[Congressional Bills 118th Congress]
[From the U.S. Government Publishing Office]
[S. 2145 Introduced in Senate (IS)]

<DOC>






118th CONGRESS
  1st Session
                                S. 2145

  To support educational entities in fully implementing title IX and 
 reducing and preventing sex discrimination in all areas of education, 
                        and for other purposes.


_______________________________________________________________________


                   IN THE SENATE OF THE UNITED STATES

                             June 22, 2023

Ms. Hirono (for herself, Mr. Sanders, Ms. Baldwin, Mr. Blumenthal, Ms. 
 Cantwell, Mrs. Feinstein, Ms. Klobuchar, Mr. Markey, Mr. Merkley, Mr. 
     Murphy, Mr. Schatz, Ms. Smith, Mr. Van Hollen, and Mr. Wyden) 
introduced the following bill; which was read twice and referred to the 
          Committee on Health, Education, Labor, and Pensions

_______________________________________________________________________

                                 A BILL


 
  To support educational entities in fully implementing title IX and 
 reducing and preventing sex discrimination in all areas of education, 
                        and for other purposes.

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

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Patsy T. Mink and Louise M. 
Slaughter Gender Equity in Education Act of 2023''.

SEC. 2. FINDINGS.

    Congress finds the following:
            (1) Title IX of the Education Amendments of 1972 (20 U.S.C. 
        1681 et seq.) and the implementing regulations of title IX 
        prohibit sex discrimination in federally funded education 
        programs and activities.
            (2) Although title IX requires that schools treat students 
        equally with regard to athletic participation opportunities, 
        athletic scholarships, and the benefits and services provided 
        to athletic teams, female participation rates, especially for 
        girls of color, lag far behind male participation rates. 
        Nationally, for example, boys receive more than 1,000,000 more 
        opportunities to play high school sports than girls. 
        Furthermore, although girls comprise nearly 50 percent of high 
        school students, schools provide them with only 43 percent of 
        athletic opportunities, even though girls want to play in 
        greater numbers.
            (3) A recent report from the Women's Sports Foundation 
        found that Black, Indigenous, and People of Color (BIPOC) women 
        still lag behind White women in collegiate sports--14 percent 
        compared to 30 percent, respectively. These disparities are 
        also prevalent at the high school level, with fewer athletic 
        opportunities available to students in heavily minority schools 
        compared to heavily White schools. In a typical heavily 
        minority school, there are only 25 athletic spots available for 
        every 100 students, compared to 58 athletic spots for every 100 
        students in a typical heavily White school. Further broken down 
        by gender, girls have 82 percent of the athletic opportunities 
        that boys do in a heavily White school, compared to 67 percent 
        for girls in a heavily minority school.
            (4) Girl athletes have been found to have higher levels of 
        self-esteem, as well as reduced risk for cardiovascular 
        disease, diabetes, osteoporosis, and breast cancer, compared to 
        girls who do not play sports. In addition, girl athletes are 
        more likely to graduate from high school, score higher on 
        standardized tests, and have higher grades than girls who do 
        not play sports. Girls who play sports in high school go on to 
        earn 7 percent higher annual wages than those who do not play 
        sports, and are more likely to enter the labor force and pursue 
        higher-skill, previously male-dominated positions. Generally, 
        sports participation for women is associated with a lower 
        prevalence of experiencing intimate partner violence, 
        reinforcing that athletic access not only strengthens health, 
        educational, and workplace outcomes, but also personal safety. 
        According to a 2023 report from the Women's Sports Foundation, 
        girls who played sports during the first year of the COVID-19 
        pandemic fared significantly better than girls who did not, 
        reporting higher levels of self-esteem, self-efficacy, and 
        social support, and lower levels of loneliness and depression.
            (5) Although the availability of athletic scholarships 
        facilitates access to higher education, many institutions of 
        higher education fail to award proportional athletic financial 
        aid to women, which can affect their long-term employment 
        outcomes and economic security. According to the Department of 
        Education's Equity in Athletics Disclosure Act data from 2019 
        through 2020, men received $252,000,000 more in athletic 
        scholarships than women.
            (6) Although title IX ensures gender equity in career and 
        technical education, women are severely underrepresented in 
        fields nontraditional to their gender. According to the 
        National Coalition for Women and Girls in Education, women make 
        up more than 80 percent of workers with training or 
