Supporting Early Learning Act - Directs the Secretary of Education to award competitive, matching Quality Pathways grants to states that demonstrate the greatest progress toward establishing a high-quality system of early learning that includes:
Requires the grant to be used to further such progress and move more disadvantaged children into higher quality programs. Permits grantees to apply to the Secretary to reserve up to 25% of their grant to expand disadvantaged children's access to the highest quality early learning programs offering full-day, full-year services.
Authorizes the Secretary to award competitive Development grants to states that were not awarded a Pathways grant, but commit to developing a high-quality system of early learning that includes the components listed above.
Directs the Secretary to establish indicators to measure state progress in meeting grant objectives, and states to establish Secretary-approved benchmarks for success that are based on those indicators.
Requires the Secretary to use certain reserved funds to: (1) establish a competitive grant demonstration program for Native American school readiness programs; (2) provide technical assistance to states to help them qualify for, apply for, and maintain this Act's grants; and (3) support the Institute of Education Sciences' research into, and evaluation of, this Act's grant-related activities.
[Congressional Bills 113th Congress]
[From the U.S. Government Publishing Office]
[H.R. 3984 Introduced in House (IH)]
113th CONGRESS
2d Session
H. R. 3984
To establish an Early Learning Challenge Fund to support States in
building and strengthening systems of high-quality early learning and
development programs, and for other purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
February 3, 2014
Mr. Himes (for himself, Mr. Polis, and Mr. Connolly) introduced the
following bill; which was referred to the Committee on Education and
the Workforce
_______________________________________________________________________
A BILL
To establish an Early Learning Challenge Fund to support States in
building and strengthening systems of high-quality early learning and
development programs, and for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Supporting Early Learning Act''.
SEC. 2. PURPOSE.
The purpose of this Act is to support States in building and
strengthening systems of high-quality early learning and development
programs.
SEC. 3. PROGRAMS AUTHORIZED.
(a) Quality Pathways Grants.--The Secretary of Education shall use
funds made available to carry out this Act for a fiscal year to award
grants, on a competitive basis, to States that have demonstrated the
greatest progress in establishing and committing to maintain a system
of high-quality State early learning programs, consistent with section
4.
(b) Development Grants.--The Secretary may use funds made available
to carry out this Act for a fiscal year to award grants, on a
competitive basis, in accordance with section 5 to States that
demonstrate a commitment to establishing and committing to maintain a
high-quality system of early learning that will include the components
described in section 4(c)(4) but are not--
(1) eligible to be awarded a grant under subsection (a); or
(2) awarded such a grant after application.
(c) Reservations of Federal Funds.--
(1) Research, evaluation, and administration.--From the
amount made available to carry out this Act for a fiscal year,
the Secretary--
(A) shall reserve not more than 2 percent to
administer this Act jointly with the Secretary of
Health and Human Services for expenses of both agencies
pursuant to the interagency agreement described in
subsection (h); and
(B) shall reserve not more than 5 percent to carry
out activities under section 6.
(2) Tribal school readiness planning demonstration.--After
making the reservations under paragraph (1), the Secretary
shall reserve 5 percent for a competitive grant demonstration
program for Indian tribes to develop and implement school
readiness plans and programs that--
(A) increase access to high-quality State early
learning programs that improve health, social,
emotional, cognitive, and physical outcomes and school
readiness; and
(B) support Native culture in a tribally
administered early learning program, including American
Indian and Alaska Native Head Start and Early Head
Start programs.
(d) State Applications.--In applying for a grant under this Act, a
Governor shall designate or establish a State-level entity (referred to
in this Act as the ``State'') for administration of the grant. Such
entity--
(1) shall coordinate proposed activities with the State
Advisory Council on Early Childhood Education and Care
(established pursuant to section 642B(b)(1)(A) of the Head
Start Act (42 U.S.C. 9837b(b)(1)(A))) and shall incorporate
plans and recommendations from such Council in the application,
where applicable; and
(2) shall submit the application to the Secretary at such
time, in such manner, and containing such information as the
Secretary may reasonably require.
