[Congressional Bills 115th Congress]
[From the U.S. Government Publishing Office]
[H.R. 7204 Introduced in House (IH)]

<DOC>






115th CONGRESS
  2d Session
                                H. R. 7204

  To strengthen student achievement and graduation rates and prepare 
 young people for college, careers, and citizenship through innovative 
 partnerships that meet the comprehensive needs of children and youth.


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                           November 30, 2018

Ms. Judy Chu of California (for herself, Ms. Roybal-Allard, Ms. Norton, 
 Ms. Meng, Ms. Lee, and Mr. DeSaulnier) introduced the following bill; 
which was referred to the Committee on Education and the Workforce, and 
in addition to the Committee on Energy and Commerce, for a period to be 
subsequently determined by the Speaker, in each case for consideration 
  of such provisions as fall within the jurisdiction of the committee 
                               concerned

_______________________________________________________________________

                                 A BILL


 
  To strengthen student achievement and graduation rates and prepare 
 young people for college, careers, and citizenship through innovative 
 partnerships that meet the comprehensive needs of children and youth.

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

SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

    (a) Short Title.--This Act may be cited as the ``Developing 
Innovative Partnerships and Learning Opportunities that Motivate 
Achievement Act'' or the ``DIPLOMA Act''.
    (b) Table of Contents.--The table of contents for this Act is as 
follows:

Sec. 1. Short title; table of contents.
Sec. 2. Findings.
Sec. 3. Purposes.
Sec. 4. Definitions.
Sec. 5. 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.

SEC. 2. FINDINGS.