        certification in historically women-dominated occupations that 
        pay less than $30,000 per year, including child care, early 
        childhood education, home care, and cosmetology. Women 
        represent less than 40 percent of workers trained or certified 
        in high-paying and historically male-dominated fields, 
        including transportation, advanced manufacturing, and 
        construction.
            (7) Although title IX promotes gender equity in the fields 
        of science, technology, engineering, and mathematics (in this 
        section referred to as ``STEM'') education, women are 
        disproportionately lost at nearly every stage of the STEM 
        pipeline. A recent report by the National Center for Education 
        Statistics showed that women earned only 32 percent of all STEM 
        degrees in 2017, and nearly \1/2\ of these women were White. 
        Women of color earned about 12 percent of STEM degrees in that 
        same year. Furthermore, in STEM fields where women are 
        particularly underrepresented, such as computing and 
        engineering, women earned an even smaller percentage of 
        degrees, including only 19 percent of computing bachelor's 
        degrees, and 21 percent of engineering bachelor's degrees.
            (8) Although title IX prohibits sex discrimination in 
        employment in federally funded education programs, according to 
        the National Science Foundation, women only hold 34 percent of 
        all tenured and tenure-track positions and 27 percent of full 
        professor positions in STEM fields. Furthermore, Black and 
        Latina women, together, hold only 4 percent of all tenured and 
        tenure-track positions and barely over 2 percent of full 
        professor positions in STEM fields. Asian-American women hold 
        around 5 percent of all tenured and tenure-track positions, and 
        less than 3 percent of full professor positions in STEM fields.
            (9) Although title IX protects against sex-based harassment 
        and violence, 56 percent of girls and 40 percent of boys in 
        grades 7 through 12 experience sexual harassment each year, and 
        9 percent of girls and 7 percent of boys in high school 
        experience physical dating violence each year. In addition, 
        more than 60 percent of women and men in college experience 
        sexual harassment each year, and 14 percent of women and 10 
        percent of men in college experience dating violence. Moreover, 
        these statistics are often higher for marginalized students, 
        including Black and Brown girls and women, lesbian, gay, 
        bisexual, transgender, queer, and questioning (referred to in 
        this section as ``LGBTQI+'') students, pregnant and parenting 
        students, and disabled students.
            (10) According to GLSEN, 87 percent of LGBTQI+ students 
        have experienced harassment or assault based on a personal 
        characteristic, and nearly 66 percent have experienced LGBTQI+-
        related verbal harassment at school based on sexual 
        orientation. Research has shown that LGBTQI+ students who 
        experience harassment at school are more likely to experience 
        depression and anxiety, to engage in unhealthy and antisocial 
        behaviors, and to have more unexcused absences from school.
            (11) Although title IX prohibits discrimination on the 
        basis of pregnancy or parenting status, the limited 
        availability of accommodations, including lactation 
        accommodations, excused absences for pregnancy-related medical 
        conditions, and child care needs (including caring for a sick 
        child), is a leading reason that parenting mothers drop out of 
        high school. According to the National Women's Law Center, only 
        half of teenage mothers earn a high school diploma by the age 
        of 22, compared to 89 percent of women who do not have a child 
        during their teenage years, and one-third of young mothers will 
        never get a diploma or a GED, further limiting continuing 
        opportunities for education and employment.
            (12) Although title IX protects against discrimination 
        based on stereotypes of actual or perceived sex, many people 
        carry implicit or unconscious biases that can unintentionally 
        influence attitudes, beliefs, behaviors, and decision-making 
        processes. Research has shown that unconscious biases can 
        impact classroom environments, teaching methods, student 
        evaluations, disciplinary practices, and career and counseling 
        guidance, which can lead to discrimination against students 
        based on race, color, national origin, and disability, 
        particularly for students who are pursuing nontraditional 
        fields.
            (13) Nationally, the Feminist Majority Foundation estimates 
        100,000 title IX coordinators are needed to meet the needs of 
        schools serving children in prekindergarten through grade 12, 
        local educational agencies, and postsecondary institutions. 
        However, in 2016, the Department of Education only identified 
        23,000 title IX coordinators nationwide. The Feminist Majority 
        Foundation has found that schools serving children in 
        prekindergarten through grade 12 rarely have their own title IX 
        coordinators.

