1.Short title; table of
contents
(a)This Act may be cited
as the Developing Innovative
Partnerships and Learning Opportunities that Motivate Achievement
Act
or the DIPLOMA Act
.
(b)The table of contents for this Act is as follows:
Sec. 1. Short title; table of contents.
Sec. 2. Findings.
Sec. 3. Purposes.
Sec. 4. Definitions.
Sec. 5. Demonstration program authorized; allotment to
States.
Sec. 6. State child and youth strategy.
Sec. 7. Coordinating body; State applications.
Sec. 8. State use of funds.
Sec. 9. Local consortium application; local child and youth
strategy.
Sec. 10. Local use of funds.
Sec. 11. Construction.
Sec. 12. Accountability and transparency.
Sec. 13. Authorization of appropriations.
2.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)Approximately 25
percent of 9th graders do not graduate from high school 4 years later. Of
students who graduate from high school, 2 out of 3 (67 percent) enroll in a 2-
or 4-year college in the fall after completing high school. Only about half (58
percent) of first-time, full-time college freshmen seeking a 4-year degree
receive a bachelor’s degree within 6 years or less.
(3)Over the past 4
decades, the United States has slipped from being first in the world in high
school and college graduation rates to 20th and 14th, respectively, putting the
Nation at a growing competitive disadvantage with other countries.
(4)Research shows
that the holistic needs of students must be met in order to strengthen student
achievement. One analysis of 16 factors influencing student achievement found
that over half of the factors identified were present in the lives of students
outside of the classroom.
(5)An analysis of
health problems, maternal child rearing practices, and the impact of such
problems and practices on education published by Princeton University and the
Brookings Institution estimates that differences in these factors may account
for a quarter of the racial gap in school readiness.
(6)Research from
Johns Hopkins University found that the lack of summer learning opportunities
explains about two-thirds of the 9th grade achievement gap between high and low
income students.
(7)Research from the
Government Accountability Office found that students who change schools
frequently were less likely to perform at grade level and more likely to repeat
a grade than their more stable peers.
(8)Evidence
demonstrates that effective partnerships among schools and communities increase
student achievement by addressing the academic needs of students as well as the
challenges the students face outside the classroom. For example—
(A)Chicago Public
Schools leads the Nation’s largest community school initiative and found that
nearly half of the students in community schools had increased math and reading
grades, and that between 2001 and 2006, community schools had greater gains in
math and reading than regular Chicago public schools;
(B)by meeting the
comprehensive needs of students, Communities In Schools, a national dropout
prevention organization, demonstrates that 78 percent of participating students
improved their attendance, 89 percent had fewer behavior incidents, 80 percent
improved their academic performance, and 78 percent of eligible seniors
graduated from high school; and
(C)through a pipeline
of comprehensive services addressing the needs of children, youth, and families
from prenatal opportunities through the transition to adulthood, 90 percent of
high school seniors served by Harlem Children’s Zone are accepted into
college.
3.The purposes of this Act are—
(1)to create engaging
learning experiences that—
(A)strengthen
academic achievement, build civic capacity, and provide a continuum of supports
and opportunities for children, youth, and their families; and
(B)prepare young
people for college, 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, care givers, and families in their role as first educators of
their children;
(4)to promote
community engagement in education and family engagement in education;
(5)to leverage and
integrate the human and financial assets of local communities, schools, State
governments, the Federal Government, and the natural assets of
communities—
(A)toward better
results for children, youth, and families; and
(B)for sustained
civic capacity; 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 children and youth.
4.In this Act:
(1)Community-based,
integrated student servicesThe 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.
(2)Community
engagement in education
(A)The term community engagement in education
means systematic efforts to involve, engage, and collaborate with parents,
community residents, members of school communities, community partners, and
other stakeholders in exploring the needs of their students and schools,
developing plans to address those needs, and working together to address those
needs.
(B)The
term includes effective community engagement in an ongoing process to develop a
welcoming school and school system, mobilize the community’s assets to support
student achievement and growth, engage those individuals and stakeholders who
traditionally have not participated, improve working relationships, and deepen
the commitment to student success.
