[Congressional Record Volume 172, Number 49 (Wednesday, March 18, 2026)]
[Senate]
[Pages S1214-S1217]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
SA 4470. Ms. HIRONO submitted an amendment intended to be proposed by
her to the bill S. 1383, to establish the Veterans Advisory Committee
on Equal Access, and for other purposes; which was ordered to lie on
the table; as follows:
Strike title II and insert the following:
TITLE II--GENDER EQUITY IN EDUCATION
SEC. 201. SHORT TITLE.
This title may be cited as the ``Patsy T. Mink and Louise
M. Slaughter Gender Equity in Education Act of 2026''.
SEC. 202. 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-
[[Page S1215]]
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. 203. DEFINITIONS.
In this title:
(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
205(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. 204. PURPOSES.
The purposes of this title 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. 205. 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 title.
(c) Coordination.--To carry out the purposes of this title,
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 title.
SEC. 206. 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.--
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(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
205(b)(5).
SEC. 207. 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;
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(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. 208. 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 title.
(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
205(b)(5), and the What Works Clearinghouse website of the
Institute of Education Sciences.
SEC. 209. REPORT; DISSEMINATION.
(a) Report to Congress.--Not later than 2 years after the
date of enactment of this title 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 title 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. 210. RULE OF CONSTRUCTION.
Nothing in this title 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. 211. AUTHORIZATION OF APPROPRIATIONS.
(a) In General.--There are authorized to be appropriated to
carry out this title $160,000,000 for each of fiscal years
2027 through 2031.
(b) Use.--From amounts made available to carry out this
title for each fiscal year, the Secretary shall use not less
than $140,000,000 of such amounts to award grants under
section 207.
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