SEC. 3. DEFINITIONS.

    In this Act:
            (1) ESEA definitions.--The terms ``elementary school'', 
        ``institution of higher education'', ``local educational 
        agency'', ``school leader'', ``secondary school'', and ``State 
        educational agency'' have the meanings given those terms in 
        section 8101 of the Elementary and Secondary Education Act of 
        1965 (20 U.S.C. 7801).
            (2) Department.--The term ``Department'' means the 
        Department of Education.
            (3) Director.--The term ``Director'' means the Director of 
        the Office for Gender Equity established under section 5(a).
            (4) Educational entity.--The term ``educational entity'' 
        means any of the following entities that receive Federal funds:
                    (A) A State educational agency.
                    (B) A local educational agency.
                    (C) An institution of higher education.
                    (D) An elementary school or secondary school.
                    (E) Another entity covered by title IX, such as a 
                laboratory, library, or museum that provides education 
                programs and activities.
            (5) Evidence-based.--The term ``evidence-based'' has the 
        meaning given the term in clause (i) or (ii) of section 
        8101(21)(A) of the Elementary and Secondary Education Act of 
        1965 (20 U.S.C. 7801(21)(A)).
            (6) Gender identity.--The term ``gender identity'' means 
        the gender-related identity, appearance, mannerisms, or other 
        gender-related characteristics of an individual, regardless of 
        the individual's designated sex at birth.
            (7) National gender equity infrastructure.--The term 
        ``national gender equity infrastructure'' means the horizontal 
        and vertical network of title IX coordinators and title IX 
        allies who work to advance gender equity and eliminate 
        discrimination in the United States.
            (8) Secretary.--The term ``Secretary'' means the Secretary 
        of Education.
            (9) Sex.--The term ``sex'' includes--
                    (A) a sex stereotype;
                    (B) pregnancy, childbirth, or a related medical 
                condition;
                    (C) sexual orientation or gender identity; and
                    (D) sex characteristics, including intersex traits.
            (10) Sexual orientation.--The term ``sexual orientation'' 
        means homosexuality, heterosexuality, or bisexuality.
            (11) Title ix.--The term ``title IX'' means title IX of the 
        Education Amendments of 1972 (20 U.S.C. 1681 et seq.).
            (12) Title ix ally.--The term ``title IX ally'' means an 
        individual who--
                    (A) is an employee at an educational entity (other 
                than a title IX coordinator), a community stakeholder, 
                or an equity expert; and
                    (B) helps to fully implement title IX.
            (13) Title ix coordinator.--The term ``title IX 
        coordinator'' means a responsible employee, as described in 
        section 106.8(a) of title 34, Code of Federal Regulations, or 
        successor regulations, designated to coordinate efforts under 
        title IX of the Education Amendments of 1972 (20 U.S.C. 1681 et 
        seq.).

SEC. 4. PURPOSES.

    The purposes of this Act are to--
            (1) advance gender equity in education in the United 
        States;
            (2) support educational entities so that such entities have 
        the support to fully implement title IX;
            (3) provide title IX coordinators and title IX allies with 
        training, technical assistance, and support to fully carry out 
        their roles and responsibilities;
            (4) increase general awareness about the rights and 
        obligations of individuals and entities under title IX;
            (5) identify, implement, and disseminate best practices for 
        reducing and preventing sex discrimination in all areas of 
        education;
            (6) promote educational environments that are safe and free 
        of sexual and sex-based bullying, harassment, and violence;
            (7) promote equity in education for students and staff who 
        face discrimination based on multiple and intersectional actual 
        or perceived characteristics, including--
                    (A) race;
                    (B) color;
                    (C) ethnicity;
                    (D) national origin;
                    (E) disability;
                    (F) religion;
                    (G) age; or
                    (H) sex; and
            (8) promote activities that strengthen the national gender 
        equity infrastructure.

SEC. 5. ESTABLISHMENT OF AN OFFICE FOR GENDER EQUITY.

