,i #aacth ,,congress #ast ,session ,h4 ,r4 #baie ,,in ,,the ,,house ,,of ,,representatives ,may #bc1 #bjac ,mr4 ,payne 7for himself1 ,ms4 ,clarke1 ,mr4 ,danny ,k4 ,davis of ,illinois1 ,mr4 ,fattah1 ,ms4 ,fudge1 ,mr4 ,grijalva1 ,mr4 ,hinojosa1 ,mr4 ,honda1 ,ms4 ,lee of ,california1 ,mr4 ,mc,govern1 ,mr4 ,polis1 ,mr4 ,horsford1 ,mr4 ,rangel1 ,ms4 ,wilson of ,florida1 ,ms4 ,norton1 ,mr4 ,ellison1 ,mr4 ,al ,green of ,texas1 ,ms4 ,jackson ,lee1 ,mr4 ,thompson of ,mississippi1 ,mr4 ,bishop of ,georgia1 ,ms4 ,bass1 ,mr4 ,scott of ,virginia1 ,ms4 ,wasserman ,schultz1 ,mr4 ,carson of ,indiana1 ,mr4 ,clay1 ,mr4 ,meeks1 ,mr4 ,butterfield1 and ,mr4 ,higgins7 introduced the following bill2 which was referred to the ,committee on ,education and the ,workforce ,a ,,bill ,to support ,promise ,neighborhoods4 #a4 ,short title ,this ,act may be cited as the ,promise ,neighborhoods ,act of #bjac4 #b4 ,findings ,congress finds the following3 7#a7 ,between #bjjg and #bjji1 the number of children in the ,united ,states living in poverty increased by #b1bjj1jjj1 to #ae1ejj1jjj children4 7#b7 ,according to the ,national ,center for ,children in ,poverty1 the number of poor children under age #f increased by #bd percent between #bjjj and #bjjg4 ,the ,center also found that1 in ,iowa1 #bj percent of children under age #f live in poor families4 7#c7 ,according to the ,organisation for ,economic ,co-operation and ,development 7,,oecd71 in #bjjh1 the ,united ,states had a child poverty rate of #bj4f percent1 making the ,united ,states the ,,oecd nation with the fourth worst level of child poverty4 ,of the #d most developed countries in the world1 the ,united ,states has the highest rate of child poverty4 7#d7 ,according to the ,national ,center for ,children in ,poverty1 at age #d1 children who live below the poverty line are #ah months below normal learning and achievement for their age group1 and by age #aj that gap is still present4 ,for children living in the poorest families1 the gap is even larger4 7#e7 ,children from low-income families are more likely to have low levels of school engagement1 to be chronically absent from school1 to have emotional and behavioral problems1 and to live in stressful home environments4 7#f7 ,by age #c1 children in low-income homes will have heard one-third as many words as children in middle-income and high-income homes4 7#g7 ,studies show that children who attend high-quality early childhood education programs are less likely to repeat grades1 less likely to be assigned to special education1 and more likely to perform better on standardized tests1 experience reduced rates of teenage pregnancy1 and graduate from high school4 ,additionally1 such children are less likely to engage in criminal behavior and more likely to obtain employment at higher wages4 ,economically disadvantaged children gain even larger benefits from such high-quality programs4 7#h7 ,compared with children in kindergarten from low-income families1 children in kindergarten from high-income families live in homes with #c times the number of books and such children are #d times as likely to have a computer at home4 ,children from high-income families also watch far less television and are more likely to visit museums or libraries4 7#i7 ,by the time children from low-income families enter kindergarten1 they are already #c months behind the national average in reading and mathematics skills1 a gap that persists through high school4 7#aj7 ,a child from a middle-income family typically enters first grade with about #a1jjj hours of one-on-one picture book reading time with parents1 other relatives1 or teachers1 but a child from a low-income family averages less than #ajj hours of such reading time4 7#aa7 ,the percentage of households with children reporting food insecurity 7limited or uncertain access to nutritious1 safe foods7 increased by #be percent between #bjjg and #bjjh4 ,poor nutrition is linked to behavioral problems1 lower educational performance1 and delayed socio-emotional development4 7#ab7 ,twenty-nine percent of high-achieving #hth graders from low-income families complete college4 ,this is the same rate of college completion as low-achieving #hth graders from high-income families4 7#ac7 ,about one-fourth of all students who start #ith grade will not graduate #d years later4 ,for ,african-,american and ,latino students1 that figure increases to #dj percent4 ,a #af- to #bd-year-old coming from a high-income family is about #g times as likely to have completed high school as a #af- to #bd-year-old coming from a low-income family4 7#ad7 ,the average annual cost to incarcerate a youth in the ,united ,states is approximately #hh1jjj1 while per pupil annual spending for a student in kindergarten through grade #ab is #aj1jjj4 #c4 ,purpose ,the purpose of this ,act is to significantly improve academic outcomes1 including school readiness1 high school graduation1 and college entry and success of children living in our ,nation's most distressed neighborhoods1 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 opportunities1 high-quality schools1 and evidence-based practices that address the needs of such children from birth through college and career4 #d4 ,definitions ,in this ,act3 7#a7 ,in general ,except as otherwise provided1 the terms used in this ,act have the meanings given the terms in section #iaja of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ghja74 7#b7 ,child ,the term child means an individual from birth through age #ba4 7#c7 ,college and career readiness ,the term college and career readiness means the level of preparation a student needs in order to-- 7,a7 enroll and succeed1 without remediation1 in credit-bearing courses at an institution of higher education2 7,b7 demonstrate the full range of knowledge and perform the full range of workplace skills necessary to succeed and advance in #bast century careers1 such as higher-order thinking1 collaboration and teamwork1 and oral and written communication skills2 and 7,c7 complete a program leading to an industry-recognized credential that prepares graduates to obtain employment with family-sustaining wages and opportunities for advancement4 7#d7 ,community of practice ,the term community of practice means a group of entities that interact regularly to share best practices to address one or more persistent problems1 or improve practice with respect to such problems1 in one or more neighborhoods4 7#e7 ,expanded learning time ,the term expanded learning time means using a longer school day1 week1 or year schedule to significantly increase the total number of school hours to include additional time for-- 7,a7 instruction in core academic subjects2 7,b7 instruction in other subjects and enrichment and other activities that contribute to a well-rounded education1 including music and the arts1 physical education1 service-learning1 and experiential and work-based learning opportunities 7such as community service1 learning apprenticeships1 internships1 and job shadowing72 and 7,c7 instructional and support staff to collaborate1 plan1 and engage in professional development1 including on family and community engagement1 within and across grades and subjects4 7#f7 ,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 planning1 implementation1 and school and neighborhood improvement process1 including1 at a minimum-- 7,a7 disseminating a clear definition of the neighborhood to the members of the neighborhood2 7,b7 ensuring representative participation by the members of such neighborhood in the planning and implementation of the activities of each grant awarded under this ,act2 7,c7 regular engagement by the eligible entity and the partners of the eligible entity with family members and community partners2 7,d7 the provision of strategies and practices to assist family and community members in actively supporting student achievement and child and youth development2 and 7,e7 collaboration with institutions of higher education and employers to align expectations and programming with college and career readiness4 7#g7 ,family and student supports ,the term family and student supports includes-- 7,a7 health programs 7including both mental health and physical health services72 7,b7 school-1 public-1 and child-safety programs2 7,c7 programs that improve family stability2 7,d7 employment programs 7including those that meet local business needs1 such as internships and externships72 7,e7 social service programs2 7,f7 legal aid programs2 7,g7 financial education programs2 7,h7 adult education and family literacy programs2 7,i7 family and community engagement programs2 and 7,j7 programs that increase access to learning technology and enhance the digital literacy skills of students4 7#h7 ,family member ,the term family member means a parent 7as defined in section #iaja the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ghja771 relative1 or other adult who is responsible for the education1 care1 and well-being of a child4 7#i7 ,integrated student supports ,the term integrated student supports means services1 supports1 and community resources1 which shall be offered through a site coordinator for at-risk students1 that have been shown by evidence-based research-- 7,a7 to increase academic achievement and engagement2 7,b7 to support positive child and youth development2 and 7,c7 to increase student preparedness for success in college and the workforce4 7#aj7 ,neighborhood ,the term neighborhood means a defined geographical area in which there are multiple