1.This Act may be cited as the
Promise Neighborhoods Act of
2011
.
2.Congress finds the following:
(1)Between 2007 and
2009, the number of children in the United States living in poverty increased
by 2,200,000, to 15,500,000 children.
(2)According to the
National Center for Children in Poverty, the number of poor children under age
6 increased by 24 percent between 2000 and 2007. The Center also found that, in
Iowa, 20 percent of children under age 6 live in poor families.
(3)According to the
Organisation for Economic Co-operation and Development (OECD), in 2008, the
United States had a child poverty rate of 20.6 percent, making the United
States the OECD nation with the fourth worst level of child poverty. Of the 4
most developed countries in the world, the United States has the highest rate
of child poverty.
(4)According to the
National Center for Children in Poverty, at age 4, children who live below the
poverty line are 18 months below normal learning and achievement for their age
group, and by age 10 that gap is still present. For children living in the
poorest families, the gap is even larger.
(5)Children from
low-income families are more likely to have low levels of school engagement, to
be chronically absent from school, to have emotional and behavioral problems,
and to live in stressful home environments.
(6)By age 3,
children in low-income homes will have heard one-third as many words as
children in middle-income and high-income homes.
(7)Studies show that
children who attend high-quality early childhood education programs are less
likely to repeat grades, less likely to be assigned to special education, and
more likely to perform better on standardized tests, experience reduced rates
of teenage pregnancy, and graduate from high school. Additionally, such
children are less likely to engage in criminal behavior and more likely to
obtain employment at higher wages. Economically disadvantaged children gain
even larger benefits from such high-quality programs.
(8)Compared with
children in kindergarten from low-income families, children in kindergarten
from high-income families live in homes with 3 times the number of books and
such children are 4 times as likely to have a computer at home. Children from
high-income families also watch far less television and are more likely to
visit museums or libraries.
(9)By the time
children from low-income families enter kindergarten, they are already 3 months
behind the national average in reading and mathematics skills, a gap that
persists through high school.
(10)A child from a
middle-income family typically enters first grade with about 1,000 hours of
one-on-one picture book reading time with parents, other relatives, or
teachers, but a child from a low-income family averages less than 100 hours of
such reading time.
(11)The percentage
of households with children reporting food insecurity (limited or uncertain
access to nutritious, safe foods) increased by 25 percent between 2007 and
2008. Poor nutrition is linked to behavioral problems, lower educational
performance, and delayed socio-emotional development.
(12)Twenty-nine
percent of high-achieving 8th graders from low-income families complete
college. This is the same rate of college completion as low-achieving 8th
graders from high-income families.
(13)About one-fourth
of all students who start 9th grade will not graduate 4 years later. For
African-American and Latino students, that figure increases to 40 percent. A
16- to 24-year-old coming from a high-income family is about 7 times as likely
to have completed high school as a 16- to 24-year-old coming from a low-income
family.
(14)The average
annual cost to incarcerate a youth in the United States is approximately
$88,000, while per pupil annual spending for a student in kindergarten through
grade 12 is $10,000.
3.The purpose of this Act is to significantly
improve academic outcomes, including school readiness, high school graduation,
and college entry and success of children living in our Nation's most
distressed neighborhoods, by using data-driven decisionmaking and existing
external resources to provide children in such neighborhoods with access to a
community-based continuum of high-quality pipeline services that include access
to early learning opportunities, high-quality schools, and evidence-based
practices that address the needs of such children from birth through college
and career.
4.In this Act:
(1)Except as otherwise provided, the terms used in this Act
have the meanings given the terms in section 9101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801).
(2)The
term child means an individual from birth through age 21.
(3)College and
Career ReadinessThe term college and career
readiness means the level of preparation a student needs in order
to—
(A)enroll and
succeed, without remediation, in credit-bearing courses at an institution of
higher education;
(B)demonstrate the
full range of knowledge and perform the full range of workplace skills
necessary to succeed and advance in 21st century careers, such as higher-order
thinking, collaboration and teamwork, and oral and written communication
skills; and
(C)complete a
program leading to an industry-recognized credential that prepares graduates to
obtain employment with family-sustaining wages and opportunities for
advancement.
(4)The term community of practice means a
group of entities that interact regularly to share best practices to address 1
or more persistent problems, or improve practice with respect to such problems,
in 1 or more neighborhoods.
(5)The term expanded learning time means
using a longer school day, week, or year schedule to significantly increase the
total number of school hours to include additional time for—
(A)instruction in
core academic subjects;
(B)instruction in
other subjects and enrichment and other activities that contribute to a
well-rounded education, including music and the arts, physical education,
service-learning, and experiential and work-based learning opportunities (such
as community service, learning apprenticeships, internships, and job
shadowing); and
(C)instructional and
support staff to collaborate, plan, and engage in professional development,
including on family and community engagement, within and across grades and
subjects.
(6)Family and
Community EngagementThe term family and community
engagement means the process of engaging family and community members in
education meaningfully and at all stages of the planning, implementation, and
school and neighborhood improvement process, including, at a minimum—
(A)disseminating a
clear definition of the neighborhood to the members of the neighborhood;
(B)ensuring
representative participation by the members of such neighborhood in the
planning and implementation of the activities of each grant awarded under this
Act;
(C)regular
engagement by the eligible entity and the partners of the eligible entity with
family members and community partners;
(D)the provision of
strategies and practices to assist family and community members in actively
supporting student achievement and child and youth development; and
(E)collaboration
with institutions of higher education and employers to align expectations and
programming with college and career readiness.
(7)Family and
Student SupportsThe term family and student
supports includes—
(A)health programs
(including both mental health and physical health services);
(B)school-, public-,
and child-safety programs;
(C)programs that
improve family stability;
(D)employment
programs (including those that meet local business needs, such as internships
and externships);
(E)social service
programs;
(F)legal aid
programs;
(G)financial
education programs;
(H)adult education
and family literacy programs;
(I)family and
community engagement programs; and
(J)programs that
increase access to learning technology and enhance the digital literacy skills
of students.
(8)The term family member means a parent (as
defined in section 9101 the Elementary and Secondary Education Act of 1965 (20
U.S.C. 7801)), relative, or other adult who is responsible for the education,
care, and well-being of a child.
(9)Integrated
Student SupportsThe term integrated student
supports means services, supports, and community resources, which shall
be offered through a site coordinator for at-risk students, that have been
shown by evidence-based research—
(A)to increase
academic achievement and engagement;
(B)to support
positive child and youth development; and
(C)to increase
student preparedness for success in college and the workforce.
(10)The
term neighborhood means a defined geographical area in which there
are multiple signs of distress, demonstrated by indicators of need, including
poverty, childhood obesity rates, academic failure, and rates of juvenile
delinquency, adjudication, or incarceration.
(11)The
term pipeline means a continuum of supports and services
(including pipeline services, as defined in this Act) for children from birth
through college entry, college success, and career attainment.
(12)The term pipeline services includes, at a
minimum, strategies to address through services or programs (including
integrated student supports and wraparound services) the following:
(A)Prenatal
education and support for expectant parents.