(3)Family
engagement in educationThe 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 encourage
the families to actively support their children’s learning and development, as
well as the learning and development of other children. The shared
responsibility is continuous from birth through young adulthood and reinforces
learning that takes place in the home, school, and community.
(4)Full service
community schoolThe 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 public and private partnerships; and
(B)provides access to
such services to students, families, and the community.
(5)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; and
(B)may include a
broad array of community partners, including—
(i)a
community-based organization;
(ii)a
child and youth serving organization or agency;
(iii)an
institution of higher education;
(iv)a
foundation;
(v)a
business;
(vi)a
teacher organization;
(vii)an
organization representing education professionals;
(viii)a
local government, including a government agency serving children and youth,
such as a child welfare and juvenile justice agency;
(ix)an
organization representing students; and
(x)an
organization representing parents; and
(C)may include
representatives from multiple jurisdictions.
(6)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).
(7)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).
(8)The term
Secretary means the Secretary of Education.
(9)Specialized
instructional support personnelThe 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.
(10)Specialized
instructional support servicesThe 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.
(11)The
term State means each of the several States of the United States,
the District of Columbia, and the Commonwealth of Puerto Rico.
5.Demonstration
program authorized; allotment to States
(a)Formula grants
authorized
(1)For any fiscal year for which the amount appropriated
under section 13 is equal to or greater than $200,000,000, the Secretary is
authorized to award grants, from allotments under subsection (c), to States
having applications approved under section 5 to enable the States to award
subgrants to local consortia to leverage and integrate human and financial
assets at all levels in order to—
(A)ensure the
academic, physical, social, emotional, and civic development of disadvantaged
youth; and
(B)strengthen the
families and communities of the disadvantaged youth and achieve the results
developed pursuant to section 6(c)(1).
(2)The
Secretary shall award a grant under this subsection for a period of 5
years.
(3)The
Secretary may renew a grant under this subsection for a period of 5
years.
(b)From
the funds appropriated under section 13 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 12(a)(3); and
(2)not more than 1
percent for payments to the outlying areas and the Bureau of Indian Affairs, to
be allotted in accordance with their respective needs for assistance under this
Act, as determined by the Secretary, to enable the outlying areas and the
Bureau of Indian Affairs to carry out the purposes of this Act.
(c)
(1)From
the funds appropriated under section 13 for any fiscal year that are equal to
or greater than $200,000,000 which remain after the Secretary makes the
reservations under subsection (b), the Secretary shall allot to each State for
the fiscal year an amount that bears the same relationship to the remainder as
the amount the State received under subpart 2 of part A of title I of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6331 et seq.) for the
preceding fiscal year bears to the amount all States received under that
subpart for the preceding fiscal year, except that no State shall receive less
than an amount equal to ½ of 1 percent of such
funds.
(2)Reallotment of
unused fundsIf 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.
(d)Competitive
grants authorized
(1)For any year for
which the amount appropriated under section 13 is less than $200,000,000, the
Secretary shall award grants, on a competitive basis, to local consortia to
enable the local consortia to carry out local strategies in accordance with
sections 9 and 10.
(2)The Secretary shall only award a grant to a local
consortium under this subsection if the local consortium submits an application
that proposes—
(A)to serve children
and youth in schools or communities with the highest proportions of students
from low-income families; and
(B)to provide a
comprehensive continuum of services, including not less than 1 service from
each of not less than 3 categories of services described in paragraphs (3)
through (11) of section 10(b), which proposal—
(i)shall be submitted
by a local consortium comprised of a broad representation of stakeholders and
decision makers in the community, including a multitude of community partners
described in section 4(5)(B); or
(ii)shall demonstrate
the capacity for successful implementation through a history of successful
collaboration and effectiveness in strengthening outcomes for children and
youth.
(3)Accountability
and transparencyThe Secretary shall apply those provisions of
section 12 that the Secretary determines applicable to local consortia
receiving funds under this subsection.
