[Congressional Bills 111th Congress]
[From the U.S. Government Publishing Office]
[H.R. 3973 Introduced in House (IH)]

111th CONGRESS
  1st Session
                                H. R. 3973

 To establish a competitive grant program assisting the development of 
      innovative early learning curricula for low-income children.


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                            October 29, 2009

    Mr. Himes (for himself, Mr. Towns, Mr. Courtney, Mr. Larson of 
 Connecticut, Mr. Murphy of Connecticut, Mr. Blumenauer, Mr. Conyers, 
Ms. DeLauro, Mr. Scott of Georgia, Ms. Eddie Bernice Johnson of Texas, 
  Mr. Jackson of Illinois, and Mr. Ellison) introduced the following 
    bill; which was referred to the Committee on Education and Labor

_______________________________________________________________________

                                 A BILL


 
 To establish a competitive grant program assisting the development of 
      innovative early learning curricula for low-income children.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Early Learning Innovation Act''.

SEC. 2. FINDINGS.

    The Congress finds as follows:
            (1) Research conducted by the Bureau of the Census of the 
        Department of Commerce suggests that 18 percent of children 
        under the age of 18 are living in poverty, and 19.79 percent of 
        children from birth to age 9 are living below the poverty line.
            (2) Research conducted by the Bureau of the Census of the 
        Department of Commerce shows that socioeconomic status and 
        family background characteristics are highly correlated with 
        educational outcomes, with a concentration of low-performing 
        schools in low-income and under-served communities.
            (3) According to a study published by Columbia University 
        in 2005, schooling significantly reduces criminal activity. 
        Specifically, a 1 percent increase in the high school 
        completion rate would save the United States as much as 
        $1,400,000,000 per year.
            (4) A 2003 study on low-income children showed that low-
        income children were cognitively equivalent to children of 
        similar ages in middle and upper class communities, yet were as 
        much as three years behind in language development because of 
        severe deprivation of stimulation and support for basic skill 
        development.
            (5) As an example of an innovative early learning 
        curriculum producing tangible results for low-income children, 
        a 2007 independent evaluation of the Total Learning Curriculum 
        developed by Action for Bridgeport Community Development, Inc., 
        in cooperation with the Dr. Edward Zigler of the Yale Child 
        Study Center and implemented in Bridgeport, CT, has 
        demonstrated that students who received all the elements of the 
        Total Learning Curriculum made an average 2 point gain on the 
        Diagnostic Reading Assessment (DRA) compared to an average 1.76 
        point gain on such assessment by those students who did not 
        participate in the Total Learning Curriculum.
            (6) Such independent evaluation also showed that students 
        who received all elements of Total Learning Curriculum have an 
        average score of 22.35 points on the Concept of Print 
        assessment, compared to an average score of 20.82 points on 
        such assessment by those students who did not participate in 
        the Total Learning Curriculum.
            (7) According to the findings of such independent 
        evaluation, children with low initial DRA scores, high-family 
        risk levels, low parental involvement, have special needs, or 
        who are English-language-learners or participate in extended-
        day programs, make significant DRA gains after receiving all 
        the elements of the Total Learning Curriculum.
            (8) Several models for comprehensive early childhood 
        education have recently demonstrated the impact of enhanced 
        service supports within the public school system, including the 
        Full-Service Community Schools model developed in the State of 
        Maryland, and the community schools initiative developed in the 
        Chicago, Illinois, school system.

SEC. 3. PURPOSE.

    It is the purpose of this Act to promote academic success for 
children living in poverty by--
            (1) improving and promoting school readiness by enhancing 
        the cognitive, social, and emotional development of children 
        from birth;
            (2) focusing such enhancements on low-income children who 
        are at the greatest risk of negative educational outcomes; and
            (3) harnessing the most current developmentally appropriate 
        educational methods to improve the public education system, 
        including--
                    (A) educational interventions beginning as close to 
                birth as possible;
                    (B) a child-initiated learning process with time 
                for independent inquiry and play;
                    (C) access to wraparound social services, including 
                support for nutrition, housing, and family literacy;
                    (D) professional development for instructional 
                staff, including elementary school teachers, 
                paraprofessionals, and pre-school teachers;
                    (E) an extended school day and school year;
                    (F) parent development, which includes providing 
                parents with the knowledge and skills needed to be able 
                to support a child's growth and academic progress;
                    (G) child-to-staff ratios of at least 1 early 
                childhood or elementary educator for every 7 children; 
                and
                    (H) an enhanced transition from pre-kindergarten to 
                elementary school, so that the cognitive and social 
                gains of the pre-kindergarten program are sustained 
                through the remainder of a child's educational career.

