[Congressional Record Volume 163, Number 127 (Thursday, July 27, 2017)]
[Senate]
[Pages S4427-S4429]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. DURBIN (for himself and Ms. Duckworth):
  S. 1658. A bill to amend the Carl D. Perkins Career and Technical 
Education Act of 2006 to give the Department of Education the authority 
to award competitive grants to eligible entities to establish, expand, 
or support school-based mentoring programs to assist at-risk students 
in middle school and high school in developing cognitive and social-
emotional skills to prepare them for success in high school, 
postsecondary education, and the workforce; to the Committee on Health, 
Education, Labor, and Pensions.
  Mr. DURBIN, Mr. President, today I introduce the Mentoring to Succeed 
Act, a bill that would break down the walls of access and meet at-risk 
youth where they are, in school, to give them the support and guidance 
they need to be successful.
  Barriers such as childhood poverty, inadequate schools, chronic 
absenteeism, adverse childhood experiences,

[[Page S4428]]

community violence, exclusionary discipline policies, and juvenile 
justice involvement can lead to poor academic achievement and life 
outcomes. Students who grow up facing these challenges without a strong 
support system often struggle to transition to high school, college, 
and the workforce. School-based mentoring programs are an effective 
strategy to help at-risk students thrive in school, careers, and life.
  According to a 2014 study, there are an estimated 16 million young 
people, including 9 million at-risk youth, who will reach the age of 19 
without ever having a mentor. As a result, these youth will miss out on 
the powerful effects of mentoring that are linked to significant 
outcomes. Youth who have mentors are 52 percent less likely to skip a 
day of school; 55 percent more likely to be enrolled in college; 81 
percent more likely to participate regularly in sports or 
extracurricular activities; 78 percent more likely to volunteer 
regularly in their communities; and 130 percent more likely to hold 
leadership positions.
  Researchers at the University of Chicago found that Youth Guidance's 
school-based mentoring program, Becoming a Man, reduced arrests for 
violent crime, improved school engagement, and increased high school 
graduation rates.
  Mentoring programs can help youth develop the skills employers are 
seeking. A 2016 study found that 8 in 10 employers say social and 
emotional skills are the most important to success, and are the most 
difficult skills to find in job applicants.
  In Illinois, an estimated 55,000 youth are formally matched with a 
mentor, with 68 percent residing in Metro Chicago. Last year, it cost 
the State of Illinois an average of $172,000 to incarcerate one youth, 
compared to an average of $6,000 for one youth in an intensive youth 
development program, and only $2,300 per youth in a formal mentoring 
program. In 2012, the University of Chicago Crime Lab found that 
benefits to society compared to mentoring program costs in Illinois 
measured as high as $31 for every $1 dollar invested.
  Lakeisha Steele, a member of my staff that has been working on this 
issue, is a testament to the powerful effect mentorship can have. She 
lost her oldest brother, Lewis Williams III, to gun violence on July 
10, 1996. He was 24 years old and studying to become a welder while 
preparing for the birth of his only son, his namesake, who would be 
born a month after his death. The loss of her brother's life rocked 
Lakeisha's family to its core. There were limited resources in her 
community (she is from Kankakee, Illinois) and her family could not 
afford to see a grief counselor. She went through her freshman year 
grieving the loss of her brother and it impacted her school work. A 
once A-student brought home Cs and Ds. She credits her high school 
guidance counselor, Paul Meyer of Kankakee High School, for helping her 
cope with the trauma of losing her brother and keeping her focused on 
her education and future. She says she wouldn't be here today without 
his mentorship.
  The Mentoring to Succeed Act would help break down the barriers that 
make it difficult for far too many of our children and youth to 
succeed, especially our students of color. This bill would provide 
high-need school districts, schools, and local governments with the 
funding they need to create, expand, and support school-based mentoring 
programs to improve the academic, social, and workforce skills of at-
risk students. It would support partnerships with non-profit, 
community-based, and faith-based organizations to serve more at-risk 
students. In addition, it would support youth job training by 
partnering with local businesses and private companies to provide at-
risk students with internships and career exploration activities. 
Further, this bill would provide funding to train mentors on trauma and 
toxic stress to increase student resilience and promote social and 
emotional development.
  Last year, the City of Chicago announced a bold and innovative 
mentoring initiative to help Chicago's most at-risk youth. By the year 
2018, the City's goal is to reach 7,200 8th, 9th, and 10th grade boys 
in 22 of Chicago's highest poverty and highest violence neighborhoods.
  This bill would support the City of Chicago and other local 
governments, schools, and school districts who have undertaken efforts 
to help at-risk youth by creating or expanding school-based mentoring 
programs. I would like to thank my colleague, Senator Tammy Duckworth 
from Illinois for joining me in this effort. I hope my other colleagues 
will join me to strengthen investments in school-based mentoring 
programs to help at-risk youth develop the academic, social, and 
workforce skills that lead to success.
  Mr. President, I ask unanimous consent that the text of the bill be 
printed in the Record.
  There being no objection, the text of the bill was ordered to be 
printed in the Record, as follows:

                                S. 1658

       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 ``Mentoring to Succeed Act of 
     2017''.

     SEC. 2. PURPOSE.

       The purpose of this Act is to make assistance available for 
     school-based mentoring programs for at-risk students in order 
     to--
       (1) establish, expand, or support school-based mentoring 
     programs;
       (2) assist at-risk students in middle school and high 
     school in developing cognitive and social-emotional skills; 
     and
       (3) prepare such at-risk students for success in high 
     school, postsecondary education, and the workforce.

     SEC. 3. SCHOOL-BASED MENTORING PROGRAM.

       Part C of title I of the Carl D. Perkins Career and 
     Technical Education Act of 2006 (20 U.S.C. 2351 et seq.) is 
     amended by adding at the end the following:

     ``SEC. 136. DISTRIBUTION OF FUNDS FOR SCHOOL-BASED MENTORING 
                   PROGRAMS.

       ``(a) Definitions.--In this Act:
       ``(1) At-risk student.--The term `at-risk student' means a 
     student who--
       ``(A) is failing academically or at risk of dropping out of 
     school;
       ``(B) is pregnant or a parent;
       ``(C) is a gang member;
       ``(D) is a child or youth in foster care or a youth who has 
     been emancipated from foster care but is still enrolled in 
     high school;
       ``(E) is or has recently been a homeless child or youth;
       ``(F) is chronically absent;
       ``(G) has changed schools 3 or more times in the past 6 
     months;
       ``(H) has come in contact with the juvenile justice system 
     in the past;
       ``(I) has a history of multiple suspensions or disciplinary 
     actions;
       ``(J) is an English learner;
       ``(K) has 1 or both parents incarcerated;
       ``(L) has experienced 1 or more adverse childhood 
     experiences, traumatic events, or toxic stressors, as 
     assessed through an evidence-based screening; or
       ``(M) lives in a high-poverty area with a high rate of 
     community violence.
       ``(2) Eligible entity.--The term `eligible entity'--
       ``(A) means a high-need local educational agency, high-need 
     school, or local government entity; and
       ``(B) may include a partnership between an entity described 
     in subparagraph (A) and a nonprofit, community-based, or 
     faith-based organization, or institution of higher education 
     (as defined in section 101 of the Higher Education Act of 
     1965 (20 U.S.C. 1001)).
       ``(3) English learner.--The term `English learner' has the 
     meaning given the term in section 8101 of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 7801).
       ``(4) Foster care.--The term `foster care' has the meaning 
     given the term in section 1355.20 of title 45, Code of 
     Federal Regulations.
       ``(5) High-need local educational agency.--The term `high-
     need local educational agency' means a local educational 
     agency that serves at least 1 high-need school.
       ``(6) High-need school.--The term `high-need school' has 
     the meaning given the term in section 2211 of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 6631).
       ``(7) Homeless children and youths.--The term `homeless 
     children and youths' has the meaning given the term in 
     section 725 of the McKinney-Vento Homeless Assistance Act (42 
     U.S.C. 11434a).
       ``(8) School-based mentoring.--The term `school-based 
     mentoring' means a structured, managed, evidenced-based 
     program conducted in partnership with teachers, 
     administrators, school psychologists, school social workers 
     or counselors, and other school staff, in which at-risk 
     students are appropriately matched with screened and trained 
     professional or volunteer mentors who provide guidance, 
     support, and encouragement, involving meetings, group-based 
     sessions, and educational and workforce-related activities on 
     a regular basis to prepare at-risk students for success in 
     high school, postsecondary education, and the workforce.
       ``(b) School-Based Mentoring Competitive Grant Program.--
       ``(1) In general.--The Secretary shall award grants on a 
     competitive basis to eligible entities to establish, expand, 
     or support school-based mentoring programs that--