(e) Priority in Awarding Grants.--In awarding grants under this
Act, the Secretary shall give priority to States--
(1) whose applications contain assurances that the State
will use, in part, funds reserved under section 658G of the
Child Care and Development Block Grant Act of 1990 (42 U.S.C.
9858e) for activities described in section 4(c)(4);
(2) that demonstrate efforts to build public-private
partnerships, including partnerships with nonprofits and
private entities, designed to accomplish the purpose of this
Act; and
(3) that have invested their own funds in early childhood
education.
(f) Use of Funds.--
(1) Authorized uses of funds for evaluations.--Funds
available under this Act may be used for evaluating children
for the purposes of--
(A) improving instruction or classroom environment;
(B) targeting professional development;
(C) determining the need for health, mental health,
disability, or family support services;
(D) informing the quality improvement process at
the State level;
(E) program evaluation for the purposes of program
improvement and parent information;
(F) research conducted as part of the national
evaluation described under section 5; or
(G) assessing children's level of readiness for
school success across a broad range of domains of
learning and development, including physical well-being
and motor development, social and emotional
development, approaches toward learning, language
development, and cognition and general knowledge.
(2) Prohibition on use of funds.--Funds available under
this Act may not be used for any of the following:
(A) Assessments that provide rewards or sanctions
for individual children or teachers.
(B) A single assessment used as the primary or sole
method for assessing program effectiveness.
(g) Maintenance of Effort.--With respect to each period for which a
State is awarded a grant under this Act, the expenditures by the State
on State early learning programs shall not be less than the greater of
the level of the expenditures for such programs in the prior fiscal
year or as of the date of enactment of this Act.
(h) Interagency Agreement.--
(1) In general.--The Secretary and the Secretary of Health
and Human Services shall jointly develop policy for, and
administer, this Act in accordance with such terms as the
Secretaries shall set forth in an interagency agreement.
(2) Obligation and disbursement of funds by secretary of
education.--The Secretary of Education shall be responsible for
obligating and disbursing funds and ensuring compliance with
applicable laws and administrative requirements, in accordance
with the General Education Provisions Act (20 U.S.C. 1221 et
seq.) and parts 74 through 80 of title 34, Code of Federal
Regulations.
SEC. 4. QUALITY PATHWAYS GRANTS.
(a) Grant Period.--Grants under section 3(a)--
(1) may be awarded for a period of 3 years; and
(2) may be extended, for a 2-year period, subject to
approval by the Secretary, and based on the State's progress
in--
(A) increasing the number and percentage of
children from low-income families in each age group of
infants, toddlers, and preschoolers, enrolled in high-
quality State early learning programs;
(B) meeting the components described in subsection
(c)(4);
(C) increasing the number of high-quality State
early learning programs in low-income communities; and
(D) incorporating the program quality findings and
recommendations, as appropriate.
(b) Matching Requirement.--Subject to section 9, to be eligible to
receive a grant under subsection (a) or (b) of section 3, a State shall
contribute to the activities assisted under the grant, non-Federal
matching funds in an amount equal to not less than 15 percent of the
amount of the grant.
(c) State Applications.--In order to receive a grant under section
3(a), a State's application under section 3(d) shall include a plan
that includes the following:
(1) A description of how the State will use funds
prioritized for those programs serving high proportions of low-
income children in accordance with subsection (e) to improve
health, social, emotional, cognitive, physical development, and
school readiness for young children by implementing quality
initiatives to improve State early learning programs serving
disadvantaged children from birth to entry into kindergarten to
lead to a greater percentage of children from low-income
families participating in high-quality State early learning
programs.
(2) A description of the benchmarks, consistent with
section 7, the State will establish to demonstrate that a
greater percentage of children from low-income families are
participating in high-quality State early learning programs.