signs of distress1 demonstrated by indicators of need1 including poverty1 childhood obesity rates1 academic failure1 and rates of juvenile delinquency1 adjudication1 or incarceration4 7#aa7 ,pipeline ,the term pipeline means a continuum of supports and services 7including pipeline services1 as defined in this ,act7 for children from birth through college entry1 college success1 and career attainment4 7#ab7 ,pipeline services ,the term pipeline services includes1 at a minimum1 strategies to address through services or programs 7including integrated student supports and wraparound services7 the following3 7,a7 ,prenatal education and support for expectant parents4 7,b7 ,high-quality early learning opportunities4 7,c7 ,high-quality schools and out-of-school-time programs and strategies4 7,d7 ,support for a child's transition to elementary school1 between elementary school and middle school1 from middle school to high school1 and from high school into and through college and into the workforce4 7,e7 ,family and community engagement4 7,f7 ,family and student supports4 7,g7 ,activities that support college and career readiness1 such as-- 7i7 assistance with college admissions1 financial aid1 and scholarship applications1 especially for low-income and low-achieving students2 and 7ii7 career preparation services and supports4 7,h7 ,neighborhood-based support for college-age students who have attended the schools in the pipeline1 or students who are members of the community1 facilitating their continued connection to the community and success in college and the workforce4 ,i ,,promise ,,neighborhood ,,partnership ,,grants #aja4 ,program authorized 7a7 ,in general ,from amounts appropriated under section #cjd1 the ,secretary shall award grants1 on a competitive basis1 to eligible entities to implement a comprehensive1 evidence-based pipeline that engages community partners to improve academic achievement1 student development1 and college and career readiness1 measured by common outcomes1 by carrying out the activities described in section #ajd in neighborhoods with high concentrations of low-income individuals and persistently low-achieving schools or schools with an achievement gap4 7b7 ,duration 7#a7 ,in general ,grants awarded under this title shall be for a period of not more than #e years4 7#b7 ,renewal ,the ,secretary may renew grants under this title for an additional period of not more than #e years1 if an eligible entity demonstrates significant success in-- 7,a7 ensuring school readiness1 including success in early learning2 7,b7 improving academic outcomes1 including academic achievement and graduation rates2 7,c7 increasing college and career readiness1 including rates of enrollment in institutions of higher education2 and 7,d7 improving the health1 mental health1 and social and emotional well-being of children4 7c7 ,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 #ajf7;a74 7d7 ,matching requirement ,each eligible entity receiving a grant under this title shall contribute matching funds in an amount equal to not less than #ajj percent of the amount of the grant4 ,such matching funds-- 7#a7 may come from ,federal or non-,federal sources2 and 7#b7 a portion of such funds shall come from private1 nongovernmental sources4 7e7 ,financial hardship waiver ,the ,secretary may waive or reduce the matching requirement described in subsection 7d7 if the eligible entity demonstrates a need due to significant financial hardship4 #ajb4 ,eligible entities ,in this title1 the term eligible entity means a nonprofit entity acting as the lead applicant for a grant under this title in partnership with a local educational agency4 ,such partnership may also include any of the following entities3 7#a7 ,an institution of higher education1 as defined in section #ajb of the ,higher ,education ,act of #aife 7#bj ,u4,s4,c4 #ajjb74 7#b7 ,the office of a chief elected official of a unit of local government4 7#c7 ,an ,indian tribe or tribal organization1 as defined under section #d of the ,indian ,self-,determination and ,education ,assistance ,act 7#be ,u4,s4,c4 #dej;b74 #ajc4 ,application requirements 7a7 ,in general ,to be eligible to receive a grant under this title1 an eligible entity shall submit an application to the ,secretary at such time1 in such manner1 and containing such information as the ,secretary may require4 7b7 ,contents of application ,at a minimum1 an application described in subsection 7a7 shall include the following3 7#a7 ,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 needs1 as identified by the needs analysis described in paragraph 7#d7 and supported by evidence-based practices4 7#b7 ,a description of the neighborhood that the eligible entity will serve4 7#c7 ,measurable annual goals