[[Page S4429]]

       ``(A) are designed to assist at-risk students in high-need 
     schools in developing cognitive skills and promoting social-
     emotional learning to prepare them for success in high 
     school, postsecondary education, and the workforce by linking 
     them with mentors who--
       ``(i) have received mentor training, including on trauma-
     informed practices and youth engagement; and
       ``(ii) have been screened using appropriate reference 
     checks and criminal background checks;
       ``(B) provide coaching and technical assistance to mentors 
     in such mentoring program;
       ``(C) provide at-risk students with a positive relationship 
     with a skilled adult offering support and guidance;
       ``(D) improve the academic achievement of at-risk students;
       ``(E) foster positive relationships between at-risk 
     students and their peers, teachers, other adults, and family 
     members;
       ``(F) reduce dropout rates and absenteeism and improve 
     school engagement of at-risk students and their families;
       ``(G) reduce juvenile justice involvement of at-risk 
     students;
       ``(H) develop the cognitive and social-emotional skills of 
     at-risk students;
       ``(I) develop the workforce readiness skills of at-risk 
     students;
       ``(J) encourage at-risk students to participate in 
     community service activities; and
       ``(K) encourage at-risk students to set goals and plan for 
     their futures, including encouraging such students to make 
     plans for postsecondary education and the workforce.
       ``(2) Duration.--The Secretary shall award grants under 
     this section for a period not to exceed 5 years.
       ``(3) Application.--To receive a grant under this section, 
     an eligible entity shall submit to the Secretary an 
     application that includes--
       ``(A) a needs assessment that includes baseline data on the 
     measures described in paragraph (6)(A)(ii); and
       ``(B) a plan to meet the requirements of paragraph (1).
       ``(4) Priority.--In selecting grant recipients, the 
     Secretary shall give priority to applicants that--
       ``(A) serve children and youth with the greatest need 
     living in high-poverty, high-crime areas, rural areas, or who 
     attend schools with high rates of community violence;
       ``(B) provide at-risk students with opportunities for job 
     training, professional development, work shadowing, 
     internships, networking, resume writing and review, interview 
     preparation, college application assistance, college visits, 
     and leadership development through community service, 
     including through partnerships with the private sector and 
     local businesses to provide internship and career exploration 
     activities and resources; and
       ``(C) seek to provide match lengths between at-risk 
     students and mentors of not less than 8 months.
       ``(5) Use of funds.--An eligible entity that receives a 
     grant under this section may use such funds to--
       ``(A) develop and carry out regular training for mentors, 
     including on--
       ``(i) the impact of adverse childhood experiences;
       ``(ii) trauma-informed practices and interventions;
       ``(iii) supporting homeless children and youths;
       ``(iv) supporting children and youth in foster care or 
     youth who have been emancipated from foster care but are 
     still enrolled in high school;
       ``(v) cultural competency;
       ``(vi) confidentiality requirements for working with 
     children and youth in foster care; and
       ``(vii) working in coordination with a public school 
     system;
       ``(B) recruit, screen, match, and train mentors;
       ``(C) hire staff to perform or support the objectives of 
     the school-based mentoring program;
       ``(D) provide youth engagement activities, such as--
       ``(i) enrichment field trips to cultural destinations; and
       ``(ii) career or academic exploration activities; and