6.State child and
youth strategy
(a)A State that receives a grant under this Act shall use
the grant funds to develop and implement a State child and youth strategy
(hereafter in this Act referred to as the State strategy).
(b)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
children and youth.
(c)The State strategy components required under
subsection (b) are the following:
(1)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)Children are ready
for school.
(B)Students are
engaged and achieving in school.
(C)Students are
physically, mentally, socially, and emotionally healthy.
(D)Schools and
neighborhoods are safe and provide a positive climate for learning.
(E)Families are
supportive and engaged in their children’s education.
(F)Graduates are
ready for postsecondary education and 21st Century careers.
(G)Students are
contributing to their communities.
(2)Needs and assets
assessmentThe State strategy shall contain an assessment of the
children’s needs, 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 child and
youth planThe State strategy shall include a description of the
State’s plan to achieve the goals described in paragraph (1) for young people
from birth through the transition to adulthood, including the following:
(A)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 integrationA 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 educationA description of the State's plan to
increase community engagement in education.
(D)Family
engagement in educationA description of the State's plan to
increase family engagement in education.
(d)Existing plans,
strategies, and assessmentsExisting plans, strategies, needs
assessments, or assets assessments may be used to satisfy the requirements of
this section if such existing plans, strategies, needs assessments, or assets
assessments include the information required by this section, or can be
modified to do so, and are submitted to the Secretary with such
modifications.
7.Coordinating
body; State applications
(a)
(1)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 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
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 bodyThe Governor may designate an existing agency,
Children's Cabinet, P–20 Council, child and youth development partnership, or
other organization as the coordinating body for student learning and
development described in paragraph (1) if the agency, cabinet, council,
partnership, or organization—
(A)performs duties
similar to the duties described in paragraph (1); or
(B)if the duties of
the agency, cabinet, council, partnership, or organization can be modified to
include the duties described in paragraph (1).
(b)
(1)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)Each
application submitted under this subsection shall include the following:
(A)A description of how the State will develop the State
strategy.
(B)Grants to local
consortiaA description of how subgrants to local consortia will
be awarded pursuant to section 8 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 6(c)(1) within the context of local needs and
priorities.
(C)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 resultsA description of the State's plans to adhere to the
accountability and transparency requirements described in section 12(b).
(3)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.
8.
(a)From the grant funds made available to a State under this
Act for any fiscal year—
(1)the State shall
use not less than 95 percent to award subgrants to local consortia under
subsection (b);
(2)the State may use
not less than 3 percent for evaluation and capacity building activities,
including training, technical assistance, and professional development;
and
(3)the State may use
not more than 2 percent for the administrative costs of carrying out
responsibilities under this Act.
(b)Subgrants to
local consortia
(1)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.
(2)In
awarding subgrants to local consortia, a State shall give priority to
applications from local consortia that propose—
(A)to serve children
and youth in schools or communities with the highest proportions of students
from low-income families; and
(B)to provide a
comprehensive continuum of services, including not less than 1 service from
each of not less than 3 categories of services described in paragraphs (3)
through (11) of section 10(b), which proposal—
(i)shall be 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(5)(B); or
(ii)shall demonstrate
the capacity for successful implementation through a history of successful
collaboration and effectiveness in strengthening outcomes for children and
youth.
(3)Each subgrant awarded under this section shall be for a
period of 5 years and shall be renewable based on progress toward achieving the
results described in section 9(b)(2)(A).
(c)A State that receives a grant under this Act may award
planning grants to local consortia to enable the local consortia to develop the
local strategy described in section 9(b). Such planning grants shall be for a
duration of—
(1)not more than 6
months and in an amount of not more than $50,000; or
(2)not more than 1
year and in an amount of not more than $100,000.
(d)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 child and youth services.
(e)Allocation to
rural areas
(1)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 8 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)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.
9.Local consortium
application; local child and youth strategy
(a)Local consortium
application
(1)A local consortium that desires a subgrant under section
8 shall submit an application to the State at such time, in such manner, and
containing such information as the State may require.