(3) A description of how the State will integrate existing
State early learning programs and services into a comprehensive
system for early learning and development.
(4) A description of how the State will implement a system
of high-quality State early learning programs and services that
includes the following components:
(A) A governance structure.
(B) State early learning standards.
(C) A process to ensure that State early learning
standards are integrated into the instructional and
programmatic practices of State early learning programs
and services.
(D) A tiered program rating and improvement system
that fully integrates early learning standards,
applicable State licensing requirements, program
quality standards, and other applicable State
regulatory standards, which, at a minimum, shall
include standards regarding preservice and ongoing
training for staff in early childhood development,
health, and safety, and other program standards as
required by the State, and that--
(i) is designed to improve quality and
effectiveness across different types of early
learning settings;
(ii) has progressively higher levels of
program quality leading to quality levels
consistent with or higher than nationally
recognized, high-quality program quality
standards that are valid and reliable for State
early learning programs, such as the Head Start
performance standards described in section 641A
of the Head Start Act (42 U.S.C. 9836a);
(iii) determines the extent to which
individual programs across different types of
settings integrate the State's early learning
standards for the purpose of improving
instructional and programmatic practices;
(iv) addresses quality for and effective
inclusion of children with disabilities or
developmental delays across all early learning
settings;
(v) addresses staff qualifications,
training, and professional development and
education;
(vi) addresses the quality of early
learning facilities;
(vii) builds the capacity of State early
learning programs and communities to promote
parents' and families' understanding of the
State's early learning system and the rating of
the programs in which their child is enrolled;
(viii) provides financial incentives and
other supports designed to achieve and sustain
higher levels of quality; and
(ix) includes mechanisms for evaluating how
programs are meeting the State's program
quality standards and progressively higher
levels of quality.
(E) A system of program review and monitoring that
is designed--
(i) to rate providers using the system
described in subparagraph (D) in a way that is
accessible and useful to parents;
(ii) to assess and improve programmatic
practices and instructional practices; and
(iii) to provide high-quality environments
that can engage children with materials,
curricula, and experiences appropriate to the
developmental level of the child.
(F) A process to support and increase the number of
State early learning programs integrating instructional
and programmatic practices that guide and improve
instructional practice, professional development of
staff, and services that--
(i) include developmentally appropriate,
culturally and linguistically appropriate,
ongoing, classroom-based instructional
assessments for each domain of child
development and learning; and
(ii) are aligned with the curriculum used
in the State early learning program and with
the State early learning standards or the Head
Start Child Outcomes Framework (as described in
the Head Start Act (42 U.S.C. 9831 et seq.)),
as applicable.
(G) A plan for providing comprehensive preservice
preparation and professional development to create,
educate, and support a knowledgeable, highly skilled,
and well-compensated workforce, across all types of
early childhood settings serving all children from
birth to kindergarten entry.
(H) Outreach strategies that incorporate multiple
strategies for parent, expectant parent, and family
involvement and education.
(I) A plan to promote understanding by parents and
families of--
(i) the State's program rating system, as
described in subparagraph (D); and
(ii) the rating of the program in which
their child is enrolled.
(J) A coordinated system to facilitate prompt
screening, referral, and provision of services related
to health, mental health, disability, and family
support for children participating in State early
learning programs.
(K) A process for evaluating school readiness in
children that reflects all of the major domains of
development, and that--
(i) is used to guide practice and improve
State early learning programs; and
(ii) includes multiple measures of school
readiness at kindergarten entry, and which
shall reflect a sample across the State.
(L) A comprehensive plan that promotes nutrition
and wellness in early learning settings, and which--
(i) includes program standards for the
healthful development of infants, toddlers, and
young children;
(ii) encourages the provision of foods and
beverages in accordance with the guidelines of
the Richard B. Russell National School Lunch
Act (42 U.S.C. 1751 et seq.), and which
incorporates age appropriate recommendations to
reduce the consumption and excess of sugar,
saturated fat, and sodium; and
(iii) reflects physical activity
recommendations which are appropriate for young
children from birth through kindergarten entry.