for the outcomes of the grant1 including-- 7,a7 performance goals1 in accordance with the metrics described in section #ajf7;a71 for each year of the grant2 and 7,b7 projected participation rates and any plans to expand the number of children served or the neighborhood proposed to be served by the grant program4 7#d7 ,an analysis of the needs and assets of the neighborhood identified in paragraph 7#b71 including-- 7,a7 a description of the process through which the needs analysis was produced1 including a description of how family and community members were engaged in such analysis2 7,b7 an analysis of community assets within1 or accessible to1 the neighborhood1 including1 at a minimum-- 7i7 early learning programs1 including high-quality child care1 ,early ,head ,start programs1 ,head ,start programs1 and prekindergarten programs2 7ii7 the availability of healthy food options and opportunities for physical activity2 7iii7 existing family and student supports2 7iv7 locally owned businesses and employers2 and 7v7 institutions of higher education2 7,c7 evidence of successful direct services and collaboration within the neighborhood2 7,d7 the steps that the eligible entity is taking1 at the time of the application1 to meet the needs identified in the needs analysis2 and 7,e7 any barriers the eligible entity1 public agencies1 and other community-based organizations have faced in meeting such needs4 7#e7 ,a description of the data and evidence base used to identify the pipeline services to be provided1 including data regarding-- 7,a7 school readiness2 7,b7 academic achievement and college and career readiness2 7,c7 secondary school graduation rates2 7,d7 health indicators1 such as rates of childhood obesity or other health and developmental risk factors2 7,e7 college enrollment1 persistence1 and completion rates2 and 7,f7 conditions for learning1 including school climate surveys1 discipline rates1 and student attendance and incident data4 7#f7 ,a description of the process used to develop the application1 including the involvement of family and community members4 7#g7 ,an estimate of-- 7,a7 the number of children1 by age1 who will be served by each pipeline service over time2 and 7,b7 for each age group1 the percentage of children 7of such age group71 within the neighborhood1 who the eligible entity proposes to serve1 disaggregated by each service1 and the goals for increasing such percentage over time4 7#h7 ,a description of how the pipeline services will include the following activities3 7,a7 ,providing high-quality early learning opportunities for children1 beginning prenatally and extending through grade #c1 by-- 7i7 establishing or supporting high-quality early learning opportunities that provide children with full-day1 full-year access to programs that support the cognitive and developmental skills1 including social and emotional skills1 needed for success in elementary school2 7ii7 providing for opportunities1 through parenting classes1 baby academies1 home visits1 or other evidence-based strategies1 for families and expectant parents to-- 7,i7 acquire the skills to promote early learning1 development1 and health and safety1 including learning about child development and positive discipline strategies 7such as through the use of technology and public media programming72 7,,ii7 learn about the role of families and expectant parents in their child's education2 and 7,,iii7 become informed about educational opportunities for their children1 including differences in quality among early learning opportunities2 7iii7 ensuring successful transitions between early learning programs and elementary school1 including through the establishment of memoranda of understanding between early learning providers and local educational agencies serving young children and families2 7iv7 ensuring appropriate screening1 diagnostic assessments1 and referrals for children with disabilities1 developmental delays1 or other special needs2 7v7 improving the early learning workforce in the community1 including through-- 7,i7 investments in the recruitment1 retention1 distribution1 and support of high-quality professionals1 especially those with certification and experience in child development2 7,,ii7 the provision of high-quality teacher preparation and professional development2 7,,iii7 the use of joint professional development for early learning providers and elementary school teachers and administrators2 or 7,,iv7 efforts to increase the pay and benefits of early learning professionals2 and 7vi7 enhancing data systems and data sharing among the eligible entity1 partners1 early learning providers1 schools1 and local educational agencies operating in the neighborhood4 7,b7 ,supporting1 enhancing1 operating1 or expanding