    (a) In General.--The Secretary shall establish an Office for Gender 
Equity. The Director of the Office for Gender Equity shall be the 
Special Assistant for Gender Equity, as authorized under section 
202(b)(3) of the Department of Education Organization Act (20 U.S.C. 
3412(b)(3)). The Director of the Office for Gender Equity shall report 
directly to the Secretary.
    (b) Duties.--The Office for Gender Equity shall be responsible for 
the following:
            (1) Supporting educational entities in the full 
        implementation of title IX.
            (2) Providing title IX coordinators and title IX allies 
        with training, technical assistance, and support to fully carry 
        out their roles and responsibilities.
            (3) Providing grants to implement programs and activities 
        that are focused on reducing and preventing sex discrimination 
        in all areas of education.
            (4) Identifying and disseminating information and evidence-
        based best practices for reducing and preventing sex 
        discrimination in all areas of education.
            (5) Maintaining an Office for Gender Equity resource center 
        website to disseminate information and evidence-based best 
        practices for achieving gender equity.
            (6) Performing any other activity consistent with achieving 
        the purposes of this Act.
    (c) Coordination.--To carry out the purposes of this Act, the 
Secretary shall coordinate with other relevant Federal offices and 
agencies, including--
            (1) the White House Gender Policy Council;
            (2) the White House Domestic Policy Council;
            (3) the Office for Civil Rights of the Department of 
        Education;
            (4) the Institute of Education Sciences;
            (5) the Women's Bureau of the Department of Labor;
            (6) the Office on Women's Health of the Department of 
        Health and Human Services;
            (7) the Civil Rights Division of the Department of Justice;
            (8) the Office on Violence Against Women of the Department 
        of Justice;
            (9) the Centers for Disease Control and Prevention;
            (10) the Office of Safe and Healthy Students of the 
        Department of Education; and
            (11) other entities determined relevant for carrying out 
        the purposes of this Act.

SEC. 6. SUPPORT FOR TITLE IX COORDINATORS AND TITLE IX ALLIES.

    (a) In General.--The Director shall provide coordination, training, 
technical assistance, and support for title IX coordinators and title 
IX allies to ensure that educational entities are able to fully 
implement title IX and reduce and prevent sex discrimination in all 
areas of education.
    (b) Title IX Coordinator Training.--
            (1) In general.--
                    (A) Title ix coordinator training.--Not less than 
                once a year, the Director shall conduct a training for 
                all title IX coordinators, which shall address the 
                different needs of elementary schools, secondary 
                schools, local educational agencies, and institutions 
                of higher education. The training may be conducted in 
                partnership with a national organization with relevant 
                expertise, and may be completed online or in person.
                    (B) Availability to title ix allies.--Each training 
                conducted under subparagraph (A) shall be made 
                available to title IX allies to the maximum extent 
                practicable.
            (2) Contents of training.--The training described in 
        paragraph (1) shall include the following information:
                    (A) The role and responsibility of title IX 
                coordinators.
                    (B) Information and evidence-based best practices 
                for increasing awareness about rights and obligations 
                under title IX.
                    (C) Information and evidence-based best practices 
                for investigating and responding to claims of 
                violations of title IX.
                    (D) Information and evidence-based best practices 
                for identifying and preventing implicit and explicit 
                sex discrimination in all areas of education, 
                including--
                            (i) recruitment and admissions;
                            (ii) teaching practices, textbooks, and 
                        curricula;
                            (iii) campus safety and security;
                            (iv) financial assistance;
                            (v) access to facilities, resources, and 
                        housing;
                            (vi) access to course offerings;
                            (vii) student health services and insurance 
                        benefits;
                            (viii) counseling and career guidance;
                            (ix) athletics;
                            (x) discipline policies;
                            (xi) employment; and
                            (xii) other areas that the Director 
                        determines are relevant for such purposes.
            (3) Application of training.--
                    (A) In general.--The Director shall take steps to 
                ensure that the trainings described in paragraph (1)--
                            (i) are adapted, as necessary, to address 
                        issues of sex discrimination at all levels of 
                        education;
                            (ii) are updated with the latest 
                        information and evidence-based best practices; 
                        and
                            (iii) address recent trends in sex 
                        discrimination.
                    (B) Attention to discrimination based on multiple 
                characteristics.--The Director shall take steps to 
                ensure that such trainings include attention to 
                students who face discrimination based on multiple 
                actual or perceived characteristics, including--
                            (i) race;
                            (ii) color;
                            (iii) ethnicity;
                            (iv) national origin;
                            (v) disability;
                            (vi) religion;
                            (vii) age; or
                            (viii) sex.
                    (C) Evaluation.--The Director shall--
                            (i) develop and conduct pre- and post-
                        training evaluations to assess the 
                        effectiveness of such trainings in improving 
                        the knowledge of the roles and responsibilities 
                        of title IX coordinators; and
                            (ii) use such evaluations to update the 
                        title IX coordinator trainings annually and 
                        replicate effective models and practices for 
                        use by title IX coordinators and title IX 
                        allies.
    (c) Handbook for Conducting Title IX Compliance Self-Evaluations.--
The Director shall develop a handbook for conducting self-evaluations 
of compliance with title IX in all areas of education, as described in 
subsection (b)(2)(D).
    (d) Assessment of Support for Title IX Coordinators and Title IX 
Allies.--The Director shall collect relevant data and statistics on all 
title IX coordinators, including demographic information for gender, 
race, and ethnicity, salary information, budgets, and primary roles, in 
order to make recommendations for improving title IX coordinator 
support. The assessment shall also describe how title IX coordinators 
work with title IX allies and others within the national gender equity 
infrastructure.
    (e) Dissemination.--The Director shall ensure that the workplace 
contact information of all title IX coordinators and any training 
materials or information developed under this section are made 
available on the Office for Gender Equity resource center website 
described in section 5(b)(5).

