Strong Start for America's Children Act - Directs the Secretary of Education (Secretary) to allot matching grants to states and, through them, subgrants to local educational agencies (LEAs), childhood education program providers, or consortia of those entities to implement high-quality prekindergarten programs for children from low-income families.
Allots grants to states based on each state's proportion of children who are age four and who are from families with incomes at or below 200% of the poverty level.
Defines "high-quality prekindergarten programs" as those that:
Conditions states' grant eligibility on demonstrating to the Secretary that they: (1) have or will establish early learning and development standards, (2) have or will develop the ability to link prekindergarten data with their elementary and secondary school data, (3) offer state-funded kindergarten for children, and (4) have established a State Advisory Council on Early Childhood Education and Care.
Allows states to reserve up to 20% of their grant funds over the first four years of their grant for prekindergarten quality improvement activities, including support for teachers seeking a baccalaureate degree in early childhood education or a closely-related field.
Authorizes states to apply to the appropriate Secretary to use up to 15% of their grant for subgrants to high-quality early childhood education and care programs for infants and toddlers whose family income is at or below 200% of the poverty level.
Requires state to develop, implement, and make publicly available performance measures and targets for their grant activities.
Prohibits state grantees from requiring any child to participate in any federal, state, local, or private early childhood education program. Limits the use of assessments funded by the grant program.
Directs the Secretary and the Secretary of Health and Human Services (HHS) to develop a process to provide Head Start program services to children who are younger than age four in states or regions that provide four-year-olds whose family income is at or below 200% of the poverty level with sustained access to high-quality prekindergarten programs.
Directs the Secretary to award competitive, matching, capacity-building grants to states that assure the Secretary that they will use their grant to become eligible, within three years of receiving the grant, for this Act's grants for high-quality prekindergarten programs.
Amends the Head Start Act to direct the Secretary of HHS to make grants to Early Head Start agencies to partner with center-based or family child care providers, particularly those that receive support under the Child Care and Development Block Grant Act of 1990 (CCDBGA), to assist those providers in meeting applicable Head Start and Early Head Start program performance standards.
Authorizes those partnerships to serve children through age three.
Directs the Secretary of HHS to give Early Head Start program grant priority to Early Head Start agencies that agree to enter into such partnerships with center-based or family child care providers.
Amends the CCDBGA to require states to: (1) ensure that the funding they receive for child care services under the Community Services Block Grant Act and the program of block grants for social services under the Social Security Act is subject to the requirements and limitations of the CCDBGA; (2) provide children with assistance under the CCDBGA for at least 12 months before redetermining their eligibility, provided their family income does not exceed 85% of the state median income for their family size; and (3) use the CCDBGA's funding to supplement, not supplant, other public funding for child care services and activities.
Authorizes the Secretary of HHS to: (1) reserve a specified amount of Child Care and Development Block Grant program funds, in fiscal years in which program funding exceeds a specified amount, for formula grants to states, Indian tribes, and tribal organizations to improve the quality of child care programs and services; and (2) carry out demonstration and pilot projects designed to develop and implement strategies and practices useful in supporting the needs of low-income families in-need of, or receiving, child care services.
Reauthorizes appropriations under the Child Care and Development Block Grant program for FY2014-FY2023.
Expresses the sense of the Senate regarding the need for Congress to continue providing resources to the Maternal, Infant, and Early Childhood Home Visiting program to support the work of states in helping at-risk families voluntarily receive home visits from nurses and social workers.
[Congressional Bills 113th Congress]
[From the U.S. Government Publishing Office]
[S. 1697 Introduced in Senate (IS)]
113th CONGRESS
1st Session
S. 1697
To support early learning.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
November 13, 2013
Mr. Harkin (for himself, Mrs. Murray, Mr. Casey, Ms. Hirono, Mr.
Murphy, Mr. Sanders, Ms. Baldwin, Ms. Warren, Mr. Coons, Mr. Kaine,
Mrs. Gillibrand, Mr. Wyden, and Mr. Franken) introduced the following
bill; which was read twice and referred to the Committee on Health,
Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To support early learning.
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 ``Strong Start for America's Children
Act''.
SEC. 2. TABLE OF CONTENTS.
The table of contents for this Act is as follows:
Sec. 1. Short title.
Sec. 2. Table of contents.
TITLE I--PREKINDERGARTEN ACCESS
Subtitle A--Access to Voluntary Prekindergarten for Low- and Moderate-
Income Families
Sec. 111. Purposes.
