HR 2098 IHCommentsClose CommentsPermalink

112th CONGRESSCommentsClose CommentsPermalink

1st SessionCommentsClose CommentsPermalink

H. R. 2098CommentsClose CommentsPermalink

To support Promise Neighborhoods.CommentsClose CommentsPermalink

IN THE HOUSE OF REPRESENTATIVESCommentsClose CommentsPermalink

June 2, 2011CommentsClose CommentsPermalink

Mr. PAYNE (for himself, Mr. HONDA, and Mr. SCOTT of Virginia) introduced the following bill; which was referred to the Committee on Education and the WorkforceCommentsClose CommentsPermalink

A BILLCommentsClose CommentsPermalink

To support Promise Neighborhoods.CommentsClose CommentsPermalink

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

SECTION 1. SHORT TITLE.

This Act may be cited as the ‘Promise Neighborhoods Act of 2011’.CommentsClose CommentsPermalink

SEC. 2. FINDINGS.

Congress finds the following:CommentsClose CommentsPermalink





(1) Between 2007 and 2009, the number of children in the United States living in poverty increased by 2,200,000, to 15,500,000 children.CommentsClose CommentsPermalink





(2) According to the National Center for Children in Poverty, the number of poor children under age 6 increased by 24 percent between 2000 and 2007. The Center also found that, in Iowa, 20 percent of children under age 6 live in poor families.CommentsClose CommentsPermalink





(3) According to the Organisation for Economic Co-operation and Development (OECD), in 2008, the United States had a child poverty rate of 20.6 percent, making the United States the OECD nation with the fourth worst level of child poverty. Of the 4 most developed countries in the world, the United States has the highest rate of child poverty.CommentsClose CommentsPermalink





(4) According to the National Center for Children in Poverty, at age 4, children who live below the poverty line are 18 months below normal learning and achievement for their age group, and by age 10 that gap is still present. For children living in the poorest families, the gap is even larger.CommentsClose CommentsPermalink





(5) Children from low-income families are more likely to have low levels of school engagement, to be chronically absent from school, to have emotional and behavioral problems, and to live in stressful home environments.CommentsClose CommentsPermalink





(6) By age 3, children in low-income homes will have heard one-third as many words as children in middle-income and high-income homes.CommentsClose CommentsPermalink





(7) Studies show that children who attend high-quality early childhood education programs are less likely to repeat grades, less likely to be assigned to special education, and more likely to perform better on standardized tests, experience reduced rates of teenage pregnancy, and graduate from high school. Additionally, such children are less likely to engage in criminal behavior and more likely to obtain employment at higher wages. Economically disadvantaged children gain even larger benefits from such high-quality programs.CommentsClose CommentsPermalink





(8) Compared with children in kindergarten from low-income families, children in kindergarten from high-income families live in homes with 3 times the number of books and such children are 4 times as likely to have a computer at home. Children from high-income families also watch far less television and are more likely to visit museums or libraries.CommentsClose CommentsPermalink





(9) By the time children from low-income families enter kindergarten, they are already 3 months behind the national average in reading and mathematics skills, a gap that persists through high school.CommentsClose CommentsPermalink





(10) A child from a middle-income family typically enters first grade with about 1,000 hours of one-on-one picture book reading time with parents, other relatives, or teachers, but a child from a low-income family averages less than 100 hours of such reading time.CommentsClose CommentsPermalink





(11) The percentage of households with children reporting food insecurity (limited or uncertain access to nutritious, safe foods) increased by 25 percent between 2007 and 2008. Poor nutrition is linked to behavioral problems, lower educational performance, and delayed socio-emotional development.CommentsClose CommentsPermalink





(12) Twenty-nine percent of high-achieving 8th graders from low-income families complete college. This is the same rate of college completion as low-achieving 8th graders from high-income families.CommentsClose CommentsPermalink





(13) About one-fourth of all students who start 9th grade will not graduate 4 years later. For African-American and Latino students, that figure increases to 40 percent. A 16- to 24-year-old coming from a high-income family is about 7 times as likely to have completed high school as a 16- to 24-year-old coming from a low-income family.CommentsClose CommentsPermalink





(14) The average annual cost to incarcerate a youth in the United States is approximately $88,000, while per pupil annual spending for a student in kindergarten through grade 12 is $10,000.CommentsClose CommentsPermalink

SEC. 3. PURPOSE.

The purpose of this Act is to significantly improve academic outcomes, including school readiness, high school graduation, and college entry and success of children living in our Nation’s most distressed neighborhoods, by using data-driven decisionmaking and existing external resources to provide children in such neighborhoods with access to a community-based continuum of high-quality pipeline services that include access to early learning opportunities, high-quality schools, and evidence-based practices that address the needs of such children from birth through college and career.CommentsClose CommentsPermalink

SEC. 4. DEFINITIONS.