    Congress finds the following:
            (1) The future strength of the Nation's democracy, as well 
        as the Nation's economy, is dependent upon the investments made 
        in children and youth today.
            (2) Evidence demonstrates that effective partnerships among 
        schools and communities increase student achievement by 
        addressing the academic needs of students as well as the 
        challenges the students face outside the classroom. For 
        example:
                    (A) Chicago Public Schools leads one of the 
                Nation's largest community school initiatives and found 
                that students in grades 9 to 12 have 61 percent fewer 
                school-day absences than their non-community school 
                counterparts. When compared to non-community school 
                counterparts, students in grades 9 to 12 were found to 
                have more positive educational experiences; students in 
                grades 4 to 8 had higher Emotional Health scores on the 
                survey; and students in grades K to 3 had 53 percent 
                fewer suspensions and 55 percent fewer misconducts.
                    (B) In a 7-year study of 200 Chicago public 
                schools, sociologist Anthony Bryk demonstrates that in 
                schools where grassroots organizations forge strong 
                connections with their schools, trust levels are 
                greater, the school environment is civil, and parent 
                involvement is greater.
                    (C) United Way of Salt Lake's Promise Partnership, 
                an initiative across multiple school districts in the 
                Salt Lake, Utah area, has helped increase student 
                achievement and graduation rates. At one of United 
                Way's partner schools, Granite Park Junior High, the 
                percentage of students completing 9th grade and on 
                track to graduate has more than doubled in 2 years. 
                Their efforts also have increased preschool 
                opportunities in their poorest neighborhoods so that 
                1,000 additional low-income students attend high-
                quality preschool. Third grade reading proficiency 
                scores rose 15.5 percent from 2013-2014, and chronic 
                absence decreased from 21 percent to 14 percent from 
                2013-2014. A Promise Partnership Regional Council, 
                which was formed in 2014, includes education, business, 
                government and nonprofit leaders, guides the initiative 
                and focuses on keeping the work aligned.
                    (D) In Wisconsin, where partnerships are required 
                for grant programs, non-traditional partners have 
                proven to be instrumental for smaller communities to 
                enrich after school programs. Those have included local 
                trucking companies, statewide nonprofit organizations 
                like the Grange, Farm Bureau, small retailers, and 
                retirees.
                    (E) Union City (New Jersey) school district proves 
                that by breaking down institutional ``silos'' and 
                creating deep partnerships, collaboration and municipal 
                involvement, schools can be vibrant places of hope 
                despite poverty, unemployment, and lack of affordable 
                housing.
                    (F) Social Justice Humanitas Academy in Los 
                Angeles, California enrolls approximately 500 students 
                with 88 percent eligible for free or reduced school 
                lunch. Students are supported by Individualized Pupil 
                Education Plans (IPEP) that determine how teachers and 
                partners involved in the Community School can best help 
                struggling students and reflect the close relationships 
                between students and teachers. At the conclusion of the 
                2013-2014 school year, the graduation rate rose from 83 
                percent to 93.9 percent, and 99 percent of those 
                graduates enrolled in college. The suspension rate was 
                0.02 percent, compared to 1.02 percent across the Los 
                Angeles Unified School District.
                    (G) By meeting the comprehensive needs of students, 
                Communities In Schools, a national dropout prevention 
                organization, found that 99 percent of participating 
                students stayed in school, 78 percent of participating 
                students met or made progress toward their attendance 
                goals, 90 percent met or made progress toward their 
                behavior goals, and 88 percent met or made progress 
                toward their academic improvement goals.
            (3) In adopting the Every Student Succeeds Act (Public Law 
        114-95), Congress recognized community schools as a strategy to 
        significantly improve the coordination and integration, 
        accessibility, and effectiveness of services for children and 
        families, particularly for children attending high-poverty 
        schools, including high-poverty rural schools.
            (4) Approximately 84 percent of 9th graders graduate from 
        high school within 4 years. Of students who graduate from high 
        school, 69 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.
            (5) Over the past 4 decades, the United States has slipped 
        from being first in the world in high school and college 
        graduation rates to 21st and 14th, respectively, putting the 
        Nation at a growing competitive disadvantage with other 
        countries.
            (6) In a study conducted by Hanover Research, data showed 
        that quality partnerships between schools and their communities 
        can result in improved attendance, motivation, conduct, and 
        academic achievement. Community-level strategies like focusing 
        on parental involvement, community building, and cultural 
        competence were shown to contribute to decreases in the 
        achievement gap between lower- and upper-income students.
            (7) Research from the Government Accountability Office 
        found that students who change schools less frequently are more 
        likely to perform at grade level and less likely to repeat a 
        grade than their less stable peers.
            (8) In research by Teachers College, Columbia University, 
        studies in psychology, health, and education feature school 
        ``connectedness'' as important to student learning, 
        achievement, and well-being. When students feel a sense of 
        connection with the larger world and community institutions, 
        they are more engaged in instructional activities and express 
        greater commitment to school.
            (9) We know from successful experiences that hundreds of 
        thousands of arts, cultural, service, sports, colleges and 
        other youth organizations, as well as civic and faith-based 
        groups want to partner with schools and educators to reinforce 
        learning, but far too often, neither the school nor the 
        community know how to effectively connect with each other.
            (10) In order for the United States to compete in a global 
        economy, the co-partnering efforts of government, social 
        services, business, arts, home, community-based organizations, 
        and philanthropy need to concentrate their efforts where they 
        are most needed: in our schools.
            (11) Research from Johns Hopkins University shows that 
        access to summer learning opportunities leads to significant 
        student learning gains not experienced by students who cannot 
        access summer learning opportunities.
            (12) A 2011 study conducted by the RAND Corporation found 
        that students who attend summer learning programs, particularly 
        those featuring individualized instruction, parental 
        involvement, and small class sizes, experience clear benefits 
        in overcoming the achievement gap between low- and upper-income 
        students.

SEC. 3. PURPOSES.

    The purposes of this Act are--
            (1) to create engaging learning experiences that--
                    (A) strengthen academic achievement, build civic 
                capacity, and provide a continuum of supports and 
                opportunities for 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 and family engagement in the 
        academic and developmental needs of children and youth;
            (5) to leverage and integrate the human and financial 
        assets of local communities, schools, State governments, the 
        Federal Government, and the natural assets of communities--
                    (A) toward better results for children, youth, and 
                families; and
                    (B) for sustained civic capacity; and
            (6) to develop school improvement strategies that 
        incorporate approaches that meet the comprehensive needs of 
        children and youth, such as full service community schools, 
        community-based, integrated student services, and related 
        approaches.

SEC. 4. DEFINITIONS.