(B)High-quality
early learning opportunities.
(C)High-quality
schools and out-of-school-time programs and strategies.
(D)Support for a
child's transition to elementary school, between elementary school and middle
school, from middle school to high school, and from high school into and
through college and into the workforce.
(E)Family and
community engagement.
(F)Family and
student supports.
(G)Activities that
support college and career readiness, such as—
(i)assistance with
college admissions, financial aid, and scholarship applications, especially for
low-income and low-achieving students; and
(ii)career
preparation services and supports.
(H)Neighborhood-based
support for college-age students who have attended the schools in the pipeline,
or students who are members of the community, facilitating their continued
connection to the community and success in college and the workforce.
<enum>I</enum><header>Promise
Neighborhood Partnership Grants</header>
<section id="IDb55d1f94106f4534bff32a0b9fbdbbd2"><enum>101.</enum><header>Program
Authorized</header>
<subsection id="id13F040A5E9D24A00AF1292F469EFD1FE"><enum>(a)</enum><header>In
General</header><text>From amounts appropriated under section 304, the
Secretary shall award grants, on a competitive basis, to eligible entities to
implement a comprehensive, evidence-based pipeline that engages community
partners to improve academic achievement, student development, and college and
career readiness, measured by common outcomes, by carrying out the activities
described in section 104 in neighborhoods with high concentrations of
low-income individuals and persistently low-achieving schools or schools with
an achievement gap.</text>
</subsection><subsection id="idCECF37854B47474982CA250E205AB918"><enum>(b)</enum><header>Duration</header>
<paragraph id="id13BEA7BBDBCA445DA70EF838ABC1A9F5"><enum>(1)</enum><header>In
General</header><text>Grants awarded under this title shall be for a period of
not more than 5 years.</text>
</paragraph><paragraph id="id63E86FE26D884E279B3754D7EE9A07DE"><enum>(2)</enum><header>Renewal</header><text>The
Secretary may renew grants under this title for an additional period of not
more than 5 years, if an eligible entity demonstrates significant success
in—</text>
<subparagraph id="id2FA61DA0C4564312B0C882635B1E1ED1"><enum>(A)</enum><text>ensuring school
readiness, including success in early learning;</text>
</subparagraph><subparagraph id="idF9AE13FE49EB46DE8EBF7B4471DF3958"><enum>(B)</enum><text>improving
academic outcomes, including academic achievement and graduation rates;</text>
</subparagraph><subparagraph id="id0377A687FCE94B8AA632FCBE029EC3B7"><enum>(C)</enum><text>increasing
college and career readiness, including rates of enrollment in institutions of
higher education; and</text>
</subparagraph><subparagraph id="id0F076F8E3F8546C98A5A6BEBBD57AFE0"><enum>(D)</enum><text>improving the
health, mental health, and social and emotional well-being of children.</text>
</subparagraph></paragraph></subsection><subsection id="idF800AD9B194042ACB7E84D59B3E728EB"><enum>(c)</enum><header>Continued
Funding</header><text>Continued funding after the third year of the grant
period shall be contingent on the eligible entity's progress toward meeting the
performance metrics described in section 106(a).</text>
</subsection><subsection commented="no" id="idAE80431E8FDE4373A3B4543D1CA12847"><enum>(d)</enum><header>Matching
Requirement</header><text>Each eligible entity receiving a grant under this
title shall contribute matching funds in an amount equal to not less than 100
percent of the amount of the grant. Such matching funds may come from Federal
or non-Federal sources. The Secretary may require that a portion of such
matching funds come from private sources.</text>
</subsection><subsection id="id5CA73AA31041434EA478D6D80290CBA8"><enum>(e)</enum><header>Financial
Hardship Waiver</header><text>The Secretary may waive or reduce the matching
requirement described in subsection (d) if the eligible entity demonstrates a
need due to significant financial hardship.</text>
</subsection></section><section id="idD725A0668AA04D55B78DDEB1D799EA7C"><enum>102.</enum><header>Eligible
Entities</header><text display-inline="no-display-inline">In this title, the
term <term>eligible entity</term> means a nonprofit entity in partnership with
a local educational agency. Such partnership may also include any of the
following entities:</text>
<paragraph id="id8F1FD20011C046E8B1C7C6AAACA0DBC4"><enum>(1)</enum><text display-inline="yes-display-inline">An institution of higher education, as
defined in section 102 of the Higher Education Act of 1965 (20 U.S.C.
1002).</text>
</paragraph><paragraph id="id540916B2D3E3457FB40F40D5917E7A94"><enum>(2)</enum><text display-inline="yes-display-inline">The office of a chief elected official of a
unit of local government.</text>
</paragraph><paragraph id="id5E86A3A487EB45CE80B814473DE8EB0E"><enum>(3)</enum><text display-inline="yes-display-inline">An Indian tribe or tribal organization, as
defined under section 4 of the Indian Self-Determination and Education
Assistance Act (25 U.S.C. 450b).</text>
</paragraph></section><section id="ID5267509821164d62b41b4507396de6e6"><enum>103.</enum><header>Application
requirements</header>
<subsection id="idCE3A83085027408D8B62A2C61ED65FBC"><enum>(a)</enum><header>In
General</header><text display-inline="yes-display-inline">To be eligible to
receive a grant under this title, an eligible entity shall submit an
application to the Secretary at such time, in such manner, and containing such
information as the Secretary may require.</text>
</subsection><subsection id="id3C62EC1FE72C41658BB237A8F60A4C4E"><enum>(b)</enum><header>Contents of
Application</header><text>At a minimum, an application described in subsection
(a) shall include the following:</text>
<paragraph id="ID79e3ad672c7f45f79eec3732f39d4395"><enum>(1)</enum><text>A description of
a plan to significantly improve the academic outcomes of children living in an
identified neighborhood by providing a pipeline that addresses the
neighborhood's needs, as identified by the needs analysis described in
paragraph (4) and supported by evidence-based practices.</text>
</paragraph><paragraph id="id1BE93A0117A94127892F9F59F11E1B1C"><enum>(2)</enum><text>A description of
the neighborhood that the eligible entity will serve.</text>
</paragraph><paragraph id="ID100dbd45363c4a4f852e2dcef812e9f9"><enum>(3)</enum><text>Measurable annual
goals for the outcomes of the grant, including—</text>
<subparagraph id="id9D011E50373A4F51A4B7B47A0C2033B6"><enum>(A)</enum><text>performance
goals, in accordance with the metrics described in section 106(a), for each
year of the grant; and</text>
</subparagraph><subparagraph id="id172CA09EBBCF458B90235D6C6F123275"><enum>(B)</enum><text>projected
participation rates and any plans to expand the number of children served or
the neighborhood proposed to be served by the grant program.</text>
</subparagraph></paragraph><paragraph id="ID383d2a98f08d494eacceba8cdcb7ae81"><enum>(4)</enum><text>An analysis of