SEC. 4. GRANT PROGRAM TO CLOSE THE ACHIEVEMENT GAP.

    (a) Grant Program Authorized.--From the amount appropriated under 
section 10, the Secretary shall award grants, on a competitive basis, 
to eligible partnerships to implement innovative early learning 
curricula in early childhood education programs and elementary schools 
in high-need communities for children from birth through age 9.
    (b) Grant Period.--A grant under this section shall be awarded for 
a 5-year period and may be renewed for an additional 5-year period upon 
a showing of adequate progress, as determined by the Secretary.
    (c) Application.--To be eligible to receive a grant under this 
section, an eligible partnership shall submit to the Secretary a grant 
application at such time and in such manner as the Secretary shall 
require, and containing the following information:
            (1) A description of the high-need community to be served 
        by the eligible partnership, including the number and percent 
        of English-language learners that will be served and other 
        demographic and socioeconomic information as the Secretary may 
        request.
            (2) An assessment of the need for such a grant in the high-
        need community, including--
                    (A) the number of low-income families; and
                    (B) the number of and percent of elementary school 
                children performing below grade level for reading and 
                math on State assessments described in section 
                1111(b)(3) of the Elementary and Secondary Education 
                Act of 1965 (20 U.S.C. 6311(b)(3)).
            (3) A detailed description of a plan to carry out the 
        implementation of the innovative early learning curriculum in 
        the high-need community, including--
                    (A) how children and families will be selected to 
                participate, taking into account the need for 
                continuity and stability for all participating children 
                and families;
                    (B) how the implementation will coordinate and 
                build on, and will not supplant or duplicate, 
                professional development activities available to the 
                staff of the innovative early learning curriculum in 
                the high-need community;
                    (C) how the implementation will train instructional 
                staff in the innovative early learning curriculum to 
                provide developmentally appropriate school-readiness 
                services that are based on the best available child 
                development and education research;
                    (D) how the implementation will train instructional 
                staff in the innovative early learning curriculum to 
                meet the diverse educational needs of children in the 
                high-need community, including children who have 
                limited English proficiency, children with 
                disabilities, or children with other special needs; and
                    (E) how the implementation will train instructional 
                staff in the innovative early learning curriculum to 
                identify and prevent behavioral problems in children or 
                working with children identified as or suspected to be 
                victims of abuse.
            (4) A description of the plan for continuing the innovative 
        early learning curriculum after the end of the grant period.
            (5) The proposed allocation and use of grant funds to 
        implement the innovative early learning curriculum in the high-
        need community.
            (6) A description of the roles and responsibilities of the 
        eligible partnership in implementing the innovative early 
        learning curriculum in the high-need community.
            (7) An assurance, if applicable, that the eligible 
        partnership will provide appropriate professional development 
        to volunteers working directly with young children, as well as 
        to paid staff.
    (d) Use of Grant Funds.--
            (1) Required uses.--A grant awarded under this Act shall be 
        used to cover costs associated with implementing the innovative 
        early learning curriculum, including--
                    (A) costs for extended school hours and days;
                    (B) costs associated with professional development, 
                staff compensation, and retention;
                    (C) costs for all comprehensive child and family 
                support services; and
                    (D) for any other activities to needed to fulfill 
                the purpose of this Act, as the Secretary deems 
                appropriate.
            (2) Permissible uses.--Not more 5 percent of a grant 
        awarded under this Act may be used to pay the administrative 
        costs (including supplies, office and classroom space, 
        supervision, mentoring, and transportation stipends as 
        necessary and appropriate) related to the implementation of the 
        innovative early learning curriculum.
    (e) Distribution of Grants.--In awarding grants under this Act, the 
Secretary shall--
            (1) award the first 5 grants to eligible partnerships from 
        5 different States; and
            (2) award not less than 1 grant to an applicant serving--
                    (A) a school operated by the Bureau of Indian 
                Affairs;
                    (B) a tribal educational agency; or
                    (C) a high-need community located in a rural area.
    (f) Priority.--The Secretary shall give priority to an eligible 
partnership that--
            (1) proposes to use the grant funds to carry out the 
        innovative early learning curriculum in areas served by local 
        educational agencies with a higher percentage of students from 
        low-income families and English-language learners not meeting 
        the proficient level of achievement on State assessments 
        described in section 1111(b)(3) of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 6311(b)(3)) in comparison to 
        other grant applicants; and
            (2) demonstrates the availability of local infrastructure 
        in the high-need community to be served by such eligible 
        partnership to implement the innovative early learning 
        curriculum, including the availability of--
                    (A) public elementary schools serving a high 
                percentage of students from low-income families; and
                    (B) public or non-profit social service providers, 
                including providers of health-related services or early 
                childhood education services.
    (g) Reporting Requirements.--Each eligible partnership that 
receives a grant under this section shall submit an annual report to 
the Secretary on the progress of implementing the innovative early 
learning curriculum. Such report shall include a description of--
            (1) the actual service delivery provided through grant 
        funds, including characteristics of the participating students 
        (including descriptive information on the population of 
        children and families served), and how the innovative early 
        learning curriculum was implemented;
            (2) an estimate of the annual implementation costs of the 
        program;
            (3) outcomes that are consistent with the purpose of the 
        grant program, including--
                    (A) improvements in student achievement;
                    (B) improvements in language skills of children 
                from birth to 3 years of age;
                    (C) improvements in social-emotional outcomes for 
                children at the greatest risk of needing behavioral or 
                psychological intervention; and
                    (D) improvements in health for children, including 
                nutrition and access to stable high-quality health 
                services;
            (4) the types of instruction, materials, and activities 
        being funded under the grant program; and
            (5) the effectiveness of any training and ongoing 
        professional development provided--
                    (A) to the faculty, administration, and staff of 
                early childhood and elementary educators within the 
                eligible partnership receiving a grant under this Act; 
                and
                    (B) to the broader community of providers of 
                social, emotional, behavioral, and related support to 
                students participating in the program and to those who 
                train such providers.
    (h) Evaluations.--
            (1) Interim evaluations.--From the amount appropriated 
        under section 10, the Secretary may conduct interim evaluations 
        to determine whether each eligible partnership receiving a 
        grant under this Act is making adequate progress as the 
        Secretary considers appropriate. The contents of the annual 
        report submitted to the Secretary under subsection (g) may be 
        used by the Secretary to determine whether an eligible grantee 
        receiving a grant is demonstrating adequate progress.
            (2) Final evaluation.--Not later than 4 years, the 
        Secretary shall report the results of a final evaluation of 
        each innovative early learning curriculum being implemented by 
        an eligible partnership receiving a grant under this Act to--
                    (A) determine the effectiveness of such innovative 
                early learning curriculum; and
                    (B) compare the relative effectiveness of each of 
                the various activities described by subsection (d)(1) 
                for which grant funds are used.
            (3) Report.--Not sooner than 5 years, and not later than 6 
        years after, the date of enactment of this Act, the Secretary 
        shall submit to Congress a report containing the findings of 
        the evaluation conducted under paragraph (2), and such 
        recommendations as the Secretary considers appropriate.