    In this Act:
            (1) Community-based, integrated student services.--The term 
        ``community-based, integrated student services'' means 
        interventions, coordinated through a single point of contact, 
        that improve student achievement by connecting community 
        resources with the academic and social service needs of 
        students.
            (2) Community engagement in education.--
                    (A) In general.--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) Inclusions.--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 education.--The term ``family 
        engagement in education'' means a shared responsibility of 
        families and schools for student success, in which schools and 
        community-based organizations are committed to reaching out to 
        engage families in meaningful ways that 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 school.--The term ``full service 
        community school'' means a public elementary school or 
        secondary school that--
                    (A) participates in a community-based effort to 
                coordinate educational, developmental, family, health, 
                and other comprehensive services through community-
                based organizations, specialized instructional support 
                personnel employed by the school or the local 
                educational agency, and public and private 
                partnerships; and
                    (B) provides access to such services to students, 
                families, and the community, such as access during the 
                school year (including before- and after-school hours), 
                and during the summer.
            (5) Local consortium.--The term ``local consortium'' means 
        a consortium consisting of community representatives that--
                    (A) shall include--
                            (i) a local educational agency; and
                            (ii) not less than one 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) Local educational agency.--The term ``local educational 
        agency'' has the meaning given the term in section 8101 of the 
        Elementary and Secondary Education Act of 1965 (20 U.S.C. 
        7801).
            (7) Outlying area.--The term ``outlying area'' has the 
        meaning given the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 7801).
            (8) Persistently lowest-achieving school.--The term 
        ``persistently lowest-achieving school'' has the meaning given 
        the term in the final requirements for school improvement 
        grants published by the Department of Education in the Federal 
        Register on October 28, 2010 (75 Fed. Reg. 66367 et seq.).
            (9) Secretary.--The term ``Secretary'' means the Secretary 
        of Education.
            (10) Specialized instructional support personnel.--The term 
        ``specialized instructional support personnel'' means school 
        counselors, school social workers, school psychologists, and 
        other qualified professional personnel involved in providing 
        assessment, diagnosis, counseling, educational, therapeutic, 
        and other necessary corrective or supportive services 
        (including related services as that term is defined in section 
        602 of the Individuals with Disabilities Education Act (20 
        U.S.C. 1401)) as part of a comprehensive program to meet 
        student needs.
            (11) Specialized instructional support services.--The term 
        ``specialized instructional support services'' means the 
        services provided by specialized instructional support 
        personnel, and includes any other corrective or supportive 
        services to meet student needs.
            (12) State.--The term ``State'' means each of the several 
        States of the United States, the District of Columbia, and the 
        Commonwealth of Puerto Rico.
            (13) Chronically absent.--The term ``chronically absent'', 
        when used with respect to a student, means a student who misses 
        10 percent or 20 days or more of school days in an academic 
        year.
            (14) Digital learning.--The term ``digital learning'' means 
        instructional practices that effectively use technology to 
        strengthen the student learning experience and may include 
        online and formative assessments, instructional resources, 
        online content and courses, applications of technology in the 
        classroom and school building, adaptive software for students 
        with special needs, learning platforms, and online professional 
        communities of practice.

SEC. 5. DEMONSTRATION PROGRAM AUTHORIZED; ALLOTMENT TO STATES.

    (a) Formula Grants Authorized.--
            (1) In general.--From the amounts appropriated under 
        section 13, the Secretary is authorized to award grants, under 
        subsection (c) or (d), to States having applications approved 
        under section 7(b) to enable the States to award subgrants to 
        local consortia to leverage and integrate human and financial 
        assets at all levels in order to--
                    (A) ensure the academic, physical, social, 
                emotional, and civic development of disadvantaged 
                youth; and
                    (B) strengthen the families and communities of the 
                disadvantaged youth and achieve the results developed 
                pursuant to section 6(c)(1).
            (2) Duration.--The Secretary shall award a grant under this 
        subsection for a period of 5 years.
            (3) Renewal.--The Secretary may renew a grant under this 
        subsection for a period of 5 years.
    (b) Reservation.--From the funds appropriated under section 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 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) State Allotments.--
            (1) Determination.--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 
        \1/2\ of 1 percent of such funds.
            (2) Reallotment of unused funds.--If a State does not 
        receive an allotment under this Act for a fiscal year, the 
        Secretary shall reallot the amount of the State's allotment to 
        the remaining States in accordance with this section.
    (d) Competitive Grants Authorized.--
            (1) In general.--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) Targeted local consortia.--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 decisionmakers 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 transparency.--The Secretary shall 
        apply those provisions of section 12 that the Secretary 
        determines applicable to local consortia receiving funds under 
        this subsection.