       ``(E) conduct program evaluation, including by acquiring 
     and analyzing the data described under paragraph (6).
       ``(6) Reporting requirements.--
       ``(A) In general.--Not later than 6 months after the end of 
     each academic year during the grant period, an eligible 
     entity receiving a grant under this section shall submit to 
     the Secretary a report that includes--
       ``(i) the number of students who participated in the 
     school-based mentoring program that was funded in whole or in 
     part with the grant funds;
       ``(ii) data on the academic achievement, dropout rates, 
     truancy, absenteeism, outcomes of arrests for violent crime, 
     summer employment, and college enrollment of students in the 
     program;
       ``(iii) the number of group sessions and number of one-to-
     one contacts between students in the program and their 
     mentors;
       ``(iv) the average attendance of students enrolled in the 
     program;
       ``(v) data on social emotional development of students as 
     assessed with a validated social emotional assessment tool; 
     and
       ``(vi) any other information that the Secretary may require 
     to evaluate the success of the school-based mentoring 
     program.
       ``(B) Student privacy.--An eligible entity shall ensure 
     that the report submitted under subparagraph (A) is prepared 
     in a manner that protects the privacy rights of each student 
     in accordance with section 444 of the General Education 
     Provisions Act (commonly referred to as the `Family 
     Educational Rights and Privacy Act of 1974') (20 U.S.C. 
     1232g).
       ``(7) Mentoring resources and community service 
     coordination.--
       ``(A) Best practices.--The Secretary shall work with the 
     Office of Juvenile Justice and Delinquency Prevention to--
       ``(i) refer grantees under this section to the National 
     Mentoring Resource Center to obtain resources on best 
     practices and research related to mentoring and to request 
     no-cost training and technical assistance; and
       ``(ii) provide grantees under this section with information 
     to promote positive youth development, including transitional 
     services for at-risk students returning from correctional 
     facilities.
       ``(B) Technical assistance.--The Secretary shall coordinate 
     with the Corporation for National and Community Service, 
     including through entering into an interagency agreement or a 
     memorandum of understanding, to provide technical assistance 
     and other resources to support grantees under this section as 
     they provide mentoring and community service-related 
     activities for at-risk students.
       ``(c) Authorization of Funds.--There are authorized to be 
     appropriated to carry out this section such sums as may be 
     necessary for each of fiscal years 2018 through 2023.''.

     SEC. 4. INSTITUTE OF EDUCATION SCIENCES STUDY ON SCHOOL-BASED 
                   MENTORING PROGRAMS.

       (a) In General.--The Secretary of Education, acting through 
     the Director of the Institute of Education Sciences, shall 
     conduct a study to--
       (1) identify successful school-based mentoring programs and 
     effective strategies for administering and monitoring such 
     programs;
       (2) evaluate the role of mentors in promoting cognitive 
     development and social-emotional learning to enhance academic 
     achievement and to improve workforce readiness; and
       (3) evaluate the effectiveness of the grant program under 
     section 136 of the Carl D. Perkins Career and Technical 
     Education Act of 2006, as added by section 3, on student 
     academic outcomes and youth career development.
       (b) Timing.--Not later than 3 years after the date of 
     enactment of this Act, the Secretary of Education, acting 
     through the Director of the Institute of Education Sciences, 
     shall submit the results of the study to the appropriate 
     Congressional committees.
                                 ______