the needs and assets of the neighborhood identified in paragraph (2),
including—</text>
<subparagraph id="id361FFEE2497C466C81F6FBCF799CDFF8"><enum>(A)</enum><text>a description of
the process through which the needs analysis was produced, including a
description of how family and community members were engaged in such
analysis;</text>
</subparagraph><subparagraph id="id71AD4985D3864EFC85D7A5239CE816BF"><enum>(B)</enum><text>an analysis of
community assets within, or accessible to, the neighborhood, including, at a
minimum—</text>
<clause id="id03D5D5035B1B481EA88167945AF42B2F"><enum>(i)</enum><text>early learning
programs, including high-quality child care, Early Head Start programs, Head
Start programs, and prekindergarten programs;</text>
</clause><clause id="id44D4BFAF37D441789137F0060EE4B397"><enum>(ii)</enum><text>the availability
of healthy food options and opportunities for physical activity;</text>
</clause><clause id="idB257D00389894032A328A36DCDF3CC05"><enum>(iii)</enum><text>existing family
and student supports;</text>
</clause><clause id="id7E4A9308B7FB451483F3AAF0D11A91B6"><enum>(iv)</enum><text>locally owned
businesses and employers; and</text>
</clause><clause id="id9EA220D1A77842CEAC853B8C100B7622"><enum>(v)</enum><text>institutions of
higher education;</text>
</clause></subparagraph><subparagraph commented="no" id="id1E40320AB2A046D3B69D41FA9458E8BE"><enum>(C)</enum><text>evidence of
successful collaboration within the neighborhood;</text>
</subparagraph><subparagraph id="id8043358E5CA841B187622CC3C6B1C645"><enum>(D)</enum><text>the steps that
the eligible entity is taking, at the time of the application, to meet the
needs identified in the needs analysis; and</text>
</subparagraph><subparagraph id="idA412F142A96F4E21919F83D151C15842"><enum>(E)</enum><text>any barriers the
eligible entity, public agencies, and other community-based organizations have
faced in meeting such needs.</text>
</subparagraph></paragraph><paragraph id="ID45016309d282473486a13d6003afbcb6"><enum>(5)</enum><text>A description of
the data and evidence base used to identify the pipeline services to be
provided, including data regarding—</text>
<subparagraph id="id8EFA8BDCA0EF47829367FF909F436CFD"><enum>(A)</enum><text>school
readiness;</text>
</subparagraph><subparagraph id="id02EB7FDC11F04928BA1E94A2A15DDC72"><enum>(B)</enum><text>academic
achievement and college and career readiness;</text>
</subparagraph><subparagraph id="idB9C9D537075C4565B2DAFAD32E9FCF7F"><enum>(C)</enum><text>secondary school
graduation rates;</text>
</subparagraph><subparagraph id="idB310BD9F5D9F4D5F95F0EDB9AAAA7346"><enum>(D)</enum><text>health
indicators, such as rates of childhood obesity or other health and
developmental risk factors;</text>
</subparagraph><subparagraph id="idF7DCAC616B7F42508D39AA64B73E2EF6"><enum>(E)</enum><text>college
enrollment, persistence, and completion rates; and</text>
</subparagraph><subparagraph id="idB041C3D99B0E46188197FCE21B96288C"><enum>(F)</enum><text>conditions for
learning, including school climate surveys, discipline rates, and student
attendance and incident data.</text>
</subparagraph></paragraph><paragraph id="idCF3B72FB5D114925A19547323057C833"><enum>(6)</enum><text>A description of
the process used to develop the application, including the involvement of
family and community members.</text>
</paragraph><paragraph id="IDbf5f50e6afc9441596783dd8596262e6"><enum>(7)</enum><text>An estimate
of—</text>
<subparagraph id="id1996312453DC46A4A77C24DFDFEFD23B"><enum>(A)</enum><text>the number of
children, by age, who will be served by each pipeline service; and</text>
</subparagraph><subparagraph id="idB0F6193FD4E8405F8AD9E23ACFE1005C"><enum>(B)</enum><text>for each age
group, the percentage of children (of such age group), within the neighborhood,
who the eligible entity proposes to serve, disaggregated by each service, and
the goals for increasing such percentage over time.</text>
</subparagraph></paragraph><paragraph id="id55CB65B3F7FC4631B16E36426D0BAC9B"><enum>(8)</enum><text>A description of
how the pipeline services will include the following activities:</text>
<subparagraph id="ID858b74717e564069a1d07fbcf6125ded"><enum>(A)</enum><text>Providing
high-quality early learning opportunities for children, beginning prenatally
and extending through grade 3, by—</text>
<clause id="ID49e173336459421ea7eb66b7184e4d1d"><enum>(i)</enum><text>establishing or
supporting high-quality early learning opportunities that provide children with
full-day, full-year access to programs that support the cognitive and
developmental skills, including social and emotional skills, needed for success
in elementary school;</text>
</clause><clause id="ID10346fbc1e7d4d59872e7105e8f51c63"><enum>(ii)</enum><text>providing for
opportunities, through parenting classes, baby academies, home visits, or other
evidence-based strategies, for families and expectant parents to—</text>
<subclause id="IDa09f4e85ffb64c7da26d80fab079b6e1"><enum>(I)</enum><text>acquire the
skills to promote early learning, development, and health and safety, including
learning about child development and positive discipline strategies (such as
through the use of technology and public media programming);</text>
</subclause><subclause id="ID233ed889a4374fbe9ab60701d419e142"><enum>(II)</enum><text>learn about the
role of families and expectant parents in their child’s education; and</text>
</subclause><subclause id="ID350378707f824d6eb6122e111e861a96"><enum>(III)</enum><text>become informed
about educational opportunities for their children, including differences in
quality among early learning opportunities;</text>
</subclause></clause><clause id="ID9c71d7e44d81495380ad84fa2392b9dd"><enum>(iii)</enum><text>ensuring
successful transitions between early learning programs and elementary school,
including through the establishment of memoranda of understanding between early
learning providers and local educational agencies serving young children and
families;</text>
</clause><clause id="ID2ad3fe5c2f284725bc209a64bb6be3f0"><enum>(iv)</enum><text>ensuring
appropriate screening, diagnostic assessments, and referrals for children with
disabilities, developmental delays, or other special needs;</text>
</clause><clause id="ID475538032f6b48098a81bc003fbd5145"><enum>(v)</enum><text>improving the
early learning workforce in the community, including through—</text>
<subclause id="id02A5EB062F17460488D3D1B41FD62DD0"><enum>(I)</enum><text>investments in
the recruitment, retention, distribution, and support of high-quality
professionals, especially those with certification and experience in child
development;</text>
</subclause><subclause id="id54FC4C6A10FE4AF596F09186789FD0C8"><enum>(II)</enum><text>the provision of
high-quality teacher preparation and professional development;</text>
</subclause><subclause id="idC17CDA6B359345E9B8CB540C75881BA4"><enum>(III)</enum><text>the use of
joint professional development for early learning providers and elementary
school teachers and administrators; or</text>