In this Act:CommentsClose CommentsPermalink





(1) IN GENERAL- Except as otherwise provided, the terms used in this Act have the meanings given the terms in section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).CommentsClose CommentsPermalink





(2) CHILD- The term ‘child’ means an individual from birth through age 21.CommentsClose CommentsPermalink





(3) COLLEGE AND CAREER READINESS- The term ‘college and career readiness’ means the level of preparation a student needs in order to--CommentsClose CommentsPermalink





(A) enroll and succeed, without remediation, in credit-bearing courses at an institution of higher education;CommentsClose CommentsPermalink





(B) demonstrate the full range of knowledge and perform the full range of workplace skills necessary to succeed and advance in 21st century careers, such as higher-order thinking, collaboration and teamwork, and oral and written communication skills; andCommentsClose CommentsPermalink





(C) complete a program leading to an industry-recognized credential that prepares graduates to obtain employment with family-sustaining wages and opportunities for advancement.CommentsClose CommentsPermalink





(4) COMMUNITY OF PRACTICE- The term ‘community of practice’ means a group of entities that interact regularly to share best practices to address 1 or more persistent problems, or improve practice with respect to such problems, in 1 or more neighborhoods.CommentsClose CommentsPermalink





(5) EXPANDED LEARNING TIME- The term ‘expanded learning time’ means using a longer school day, week, or year schedule to significantly increase the total number of school hours to include additional time for--CommentsClose CommentsPermalink





(A) instruction in core academic subjects;CommentsClose CommentsPermalink





(B) instruction in other subjects and enrichment and other activities that contribute to a well-rounded education, including music and the arts, physical education, service-learning, and experiential and work-based learning opportunities (such as community service, learning apprenticeships, internships, and job shadowing); andCommentsClose CommentsPermalink





(C) instructional and support staff to collaborate, plan, and engage in professional development, including on family and community engagement, within and across grades and subjects.CommentsClose CommentsPermalink





(6) FAMILY AND COMMUNITY ENGAGEMENT- The term ‘family and community engagement’ means the process of engaging family and community members in education meaningfully and at all stages of the planning, implementation, and school and neighborhood improvement process, including, at a minimum--CommentsClose CommentsPermalink





(A) disseminating a clear definition of the neighborhood to the members of the neighborhood;CommentsClose CommentsPermalink





(B) ensuring representative participation by the members of such neighborhood in the planning and implementation of the activities of each grant awarded under this Act;CommentsClose CommentsPermalink





(C) regular engagement by the eligible entity and the partners of the eligible entity with family members and community partners;CommentsClose CommentsPermalink





(D) the provision of strategies and practices to assist family and community members in actively supporting student achievement and child and youth development; andCommentsClose CommentsPermalink





(E) collaboration with institutions of higher education and employers to align expectations and programming with college and career readiness.CommentsClose CommentsPermalink





(7) FAMILY AND STUDENT SUPPORTS- The term ‘family and student supports’ includes--CommentsClose CommentsPermalink





(A) health programs (including both mental health and physical health services);CommentsClose CommentsPermalink





(B) school-, public-, and child-safety programs;CommentsClose CommentsPermalink





(C) programs that improve family stability;CommentsClose CommentsPermalink





(D) employment programs (including those that meet local business needs, such as internships and externships);CommentsClose CommentsPermalink





(E) social service programs;CommentsClose CommentsPermalink





(F) legal aid programs;CommentsClose CommentsPermalink





(G) financial education programs;CommentsClose CommentsPermalink





(H) adult education and family literacy programs;CommentsClose CommentsPermalink





(I) family and community engagement programs; andCommentsClose CommentsPermalink





(J) programs that increase access to learning technology and enhance the digital literacy skills of students.CommentsClose CommentsPermalink





(8) FAMILY MEMBER- The term ‘family member’ means a parent (as defined in section 9101 the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801)), relative, or other adult who is responsible for the education, care, and well-being of a child.CommentsClose CommentsPermalink





(9) INTEGRATED STUDENT SUPPORTS- The term ‘integrated student supports’ means services, supports, and community resources, which shall be offered through a site coordinator for at-risk students, that have been shown by evidence-based research--CommentsClose CommentsPermalink





(A) to increase academic achievement and engagement;CommentsClose CommentsPermalink





(B) to support positive child and youth development; andCommentsClose CommentsPermalink





(C) to increase student preparedness for success in college and the workforce.CommentsClose CommentsPermalink





(10) NEIGHBORHOOD- The term ‘neighborhood’ means a defined geographical area in which there are multiple signs of distress, demonstrated by indicators of need, including poverty, childhood obesity rates, academic failure, and rates of juvenile delinquency, adjudication, or incarceration.CommentsClose CommentsPermalink





(11) PIPELINE- The term ‘pipeline’ means a continuum of supports and services (including pipeline services, as defined in this Act) for children from birth through college entry, college success, and career attainment.CommentsClose CommentsPermalink