SEC. 7. SUPPORT FOR LOCAL IMPLEMENTATION.

    (a) Grants Authorized.--
            (1) In general.--The Secretary, acting through the 
        Director, is authorized to award grants to eligible entities to 
        support such eligible entities in fully implementing title IX 
        and reducing and preventing sex discrimination in all areas of 
        education.
            (2) Eligible entity.--In this section, the term ``eligible 
        entity'' means--
                    (A) a State educational agency;
                    (B) a local educational agency;
                    (C) an institution of higher education; or
                    (D) a partnership consisting of--
                            (i) an entity described in subparagraphs 
                        (A) through (C); and
                            (ii) a national organization with relevant 
                        expertise, or another entity that the Secretary 
                        determines has relevant expertise.
    (b) Use of Funds.--An eligible entity receiving a grant under this 
section shall use such funds to carry out programs and activities 
designed to fully implement title IX and prevent and reduce sex 
discrimination, including programs and activities that--
            (1) increase awareness of and counteract sex stereotypes, 
        biases, and discrimination;
            (2) include trainings for students, teachers, principals, 
        other school leaders, faculty, other personnel, and community 
        stakeholders, including title IX allies, to learn about and use 
        best practices for reducing and preventing sex discrimination 
        in all areas of education;
            (3) increase access to school, campus, and community 
        resources, facilities, and course offerings;
            (4) support title IX coordinators and title IX allies in 
        performing outreach, advocacy, and education about title IX and 
        reducing and preventing sex discrimination;
            (5) are aimed at identifying patterns or systemic problems 
        in compliance with title IX;
            (6) strengthen prevention education and awareness programs 
        regarding sexual and sex-based harassment and violence;
            (7) develop, conduct and analyze evidence-based campus 
        climate and victimization surveys;
            (8) include institutional assessment activities to identify 
        areas and causes of gender inequities;
            (9) make efforts to improve progress on gender equity 
        indicators as described in subsection (c)(2)(A);
            (10) make efforts to improve accuracy in measurement, data 
        collection, and reporting of gender equity indicators as 
        described in subsection (c)(2)(A); and
            (11) make efforts to strengthen the national gender equity 
        infrastructure (which may include institutions of higher 
        education, State educational agencies, local educational 
        agencies, and individual schools), such as by hiring one or 
        more dedicated employees to serve as title IX coordinators.
    (c) Applications.--
            (1) In general.--An eligible entity desiring a grant under 
        this section shall submit an application to the Secretary at 
        such time, in such manner, and containing such information as 
        the Secretary may reasonably require.
            (2) Contents of application.--Each application submitted by 
        an eligible entity under this section shall include the 
        following:
                    (A) A description of locally defined and documented 
                gender equity needs and priorities, which may include 
                any of the following indicators:
                            (i) Academic indicators, including 
                        performance on State assessments, and 
                        enrollment, admission, attrition, time to 
                        completion, and graduation rates.
                            (ii) Civil rights data, including 
                        statistics on bullying, harassment, violence, 
                        discipline, and expulsion.
                            (iii) Campus climate and victimization 
                        data.
                            (iv) Employment data.
                            (v) Athletics equity data.
                            (vi) Attendance and absenteeism data.
                            (vii) Evidence of burden on title IX 
                        coordinators, including coordinator to student 
                        ratio and competing responsibilities.
                            (viii) Other documentation of need that the 
                        Secretary determines is relevant.
                    (B) A description of the evidence that will serve 
                as the basis for the activities that the eligible 
                entity proposes to carry out using grant funds under 
                this section.
                    (C) A description of the activities that the 
                eligible entity proposes to carry out using grant funds 
                under this section.
                    (D) A description of how the proposed activities 
                will be adapted, as necessary, to meet the needs of 
                students who face discrimination based on actual or 
                perceived multiple characteristics, including--
                            (i) race;
                            (ii) color;
                            (iii) ethnicity;
                            (iv) national origin;
                            (v) disability;
                            (vi) religion;
                            (vii) age; or
                            (viii) sex.
                    (E) A description of how the proposed activities 
                will help the eligible entity fully implement title IX.