Sec. 112. Definitions.
Sec. 113. Program authorization.
Sec. 114. Allotments and reservations of funds.
Sec. 115. State eligibility criteria.
Sec. 116. State applications.
Sec. 117. State use of funds.
Sec. 118. Performance measures and targets.
Sec. 119. Matching requirements.
Sec. 120. Eligible local entity applications.
Sec. 121. Required subgrant activities.
Sec. 122. Report and evaluation.
Sec. 123. Prohibition of required participation or use of funds for
assessments.
Sec. 124. Coordination with Head Start programs.
Sec. 125. Technical assistance in program administration.
Sec. 126. Authorization of appropriations.
Subtitle B--Prekindergarten Development Grants
Sec. 151. Prekindergarten development grants.
TITLE II--EARLY LEARNING QUALITY PARTNERSHIPS
Sec. 201. Purposes.
Sec. 202. Early learning quality partnerships.
TITLE III--CHILD CARE
Sec. 301. State plan.
TITLE IV--MATERNAL, INFANT, AND EARLY CHILDHOOD HOME VISITING PROGRAM
Sec. 401. Sense of Senate.
TITLE I--PREKINDERGARTEN ACCESS
Subtitle A--Access to Voluntary Prekindergarten for Low- and Moderate-
Income Families
SEC. 111. PURPOSES.
The purposes of this subtitle are to--
(1) establish a Federal-State partnership to provide access
to high-quality public prekindergarten programs for all
children from low-income and moderate-income families to ensure
that they enter kindergarten prepared for success;
(2) broaden participation in such programs to include
children from additional middle-class families; and
(3) promote access to full-day kindergarten, and high-
quality early childhood education programs and settings for
children.
SEC. 112. DEFINITIONS.
In this subtitle:
(1) Child with a disability.--The term ``child with a
disability'' has the meaning given the term in section 602 of
the Individuals with Disabilities Education Act (20 U.S.C.
1401).
(2) Comprehensive early learning assessment system.--The
term ``comprehensive early learning assessment system''--
(A) means a coordinated and comprehensive system of
multiple assessments, each of which is valid and
reliable for its specified purpose and for the
population with which it will be used, that organizes
information about the process and context of young
children's learning and development in order to help
early childhood educators make informed instructional
and programmatic decisions and that conforms to the
recommendations of the National Research Council
reports on early childhood; and
(B) includes, at a minimum--
(i) child screening measures;
(ii) child formative assessments;
(iii) measures of environmental quality;
and
(iv) measures of the quality of adult-child
interactions.
(3) Dual language learner.--The term ``dual language
learner'' means an individual who is limited English proficient
as defined in section 637 of the Head Start Act (42 U.S.C.
9832).
(4) Early childhood education program.--The term ``early
childhood education program'' has the meaning given the term
under section 103 of the Higher Education Act of 1965 (20
U.S.C. 1003).
(5) Elementary school.--The term ``elementary school'' has
the meaning given the term in section 9101 of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 7801).
(6) Eligibility determination date.--The term ``eligibility
determination date'' means the date used to determine
eligibility for public elementary school in the community in
which the eligible local entity involved is located.
(7) Eligible local entity.--The term ``eligible local
entity'' means--
(A) a local educational agency, including a charter
school or a charter management organization that acts
as a local educational agency, or an educational
service agency in partnership with a local educational
agency;
(B) an entity that carries out an early childhood
education program; or
(C) a consortium of entities described under
subparagraph (A) or (B).
(8) Full-day.--The term ``full-day'' means a day that is--
(A) equivalent to a full school day at the public
elementary schools in the State; and
(B) not less than 5 hours a day.
(9) High-quality prekindergarten program.--The term ``high-
quality prekindergarten program'' means a prekindergarten
program supported by an eligible local entity that includes, at
a minimum, the following elements based on nationally
recognized standards:
(A) Serves children who--
(i) are age 4 or children who are age 3 or
4, by the eligibility determination date
(including children who turn age 5 while
attending the program); or
(ii) have attained the legal age for State-
funded prekindergarten.