(12) PIPELINE SERVICES- The term ‘pipeline services’ includes, at a minimum, strategies to address through services or programs (including integrated student supports and wraparound services) the following:CommentsClose CommentsPermalink





(A) Prenatal education and support for expectant parents.CommentsClose CommentsPermalink





(B) High-quality early learning opportunities.CommentsClose CommentsPermalink





(C) High-quality schools and out-of-school-time programs and strategies.CommentsClose CommentsPermalink





(D) Support for a child’s transition to elementary school, between elementary school and middle school, from middle school to high school, and from high school into and through college and into the workforce.CommentsClose CommentsPermalink





(E) Family and community engagement.CommentsClose CommentsPermalink





(F) Family and student supports.CommentsClose CommentsPermalink





(G) Activities that support college and career readiness, such as--CommentsClose CommentsPermalink





(i) assistance with college admissions, financial aid, and scholarship applications, especially for low-income and low-achieving students; andCommentsClose CommentsPermalink





(ii) career preparation services and supports.CommentsClose CommentsPermalink





(H) Neighborhood-based support for college-age students who have attended the schools in the pipeline, or students who are members of the community, facilitating their continued connection to the community and success in college and the workforce.CommentsClose CommentsPermalink

TITLE I--PROMISE NEIGHBORHOOD PARTNERSHIP GRANTSCommentsClose CommentsPermalink

SEC. 101. PROGRAM AUTHORIZED.

(a) In General- From amounts appropriated under section 304, the Secretary shall award grants, on a competitive basis, to eligible entities to implement a comprehensive, evidence-based pipeline that engages community partners to improve academic achievement, student development, and college and career readiness, measured by common outcomes, by carrying out the activities described in section 104 in neighborhoods with high concentrations of low-income individuals and persistently low-achieving schools or schools with an achievement gap.CommentsClose CommentsPermalink





(b) Duration-CommentsClose CommentsPermalink





(1) IN GENERAL- Grants awarded under this title shall be for a period of not more than 5 years.CommentsClose CommentsPermalink





(2) RENEWAL- The Secretary may renew grants under this title for an additional period of not more than 5 years, if an eligible entity demonstrates significant success in--CommentsClose CommentsPermalink





(A) ensuring school readiness, including success in early learning;CommentsClose CommentsPermalink





(B) improving academic outcomes, including academic achievement and graduation rates;CommentsClose CommentsPermalink





(C) increasing college and career readiness, including rates of enrollment in institutions of higher education; andCommentsClose CommentsPermalink





(D) improving the health, mental health, and social and emotional well-being of children.CommentsClose CommentsPermalink





(c) Continued Funding- Continued funding after the third year of the grant period shall be contingent on the eligible entity’s progress toward meeting the performance metrics described in section 106(a).CommentsClose CommentsPermalink





(d) Matching Requirement- Each eligible entity receiving a grant under this title shall contribute matching funds in an amount equal to not less than 100 percent of the amount of the grant. Such matching funds may come from Federal or non-Federal sources. The Secretary may require that a portion of such matching funds come from private sources.CommentsClose CommentsPermalink





(e) Financial Hardship Waiver- The Secretary may waive or reduce the matching requirement described in subsection (d) if the eligible entity demonstrates a need due to significant financial hardship.CommentsClose CommentsPermalink

SEC. 102. ELIGIBLE ENTITIES.

In this title, the term ‘eligible entity’ means a nonprofit entity in partnership with a local educational agency. Such partnership may also include any of the following entities:CommentsClose CommentsPermalink





(1) An institution of higher education, as defined in section 102 of the Higher Education Act of 1965 (20 U.S.C. 1002).CommentsClose CommentsPermalink





(2) The office of a chief elected official of a unit of local government.CommentsClose CommentsPermalink





(3) An Indian tribe or tribal organization, as defined under section 4 of the Indian Self-Determination and Education Assistance Act (25 U.S.C. 450b).CommentsClose CommentsPermalink

SEC. 103. APPLICATION REQUIREMENTS.

(a) In General- To be eligible to receive a grant under this title, an eligible entity shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require.CommentsClose CommentsPermalink





(b) Contents of Application- At a minimum, an application described in subsection (a) shall include the following:CommentsClose CommentsPermalink





(1) A description of a plan to significantly improve the academic outcomes of children living in an identified neighborhood by providing a pipeline that addresses the neighborhood’s needs, as identified by the needs analysis described in paragraph (4) and supported by evidence-based practices.CommentsClose CommentsPermalink





(2) A description of the neighborhood that the eligible entity will serve.CommentsClose CommentsPermalink





(3) Measurable annual goals for the outcomes of the grant, including--CommentsClose CommentsPermalink





(A) performance goals, in accordance with the metrics described in section 106(a), for each year of the grant; andCommentsClose CommentsPermalink





(B) projected participation rates and any plans to expand the number of children served or the neighborhood proposed to be served by the grant program.CommentsClose CommentsPermalink