(M) A plan to implement or enhance the State's data
system for early learning programs, including--
(i) alignment and interoperability between
the data system for early learning programs for
children and data systems for elementary and
secondary education so that progress on key
data elements can be tracked over time with
minimal duplication; and
(ii) uniform data collection from all
providers that receive public funding about the
quality of early learning programs, essential
information about the children and families
that participate in such programs, and the
qualifications and compensation of the early
learning workforce in such programs.
(N) A plan to ensure effective transitions between
State early learning programs and the kindergarten
through grade 3 public school system in the State.
(O) A plan for how the State will determine which
State early learning programs received significant
direct funding under this Act, and are not making
sufficient quality improvement, including a description
of the technical assistance the State will provide to
such programs and how the State shall determine when to
shift unspent funds under this Act to other State early
learning programs in the same geographic region serving
similar populations, to the extent practicable.
(5) A description of how the State will ensure that
programs receiving funds under this Act are participating in
the State tiered program rating system described in paragraph
(4)(D).
(6) A description of how the funds provided under the grant
will be targeted to enhance the quality of early learning
programs in order to increase the number and percentage of
children from low-income families in high-quality State early
learning programs, including children--
(A) in each age group (infants, toddlers, and
preschoolers);
(B) living in rural and urban areas;
(C) who are among the most disadvantaged children;
and
(D) who need access to full-day, full-year State
early learning programs.
(7) A description of the steps the State will take to
ensure that all center-based child care programs, family child
care programs, State-funded prekindergarten, Head Start
programs under the Head Start Act (42 U.S.C. 9831 et seq.), and
other State early learning programs are included in the State
system described in paragraph (4).
(8) A description of disparities by age group (infants,
toddlers, and preschoolers) and race and ethnicity of available
high-quality State early learning programs in low-income
communities and the steps the State will take to decrease such
disparities, if applicable.
(9) A description of how the State facilitates access to
high-quality State early learning programs for each of the
populations described in subparagraphs (A) through (E) of
section 10(2), such as through subsidies for children in State
early learning programs.
(10) A description of how the State will align early
learning standards with--
(A) appropriate State academic content standards
for kindergarten through grade 3; and
(B) elements of program quality standards.
(11) A description of how the State will improve
interagency collaboration and coordinate the early childhood
programs and services throughout the State.
(12) A description of the timeframe the State proposes to
develop and implement the elements described in such State's
application.
(13) A description of how the State will implement a
process for improving the quality of early learning services to
better meet the needs of the most disadvantaged children,
including children who are limited English proficient and
children with disabilities.
(14) An assurance that the grant will be used to improve
the quality of State early learning programs across a range of
types of settings and providers of such programs, and all ages
of children (from birth to kindergarten entry).
(15) An assurance that the Governor has designated or
created a State Advisory Council on Early Childhood Education
and Care (established pursuant to section 642B(b)(1)(A) of the
Head Start Act (42 U.S.C. 9837b(b)(1)(A))), has taken steps to
ensure that membership includes all representatives described
in section 642B(b)(1)(C) of such Act, and has consulted with
such State Advisory Council on Early Childhood Education and
Care in applying for a grant under this Act.
(16) An assurance that the grant will be used only to
supplement, and not to supplant, Federal, State, and local
funds otherwise available to support existing State early
learning programs and services.
(17) An assurance that the State will continue to
participate in section 619 and part C of the Individuals with
Disabilities Education Act (20 U.S.C. 1419, 1431 et seq.) for
the duration of the grant.
(d) Criteria Used in Awarding Grants.--In awarding grants under
section 3(a), the Secretary shall award grants under such section, on a
competitive basis, to those States that have demonstrated the greatest
progress in establishing and committing to maintain a system of high-
quality State early learning programs, on a competitive basis, based on
the State's commitment to meeting and developing, as necessary, the
components described in subsection (c)(4).