SEC. 6. STATE CHILD AND YOUTH STRATEGY.

    (a) In General.--A State that receives a grant under this Act shall 
use the grant funds to develop and implement a State child and youth 
strategy (hereafter in this Act referred to as the ``State strategy'').
    (b) Strategy Requirements.--The State strategy--
            (1) shall be developed by the Governor of the State and the 
        State educational agency;
            (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) Required Components.--The State strategy components required 
under subsection (b) are the following:
            (1) State results framework.--The State strategy shall 
        contain comprehensive, research-based annual goals and aligned 
        quantifiable indicators demonstrating continuous improvement 
        with respect to youth, particularly disadvantaged youth, that 
        shall serve as targets for each year with respect to which the 
        State strategy applies. The goals shall include the following:
                    (A) 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 and communities are supportive and 
                engaged in their children's education as equal 
                partners.
                    (F) Graduates are ready for postsecondary education 
                and 21st-century careers.
                    (G) Students are contributing to their communities.
                    (H) Students are not chronically absent.
            (2) Needs and assets assessment.--The 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 plan.--The 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) Leverage and integration.--A description of how 
                funds received under this Act will be coordinated and 
                integrated with other Federal and State funds in order 
                to achieve the goals developed pursuant to paragraph 
                (1).
                    (B) Elimination of state barriers to coordination 
                and integration.--A description of how funds received 
                under this Act will be used to identify and eliminate 
                State barriers to the coordination and integration of 
                programs, initiatives, and funding streams to achieve 
                the goals developed pursuant to paragraph (1).
                    (C) Community engagement in education.--A 
                description of the State's plan to increase community 
                engagement in the academic and developmental needs of 
                children and youth.
                    (D) Family engagement in education.--A description 
                of the State's plan to increase family engagement in 
                the academic and developmental needs of children and 
                youth.
    (d) Existing Plans, Strategies, and Assessments.--Existing plans, 
strategies, needs assessments, or assets assessments may be used to 
satisfy the requirements of this section if such existing plans, 
strategies, needs assessments, or assets assessments include the 
information required by this section, or can be modified to do so, and 
are submitted to the Secretary with such modifications.

SEC. 7. COORDINATING BODY; STATE APPLICATIONS.

    (a) Coordinating Body.--
            (1) In general.--In order for a State to be eligible to 
        receive a grant under this Act, the Governor of the State shall 
        designate or establish a coordinating body for student learning 
        and development that shall--
                    (A) administer funds provided under this Act;
                    (B) facilitate communication between the public and 
                the Governor pertaining to issues impacting 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 body.--The 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) State Application.--
            (1) In general.--Each State desiring a grant under this Act 
        shall submit to the Secretary an application at such time, in 
        such manner, and containing such information as the Secretary 
        may require.
            (2) Contents.--Each application submitted under this 
        subsection shall include the following:
                    (A) State strategy.--A description of how the State 
                will develop the State strategy.
                    (B) Grants to local consortia.--A description of 
                how subgrants to local consortia will be awarded 
                pursuant to 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) Capacity building.--A description of how grant 
                funds received under this Act will be used to build 
                State and local capacity through training, technical 
                assistance, and professional development.
                    (D) Accountability for results.--A description of 
                the State's plans to adhere to the accountability and 
                transparency requirements described in section 12(b).
            (3) Revised application.--Each State desiring to renew a 
        grant under this Act shall submit a revised application to the 
        Secretary every 5 years based on an assessment of the 
        activities conducted under this Act.

SEC. 8. STATE USE OF FUNDS.