(4) An analysis of the needs and assets of the neighborhood identified in paragraph (2), including--CommentsClose CommentsPermalink





(A) a description of the process through which the needs analysis was produced, including a description of how family and community members were engaged in such analysis;CommentsClose CommentsPermalink





(B) an analysis of community assets within, or accessible to, the neighborhood, including, at a minimum--CommentsClose CommentsPermalink





(i) early learning programs, including high-quality child care, Early Head Start programs, Head Start programs, and prekindergarten programs;CommentsClose CommentsPermalink





(ii) the availability of healthy food options and opportunities for physical activity;CommentsClose CommentsPermalink





(iii) existing family and student supports;CommentsClose CommentsPermalink





(iv) locally owned businesses and employers; andCommentsClose CommentsPermalink





(v) institutions of higher education;CommentsClose CommentsPermalink





(C) evidence of successful collaboration within the neighborhood;CommentsClose CommentsPermalink





(D) the steps that the eligible entity is taking, at the time of the application, to meet the needs identified in the needs analysis; andCommentsClose CommentsPermalink





(E) any barriers the eligible entity, public agencies, and other community-based organizations have faced in meeting such needs.CommentsClose CommentsPermalink





(5) A description of the data and evidence base used to identify the pipeline services to be provided, including data regarding--CommentsClose CommentsPermalink





(A) school readiness;CommentsClose CommentsPermalink





(B) academic achievement and college and career readiness;CommentsClose CommentsPermalink





(C) secondary school graduation rates;CommentsClose CommentsPermalink





(D) health indicators, such as rates of childhood obesity or other health and developmental risk factors;CommentsClose CommentsPermalink





(E) college enrollment, persistence, and completion rates; andCommentsClose CommentsPermalink





(F) conditions for learning, including school climate surveys, discipline rates, and student attendance and incident data.CommentsClose CommentsPermalink





(6) A description of the process used to develop the application, including the involvement of family and community members.CommentsClose CommentsPermalink





(7) An estimate of--CommentsClose CommentsPermalink





(A) the number of children, by age, who will be served by each pipeline service; andCommentsClose CommentsPermalink





(B) for each age group, the percentage of children (of such age group), within the neighborhood, who the eligible entity proposes to serve, disaggregated by each service, and the goals for increasing such percentage over time.CommentsClose CommentsPermalink





(8) A description of how the pipeline services will include the following activities:CommentsClose CommentsPermalink





(A) Providing high-quality early learning opportunities for children, beginning prenatally and extending through grade 3, by--CommentsClose CommentsPermalink





(i) establishing or supporting high-quality early learning opportunities that provide children with full-day, full-year access to programs that support the cognitive and developmental skills, including social and emotional skills, needed for success in elementary school;CommentsClose CommentsPermalink





(ii) providing for opportunities, through parenting classes, baby academies, home visits, or other evidence-based strategies, for families and expectant parents to--CommentsClose CommentsPermalink





(I) acquire the skills to promote early learning, development, and health and safety, including learning about child development and positive discipline strategies (such as through the use of technology and public media programming);CommentsClose CommentsPermalink





(II) learn about the role of families and expectant parents in their child’s education; andCommentsClose CommentsPermalink





(III) become informed about educational opportunities for their children, including differences in quality among early learning opportunities;CommentsClose CommentsPermalink





(iii) ensuring successful transitions between early learning programs and elementary school, including through the establishment of memoranda of understanding between early learning providers and local educational agencies serving young children and families;CommentsClose CommentsPermalink





(iv) ensuring appropriate screening, diagnostic assessments, and referrals for children with disabilities, developmental delays, or other special needs;CommentsClose CommentsPermalink





(v) improving the early learning workforce in the community, including through--CommentsClose CommentsPermalink





(I) investments in the recruitment, retention, distribution, and support of high-quality professionals, especially those with certification and experience in child development;CommentsClose CommentsPermalink





(II) the provision of high-quality teacher preparation and professional development;CommentsClose CommentsPermalink





(III) the use of joint professional development for early learning providers and elementary school teachers and administrators; orCommentsClose CommentsPermalink





(IV) efforts to increase the pay and benefits of early learning professionals; andCommentsClose CommentsPermalink





(vi) enhancing data systems and data sharing among the eligible entity, partners, early learning providers, schools, and local educational agencies operating in the neighborhood.CommentsClose CommentsPermalink





(B) Supporting, enhancing, operating, or expanding ambitious, rigorous, and comprehensive education reforms designed to significantly improve educational outcomes for children and youth in early learning programs through grade 12, which may include--CommentsClose CommentsPermalink





(i) operating schools or working in close collaboration with local schools to provide high-quality academic programs, curricula, and integrated student supports;CommentsClose CommentsPermalink





(ii) the provision of expanded learning time; andCommentsClose CommentsPermalink





(iii) the provision of programs and activities that ensure that students--CommentsClose CommentsPermalink