</subclause><subclause id="idB8C008C91BAC4DD286D1A3720CD86CEF"><enum>(IV)</enum><text>efforts to
increase the pay and benefits of early learning professionals; and</text>
</subclause></clause><clause id="IDf8923fa7dda4434085514888704dd093"><enum>(vi)</enum><text>enhancing data
systems and data sharing among the eligible entity, partners, early learning
providers, schools, and local educational agencies operating in the
neighborhood.</text>
</clause></subparagraph><subparagraph id="ID3be6719ce697489f9003a4cc84617988"><enum>(B)</enum><text>Supporting,
enhancing, operating, or expanding ambitious, rigorous, and comprehensive
education reforms designed to significantly improve educational outcomes for
children and youth in early learning programs through grade 12, which may
include—</text>
<clause id="IDebcd6698104c483cb85cb675a7c66864"><enum>(i)</enum><text>operating schools
or working in close collaboration with local schools to provide high-quality
academic programs, curricula, and integrated student supports;</text>
</clause><clause id="IDf4eb429fb93b46229738fba5902adf39"><enum>(ii)</enum><text>the provision of
expanded learning time; and</text>
</clause><clause id="ID8920b870aa0e4850b25799cf215f4c60"><enum>(iii)</enum><text>the provision
of programs and activities that ensure that students—</text>
<subclause id="id4909CB774C4B4413870E5B1D14CD0069"><enum>(I)</enum><text>are prepared for
the college admissions, scholarship, and financial aid application processes;
and</text>
</subclause><subclause id="id03BC0B6E1EE64F9EA9D709C5E4A528C3"><enum>(II)</enum><text>graduate college
and career ready.</text>
</subclause></clause></subparagraph><subparagraph id="ID58bdd8eb6baa4d43972f3fc1b9873d4b"><enum>(C)</enum><text>Supporting access
to a healthy lifestyle, which may include—</text>
<clause id="IDa253413f51944fbfa5c8094d69fa51cf"><enum>(i)</enum><text>the
provision of high-quality and nutritious meals;</text>
</clause><clause id="ID152b92e0f1c6420598d4d7b93a43d744"><enum>(ii)</enum><text>access to
programs that promote physical activity, physical education, and fitness;
and</text>
</clause><clause id="idCDF3A08AD8A04132AD746E5A75C835DA"><enum>(iii)</enum><text>education to
promote a healthy lifestyle and positive body image.</text>
</clause></subparagraph><subparagraph id="id00734EF9ABDD4E0C91EA264CF57C3BBA"><enum>(D)</enum><text>Providing social,
health, and mental health services and supports, including referrals for
essential care and preventative screenings, for children, family, and community
members, which may include—</text>
<clause id="id62170973682C499EB6EFFAC513043B45"><enum>(i)</enum><text>dental
services;</text>
</clause><clause id="idFA4957E16BB844909ECE370334BD17C4"><enum>(ii)</enum><text>vision care;
and</text>
</clause><clause id="idB65151BF69B442698B5D8279338687CD"><enum>(iii)</enum><text>oral and
auditory screenings and referrals.</text>
</clause></subparagraph><subparagraph id="ID2e60c9b45c3049d988d80b4dbbd66f7e"><enum>(E)</enum><text>Supporting
students and family members as they transition from early learning programs
into elementary school, from elementary school to middle school, from middle
school to high school, from high school into and through college and into the
workforce, including through specialized resources to address challenges that
students may face as they transition, such as the following:</text>
<clause id="idD490474423CF4166BC356AA585BC296A"><enum>(i)</enum><text>Early college
high schools.</text>
</clause><clause id="idD677D5A7F401456A85199189E7DF3A7F"><enum>(ii)</enum><text>Dual enrollment
programs.</text>
</clause><clause id="id94EA062AE35749F089AD8DF5DC626974"><enum>(iii)</enum><text>Career
academies.</text>
</clause><clause id="id1EDD01A2F0B24ED78E5937376172BA68"><enum>(iv)</enum><text>Counseling and
support services.</text>
</clause><clause id="id35352CE8DF0643BE81C0AA8EE83B8EA0"><enum>(v)</enum><text>Dropout
prevention and recovery strategies.</text>
</clause><clause id="idCFE21920ED5A4B5CB21F4C7AC3B6D503"><enum>(vi)</enum><text>Collaboration
with the juvenile justice system and reentry counseling for adjudicated
youth.</text>
</clause><clause id="id2C0F39B2A8584145BF43C81453E5682B"><enum>(vii)</enum><text>Advanced
Placement (AP) or International Baccalaureate (IB) programs.</text>
</clause><clause id="id69627A1BA25B4E898E2F62C0AE040158"><enum>(viii)</enum><text>Teen parent
classrooms.</text>
</clause><clause id="idB91BB7CD10124DCA90FDD17277740459"><enum>(ix)</enum><text>Graduation and
career coaches.</text>
</clause></subparagraph></paragraph><paragraph id="ID67b9172cca0e45519dda9f0f56f9be3c"><enum>(9)</enum><text>A description of
the strategies that will be used to provide pipeline services (including a
description of the process used to identify such strategies and the outcomes
expected, and a description of which programs and services will be provided to
children, family members, community members, and children not attending schools
or programs operated by the eligible entity or its partner providers) to
support the purpose of this Act.</text>
</paragraph><paragraph id="IDc38be5cffacf48f08612b0ef1e8fc6de"><enum>(10)</enum><text>An explanation
of the process the eligible entity will use to establish and maintain family
and community engagement.</text>
</paragraph><paragraph id="ID3361850e44e04bcdbad4c1111a0cf331"><enum>(11)</enum><text>An explanation
of how the eligible entity will continuously evaluate and improve the pipeline,
including—</text>
<subparagraph id="ID31bd995e608240b19c80b11fecb0ce04"><enum>(A)</enum><text>a description of
the metrics, consistent with section 106(a), that will be used to inform each
component of the pipeline; and</text>
</subparagraph><subparagraph id="ID85b8a47b3d874debbe4b4bd31aae4007"><enum>(B)</enum><text>the processes for
using data to improve instruction, optimize integrated student supports,
provide for continuous program improvement, and hold staff and partner
organizations accountable.</text>
</subparagraph></paragraph><paragraph id="id79DB5C5DCE0242FBA1A055404FD767B2"><enum>(12)</enum><text>An
identification of the fiscal agent, which may be any entity described in
section 102.</text>
</paragraph><paragraph id="id2DCC78D0F086417DB2553E1FEBA1FE4C"><enum>(13)</enum><text>A list of
Federal and non-Federal sources of funding that the eligible entity will secure
to comply with the matching-funds requirement described in section 101(d),
including other programs funded by the Department of Education, or programs in
the Department of Health and Human Services, the Department of Housing and
Urban Development, the Department of Justice, or the Department of
Labor.</text>
</paragraph></subsection><subsection id="id7C06C8D706274EEBA95D5D990B211775"><enum>(c)</enum><header>Memorandum of
Understanding</header><text>An eligible entity, as part of the application
described in this section, shall submit a preliminary memorandum of
understanding, signed by each partner entity or agency. The preliminary
memorandum of understanding shall describe, at a minimum—</text>