SEC. 5. TRAINING PROGRAM AUTHORIZED.

    From the amount appropriated under section 10, the Secretary shall 
award funds to a public or private nonprofit organization with 
demonstrated expertise in an innovative early learning curriculum 
demonstrating the principles outlined in section 3, for the purpose of 
training, and providing technical assistance to, eligible partnerships 
on implementing the innovative early learning curriculum.

SEC. 6. SUPPLEMENT NOT SUPPLANT.

    Funds made available under this Act shall be used to supplement, 
not supplant, Federal, State, or local funds that, in the absence of 
such availability, would have been expended for the activities 
described in section 4(d).

SEC. 7. FUTURE DESIGNATION STUDY.

    (a) In General.--The Secretary shall provide information about the 
grant program under this Act to potential grant applicants that may be 
eligible to receive a grant under this Act based on the latest 
available data on--
            (1) the number of residents under the age of 18 in an area 
        served by a local educational agency;
            (2) the percentage of residents with an income below the 
        poverty line in an area served by a local educational agency;
            (3) the percentage of residents age 18 or older with high 
        school diplomas in an area served by a local educational 
        agency;
            (4) the percentage of students identified as eligible for 
        special education services in an area served by a local 
        educational agency;
            (5) the youth crime rate in an area served by a local 
        educational agency; and
            (6) such other criteria as the Secretary considers 
        appropriate.
    (b) Report.--Not later than 2 years after the date of enactment of 
this Act, the Secretary shall submit to Congress a list of high-need 
communities that, pursuant to subsection (a), received information 
about the grant program under this Act.