(I) are prepared for the college admissions, scholarship, and financial aid application processes; andCommentsClose CommentsPermalink





(II) graduate college and career ready.CommentsClose CommentsPermalink





(C) Supporting access to a healthy lifestyle, which may include--CommentsClose CommentsPermalink





(i) the provision of high-quality and nutritious meals;CommentsClose CommentsPermalink





(ii) access to programs that promote physical activity, physical education, and fitness; andCommentsClose CommentsPermalink





(iii) education to promote a healthy lifestyle and positive body image.CommentsClose CommentsPermalink





(D) Providing social, health, and mental health services and supports, including referrals for essential care and preventative screenings, for children, family, and community members, which may include--CommentsClose CommentsPermalink





(i) dental services;CommentsClose CommentsPermalink





(ii) vision care; andCommentsClose CommentsPermalink





(iii) oral and auditory screenings and referrals.CommentsClose CommentsPermalink





(E) Supporting students and family members as they transition from early learning programs into elementary school, from elementary school to middle school, from middle school to high school, from high school into and through college and into the workforce, including through specialized resources to address challenges that students may face as they transition, such as the following:CommentsClose CommentsPermalink





(i) Early college high schools.CommentsClose CommentsPermalink





(ii) Dual enrollment programs.CommentsClose CommentsPermalink





(iii) Career academies.CommentsClose CommentsPermalink





(iv) Counseling and support services.CommentsClose CommentsPermalink





(v) Dropout prevention and recovery strategies.CommentsClose CommentsPermalink





(vi) Collaboration with the juvenile justice system and reentry counseling for adjudicated youth.CommentsClose CommentsPermalink





(vii) Advanced Placement (AP) or International Baccalaureate (IB) programs.CommentsClose CommentsPermalink





(viii) Teen parent classrooms.CommentsClose CommentsPermalink





(ix) Graduation and career coaches.CommentsClose CommentsPermalink





(9) A description of the strategies that will be used to provide pipeline services (including a description of the process used to identify such strategies and the outcomes expected, and a description of which programs and services will be provided to children, family members, community members, and children not attending schools or programs operated by the eligible entity or its partner providers) to support the purpose of this Act.CommentsClose CommentsPermalink





(10) An explanation of the process the eligible entity will use to establish and maintain family and community engagement.CommentsClose CommentsPermalink





(11) An explanation of how the eligible entity will continuously evaluate and improve the pipeline, including--CommentsClose CommentsPermalink





(A) a description of the metrics, consistent with section 106(a), that will be used to inform each component of the pipeline; andCommentsClose CommentsPermalink





(B) the processes for using data to improve instruction, optimize integrated student supports, provide for continuous program improvement, and hold staff and partner organizations accountable.CommentsClose CommentsPermalink





(12) An identification of the fiscal agent, which may be any entity described in section 102.CommentsClose CommentsPermalink





(13) A list of Federal and non-Federal sources of funding that the eligible entity will secure to comply with the matching-funds requirement described in section 101(d), including other programs funded by the Department of Education, or programs in the Department of Health and Human Services, the Department of Housing and Urban Development, the Department of Justice, or the Department of Labor.CommentsClose CommentsPermalink





(c) Memorandum of Understanding- An eligible entity, as part of the application described in this section, shall submit a preliminary memorandum of understanding, signed by each partner entity or agency. The preliminary memorandum of understanding shall describe, at a minimum--CommentsClose CommentsPermalink





(1) each partner’s financial and programmatic commitment with respect to the strategies described in the application, including an identification of the fiscal agent;CommentsClose CommentsPermalink





(2) each partner’s long-term commitment to providing pipeline services that, at a minimum, accounts for the cost of supporting the pipeline (including after grant funds are no longer available) and potential changes in local government;CommentsClose CommentsPermalink





(3) each partner’s mission and plan that will govern the work that partners do together;CommentsClose CommentsPermalink





(4) each partner’s long-term commitment to supporting the pipeline through data collection, monitoring, reporting, and sharing; andCommentsClose CommentsPermalink





(5) each partner’s commitment to ensure sound fiscal management and controls, including evidence of a system of supports and personnel.CommentsClose CommentsPermalink

SEC. 104. USE OF FUNDS.

(a) In General- Each eligible entity that receives a grant under this title shall use the grant funds to--CommentsClose CommentsPermalink





(1) implement the pipeline services, as described in the application under section 103; andCommentsClose CommentsPermalink





(2) continuously evaluate the success of the program and improve the program based on data and outcomes.CommentsClose CommentsPermalink





(b) Special Rule- Each eligible entity that receives a grant under this title shall, in the 3rd year of the grant and each subsequent year, including each year of a renewal grant, use not less than 80 percent of grant funds to carry out the activities described in subsection (a)(1).CommentsClose CommentsPermalink

SEC. 105. REPORT AND PUBLICLY AVAILABLE DATA.