ambitious1 rigorous1 and comprehensive education reforms designed to significantly improve educational outcomes for children and youth in early learning programs through grade #ab1 which may include-- 7i7 operating schools or working in close collaboration with local schools to provide high-quality academic programs1 curricula1 and integrated student supports2 7ii7 the provision of expanded learning time2 and 7iii7 the provision of programs and activities that ensure that students-- 7,i7 are prepared for the college admissions1 scholarship1 and financial aid application processes2 and 7,,ii7 graduate college and career ready4 7,c7 ,supporting access to a healthy lifestyle1 which may include-- 7i7 the provision of high-quality and nutritious meals2 7ii7 access to programs that promote physical activity1 physical education1 and fitness2 and 7iii7 education to promote a healthy lifestyle and positive body image4 7,d7 ,providing social1 health1 and mental health services and supports1 including referrals for essential care and preventative screenings1 for children1 family1 and community members1 which may include-- 7i7 dental services2 7ii7 vision care2 and 7iii7 oral and auditory screenings and referrals4 7,e7 ,supporting students and family members as they transition from early learning programs into elementary school1 from elementary school to middle school1 from middle school to high school1 from high school into and through college and into the workforce1 including through specialized resources to address challenges that students may face as they transition1 such as the following3 7i7 ,early college high schools4 7ii7 ,dual enrollment programs4 7iii7 ,career academies4 7iv7 ,counseling and support services4 7v7 ,dropout prevention and recovery strategies4 7vi7 ,collaboration with the juvenile justice system and reentry counseling for adjudicated youth4 7vii7 ,advanced ,placement 7,,ap7 or ,international ,baccalaureate 7,,ib7 programs4 7viii7 ,teen parent classrooms4 7ix7 ,graduation and career coaches4 7#i7 ,a description of the strategies that will be used to provide pipeline services 7including a description of the process used to identify such strategies and the outcomes expected1 and a description of which programs and services will be provided to children1 family members1 community members1 and children not attending schools or programs operated by the eligible entity or its partner providers7 to support the purpose of this ,act4 7#aj7 ,an explanation of the process the eligible entity will use to establish and maintain family and community engagement4 7#aa7 ,an explanation of how the eligible entity will continuously evaluate and improve the pipeline1 including-- 7,a7 a description of the metrics1 consistent with section #ajf7;a71 that will be used to inform each component of the pipeline2 and 7,b7 the processes for using data to improve instruction1 optimize integrated student supports1 provide for continuous program improvement1 and hold staff and partner organizations accountable4 7#ab7 ,an identification of the fiscal agent1 which may be any entity described in section #ajb4 7#ac7 ,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 #aja7;d71 including other programs funded by the ,department of ,education1 or programs in the ,department of ,health and ,human ,services1 the ,department of ,housing and ,urban ,development1 the ,department of ,justice1 or the ,department of ,labor4 7c7 ,memorandum of understanding ,an eligible entity1 as part of the application described in this section1 shall submit a preliminary memorandum of understanding1 signed by each partner entity or agency4 ,the preliminary memorandum of understanding shall describe1 at a minimum-- 7#a7 each partner's financial and programmatic commitment with respect to the strategies described in the application1 including an identification of the fiscal agent2 7#b7 each partner's long-term commitment to providing pipeline services that1 at a minimum1 accounts for the cost of supporting the pipeline 7including after grant funds are no longer available7 and potential changes in local government2 7#c7 each partner's mission and plan that will govern the work that partners do together2 7#d7 each partner's long-term commitment to supporting the pipeline through data collection1 monitoring1 reporting1 and sharing2 and 7#e7 each partner's commitment to ensure sound fiscal management and controls1 including evidence of a system of supports and personnel4 #ajd4 ,use of funds 7a7 ,in general ,each eligible entity that receives a grant under this title shall use the grant funds to-- 7#a7 implement the pipeline services1 as described in the application under section #ajc2 and 7#b7 continuously evaluate the success of the program