SEC. 8. RULE OF CONSTRUCTION.

    Nothing in this Act shall be construed to abrogate or alter any 
valid and existing collective bargaining agreement.

SEC. 9. DEFINITIONS.

    For purposes of this Act:
            (1) In general.--The terms ``State educational agency'', 
        ``local educational agency'', ``highly qualified'', and 
        ``poverty line'' have the meanings given such terms in section 
        9101 of the Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 7801).
            (2) Eligible partnership.--The term ``eligible 
        partnership'' means--
                    (A) a full-service community school; or
                    (B) a partnership between a local educational 
                agency and one of the following:
                            (i) A public or non-profit social service 
                        provider, including a provider of health-
                        related services or early childhood education 
                        services.
                            (ii) A full-service community school.
            (3) Extended school day.--The term ``extended school day'' 
        means a school day for children from birth to age 9 of not less 
        than 9 hours, except in the case where an eligible partnership 
        cannot accommodate a 9-hour day.
            (4) Extended school year.--The term ``extended school 
        year'' means a school year for children from birth to age 9 of 
        not less than 220 calendar days, except in the case where an 
        eligible partnership cannot accommodate a 220-calendar day 
        school year.
            (5) Full-service community school.--The term ``full-service 
        community school'' means a public school which coordinates 
        educational, developmental, family, health, and other 
        comprehensive services through community-based organizations 
        and public and private partnerships, and provides access to 
        such services to students enrolled in such school, families of 
        such students, and the community where such school is located.
            (6) High-need community.--
                    (A) In general.--The term ``high-need community'' 
                means--
                            (i) a political subdivision of a State, or 
                        a portion of a political subdivision of a 
                        State, in which at least 50 percent of the 
                        children are from low-income families; or
                            (ii) a political subdivision of a State 
                        that is among the top 10 percent of political 
                        subdivisions of a State having the greatest 
                        numbers of such children.
                    (B) Determination.--In determining which 
                communities qualify as a high-need community under 
                subparagraph (A), the Secretary shall use such data as 
                the Secretary determines are most accurate and 
                appropriate.
            (7) Low-income family.--The term ``low-income family'' 
        means a family with an income below the poverty line for the 
        most recent fiscal year for which satisfactory data are 
        available.
            (8) Secretary.--The term ``Secretary'' means the Secretary 
        of Education.
            (9) Innovative early learning curriculum.--The term 
        ``innovative early learning curriculum'' means a comprehensive 
        model of early childhood education, including the following 
        principles as articulated by Dr. Edward Zigler of the Yale 
        Child Study Center, which incorporate--
                    (A) educational interventions beginning as close to 
                birth as possible;
                    (B) a child-initiated learning process with time 
                for independent inquiry and play;
                    (C) access to wraparound social services, including 
                support for nutrition, housing, and family literacy;
                    (D) professional development for instructional 
                staff, including elementary school teachers, 
                paraprofessionals, and pre-school teachers;
                    (E) an extended school day and school year;
                    (F) parent development, which includes providing 
                parents with the knowledge and skills needed to be able 
                to support a child's growth and academic progress;
                    (G) child-to-staff ratios of at least 1 early 
                childhood or elementary educator for every 7 children; 
                and
                    (H) an enhanced transition from pre-kindergarten to 
                elementary school, so that the cognitive and social 
                gains of the pre-kindergarten program are sustained 
                through the remainder of a child's educational career.
            (10) Wraparound social services.--The term ``wraparound 
        social services'' means comprehensive health and social 
        services provided to a child and the child's family to 
        supplement the child's educational needs.

SEC. 10. AUTHORIZATION OF APPROPRIATIONS.

    (a) In General.--There is authorized to be appropriated to carry 
out this Act $50,000,000 for each of the fiscal years 2010 to 2016.
    (b) Reservations.--Of the amount appropriated under paragraph (1) 
each fiscal year, the Secretary shall reserve--
            (1) not more than 3 percent for evaluations under section 
        4(h);
            (2) between 2 percent and 5 percent for the training 
        program under section 5; and
            (3) not more than 3 percent to carry out the study in 
        section 7.
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