(e) State Uses of Funds.--A State receiving a grant under section
3(a) shall use the grant funds for activities that implement or improve
the system components described in subsection (c)(4) and help State
early learning programs meet and sustain higher levels of program
quality standards and move more low-income children into higher quality
programs, consistent with the plan submitted in accordance with
subsection (c).
(f) Funds To Expand Access.--A State may apply to the Secretary to
reserve not more than 25 percent of the amount of the grant to expand
access for children from low-income families, proportional to the
disparities by age group identified in subsection (c)(8), to the
highest quality State early learning programs that offer full-day,
full-year services.
SEC. 5. DEVELOPMENT GRANTS.
(a) State Applications.--In order to receive a grant under section
3(b), a State shall submit an application to the Secretary at such
time, in such manner, and containing such information as the Secretary
shall require, including a description of how the State will develop a
plan consistent with section 4(c).
(b) Grant Period.--Grants under section 3(b)--
(1) may be awarded for a period of not to exceed 3 years;
and
(2) may be extended, for a 2-year period, subject to
approval by the Secretary, and based on the State's progress
in--
(A) increasing the number and percentage of
children from low-income families in each age group of
infants, toddlers, and preschoolers, enrolled in high-
quality State early learning programs;
(B) increasing the number of high-quality State
early learning programs in low-income communities; and
(C) incorporating the program quality findings and
recommendations, as appropriate.
(c) State Uses of Funds.--
(1) In general.--A State receiving a grant under section
3(b) shall use the grant funds to undertake activities to
develop the components of early learning services described in
section 4(c)(4) that will allow the State to become eligible
and competitive for a grant described in section 3(a).
(2) Priority.--In improving the quality of State early
learning programs in the State, the State shall prioritize the
quality of State early learning programs serving children from
low-income families.
SEC. 6. RESEARCH AND EVALUATION.
From funds reserved under section 3(c)(1)(B), the Secretary and the
Secretary of Health and Human Services, acting jointly and in
accordance with section 11, shall carry out activities to ensure the
success of grants to States under this Act.
SEC. 7. BENCHMARKS; INDICATORS; REPORTING.
(a) Indicators.--The Secretary shall define, by regulation,
indicators to be used to measure success on the activities carried out
under a grant under this Act, the primary indicator of which shall be
increasing the number and percentage of low-income children in high-
quality, State early learning programs.
(b) Benchmarks.--Each State receiving a grant under this Act
shall--
(1) develop quantifiable benchmarks for the State and the
activities supported under the grant based on the indicators
described in subsection (a) that are applicable to the State;
(2) submit the benchmarks for approval to the Secretary;
and
(3) report to the Secretary on progress in meeting such
benchmarks as required by the Secretary.
(c) Disaggregation.--The indicators and benchmarks described in
this section shall be disaggregated.
SEC. 8. TECHNICAL ASSISTANCE.
The Secretary shall reserve not more than $5,000,000 from amounts
appropriated under this Act to directly, or through grant or contract,
provide technical assistance to eligible entities to prepare the
entities to qualify, apply for, and maintain grants under section 4 or
5.
SEC. 9. FINANCIAL HARDSHIP WAIVER.
The Secretary may waive or reduce a requirement under this Act
regarding the non-Federal share of a State or maintenance of effort of
a State if the State demonstrates a need for such waiver or reduction
due to financial hardship.
SEC. 10. DEFINITIONS.
In this Act:
(1) Child.--The term ``child'' refers to an individual from
birth through the day the individual enters kindergarten.
(2) Disadvantaged.--The term ``disadvantaged'', when used
with respect to a child, means--
(A) a child from a low-income family;
(B) a homeless child;
(C) a child in the custody of a child welfare
agency;
(D) a child with a developmental delay or
disability; or
(E) a child who is limited English proficient.