and improve the program based on data and outcomes4 7b7 ,special rule ,each eligible entity that receives a grant under this title shall1 in the #crd year of the grant and each subsequent year1 including each year of a renewal grant1 use not less than #hj percent of grant funds to carry out the activities described in subsection 7a77#a74 #aje4 ,report and publicly available data 7a7 ,report ,each eligible entity that receives a grant under this title shall prepare and submit an annual report to the ,secretary1 which shall include-- 7#a7 information about the number and percentage of children1 family members1 and community members in the neighborhood who are served by the grant program1 including a description of the number and percentage of children accessing each of the pipeline services2 7#b7 data 7disaggregated by the categories described in section #bje7;a77#a77 about the grant program's success in-- 7,a7 narrowing achievement gaps and improving student achievement2 7,b7 ensuring school readiness and healthy socio-emotional development2 7,c7 increasing student persistence2 7,d7 increasing student attendance1 and decreasing incidences of violence1 suspension1 and expulsion2 7,e7 improving conditions for learning1 as measured by a school climate survey2 7,f7 increasing the number and percentage of family members who participate in adult education and family literacy programs and other community activities2 and 7,g7 increasing secondary school graduation rates and college entry and completion rates2 7#c7 information relating to the performance metrics described in section #ajf7;a72 and 7#d7 other indicators that may be required by the ,secretary1 in consultation with the ,director of the ,institute of ,education ,sciences4 7b7 ,publicly available data ,each eligible entity that receives a grant under this title shall make publicly available1 including through electronic means1 the information described in subsection 7a74 ,to the extent practicable1 such information shall be provided in a form and language accessible to parents and families in the neighborhood1 and such information shall be a part of statewide longitudinal data systems4 #ajf4 ,accountability 7a7 ,performance metrics ,the ,secretary shall establish performance metrics relevant to the evaluation of the grant program under this title4 7b7 ,evaluation ,the ,secretary shall evaluate the implementation and impact of the activities funded under this title1 in accordance with section #cjb4 ,,ii ,,promise ,,school ,,grants #bja4 ,program authorized 7a7 ,in general ,from amounts appropriated under section #cjd1 the ,secretary shall award grants1 on a competitive basis1 to eligible entities to implement school-centered1 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 #bjd in schools with high concentrations of low-income children4 7b7 ,general provisions ,the requirements of subsections 7b71 7c71 7d71 and 7e7 of section #aja and section #ajd7;b7 shall apply to a grant under this title in the same manner as such subsections apply to a grant under title ,i1 except that the performance metrics used for section #aja7;c7 shall be the metrics under section #bjf7;a74 #bjb4 ,definition of eligible entity ,in this title1 the term eligible entity means-- 7#a7 not less than #a local educational agency in partnership with one or more nonprofit entities2 7#b7 a school funded by the ,bureau of ,indian ,education that falls under the definition of a local educational agency under section #iaja of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #ghja7 in partnership with one or more nonprofit organizations or institutions of higher education2 or 7#c7 a charter school that is not a local educational agency1 operating in partnership with one or more nonprofit organizations or institutions of higher education4 #bjc4 ,application requirements2 priority 7a7 ,in general ,to be eligible to receive a grant under this title1 an eligible entity shall submit an application to the ,secretary at such time1 in such manner1 and containing such information as the ,secretary may require4 7b7 ,contents of application ,at a minimum1 the application described in subsection 7a7 shall include the following3 7#a7 ,a description of the local educational agency1 schools1 and students that will be served by the grant program4 7#b7 ,a description of the steps that the eligible entity is taking-- 7,a7 to meet the needs identified in the analysis described in paragraph 7#d72 and 7,b7 to remove any barriers that the eligible entity has identified in meeting such needs4 7#c7 ,the designation of a site coordinator1 who shall meet nationally recognized professional development standards1 and have appropriate time1 autonomy1 and support to provide-- 7,a7 leadership in building