                    (F) A description of a plan for how the proposed 
                activities under this section will continue with local 
                support following completion of the grant period and 
                termination of Federal funding.
                    (G) A description of how the proposed activities 
                are a significant component of a comprehensive plan for 
                gender equity in education and full implementation of 
                title IX.
    (d) Rule of Construction.--Nothing in this section shall be 
construed as prohibiting persons of any sex from participating in any 
of the programs or activities funded under this section.
    (e) Award Basis.--
            (1) Merit review.--Grants shall be awarded under this 
        section on a competitive basis.
            (2) Priorities.--
                    (A) In general.--The Secretary shall establish 
                criteria for determining which eligible entities shall 
                have priority in receiving a grant under this section.
                    (B) Level of priority.--The criteria described in 
                subparagraph (A) may include a consideration of the 
                extent to which the application demonstrates that the 
                eligible entity--
                            (i) has demonstrated a high need for gender 
                        equity assistance based on indicators described 
                        in subsection (c)(2)(A) and a high commitment 
                        to addressing these issues;
                            (ii) will address the needs of students who 
                        face discrimination based on multiple actual or 
                        perceived characteristics, including--
                                    (I) race;
                                    (II) color;
                                    (III) ethnicity;
                                    (IV) national origin;
                                    (V) disability;
                                    (VI) religion;
                                    (VII) age; or
                                    (VIII) sex;
                            (iii) will address relevant issues of 
                        national significance through solutions that 
                        can be replicated;
                            (iv) will implement an institutional change 
                        strategy with a long-term impact that will 
                        continue to be a central activity of the 
                        eligible entity upon termination of the grant;
                            (v) will serve a high percentage of low-
                        income students;
                            (vi) will serve a high percentage of 
                        racially diverse students;
                            (vii) will promote outreach to include 
                        others in their gender equity training and 
                        related activities during the grant period and 
                        after the grant ends; and
                            (viii) will impact as many educational 
                        entities as possible to advance title IX 
                        implementation during and after the grant 
                        period.
                    (C) Special rule.--To the extent practicable, the 
                Secretary shall ensure that grants awarded under this 
                section, for each fiscal year, address--
                            (i) all levels of education, including--
                                    (I) elementary and secondary 
                                education;
                                    (II) undergraduate and graduate 
                                education;
                                    (III) postdoctoral education and 
                                research;
                                    (IV) career and technical 
                                education; and
                                    (V) adult education;
                            (ii) all regions of the United States; and
                            (iii) urban, rural, and suburban 
                        educational entities.
    (f) Evaluation and Dissemination.--
            (1) Evaluation.--
                    (A) In general.--Each eligible entity that receives 
                a grant under this section shall conduct an evaluation 
                regarding the extent to which the eligible entity made 
                progress on the indicators under subsection (c)(2)(A).
                    (B) Evaluation.--An eligible entity may work in 
                partnership with the Institute of Education Sciences to 
                conduct such evaluation.
                    (C) Use by secretary.--Not later than 1 year after 
                receiving a grant award under this section, an eligible 
                entity shall submit a report to the Secretary 
                summarizing the results of such evaluation. The 
                Secretary shall use those reports to build the research 
                base on promising models for preventing and reducing 
                sex discrimination across all areas and levels of 
                education.
            (2) Dissemination.--The Secretary shall coordinate with the 
        Director of the Institute of Education Sciences and other 
        relevant Federal offices and agencies to--
                    (A) ensure that the results of the activities 
                carried out under this section are made readily 
                available on the Office for Gender Equity resource 
                center website; and
                    (B) widely disseminate the results described in 
                subparagraph (A) to relevant Federal offices and 
                agencies, educational entities, and the general public.