(a) Report- Each eligible entity that receives a grant under this title shall prepare and submit an annual report to the Secretary, which shall include--CommentsClose CommentsPermalink





(1) information about the number and percentage of children, family members, and community members in the neighborhood who are served by the grant program, including a description of the number and percentage of children accessing each of the pipeline services;CommentsClose CommentsPermalink





(2) data (disaggregated by the categories described in section 205(a)(1)) about the grant program’s success in--CommentsClose CommentsPermalink





(A) narrowing achievement gaps and improving student achievement;CommentsClose CommentsPermalink





(B) ensuring school readiness and healthy socio-emotional development;CommentsClose CommentsPermalink





(C) increasing student persistence;CommentsClose CommentsPermalink





(D) increasing student attendance, and decreasing incidences of violence, suspension, and expulsion;CommentsClose CommentsPermalink





(E) improving conditions for learning, as measured by a school climate survey;CommentsClose CommentsPermalink





(F) increasing the number and percentage of family members who participate in adult education and family literacy programs and other community activities; andCommentsClose CommentsPermalink





(G) increasing secondary school graduation rates and college entry and completion rates;CommentsClose CommentsPermalink





(3) information relating to the performance metrics described in section 106(a); andCommentsClose CommentsPermalink





(4) other indicators that may be required by the Secretary, in consultation with the Director of the Institute of Education Sciences.CommentsClose CommentsPermalink





(b) Publicly Available Data- Each eligible entity that receives a grant under this title shall make publicly available, including through electronic means, the information described in subsection (a). To the extent practicable, such information shall be provided in a form and language accessible to parents and families in the neighborhood, and such information shall be a part of statewide longitudinal data systems.CommentsClose CommentsPermalink

SEC. 106. ACCOUNTABILITY.

(a) Performance Metrics- The Secretary shall establish performance metrics relevant to the evaluation of the grant program under this title.CommentsClose CommentsPermalink





(b) Evaluation- The Secretary shall evaluate the implementation and impact of the activities funded under this title, in accordance with section 302.CommentsClose CommentsPermalink

TITLE II--PROMISE SCHOOL GRANTSCommentsClose CommentsPermalink

SEC. 201. PROGRAM AUTHORIZED.

(a) In General- From amounts appropriated under section 304, the Secretary shall award grants, on a competitive basis, to eligible entities to implement school-centered, evidence-based strategies and integrated student supports that leverage community partnerships to improve student achievement and child and youth development by carrying out the activities described in section 204 in schools with high concentrations of low-income children.CommentsClose CommentsPermalink





(b) General Provisions- The requirements of subsections (b), (c), (d), and (e) of section 101 and section 104(b) shall apply to a grant under this title in the same manner as such subsections apply to a grant under title I, except that the performance metrics used for section 101(c) shall be the metrics under section 206(a).CommentsClose CommentsPermalink

SEC. 202. DEFINITION OF ELIGIBLE ENTITY.

In this title, the term ‘eligible entity’ means--CommentsClose CommentsPermalink





(1) not less than 1 local educational agency in partnership with 1 or more nonprofit entities;CommentsClose CommentsPermalink





(2) a school funded by the Bureau of Indian Education that falls under the definition of a local educational agency under section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801) in partnership with 1 or more nonprofit organizations or institutions of higher education; orCommentsClose CommentsPermalink





(3) a charter school that is not a local educational agency, operating in partnership with 1 or more nonprofit organizations or institutions of higher education.CommentsClose CommentsPermalink

SEC. 203. APPLICATION REQUIREMENTS; PRIORITY.

(a) In General- To be eligible to receive a grant under this title, an eligible entity shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require.CommentsClose CommentsPermalink





(b) Contents of Application- At a minimum, the application described in subsection (a) shall include the following:CommentsClose CommentsPermalink





(1) A description of the local educational agency, schools, and students that will be served by the grant program.CommentsClose CommentsPermalink





(2) A description of the steps that the eligible entity is taking--CommentsClose CommentsPermalink





(A) to meet the needs identified in the analysis described in paragraph (4); andCommentsClose CommentsPermalink





(B) to remove any barriers that the eligible entity has identified in meeting such needs.CommentsClose CommentsPermalink





(3) The designation of a site coordinator, who shall meet nationally recognized professional development standards, and have appropriate time, autonomy, and support to provide--CommentsClose CommentsPermalink





(A) leadership in building relationships and establishing and sustaining partnerships that support school improvement, school turnaround efforts in accordance with section 1116 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6316), increases in student achievement, positive child and youth development, and family and community engagement; andCommentsClose CommentsPermalink





(B) effective coordination of student services at all stages of the pipeline.CommentsClose CommentsPermalink





(4) An analysis of the needs and assets of the schools and communities that will be assisted under this title. Such analysis shall include--CommentsClose CommentsPermalink