(2)An
application submitted under this section shall include—
(A)a description of
the local consortium, including which public or nonprofit entity participating
in the local consortium shall serve as the fiscal agent for the local
consortium;
(B)the local child
and youth strategy (hereafter in this Act referred to as local
strategy
) described in subsection (b); 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)
(1)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 young people from birth through the transition to
adulthood.
(2)The
local strategy components required under paragraph (1)(B) are the
following:
(A)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)Children are ready
for school.
(ii)Students are
engaged and achieving in school.
(iii)Students are
physically, mentally, socially, and emotionally healthy.
(iv)Schools and
neighborhoods are safe and provide a positive climate for learning.
(v)Families are
supportive and engaged in their children’s education.
(vi)Students are
ready for postsecondary education and 21st Century careers.
(vii)Students are
contributing to their communities.
(B)An assessment of potential resources, services, and
opportunities available within or near the community that children and youth,
their families, and resources in the community may be able to access in order
to meet the needs identified under subparagraph (C), to help achieve the goals
and indicators under subparagraph (A), and to support students to achieve the
challenging State student academic achievement standards, including the variety
of services that can be integrated—
(i)into a community
school site; and
(ii)through the
presence of specialized student 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)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 and parents;
(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 provisionA plan to coordinate and integrate
services and provide services in order to meet the needs identified under
subparagraph (C) and achieve the results and aligned quantifiable indicators
described in subparagraph (A), including—
(i)a
description of the services administered by members of the local consortium
that are funded through grants provided under the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6301 et seq.) that will be coordinated as part
of the subgrant provided under section 8; and
(ii)if
applicable, a description of the coordination among services provided by
community-based organizations and services provided by specialized
instructional support personnel serving local educational agencies
participating in the local consortium.
(E)Community
engagement in educationA plan to increase community engagement
in education.
(F)Family
engagement in educationA plan to increase family engagement in
education.
(3)Existing plans,
strategies, and assessmentsExisting plans, strategies, needs
assessments, or assets assessments may be used to satisfy the requirements of
this section if such existing plans, strategies, needs assessments, or assets
assessments include the information required by this section, or can be
modified to do so, and are submitted to the Secretary with such
modifications.
10.
(a)A local consortium that receives a subgrant under section 8
shall use the subgrant funds—
(1)to integrate
multiple private and public services into a comprehensive, coordinated
continuum that meets the holistic needs of young people;
(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 9(b)(2)(A);
(3)to address the
needs identified in the needs assessment carried out pursuant to section
9(b)(2)(C) by leveraging the assets identified in the assets assessment carried
out pursuant to section 9(b)(2)(B); and
(4)if applicable, to
coordinate efforts with the specialized instructional support personnel serving
local educational agencies participating in the local consortium.
(b)A local consortium that receives a subgrant under
section 8 may use the subgrant funds to coordinate, integrate, and enhance
existing services, and provide new services, in order to provide young people
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 development, including—
(A)early childhood
education;
(B)programs under the
Head Start Act (42 U.S.C. 9831 et seq.), including Early Head Start
programs;
(C)early reading
first programs;
(D)child care
services;
(E)early
childhood-school transition services;
(F)home
visiting;
(G)parenting
education; and
(H)services for young
children with special needs;
(4)academic support
services, including—
(A)tutoring;
(B)extended day
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 college,
including—
(i)dual
enrollment programs;
(ii)early college
high schools;
(iii)strategies for
preventing at-risk youth from dropping out of high school;
(iv)dropout recovery
strategies, including strategies that award credit based on student performance
instead of instructional time; and
(v)other activities
that combine rigorous coursework, personalized learning environments, practical
applications, and comprehensive support services;
(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 young people 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)college
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 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; and
(D)strategies that
engage older adults as resources to students and families;
(8)parent and adult
education programs, including—
(A)programs that promote family literacy,
including family literacy programs for English-language learners and Even
Start;
(B)parent and
caregiver leadership and parent and caregiver education activities;
(C)translation services;
(D)adult education,
including instruction in English as a second language, and job training;
and
(E)citizenship
preparation for individuals choosing to become United States citizens;
(9)juvenile crime
prevention and rehabilitation programs, including—
(A)youth courts, teen
courts, peer juries, and drug courts; and
(B)tribal youth
programs;
(10)specialized
instructional support services, including specialized instructional support
personnel;
(11)service
coordination staffing that ensures young people receive comprehensive services
to meet the holistic needs of the young people;
(12)training, technical assistance, and
professional development for school-based and community-based personnel to
build capacity and skills to educate English-language learners;
(13)training,
technical assistance, and professional development for school-based and
community-based personnel providing comprehensive services to children and
youth;
(14)subgrants to
nonprofit and other organizations to implement the requirements and allowable
services under this section;
(15)reasonable
program administration and planning associated with the activities required
under this section; and
(16)other services
consistent with this section.