<paragraph id="id90E6C9873843466CBEF4E8505FDC11B7"><enum>(1)</enum><text>each partner's
financial and programmatic commitment with respect to the strategies described
in the application, including an identification of the fiscal agent;</text>
</paragraph><paragraph id="id49F93B04C53548F89E43BA6729CDCFDE"><enum>(2)</enum><text>each partner’s
long-term commitment to providing pipeline services that, at a minimum,
accounts for the cost of supporting the pipeline (including after grant funds
are no longer available) and potential changes in local government;</text>
</paragraph><paragraph id="id35E7E8496CFD4A8E85595EB4F31D1218"><enum>(3)</enum><text>each partner’s
mission and plan that will govern the work that partners do together;</text>
</paragraph><paragraph id="idD6EE405D9A2E4866B5C76A26C9C8C087"><enum>(4)</enum><text>each partner’s
long-term commitment to supporting the pipeline through data collection,
monitoring, reporting, and sharing; and</text>
</paragraph><paragraph id="idEA99936F43C047F38E92DB1BD881BECD"><enum>(5)</enum><text>each partner’s
commitment to ensure sound fiscal management and controls, including evidence
of a system of supports and personnel.</text>
</paragraph></subsection></section><section id="ID1c407d993823452484de7c955148ad76"><enum>104.</enum><header>Use of
funds</header>
<subsection id="idC8C5A5EC23D740F7B957A1816AC4B976"><enum>(a)</enum><header>In
General</header><text>Each eligible entity that receives a grant under this
title shall use the grant funds to—</text>
<paragraph id="id6F30B65D14E44190BBCD8C6F6CB7569A"><enum>(1)</enum><text>implement the
pipeline services, as described in the application under section 103;
and</text>
</paragraph><paragraph id="idE3B660C7EAFA4EDAA14CA96F87040FE7"><enum>(2)</enum><text>continuously
evaluate the success of the program and improve the program based on data and
outcomes.</text>
</paragraph></subsection><subsection id="IDa86c68a4434e4ab0ab6cba82a4856846"><enum>(b)</enum><header>Special
rule</header><text>Each eligible entity that receives a grant under this title
shall, in the 3rd year of the grant and each subsequent year, including each
year of a renewal grant, use not less than 80 percent of grant funds to carry
out the activities described in subsection (a)(1).</text>
</subsection></section><section id="idD0CCDE925A7B4E3F872E4CAD28A809E8"><enum>105.</enum><header>Report and
Publicly Available Data</header>
<subsection id="id3887F767FE81422DB3ECB5143F346565"><enum>(a)</enum><header>Report</header><text display-inline="yes-display-inline">Each eligible entity that receives a grant
under this title shall prepare and submit an annual report to the Secretary,
which shall include—</text>
<paragraph id="idB24C9FD424B14DB390957087B6FE0AA8"><enum>(1)</enum><text display-inline="yes-display-inline">information about the number and percentage
of children, family members, and community members in the neighborhood who are
served by the grant program, including a description of the number and
percentage of children accessing each of the pipeline services;</text>
</paragraph><paragraph id="id918BC759FD0E4BD482BFBC10A86214FC"><enum>(2)</enum><text display-inline="yes-display-inline">data (disaggregated by the categories
described in section 205(a)(1)) about the grant program's success in—</text>
<subparagraph id="id2FC340F9A41B4EC7B127D1193AFF7077"><enum>(A)</enum><text display-inline="yes-display-inline">narrowing achievement gaps and improving
student achievement;</text>
</subparagraph><subparagraph id="id40791A36112841F59538C2E5044FDE6C"><enum>(B)</enum><text display-inline="yes-display-inline">ensuring school readiness and healthy
socio-emotional development;</text>
</subparagraph><subparagraph id="id4034742D3E4D42F080CD6CE6E887347C"><enum>(C)</enum><text display-inline="yes-display-inline">increasing student persistence;</text>
</subparagraph><subparagraph id="id0D45F01AA7264FA1986D1F7AF8D953F8"><enum>(D)</enum><text>increasing
student attendance, and decreasing incidences of violence, suspension, and
expulsion;</text>
</subparagraph><subparagraph id="idE56A8030244645FEBFBFE8D53888BFC3"><enum>(E)</enum><text>improving
conditions for learning, as measured by a school climate survey;</text>
</subparagraph><subparagraph id="id0FBDB8E3FBB1423295ACE5D9CF7BA9E6"><enum>(F)</enum><text display-inline="yes-display-inline">increasing the number and percentage of
family members who participate in adult education and family literacy programs
and other community activities; and</text>
</subparagraph><subparagraph id="id533F7B2EDB4542B1A078DCB3A4D86777"><enum>(G)</enum><text display-inline="yes-display-inline">increasing secondary school graduation
rates and college entry and completion rates;</text>
</subparagraph></paragraph><paragraph id="id60AD7191ACCB4662B2F2C478234DD767"><enum>(3)</enum><text display-inline="yes-display-inline">information relating to the performance
metrics described in section 106(a); and</text>
</paragraph><paragraph id="id1D1DCE5C71184904B5536A4AB00CCFEA"><enum>(4)</enum><text>other indicators
that may be required by the Secretary, in consultation with the Director of the
Institute of Education Sciences.</text>
</paragraph></subsection><subsection id="idC927B3C4CFCF4AFF97A16B228983F5FD"><enum>(b)</enum><header>Publicly
Available Data</header><text display-inline="yes-display-inline">Each eligible
entity that receives a grant under this title shall make publicly available,
including through electronic means, the information described in subsection
(a). To the extent practicable, such information shall be provided in a form
and language accessible to parents and families in the neighborhood, and such
information shall be a part of statewide longitudinal data systems.</text>
</subsection></section><section id="ID2493844c2858449990dfcc17885a5d30"><enum>106.</enum><header>Accountability</header>
<subsection id="idE5C6E499FF9B45729E7236511157B7AB"><enum>(a)</enum><header>Performance
Metrics</header><text display-inline="yes-display-inline">The Secretary shall
establish performance metrics relevant to the evaluation of the grant program
under this title.</text>
</subsection><subsection id="IDa2921b20cc3541d1a635bb0314fe40a4"><enum>(b)</enum><header>Evaluation</header><text>The
Secretary shall evaluate the implementation and impact of the activities funded
under this title, in accordance with section 302.</text>
</subsection></section><enum>II</enum><header>Promise School
Grants</header>
<section id="IDcc47f1ff091d43aab486f7d3d0ad2567"><enum>201.</enum><header>Program
Authorized</header>
<subsection id="id051B582C8A974E56BCEEF9DBA499F051"><enum>(a)</enum><header>In
General</header><text>From amounts appropriated under section 304, the
Secretary shall award grants, on a competitive basis, to eligible entities to
implement school-centered, evidence-based strategies and integrated student
supports that leverage community partnerships to improve student achievement
and child and youth development by carrying out the activities described in
section 204 in schools with high concentrations of low-income children.</text>