    (a) In General.--From the grant funds made available to a State 
under this Act for any fiscal year--
            (1) the State shall use not less than 95 percent to award 
        subgrants to local consortia under subsection (b);
            (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) In general.--A State that receives a grant under this 
        Act shall use the portion of the grant funds described in 
        subsection (a)(1) to award subgrants to local consortia.
            (2) Priority.--In awarding subgrants to local consortia, a 
        State shall give priority to applications from local 
        consortia--
                    (A) that--
                            (i) propose to serve children and youth in 
                        schools designated by the State educational 
                        agency as persistently lowest-achievement 
                        schools; or
                            (ii) that include at least one persistently 
                        lowest-achieving school, as determined by the 
                        State; and
                    (B) that propose 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 decisionmakers 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) Duration of grant.--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) Planning Grants.--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) Supplement, Not Supplant.--A State that receives a grant under 
this Act shall use the grant funds to supplement, not supplant, Federal 
and non-Federal funds available to support child and youth services.
    (e) Allocation to Rural Areas.--
            (1) In general.--A State that receives grant funding under 
        this Act for a fiscal year shall use the grant funds to award 
        an amount, in the aggregate, of subgrant funding under section 
        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) Rural local consortium.--In this subsection the term 
        ``rural local consortium'' means a local consortium serving an 
        area of the State that has a locale code of 41, 42, or 43.

SEC. 9. LOCAL CONSORTIUM APPLICATION; LOCAL CHILD AND YOUTH STRATEGY.

    (a) Local Consortium Application.--
            (1) In general.--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) Contents.--An application submitted under this section 
        shall include--
                    (A) a description of the local consortium, 
                including which public or nonprofit entity 
                participating in the local consortium shall serve as 
                the fiscal agent for the local consortium;
                    (B) the local 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) Local Strategy.--
            (1) In general.--The local strategy--
                    (A) shall be developed by the local consortium;
                    (B) shall include the components described in 
                paragraph (2); and
                    (C) may include such other components as the local 
                consortium determines necessary to strengthen outcomes 
                for young people from birth through the transition to 
                adulthood.
            (2) Components.--The local strategy components required 
        under paragraph (1)(B) are the following:
                    (A) Local results framework.--Comprehensive, 
                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) Assets assessment.--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) Needs assessment.--An analysis of the 
                comprehensive needs of the students served by the local 
                consortium, their families, and the community that--
                            (i) includes input from students, parents, 
                        and community members;
                            (ii) assesses the academic, physical, 
                        social, emotional, health, mental health, and 
                        civic needs of students and their families; and
                            (iii) may impact students' ability to meet 
                        the challenging State student academic 
                        achievement standards.
                    (D) Service integration and provision.--A plan to 
                coordinate and integrate services and provide services 
                in order to meet the needs identified under 
                subparagraph (C) and achieve the results 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 education.--A plan to 
                increase community engagement in academic and 
                developmental needs of children and youth.
                    (F) Family engagement in education.--A plan to 
                increase family engagement in the academic and 
                developmental needs of children and youth.
            (3) Existing plans, strategies, and assessments.--Existing 
        plans, strategies, needs assessments, or assets assessments may 
        be used to satisfy the requirements of this section if such 
        existing plans, strategies, needs assessments, or assets 
        assessments include the information required by this section, 
        or can be modified to do so, and are submitted to the Secretary 
        with such modifications.

SEC. 10. LOCAL USE OF FUNDS.

    (a) Mandatory Use of Funds.--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) Permissible Use of Funds.--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 learning and development, 
        including--
                    (A) early childhood education;
                    (B) programs under the Head Start Act (42 U.S.C. 
                9831 et seq.), including Early Head Start programs;
                    (C) early 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, afterschool programs, or 
                both such programs, which shall include services 
                provided through 21st Century Community Learning 
                Centers under part B of title IV of the Elementary and 
                Secondary Education Act of 1965 (20 U.S.C. 7171 et 
                seq.);
                    (C) academic support services for English-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) speech and 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;
                    (D) strategies that engage older adults as 
                resources to students and families; and
                    (E) services for homeless students, foster children 
                and youth, students previously under the custody of the 
                juvenile justice system, and students who are pregnant 
                and parenting;
            (8) parent and adult education programs, including--
                    (A) programs that promote family literacy, 
                including family literacy programs for English-language 
                learners;
                    (B) parent and caregiver leadership and parent and 
                caregiver education activities;
                    (C) translation services;
                    (D) adult education, including instruction in 
                English as a second language, and job training; and
                    (E) citizenship preparation for individuals 
                choosing to become United States citizens;
            (9) juvenile crime prevention and rehabilitation programs, 
        including--
                    (A) youth courts, teen courts, peer juries, and 
                drug courts; and
                    (B) tribal youth programs;
            (10) specialized instructional support services, including 
        specialized instructional support personnel;
            (11) service coordination staffing that ensures young 
        people receive comprehensive services to meet the holistic 
        needs of the young people;
            (12) training, technical assistance, and professional 
        development for school-based and community-based personnel to 
        build capacity and skills to educate English-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;
            (16) access to and training on digital learning; and
            (17) other services consistent with this section.