11.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.
12.Accountability
and transparency
(a)Federal
accountability and transparency
(1)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 6(c)(1); and
(ii)communities in
achieving the goals established within the local results frameworks pursuant to
section 9(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 young people 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
deficienciesIf the Secretary determines, based on a review of
State annual reports, State strategies, State data submissions, evaluations, or
other documentation, that a State or entity that receives funds through a grant
or contract made under this Act makes insufficient progress toward achieving
the goals established within the State results framework pursuant to section
6(c)(1) within 3 years of receiving a grant under section 5(a), or is misusing,
ineffectively using, or otherwise not complying with the requirements of this
Act, the Secretary shall—
(A)notify the State
of the deficiencies that require correction and request that the State submit a
plan to correct the deficiencies;
(B)negotiate a plan
to correct the deficiencies, and provide appropriate training or technical
assistance designed to assist the State in complying with the requirements of
this Act; and
(C)in the case that
the State fails to submit or negotiate a plan to correct the deficiencies or
fails to make substantial efforts, within 6 months after the date of the
notification described in paragraph (1), to correct the deficiencies and comply
with the requirements of this Act—
(i)terminate the
provision of funds under this Act to the State or entity for the remainder of
the period of the grant or contract; and
(ii)redistribute the
terminated funding in the manner described in section 5(c).
(3)Independent
ongoing evaluation
(A)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 July of 2014 and in July of 2016.
(B)Rigorous and
independent evaluationThe 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)
(i)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 children and
youth.
(ii)The
outcomes described in clause (i) shall be disaggregated by gender, race, and
family income.
(b)State
accountability and transparency
(1)On an annual basis, each State shall report to the public
and the Secretary such information as the Secretary may reasonably require,
including—
(A)progress made
toward achieving—
(i)the
goals established within the State results framework pursuant to section
6(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
9(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 young people 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 6(c)(1);
(E)the extent to
which the objectives and budgets of State departments and agencies providing
child and youth services were consistent with the recommendations of the State
strategy for the preceding year;
(F)the efficiency and
adequacy of State and local programs and policies with respect to child and
youth services;
(G)actions taken
pursuant to paragraph (2) regarding misuse or ineffective use of funds;
and
(H)other information
the State determines to be of interest to the public.
(2)Correction of
deficienciesIf 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 9(b)(2)(A) within 3
years of receiving a subgrant under section 8, or is misusing, ineffectively
using, or otherwise not complying with the requirements of this Act, the State
shall—
(A)notify the local
consortium of the deficiencies 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
children and youth in such State in accordance with this Act.
(c)Local
accountability and transparencyOn an annual basis, each local
consortium 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 9(b)(2)(A) disaggregated in the same manner as information
is disaggregated under subsection (a)(3)(C)(ii);
(2)how funds under
this Act were used by the local consortium and subgrant recipients to improve
the lives of children, youth, and families, including—
(A)the
characteristics of the young people 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
9(b)(2)(A); and
(5)other information
the local consortium determines to be of interest to the public.
13.Authorization of
appropriationsThere are
authorized to be appropriated to carry out this Act $2,500,000,000 for each of
fiscal years 2011, 2012, 2013, 2014, and 2015.