</subsection><subsection id="id8FADAB2581514B299864E99C49B5FB19"><enum>(b)</enum><header>General
Provisions</header><text>The requirements of subsections (b), (c), (d), and (e)
of section 101 and section 104(b) shall apply to a grant under this title in
the same manner as such subsections apply to a grant under title I, except that
the performance metrics used for section 101(c) shall be the metrics under
section 206(a).</text>
</subsection></section><section id="idD1A76680A7F8420F860253A8324D8309"><enum>202.</enum><header>Definition of
Eligible Entity</header><text display-inline="no-display-inline">In this title,
the term <term>eligible entity</term> means—</text>
<paragraph id="IDe93c91c13e5846c09fbf915e3c6af327"><enum>(1)</enum><text>not less than 1
local educational agency in partnership with 1 or more nonprofit
entities;</text>
</paragraph><paragraph id="id2E0F07A6041A4A9BB31A609485474E63"><enum>(2)</enum><text>a school funded
by the Bureau of Indian Education that falls under the definition of a local
educational agency under section 9101 of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 7801) in partnership with 1 or more nonprofit
organizations or institutions of higher education; or</text>
</paragraph><paragraph id="ID7e12f8fe29ff4782bafbd6b9e70a44ac"><enum>(3)</enum><text>a charter school
that is not a local educational agency, operating in partnership with 1 or more
nonprofit organizations or institutions of higher education.</text>
</paragraph></section><section id="ID731f6d01218d4cdc9e89cc68664eba19"><enum>203.</enum><header>Application
requirements; Priority</header>
<subsection id="id1AE55CECF3B2425CB193648C6057840D"><enum>(a)</enum><header>In
General</header><text display-inline="yes-display-inline">To be eligible to
receive a grant under this title, an eligible entity shall submit an
application to the Secretary at such time, in such manner, and containing such
information as the Secretary may require.</text>
</subsection><subsection id="idD23ACD5556DC424BBD8E43DC0F91F17C"><enum>(b)</enum><header>Contents of
Application</header><text>At a minimum, the application described in subsection
(a) shall include the following:</text>
<paragraph id="idB6127F645F45429EAD18A7CD49C5048D"><enum>(1)</enum><text>A description of
the local educational agency, schools, and students that will be served by the
grant program.</text>
</paragraph><paragraph id="idC79CDAB2299B47D999E59CCA0219C561"><enum>(2)</enum><text>A description of
the steps that the eligible entity is taking—</text>
<subparagraph id="idE153BA4EBA2A49FDBF761EE22C158545"><enum>(A)</enum><text>to meet the needs
identified in the analysis described in paragraph (4); and</text>
</subparagraph><subparagraph id="idD65062E6D11D431E9FEC8628B6FE549D"><enum>(B)</enum><text>to remove any
barriers that the eligible entity has identified in meeting such needs.</text>
</subparagraph></paragraph><paragraph id="idD2079E9C2E6946629EBCE212B3A4929D"><enum>(3)</enum><text>The designation
of a site coordinator, who shall meet nationally recognized professional
development standards, and have appropriate time, autonomy, and support to
provide—</text>
<subparagraph id="idCD4F78999E824EBD99C0D39BB4758EA2"><enum>(A)</enum><text>leadership in
building relationships and establishing and sustaining partnerships that
support school improvement, school turnaround efforts in accordance with
section 1116 of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6316), increases in student achievement, positive child and youth development,
and family and community engagement; and</text>
</subparagraph><subparagraph id="id5BF6CBBE00E347898F756C3AF7C34B7E"><enum>(B)</enum><text>effective
coordination of student services at all stages of the pipeline.</text>
</subparagraph></paragraph><paragraph commented="no" id="idF0016773AE764C3C9638EC7F68FEBD3F"><enum>(4)</enum><text>An analysis of
the needs and assets of the schools and communities that will be assisted under
this title. Such analysis shall include—</text>
<subparagraph id="id39EC0B80861A4EEB8CD53D72B239C2A3"><enum>(A)</enum><text>student data,
including information about—</text>
<clause id="id6509D41D999A4494A1EF9C9312C5EC0D"><enum>(i)</enum><text>school
readiness;</text>
</clause><clause id="id1C93C302A3004393B7078B84D2C1160C"><enum>(ii)</enum><text>achievement;</text>
</clause><clause id="id203DD1638A0B4A6B96599B03975B96CF"><enum>(iii)</enum><text>credit
accumulation;</text>
</clause><clause id="id8E6006E9EE1F4B1CA435A56E9382CFDF"><enum>(iv)</enum><text>grade to grade
promotion;</text>
</clause><clause id="idC9011B26534A4DB3AF23FDCD533E4A2E"><enum>(v)</enum><text>graduation;</text>
</clause><clause id="id4E20B75074F34584B468508ACB294438"><enum>(vi)</enum><text>attendance;
and</text>
</clause><clause id="idCA3B92002E1D4F7B94E48A456E8D95B7"><enum>(vii)</enum><text>discipline;
and</text>
</clause></subparagraph><subparagraph id="id32A7AFF45497498EA742DCFA288180E8"><enum>(B)</enum><text>information about
the assets described in section 103(b)(4)(B) with respect to such schools and
communities.</text>
</subparagraph></paragraph><paragraph id="idC66DBB99F40C43CABB13B2E3A6DA46E9"><enum>(5)</enum><text>An explanation of
how the eligible entity and its program partners will use evidence-based
practice, data, and research to leverage partnerships to implement integrated
student supports and wraparound services to—</text>
<subparagraph id="id20FAB6F4A4954D08B48B0905FAF39497"><enum>(A)</enum><text>address the needs
identified in paragraph (4);</text>
</subparagraph><subparagraph id="idD70422393F174B7A96201178F8EE2DDA"><enum>(B)</enum><text>ensure that
family members and community members—</text>
<clause id="id021A54510BAF4265A588B96C3A3FBFEC"><enum>(i)</enum><text>participate in
the education of their children and become an integral part of the school
culture, school improvement, and decisionmaking; and</text>
</clause><clause id="idB5DEB73AF75E4AF39260BB7D1CE7ECB8"><enum>(ii)</enum><text>promote
strategies that include the educational and financial planning that are
necessary to increase access to, and success in, postsecondary
education;</text>
</clause></subparagraph><subparagraph id="id8973737926084A64964FBAEA429DEA4C"><enum>(C)</enum><text>enable teachers
and administrators, including early learning providers, to complement and
enrich efforts to help children—</text>
<clause id="id84ACBA93BD274314B9CF9DB7035D6932"><enum>(i)</enum><text>make learning
gains;</text>
</clause><clause id="id579BC52435154680AF9E6DD542EDF5D8"><enum>(ii)</enum><text>prepare for
graduation; and</text>
</clause><clause id="idFB28E60753AE40369811782C8977F755"><enum>(iii)</enum><text>plan for the
future, including preparing for college and careers; and</text>
</clause></subparagraph><subparagraph id="idA6B50E2B2FBE47BB967570A40ED15061"><enum>(D)</enum><text>coordinate and
leverage other programs that serve children, the schools served by the grant,
and the neighborhood.</text>
</subparagraph></paragraph><paragraph id="id62280E86C0D145D196A93E1367B58E61"><enum>(6)</enum><text>An explanation of