SEC. 8. RESEARCH AND DEVELOPMENT.

    (a) In General.--The Secretary shall coordinate with the Special 
Assistant for Gender Equity, the Assistant Secretary of the Office for 
Civil Rights of the Department, the Director of the Institute of 
Education Sciences, other relevant Federal offices and agencies, and 
relevant non-Federal entities to investigate, identify, and disseminate 
best practices to fully implement title IX and reduce and prevent sex 
discrimination in all areas of education, including--
            (1) the reduction and prevention of sex stereotyping, bias, 
        and discrimination in curricula, textbooks, software, and other 
        educational materials;
            (2) the development of policies and programs to--
                    (A) address and prevent sexual and sex-based 
                harassment and violence;
                    (B) ensure that schools and campuses are free from 
                threats to the safety of students, teachers, faculty, 
                and personnel; and
                    (C) ensure athletic programs are equitable;
            (3) the development and evaluation of--
                    (A) counseling and career guidance training; and
                    (B) programs to reduce and prevent sex 
                stereotyping, bias, and discrimination;
            (4) best practices for mitigating implicit bias in 
        teaching, discipline, and all areas of education;
            (5) best practices for addressing the needs of students who 
        face discrimination based on multiple actual or perceived 
        characteristics, including--
                    (A) race;
                    (B) color;
                    (C) ethnicity;
                    (D) national origin;
                    (E) disability;
                    (F) religion;
                    (G) age; or
                    (H) sex; and
            (6) other activities that the Secretary determines are 
        consistent with the purposes of this Act.
    (b) Dissemination.--The best practices described under subsection 
(a) shall be published on the Office for Gender Equity resource center 
website, as described in section 5(b)(5), and the What Works 
Clearinghouse website of the Institute of Education Sciences.

SEC. 9. REPORT; DISSEMINATION.

    (a) Report to Congress.--Not later than 2 years after the date of 
enactment of this Act and every 2 years thereafter, the Secretary shall 
publish a report on the steps the Department of Education has taken 
to--
            (1) support educational entities in fully implementing 
        title IX and reducing and preventing sex discrimination;
            (2) provide coordination, training, and resources for title 
        IX coordinators and title IX allies to fully carry out their 
        roles and responsibilities; and
            (3) promote equity in education for students who face 
        discrimination based on multiple actual or perceived 
        characteristics, including--
                    (A) race;
                    (B) color;
                    (C) ethnicity;
                    (D) national origin;
                    (E) disability;
                    (F) religion;
                    (G) age; or
                    (H) sex.
    (b) Dissemination.--The Secretary shall coordinate with the 
Director of the Institute of Education Sciences and the heads of 
relevant Federal agencies to ensure that the results of trainings, 
activities, evaluations, and research developments under this Act are 
made readily available on the Office for Gender Equity resource center 
website and disseminated widely to other relevant Federal agencies and 
offices, educational entities, and the general public.

SEC. 10. RULE OF CONSTRUCTION.

    Nothing in this Act shall be construed--
            (1) as modifying any provision of title IX of the Education 
        Amendments of 1972 (20 U.S.C. 1681 et seq.); or
            (2) as affecting the enforcement of such title by the 
        Department of Education, the Department of Justice, or any 
        other Federal agency.

SEC. 11. AUTHORIZATION OF APPROPRIATIONS.

    (a) In General.--There are authorized to be appropriated to carry 
out this Act $160,000,000 for each of fiscal years 2024 through 2028.
    (b) Use.--From amounts made available to carry out this Act for 
each fiscal year, the Secretary shall use not less than $140,000,000 of 
such amounts to award grants under section 7.
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