SEC. 11. CONSTRUCTION.

    Nothing in this Act shall be construed to alter or otherwise affect 
the rights, remedies, and procedures afforded school or school district 
employees under Federal, State, or local laws (including applicable 
regulations or court orders) or under the terms of collective 
bargaining agreements, memoranda of understanding, or other agreements 
between such employees and their employers.

SEC. 12. ACCOUNTABILITY AND TRANSPARENCY.

    (a) Federal Accountability and Transparency.--
            (1) Annual report.--On an annual basis, the Secretary shall 
        report to the public, Congress, and the President--
                    (A) the collective progress made by--
                            (i) States in achieving the goals 
                        established within the State results frameworks 
                        described in section 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 deficiencies.--If the Secretary 
        determines, based on a review of State annual reports, State 
        strategies, State data submissions, evaluations, or other 
        documentation, that a State or entity that receives funds 
        through a grant 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) In general.--The Secretary shall carry out an 
                ongoing evaluation of the activities conducted under 
                this Act and shall submit the evaluation results to 
                Congress and the public by not later than June of 2020 
                and June of 2022.
                    (B) Rigorous and independent evaluation.--The 
                Secretary shall enter into a contract with an entity 
                independent of the Department of Education to carry out 
                the evaluation required under this paragraph. To the 
                extent the Secretary determines feasible, the 
                evaluation shall include large-scale, longitudinal, 
                randomized studies to identify the most effective 
                combinations of academic and nonacademic interventions, 
                including interventions administered by community-based 
                organizations, to achieve improvements in academic and 
                other outcomes for students.
                    (C) Evaluation outcomes.--
                            (i) In general.--The evaluation required 
                        under this paragraph shall measure the process 
                        of developing and implementing effective 
                        partnerships among schools, school districts, 
                        families, students, and community partners, as 
                        well as the impact of activities conducted 
                        under this Act, which may include impacts on 
                        the following outcomes:
                                    (I) Student achievement as measured 
                                by assessment data, classroom grades, 
                                and other means of measuring student 
                                performance.
                                    (II) Graduation rates.
                                    (III) School readiness.
                                    (IV) Numbers of detentions, 
                                suspensions, and expulsions.
                                    (V) Enrollment in postsecondary 
                                education.
                                    (VI) The degree of communication 
                                between schools and families.
                                    (VII) The degree of parental 
                                participation in school activities.
                                    (VIII) Student health, including 
                                mental health and risk factors at 
                                birth.
                                    (IX) Student civic participation.
                                    (X) Attendance.
                                    (XI) The number of students and 
                                families receiving services.
                                    (XII) Other outcome areas as 
                                determined by the Secretary in 
                                consultation with State educational 
                                agencies, local educational agencies, 
                                teacher organizations, secondary 
                                students, and nonprofit organizations 
                                providing services to children and 
                                youth.
                            (ii) Disaggregation.--The outcomes 
                        described in clause (i) shall be disaggregated 
                        by all subgroups identified in section 
                        1111(b)(2)(B)(xi) of the Elementary and 
                        Secondary Education Act of 1965 (20 U.S.C. 
                        6311(b)(2)(B)(xi)), gender, and family income.
    (b) State Accountability and Transparency.--
            (1) Annual report.--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 deficiencies.--If the State determines, 
        based on a review of reports, data submissions, evaluations, or 
        other documentation, that a local consortium or organization 
        that receives funds through a subgrant made under this Act 
        makes insufficient progress toward achieving the goals 
        established within the local results framework pursuant to 
        section 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 Transparency.--On 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.

SEC. 13. AUTHORIZATION OF APPROPRIATIONS.

    There are authorized to be appropriated to carry out this Act such 
sums as may be necessary for each of fiscal years 2020 through 2023.
                                 <all>