(3) Early learning standards.--The term ``early learning
standards'' means a set of expectations for the learning and
development of children from birth through entry into
kindergarten that--
(A) emphasize significant developmentally
appropriate content and outcomes that describe what
children should know and be able to do across all
domains, including language, literacy, mathematics,
science, social development, emotional development,
health and physical well-being, and approaches to
learning;
(B) are based on research about the processes,
sequences, and long-term influence of early learning
and development;
(C) identify approaches to learning that are
developmentally appropriate (including culturally and
linguistically appropriate) and supportive of positive
outcomes for all children;
(D) are aligned with the appropriate State academic
content standards for kindergarten through grade 3;
(E) inform providers, programs, teachers, schools,
parents, and the community on what young children are
expected to learn; and
(F) guide providers, programs, teachers, and
schools in supporting children to help children meet
high expectations.
(4) Homeless children.--The term ``homeless children'' has
the meaning given the term ``homeless children and youths'' in
section 725(2) of the McKinney-Vento Homeless Assistance Act
(42 U.S.C. 11434a(2)).
(5) Indian tribe.--The term ``Indian tribe'' has the
meaning given such term in section 4 of the Indian Self-
Determination and Education Assistance Act (25 U.S.C. 450b).
(6) Limited english proficient.--The term ``limited English
proficient'' has the meaning given the term in section 637 of
the Head Start Act (42 U.S.C. 9832).
(7) Low-income.--The term ``low-income'', when used with
respect to a child, means a child whose family income is
described in section 658P(4)(B) of the Child Care and
Development Block Grant Act of 1990 (42 U.S.C. 9858n(4)(B)).
(8) Program quality standards.--The term ``program quality
standards'' means the characteristics of State early learning
programs, across a range of settings, that have an impact on
children's development and learning. Such characteristics
include--
(A) the ratio of early learning providers to
children;
(B) staff qualifications;
(C) the quality and effectiveness of interactions
between early learning providers and children and the
children's families in the program;
(D) the program philosophy and curriculum;
(E) the quality and quantity of equipment and
materials;
(F) the quality of the physical environment; and
(G) safety and health provisions and other
applicable Federal or State requirements with respect
to State early learning programs.
(9) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(10) State.--The term ``State'' has the meaning given the
term in section 9101 of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 7801).
(11) State early learning program.--The term ``State early
learning program'' has the meaning given the term ``early
childhood education program'' in section 103 of the Higher
Education Act of 1965 (20 U.S.C. 1003).
SEC. 11. RESEARCH AND EVALUATION; BENCHMARKS AND CONSULTATION.
(a) Research and Evaluation.--
(1) In general.--The Secretary shall transfer amounts
reserved for research and evaluation under section 3(c)(1)(B)
to the Institute of Education Sciences, to be used--
(A) for the evaluation of grants or other
assistance funded under such section;
(B) to support research on policies and practices
related to such grants; and
(C) to disseminate the results of such research and
evaluation.
(2) Collaboration.--The evaluation and research described
in paragraph (1) shall be carried out in collaboration with--
(A) the appropriate evaluation divisions within the
Department of Education;
(B) the office within the Department of Education
administering the grants that are the subject of the
evaluation and research; and
(C) the Department of Health and Human Services and
the Department of Labor as appropriate.
(b) Developing Indicators and Benchmarks.--In developing indicators
and benchmarks for programs funded under this Act, the Secretary shall
consult with the Secretary of Health and Human Services and the
Director of the Institute of Education Sciences.
SEC. 12. APPROPRIATIONS.
(a) In General.--There are authorized to be appropriated to carry
out this Act $350,000,000 for fiscal year 2015 and such sums as may be
necessary for each of the 4 succeeding fiscal years.
(b) Availability of Funds.--Funds appropriated under this section
for fiscal year 2015 shall be available through September 30, 2016.
<all>
Introduced in House
Introduced in House
Referred to the House Committee on Education and the Workforce.
Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education.
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