the extent to which the eligible entity and its program partners will serve or
involve children residing in the neighborhood regardless of whether such
children attend a school served by the grant (including by, as appropriate,
providing high-quality early learning opportunities for children, beginning at
birth and extending through grade 3) by—</text>
<subparagraph id="idACA1C6A63C1A4796942660283A7989F6"><enum>(A)</enum><text>as appropriate,
carrying out the activities described in section 103(b)(7)(A); and</text>
</subparagraph><subparagraph commented="no" id="id5BE6829538DB46398CF41DC2BB75DA44"><enum>(B)</enum><text>carrying out the
activities described in subparagraphs (B) through (E) of section
103(b)(7).</text>
</subparagraph></paragraph><paragraph id="id4D22CAB62AF24C60A87D859C29AE9578"><enum>(7)</enum><text>A description of
the capacity of the eligible entity for measuring student outcomes and
school-specific outcomes.</text>
</paragraph><paragraph id="id0F69BA97DB0343E781480470435105E7"><enum>(8)</enum><text>A description of
how the strategies supported with funds under this title will be—</text>
<subparagraph id="idCBDF0E56DA4D4EA5A2EF80703CAD5461"><enum>(A)</enum><text>coordinated with
other programs and strategies carried out by the local educational agency;
and</text>
</subparagraph><subparagraph id="idAFFBB76FBF664BE1ADB9E0AD1F283435"><enum>(B)</enum><text>to the greatest
extent practicable, coordinated with other agencies, such as agencies that
provide reentry services to adjudicated youth.</text>
</subparagraph></paragraph><paragraph id="idD1E63D455C424DFF836AA1870D88FFCE"><enum>(9)</enum><text>A description of
the strategy the eligible entity will use to—</text>
<subparagraph id="id8699143DB55B406485E569F354BFEB41"><enum>(A)</enum><text>support family
and community engagement; and</text>
</subparagraph><subparagraph id="id81493152D559446E8A6DAC0096BE0667"><enum>(B)</enum><text>make schools the
centers of their respective communities.</text>
</subparagraph></paragraph><paragraph id="id92D51E6F4F7F43C0B1514A26DD8AB6FF"><enum>(10)</enum><text>A list of
Federal and non-Federal sources of funding that the eligible entity will secure
to comply with the matching-funds requirement described in section 101(d),
including other programs funded by the Department of Education, or programs in
the Department of Health and Human Services, the Department of Housing and
Urban Development, the Department of Justice, or the Department of
Labor.</text>
</paragraph></subsection><subsection id="idFA16447050BC4C9F9D95243FF5F12D75"><enum>(c)</enum><header>Memorandum of
Understanding</header><text>An eligible entity, as part of the application
described in this section, shall submit a preliminary memorandum of
understanding that meets the requirements of section 103(c).</text>
</subsection><subsection id="idE8B4BD29922A43D0B6EB1E704268F5C1"><enum>(d)</enum><header>Priority</header><text>In
awarding grants under this title, the Secretary shall give priority to
applicants that—</text>
<paragraph id="idAFA3B1657A8049A08780767B4D255B54"><enum>(1)</enum><text>propose to
provide a continuum of high-quality education and student support services for
children beginning in prekindergarten and extending through high school
graduation; and</text>
</paragraph><paragraph id="idF10BDF8FA86F4B489908F2CE4622EC39"><enum>(2)</enum><text>propose to
include significant investments in high-quality early learning programs,
consistent with section 203(b)(6)(A).</text>
</paragraph></subsection></section><section id="ID7faa7494a0444dd58aeee5cccb46c538"><enum>204.</enum><header>Use of
funds</header><text display-inline="no-display-inline">Each eligible entity
that receives a grant under this title shall use the grant funds to—</text>
<paragraph id="IDe4a582ac44a34f4db14e4485d2d68c3f"><enum>(1)</enum><text>implement the
activities described in the application under section 203; and</text>
</paragraph><paragraph commented="no" id="ID2cb19b5e714a464191fd0ff97d1dcba5"><enum>(2)</enum><text>continuously
evaluate the success of the grant program and improve the grant program based
on data and outcomes.</text>
</paragraph></section><section id="IDc51fd6be195d47ef93e7bb53779d7f3d"><enum>205.</enum><header>Report and
Publicly Available Data</header>
<subsection id="id5294D43012E04DE0A549022FEDBCA182"><enum>(a)</enum><header>Report</header><text display-inline="yes-display-inline">Each eligible entity that receives a grant
under this title shall prepare and submit an annual report to the Secretary,
which shall include—</text>
<paragraph id="id5FF83EACB915465FA9896888EA49FE2B"><enum>(1)</enum><text display-inline="yes-display-inline">information about the number and percentage
of children served by the grant program, disaggregated by age, gender, race,
ethnicity, disability status, socioeconomic status, and English
proficiency;</text>
</paragraph><paragraph id="idE6CBD386E3514DEBB5D5DBF27AEDA7A5"><enum>(2)</enum><text display-inline="yes-display-inline">data about the grant program's success
in—</text>
<subparagraph id="idABC71504858C40CB93875830C4137D32"><enum>(A)</enum><text display-inline="yes-display-inline">narrowing achievement gaps;</text>
</subparagraph><subparagraph id="id2C61B21E6F8140B5BED353C6F208679F"><enum>(B)</enum><text display-inline="yes-display-inline">ensuring school readiness and healthy
socio-emotional development;</text>
</subparagraph><subparagraph id="id4306106772854F53A791C77DFD2D6F52"><enum>(C)</enum><text display-inline="yes-display-inline">improving academic achievement;</text>
</subparagraph><subparagraph id="id13FCE804AEE245A8B9CBCA91939EE5FB"><enum>(D)</enum><text display-inline="yes-display-inline">increasing student persistence;</text>
</subparagraph><subparagraph id="idED59BA9054224264A4974D9DD3DE85B8"><enum>(E)</enum><text display-inline="yes-display-inline">increasing on-time secondary school
graduation rates and college entry; and</text>
</subparagraph><subparagraph id="id77D15AECD297471EAE23EF200D19B81E"><enum>(F)</enum><text display-inline="yes-display-inline">increasing student attendance and
decreasing incidents of violence, suspension, and expulsion; and</text>
</subparagraph></paragraph><paragraph id="id86583C2341B14AF986179B4A24F92D4A"><enum>(3)</enum><text>other indicators
that may be required by the Secretary, in consultation with the Director of the
Institute of Education Sciences.</text>
</paragraph></subsection><subsection id="idA68EC970AEEE4CF4979C1CE7266ED831"><enum>(b)</enum><header>Publicly
Available Data</header><text display-inline="yes-display-inline">Each eligible
entity that receives a grant under this title shall make publicly available,
including through electronic means, the information described in subsection
(a). To the extent practicable, such information shall be provided in a form
and language accessible to parents and families in the neighborhood.</text>
</subsection></section><section id="ID56ca06666b8a43fc8db50da0a089dcef"><enum>206.</enum><header>Accountability</header>