(A) student data, including information about--CommentsClose CommentsPermalink





(i) school readiness;CommentsClose CommentsPermalink





(ii) achievement;CommentsClose CommentsPermalink





(iii) credit accumulation;CommentsClose CommentsPermalink





(iv) grade to grade promotion;CommentsClose CommentsPermalink





(v) graduation;CommentsClose CommentsPermalink





(vi) attendance; andCommentsClose CommentsPermalink





(vii) discipline; andCommentsClose CommentsPermalink





(B) information about the assets described in section 103(b)(4)(B) with respect to such schools and communities.CommentsClose CommentsPermalink





(5) An explanation of how the eligible entity and its program partners will use evidence-based practice, data, and research to leverage partnerships to implement integrated student supports and wraparound services to--CommentsClose CommentsPermalink





(A) address the needs identified in paragraph (4);CommentsClose CommentsPermalink





(B) ensure that family members and community members--CommentsClose CommentsPermalink





(i) participate in the education of their children and become an integral part of the school culture, school improvement, and decisionmaking; andCommentsClose CommentsPermalink





(ii) promote strategies that include the educational and financial planning that are necessary to increase access to, and success in, postsecondary education;CommentsClose CommentsPermalink





(C) enable teachers and administrators, including early learning providers, to complement and enrich efforts to help children--CommentsClose CommentsPermalink





(i) make learning gains;CommentsClose CommentsPermalink





(ii) prepare for graduation; andCommentsClose CommentsPermalink





(iii) plan for the future, including preparing for college and careers; andCommentsClose CommentsPermalink





(D) coordinate and leverage other programs that serve children, the schools served by the grant, and the neighborhood.CommentsClose CommentsPermalink





(6) An explanation of the extent to which the eligible entity and its program partners will serve or involve children residing in the neighborhood regardless of whether such children attend a school served by the grant (including by, as appropriate, providing high-quality early learning opportunities for children, beginning at birth and extending through grade 3) by--CommentsClose CommentsPermalink





(A) as appropriate, carrying out the activities described in section 103(b)(7)(A); andCommentsClose CommentsPermalink





(B) carrying out the activities described in subparagraphs (B) through (E) of section 103(b)(7).CommentsClose CommentsPermalink





(7) A description of the capacity of the eligible entity for measuring student outcomes and school-specific outcomes.CommentsClose CommentsPermalink





(8) A description of how the strategies supported with funds under this title will be--CommentsClose CommentsPermalink





(A) coordinated with other programs and strategies carried out by the local educational agency; andCommentsClose CommentsPermalink





(B) to the greatest extent practicable, coordinated with other agencies, such as agencies that provide reentry services to adjudicated youth.CommentsClose CommentsPermalink





(9) A description of the strategy the eligible entity will use to--CommentsClose CommentsPermalink





(A) support family and community engagement; andCommentsClose CommentsPermalink





(B) make schools the centers of their respective communities.CommentsClose CommentsPermalink





(10) A list of Federal and non-Federal sources of funding that the eligible entity will secure to comply with the matching-funds requirement described in section 101(d), including other programs funded by the Department of Education, or programs in the Department of Health and Human Services, the Department of Housing and Urban Development, the Department of Justice, or the Department of Labor.CommentsClose CommentsPermalink





(c) Memorandum of Understanding- An eligible entity, as part of the application described in this section, shall submit a preliminary memorandum of understanding that meets the requirements of section 103(c).CommentsClose CommentsPermalink





(d) Priority- In awarding grants under this title, the Secretary shall give priority to applicants that--CommentsClose CommentsPermalink





(1) propose to provide a continuum of high-quality education and student support services for children beginning in prekindergarten and extending through high school graduation; andCommentsClose CommentsPermalink





(2) propose to include significant investments in high-quality early learning programs, consistent with section 203(b)(6)(A).CommentsClose CommentsPermalink

SEC. 204. USE OF FUNDS.

Each eligible entity that receives a grant under this title shall use the grant funds to--CommentsClose CommentsPermalink





(1) implement the activities described in the application under section 203; andCommentsClose CommentsPermalink





(2) continuously evaluate the success of the grant program and improve the grant program based on data and outcomes.CommentsClose CommentsPermalink

SEC. 205. REPORT AND PUBLICLY AVAILABLE DATA.