relationships and establishing and sustaining partnerships that support school improvement1 school turnaround efforts in accordance with section #aaaf of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcaf71 increases in student achievement1 positive child and youth development1 and family and community engagement2 and 7,b7 effective coordination of student services at all stages of the pipeline4 7#d7 ,an analysis of the needs and assets of the schools and communities that will be assisted under this title4 ,such analysis shall include-- 7,a7 student data1 including information about-- 7i7 school readiness2 7ii7 achievement2 7iii7 credit accumulation2 7iv7 grade to grade promotion2 7v7 graduation2 7vi7 attendance2 and 7vii7 discipline2 and 7,b7 information about the assets described in section #ajc7;b77#d77;,b7 with respect to such schools and communities4 7#e7 ,an explanation of how the eligible entity and its program partners will use evidence-based practice1 data1 and research to leverage partnerships to implement integrated student supports and wraparound services to-- 7,a7 address the needs identified in paragraph 7#d72 7,b7 ensure that family members and community members-- 7i7 participate in the education of their children and become an integral part of the school culture1 school improvement1 and decisionmaking2 and 7ii7 promote strategies that include the educational and financial planning that are necessary to increase access to1 and success in1 postsecondary education2 7,c7 enable teachers and administrators1 including early learning providers1 to complement and enrich efforts to help children-- 7i7 make learning gains2 7ii7 prepare for graduation2 and 7iii7 plan for the future1 including preparing for college and careers2 and 7,d7 coordinate and leverage other programs that serve children1 the schools served by the grant1 and the neighborhood4 7#f7 ,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 7including by1 as appropriate1 providing high-quality early learning opportunities for children1 beginning at birth and extending through grade #c7 by-- 7,a7 as appropriate1 carrying out the activities described in section #ajc7;b77#g77;,a72 and 7,b7 carrying out the activities described in subparagraphs 7,b7 through 7,e7 of section #ajc7;b77#g74 7#g7 ,a description of the capacity of the eligible entity for measuring student outcomes and school-specific outcomes4 7#h7 ,a description of how the strategies supported with funds under this title will be-- 7,a7 coordinated with other programs and strategies carried out by the local educational agency2 and 7,b7 to the greatest extent practicable1 coordinated with other agencies1 such as agencies that provide reentry services to adjudicated youth4 7#i7 ,a description of the strategy the eligible entity will use to-- 7,a7 support family and community engagement2 and 7,b7 make schools the centers of their respective communities4 7#aj7 ,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 #aja7;d71 including other programs funded by the ,department of ,education1 or programs in the ,department of ,health and ,human ,services1 the ,department of ,housing and ,urban ,development1 the ,department of ,justice1 or the ,department of ,labor4 7c7 ,memorandum of understanding ,an eligible entity1 as part of the application described in this section1 shall submit a preliminary memorandum of understanding that meets the requirements of section #ajc7;c74 7d7 ,priority ,in awarding grants under this title1 the ,secretary shall give priority to applicants that-- 7#a7 propose to provide a continuum of high-quality education and student support services for children beginning in prekindergarten and extending through high school graduation2 and 7#b7 propose to include significant investments in high-quality early learning programs1 consistent with section #bjc7;b77#f77;,a74 #bjd4 ,use of funds ,each eligible entity that receives a grant under this title shall use the grant funds to-- 7#a7 implement the activities described in the application under section #bjc2 and 7#b7 continuously evaluate the success of the grant program and improve the grant program based on data and outcomes4 #bje4 ,report and publicly available data 7a7 ,report ,each eligible entity that receives a grant under this title shall prepare and submit an annual report to the ,secretary1 which shall include-- 7#a7 information about the number and percentage of children served by the grant program1 disaggregated by age1 gender1 race1 ethnicity1 disability status1 socioeconomic status1 and ,english proficiency2 7#b7 data about the grant program's success in-- 7,a7 narrowing achievement gaps2 7,b7 ensuring school readiness and healthy socio-emotional development2 7,c7 improving academic