<subsection id="idE3E2C78C9B6E43BEAF59B1B4BAE76773"><enum>(a)</enum><header>Performance
Metrics</header><text display-inline="yes-display-inline">The Secretary shall
establish performance metrics relevant to the evaluation of the grant program
under this title.</text>
</subsection><subsection id="idF364CFAECEB5485BAB9182D8AE08B529"><enum>(b)</enum><header>Evaluation</header><text>The
Secretary shall evaluate the implementation and impact of the activities funded
under this title, pursuant to section 302.</text>
</subsection></section><enum>III</enum><header>General
Provisions</header>
<section id="IDeb023957d8404dd6b409830e32d224af"><enum>301.</enum><header>Planning
Grants</header>
<subsection id="idD1C8EF65BDE64C5096875CA6B435734D"><enum>(a)</enum><header>Purpose</header><text>The
purposes of the planning grant program established under this section are
to—</text>
<paragraph id="id104D690E0AEF4BF3BB508BB74026BF42"><enum>(1)</enum><text>enable
communities to assess their needs and assets regarding the unmet needs of
children and youth;</text>
</paragraph><paragraph id="idC3581BE28DEE444F91B08125385F610A"><enum>(2)</enum><text>develop
appropriate plans to address such unmet needs through the provision of pipeline
services; and</text>
</paragraph><paragraph id="idED3572B2398A42479D1CF40E5FFB643D"><enum>(3)</enum><text>support
communities as such communities prepare to apply for a grant under title I or
title II.</text>
</paragraph></subsection><subsection id="id33A8AE6B31B84ED49CED93EF00508AC7"><enum>(b)</enum><header>Planning Grants
Authorized</header><text>From the amounts appropriated under section 304, the
Secretary may reserve not more than 10 percent for planning grants to entities
eligible for grants under title I or II.</text>
</subsection><subsection id="idF8EBFF2D05EF48B2BA743B4633FC1B74"><enum>(c)</enum><header>Duration</header><text>Grants
awarded under this section shall be for a period of not more than 1 year, and
such grants shall not be renewed.</text>
</subsection><subsection id="id3950DD8B5B8E4B68BBEBA352E30D584A"><enum>(d)</enum><header>Application</header>
<paragraph id="idC61B2709828844DAA615A9516A66A29E"><enum>(1)</enum><header>In
General</header><text>To be eligible to receive a grant under this section, an
eligible entity shall submit an application to the Secretary at such time, in
such manner, and containing such information as the Secretary may
require.</text>
</paragraph><paragraph id="id7AF9DB77E14A49518A1E9960511013D7"><enum>(2)</enum><header>Contents</header><text>At
a minimum, the application described in paragraph (1) shall describe—</text>
<subparagraph id="id777CEDF5FA5D4B0DA589267A8D306E95"><enum>(A)</enum><text>how the eligible
entity will conduct a needs and assets analysis;</text>
</subparagraph><subparagraph id="id23760A2532844B73828D9C982E6424F8"><enum>(B)</enum><text>how the eligible
entity will use planning grant funds in accordance with the purpose of this
Act, including to establish a process to prioritize and allocate resources and
services to address the unmet needs of children and youth in the community;
and</text>
</subparagraph><subparagraph id="idE6F2EDC18EBC4233A8EA9BC9EA8284B4"><enum>(C)</enum><text>how the eligible
entity will use planning grant funds to become more competitive in applying for
a grant under title I or II.</text>
</subparagraph></paragraph></subsection><subsection id="idADF94B56E42648CDBC8641162E69E80E"><enum>(e)</enum><header>Limitation</header><text>No
entity may receive a grant under this section while concurrently receiving
grant funding under title I or II of this Act.</text>
</subsection><subsection id="id45A6FF71C24841749499B640E55D7EF5"><enum>(f)</enum><header>Matching
Funds</header><text>The Secretary shall require that each eligible entity
receiving a grant under this section contribute matching funds in an amount
equal to not less than 50 percent of the amount of the grant. Such matching
funds may come from Federal or non-Federal sources.</text>
</subsection></section><section id="id1E9EC1A7991B45D59BFFC04E7DBD68CC"><enum>302.</enum><header>Evaluation</header><text display-inline="no-display-inline">From the amounts appropriated under section
304, the Secretary may reserve not more than 3 percent for a national
evaluation of the activities carried out under titles I and II. In conducting
such evaluations, the Secretary shall—</text>
<paragraph id="id33BB3AB6963D411B93475C3777D80A3E"><enum>(1)</enum><text display-inline="yes-display-inline">direct the Director of the Institute of
Education Sciences, in consultation with the relevant program office at the
Department, to evaluate the implementation and impact of the activities funded
under titles I and II, including the costs and benefits of such activities,
relative expenditures on different activities in the pipeline, and the impacts
of such activities on incarceration and recidivism rates of children in
neighborhoods served by grants under such titles;</text>
</paragraph><paragraph id="id7D667699FDCA460ABF52B84362E5EE6D"><enum>(2)</enum><text>direct the
Director of the Institute of Education Sciences to identify best practices to
improve the effectiveness of activities funded under titles I and II;
and</text>
</paragraph><paragraph id="idFB88190CCD8444EDADE976AAF60E5519"><enum>(3)</enum><text>disseminate
research on best practices to significantly improve the academic outcomes of
children living in our Nation’s most distressed communities.</text>
</paragraph></section><section id="id10409AAA49DD45B4B695603897F09F56"><enum>303.</enum><header>National
Activities</header><text display-inline="no-display-inline">From the amounts
appropriated under section 304 for a fiscal year, the Secretary may reserve not
more than 5 percent for national activities, which may include—</text>
<paragraph id="idC0A8AB06DFF44BE494107749F0262C2C"><enum>(1)</enum><text display-inline="yes-display-inline">research on the activities carried out
under titles I and II;</text>
</paragraph><paragraph id="idC2E1D6854F384DA78A741435196D73C8"><enum>(2)</enum><text display-inline="yes-display-inline">identifying and disseminating best
practices;</text>
</paragraph><paragraph id="idE56F17EA5EE345E091B89E38BB0FC2B3"><enum>(3)</enum><text display-inline="yes-display-inline">support for the community of practice
related to the purposes of this grant, which may include technical assistance
and conferences;</text>
</paragraph><paragraph id="id53C6AFA9CCC44CF3A32B88F2C84812B7"><enum>(4)</enum><text display-inline="yes-display-inline">professional development; and</text>
</paragraph><paragraph id="idCE4D61B13B644031B86367BEE392A3D5"><enum>(5)</enum><text display-inline="yes-display-inline">other activities consistent with the
purpose of this Act.</text>
</paragraph></section><section id="IDd234b103efde453f8265f4d994eaa8a5"><enum>304.</enum><header>Authorization
of appropriations</header><text display-inline="no-display-inline">There are
authorized to be appropriated to carry out this Act such sums as may be
necessary for fiscal year 2012 and each of the 4 succeeding fiscal
years.</text>
</section>