(a) Report- Each eligible entity that receives a grant under this title shall prepare and submit an annual report to the Secretary, which shall include--CommentsClose CommentsPermalink





(1) information about the number and percentage of children served by the grant program, disaggregated by age, gender, race, ethnicity, disability status, socioeconomic status, and English proficiency;CommentsClose CommentsPermalink





(2) data about the grant program’s success in--CommentsClose CommentsPermalink





(A) narrowing achievement gaps;CommentsClose CommentsPermalink





(B) ensuring school readiness and healthy socio-emotional development;CommentsClose CommentsPermalink





(C) improving academic achievement;CommentsClose CommentsPermalink





(D) increasing student persistence;CommentsClose CommentsPermalink





(E) increasing on-time secondary school graduation rates and college entry; andCommentsClose CommentsPermalink





(F) increasing student attendance and decreasing incidents of violence, suspension, and expulsion; andCommentsClose CommentsPermalink





(3) other indicators that may be required by the Secretary, in consultation with the Director of the Institute of Education Sciences.CommentsClose CommentsPermalink





(b) Publicly Available Data- Each eligible entity that receives a grant under this title shall make publicly available, including through electronic means, the information described in subsection (a). To the extent practicable, such information shall be provided in a form and language accessible to parents and families in the neighborhood.CommentsClose CommentsPermalink

SEC. 206. ACCOUNTABILITY.

(a) Performance Metrics- The Secretary shall establish performance metrics relevant to the evaluation of the grant program under this title.CommentsClose CommentsPermalink





(b) Evaluation- The Secretary shall evaluate the implementation and impact of the activities funded under this title, pursuant to section 302.CommentsClose CommentsPermalink

TITLE III--GENERAL PROVISIONSCommentsClose CommentsPermalink

SEC. 301. PLANNING GRANTS.

(a) Purpose- The purposes of the planning grant program established under this section are to--CommentsClose CommentsPermalink





(1) enable communities to assess their needs and assets regarding the unmet needs of children and youth;CommentsClose CommentsPermalink





(2) develop appropriate plans to address such unmet needs through the provision of pipeline services; andCommentsClose CommentsPermalink





(3) support communities as such communities prepare to apply for a grant under title I or title II.CommentsClose CommentsPermalink





(b) Planning Grants Authorized- From the amounts appropriated under section 304, the Secretary may reserve not more than 10 percent for planning grants to entities eligible for grants under title I or II.CommentsClose CommentsPermalink





(c) Duration- Grants awarded under this section shall be for a period of not more than 1 year, and such grants shall not be renewed.CommentsClose CommentsPermalink





(d) Application-CommentsClose CommentsPermalink





(1) IN GENERAL- To be eligible to receive a grant under this section, an eligible entity shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require.CommentsClose CommentsPermalink





(2) CONTENTS- At a minimum, the application described in paragraph (1) shall describe--CommentsClose CommentsPermalink





(A) how the eligible entity will conduct a needs and assets analysis;CommentsClose CommentsPermalink





(B) how the eligible entity will use planning grant funds in accordance with the purpose of this Act, including to establish a process to prioritize and allocate resources and services to address the unmet needs of children and youth in the community; andCommentsClose CommentsPermalink





(C) how the eligible entity will use planning grant funds to become more competitive in applying for a grant under title I or II.CommentsClose CommentsPermalink





(e) Limitation- No entity may receive a grant under this section while concurrently receiving grant funding under title I or II of this Act.CommentsClose CommentsPermalink





(f) Matching Funds- The Secretary shall require that each eligible entity receiving a grant under this section contribute matching funds in an amount equal to not less than 50 percent of the amount of the grant. Such matching funds may come from Federal or non-Federal sources.CommentsClose CommentsPermalink

SEC. 302. EVALUATION.

From the amounts appropriated under section 304, the Secretary may reserve not more than 3 percent for a national evaluation of the activities carried out under titles I and II. In conducting such evaluations, the Secretary shall--CommentsClose CommentsPermalink





(1) direct the Director of the Institute of Education Sciences, in consultation with the relevant program office at the Department, to evaluate the implementation and impact of the activities funded under titles I and II, including the costs and benefits of such activities, relative expenditures on different activities in the pipeline, and the impacts of such activities on incarceration and recidivism rates of children in neighborhoods served by grants under such titles;CommentsClose CommentsPermalink





(2) direct the Director of the Institute of Education Sciences to identify best practices to improve the effectiveness of activities funded under titles I and II; andCommentsClose CommentsPermalink





(3) disseminate research on best practices to significantly improve the academic outcomes of children living in our Nation’s most distressed communities.CommentsClose CommentsPermalink

SEC. 303. NATIONAL ACTIVITIES.

From the amounts appropriated under section 304 for a fiscal year, the Secretary may reserve not more than 5 percent for national activities, which may include--CommentsClose CommentsPermalink





(1) research on the activities carried out under titles I and II;CommentsClose CommentsPermalink





(2) identifying and disseminating best practices;CommentsClose CommentsPermalink





(3) support for the community of practice related to the purposes of this grant, which may include technical assistance and conferences;CommentsClose CommentsPermalink





(4) professional development; andCommentsClose CommentsPermalink





(5) other activities consistent with the purpose of this Act.CommentsClose CommentsPermalink

SEC. 304. AUTHORIZATION OF APPROPRIATIONS.

There are authorized to be appropriated to carry out this Act such sums as may be necessary for fiscal year 2012 and each of the 4 succeeding fiscal years.CommentsClose CommentsPermalink