achievement2 7,d7 increasing student persistence2 7,e7 increasing on-time secondary school graduation rates and college entry2 and 7,f7 increasing student attendance and decreasing incidents of violence1 suspension1 and expulsion2 and 7#c7 other indicators that may be required by the ,secretary1 in consultation with the ,director of the ,institute of ,education ,sciences4 7b7 ,publicly available data ,each eligible entity that receives a grant under this title shall make publicly available1 including through electronic means1 the information described in subsection 7a74 ,to the extent practicable1 such information shall be provided in a form and language accessible to parents and families in the neighborhood4 #bjf4 ,accountability 7a7 ,performance metrics ,the ,secretary shall establish performance metrics relevant to the evaluation of the grant program under this title4 7b7 ,evaluation ,the ,secretary shall evaluate the implementation and impact of the activities funded under this title1 pursuant to section #cjb4 ,,iii ,,general ,,provisions #cja4 ,planning grants 7a7 ,purpose ,the purposes of the planning grant program established under this section are to-- 7#a7 enable communities to assess their needs and assets regarding the unmet needs of children and youth2 7#b7 develop appropriate plans to address such unmet needs through the provision of pipeline services2 and 7#c7 support communities as such communities prepare to apply for a grant under title ,i or title ,,ii4 7b7 ,planning grants authorized ,from the amounts appropriated under section #cjd1 the ,secretary may reserve not more than #aj percent for planning grants to entities eligible for grants under title ,i or ,,ii4 7c7 ,duration ,grants awarded under this section shall be for a period of not more than #a year1 and such grants shall not be renewed4 7d7 ,application 7#a7 ,in general ,to be eligible to receive a grant under this section1 an eligible entity shall submit an application to the ,secretary at such time1 in such manner1 and containing such information as the ,secretary may require4 7#b7 ,contents ,at a minimum1 the application described in paragraph 7#a7 shall describe-- 7,a7 how the eligible entity will conduct a needs and assets analysis2 7,b7 how the eligible entity will use planning grant funds in accordance with the purpose of this ,act1 including to establish a process to prioritize and allocate resources and services to address the unmet needs of children and youth in the community2 and 7,c7 how the eligible entity will use planning grant funds to become more competitive in applying for a grant under title ,i or ,,ii4 7e7 ,limitation ,no entity may receive a grant under this section while concurrently receiving grant funding under title ,i or ,,ii of this ,act4 7f7 ,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 #ej percent of the amount of the grant4 ,such matching funds may come from ,federal or non-,federal sources4 #cjb4 ,evaluation ,from the amounts appropriated under section #cjd1 the ,secretary may reserve not more than #c percent for a national evaluation of the activities carried out under titles ,i and ,,ii4 ,in conducting such evaluations1 the ,secretary shall-- 7#a7 direct the ,director of the ,institute of ,education ,sciences1 in consultation with the relevant program office at the ,department1 to evaluate the implementation and impact of the activities funded under titles ,i and ,,ii1 including the costs and benefits of such activities1 relative expenditures on different activities in the pipeline1 and the impacts of such activities on incarceration and recidivism rates of children in neighborhoods served by grants under such titles2 7#b7 direct the ,director of the ,institute of ,education ,sciences to identify best practices to improve the effectiveness of activities funded under titles ,i and ,,ii2 and 7#c7 disseminate research on best practices to significantly improve the academic outcomes of children living in our ,nation's most distressed communities4 #cjc4 ,national activities ,from the amounts appropriated under section #cjd for a fiscal year1 the ,secretary may reserve not more than #e percent for national activities1 which may include-- 7#a7 research on the activities carried out under titles ,i and ,,ii2 7#b7 identifying and disseminating best practices2 7#c7 support for the community of practice related to the purposes of this grant1 which may include technical assistance and conferences2 7#d7 professional development2 and 7#e7 other activities consistent with the purpose of this ,act4 #cjd4 ,authorization of appropriations ,there are authorized to be appropriated to carry out this ,act such sums as may be necessary for fiscal year #bjad and each of the #d succeeding fiscal years4