities.(B)

Assets assessment

An assessment of potential resources, services, and opportunities available within or near the community that 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 student academic achievement standards adopted under section 1111(b) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 9101(b)) or, if applicable, other academic standards authorized by a waiver pursuant to the Secretary's authority under section 9401 of such Act (20 U.S.C. 7861). Such assessment should include 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, such students' families, and the community that—(i)includes input from students, parents, and community members;(ii)assesses the academic, physical, social, emotional, health, mental health, and civic needs of students and their families; and(iii)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 described in subparagraph (A) based on the aligned quantifiable indicators developed pursuant to such subparagraph, 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 7(b); and(ii)if applicable, a description of the coordination among services provided by community-based organizations and services provided by specialized instructional support personnel employed by the school or the local educational agency participating in the local consortium.(E)

Community engagement in academic and developmental needs of youth

A plan to increase community engagement in the academic and developmental needs of youth.(F)

Family engagement in academic and developmental needs of youth

A plan to increase family engagement in the academic and developmental needs of youth.(3)

Existing plans, strategies, and assessments

Existing plans, strategies, needs assessments, or assets assessments (as of the date of the submission of an application under this section) 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.

Local use of funds

(a)

Mandatory use of funds

A local consortium that receives a subgrant under section 7(b) shall use the subgrant funds—(1)to integrate multiple private and public services into a comprehensive, coordinated continuum that meets the holistic needs of youth;(2)to implement the comprehensive, coordinated continuum of services described in paragraph (1) through research-based services producing quantifiable results that align with the local results framework described in section 8(b)(2)(A);(3)to address the needs identified in the needs assessment carried out pursuant to section 8(b)(2)(C) by leveraging the assets identified in the assets assessment carried out pursuant to section 8(b)(2)(B); and(4)if applicable, to coordinate efforts with the specialized instructional support personnel employed by the school or the local educational agency participating in the local consortium.(b)

Permissible use of funds

A local consortium that receives a subgrant under section 7(b) may use the subgrant funds to coordinate, integrate, and enhance existing services, and provide new services, in order to provide 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 literacy programs;(D)child care services;(E)early childhood-school transition services;(F)home visiting;(G)parenting education; and(H)services for youth who are young children with special needs;(4)academic support services, including—(A)tutoring;(B)extended day or after-school programs, including 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 postsecondary education at an institution of higher education, 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;(F)summer enrichment and learning experiences; and(G)services for students with disabilities;(5)health services, including—(A)primary health care;(B)dental care;(C)vision care;(D)hearing care;(E)mental health services;(F)nutrition services;(G)health education; and(H)developmental and habilitation services for youth with special needs;(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)postsecondary education preparation and counseling services; and(G)positive behavioral interventions and supports;(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 older youth without a high school diploma and reengage the youth in school in order to attain a high school diploma;(D)strategies that engage older adults as resources to students and families;(E)services for homeless students, foster youth, students previously under the custody of a juvenile justice system, or students who are pregnant or parenting; and(F)access to, and training on, digital learning, defined for purposes of this paragraph as instructional practices that—(i)effectively use technology to strengthen the student learning experience; and(ii)may include online and formative assessments, instructional resources, online content and courses, application of technology in the classroom and school building, adaptive software for students with special needs, learning platforms, or online professional communities of practice;(8)parent and adult education programs, including—(A)programs that promote family literacy;(B)parent and caregiver leadership and parent and caregiver education activities;(C)adult education, including instruction in English as a second language, and job training; and(D)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 youth receive comprehensive services to meet the holistic needs of the youth;(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)subgrants to nonprofit and other organizations to implement the requirements and allowable services under this section;(14)reasonable program administration and planning associated with the activities required under this section; and(15)other services consistent with this section.

10.

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.

11.

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 5(c)(1); and(ii)communities in achieving the goals established within the local results frameworks pursuant to section 8(b)(2)(A);(B)how funds under this Act were used by States and local consortia to improve the lives of youth and families, including—(i)the characteristics of the 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 made under this Act makes insufficient progress toward achieving the goals established within the State results framework pursuant to section 5(c)(1) within 3 years of receiving a grant under section 4(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;(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 of a State that 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—(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 4(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 in April of 2016 and in July of 2018.(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.(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 youth.(ii)

Disaggregation

The outcomes described in clause (i) shall be reported in the aggregate and disaggregated by—(I)each of the categories described in section 1111(b)(2)(C)(v)(II) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(2)(C)(v)(II));(II)gender; and(III)family income level.(b)

State accountability and transparency

(1)

Annual report

On an annual basis, each State receiving a grant under this Act 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 5(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 8(b)(2)(A);(B)how funds under this Act were used by States and local consortia to improve the lives of youth and families, including—(i)the characteristics of the 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 barriers to effective State and local coordination;(D)the extent of coordination between State departments and agencies providing youth services in place to achieve the goals within the State results framework pursuant to section 5(c)(1);(E)the extent to which the objectives and budgets of State departments and agencies providing 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 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 reports, 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 8(b)(2)(A) within 3 years of receiving a subgrant under section 7(b), 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 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(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 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 this Act shall report to the public and the State 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 8(b)(2)(A) in the aggregate and 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 other recipients of subgrant funds to improve the lives of youth and families, including—(A)the characteristics of the youth and families served by the activities and services assisted under this Act;(B)the services and supports provided under this Act; and(C)outcomes resulting from the activities and services funded under this Act;(3)information on State barriers to effective local coordination;(4)the extent of coordination between local agencies and organizations providing services to achieve the goals within the local results framework pursuant to section 8(b)(2)(A); and(5)other information the local consortium determines to be of interest to the public.

12.

Authorization of appropriations

There are authorized to be appropriated to carry out this Act $200,000,000 for each of fiscal years 2015 through 2019.