(B) Requires high staff qualifications, including a
requirement that a prekindergarten teacher--
(i) has a bachelor's degree in early
childhood education or a related field with
coursework that demonstrates competence in
early childhood education;
(ii)(I) has a bachelor's degree in any
field;
(II) has demonstrated knowledge of early
childhood education through passage of a State-
approved assessment in early childhood
education;
(III) engages in on-going professional
development in early childhood education for
not less than 2 years; and
(IV) is enrolled in a State-approved
educator preparation program in which the
teacher receives on-going training and support
in early childhood education and is making
progress toward the completion of the program
in not more than 3 years; or
(iii) has a bachelor's degree in any field
with a credential, license, or endorsement that
demonstrates competence in early childhood
education.
(C) Maintains a maximum class size of 20 children.
(D) Maintains a child to instructional staff ratio
that does not exceed 10 to 1.
(E) Offers a full-day program.
(F) Provides developmentally appropriate, evidence-
based curricula and learning environments that are
aligned with the State's early learning and development
standards.
(G) Offers instructional staff salaries comparable
to kindergarten through grade 12 teaching staff.
(H) Provides for ongoing monitoring and program
evaluation to ensure continuous improvement.
(I) Offers accessible comprehensive services for
children that--
(i) include, at a minimum--
(I) screenings for vision, dental,
health (including mental health), and
development and referrals, and
assistance obtaining services, when
appropriate;
(II) family engagement
opportunities (taking into account home
language), such as parent conferences
(including parent input about their
child's development) and support
services, such as parent education;
(III) nutrition services, including
nutritious meals and snack options
aligned with requirements set by the
most recent Child and Adult Care Food
Program guidelines promulgated by the
Department of Agriculture as well as
regular, age-appropriate, nutrition
education for children and their
families;
(IV) programs coordinated with
local educational agencies and entities
providing programs authorized under
section 619 and part C of the
Individuals with Disabilities Education
Act (20 U.S.C. 1419 and 1431 et seq.);
(V) physical activity programs
aligned with evidence-based guidelines,
such as those recommended by the
Institute of Medicine, and which take
into account and accommodate children
with disabilities; and
(VI) additional support services,
as appropriate, based on the findings
of the needs analysis as described in
section 120; and
(ii) are provided on-site.
(J) Provides high-quality professional development
for staff, including regular in-class observation for
teachers and teacher assistants by individuals trained
in observation.
(K) Meets the education performance standards in
effect under section 641A(a)(1)(B) of the Head Start
Act (42 U.S.C. 9836a(a)(1)(B)).
(L) Maintains evidence-based health and safety
standards.
(10) Homeless child.--The term ``homeless child'' means a
child or youth described in section 725(2) of the McKinney-
Vento Homeless Assistance Act (42 U.S.C. 11434a(2).
(11) Institution of higher education.--The term
``institution of higher education'' has the meaning given the
term in section 102 of the Higher Education Act of 1965 (20
U.S.C. 1002).
(12) Local educational agency.--The term ``local education
agency'' has the meaning given the term in section 9101 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
7801).
(13) Outlying area.--The term ``outlying area'' means each
of the United States Virgin Islands, Guam, American Samoa, the
Commonwealth of the Northern Mariana Islands, and the Republic
of Palau.
(14) Poverty line.--The term ``poverty line'' means the
official poverty line (as defined by the Office of Management
and Budget)--
(A) adjusted to reflect the percentage change in
the Consumer Price Index for all consumers, issued by
the Bureau of Labor Statistics, occurring in the 1-year
period or other interval immediately preceding the date
such adjustment is made; and
(B) adjusted for family size.
(15) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(16) State.--Except as otherwise provided in this subtitle,
the term ``State'' means each of the 50 States, the District of
Columbia, the Commonwealth of Puerto Rico, and each of the
outlying areas.
(17) State advisory council on early childhood education
and care.--The term ``State Advisory Council on Early Childhood
Education and Care'' means the State Advisory Council on Early
Childhood Education and Care established under section 642B(b)
of the Head Start Act (42 U.S.C. 9837b(b)).
SEC. 113. PROGRAM AUTHORIZATION.
(a) In General.--From amounts made available to carry out this
subtitle, the Secretary, in consultation with the Secretary of Health
and Human Services, shall award grants to States to implement high-
quality prekindergarten programs, consistent with the purposes of this
subtitle. For each fiscal year, the funds provided under the grant
shall equal the allotment determined for the State under section 114.
(b) Prekindergarten for 3-Year-Olds.--
(1) In general.--Each State that certifies to the Secretary
that it provides access to universally available, voluntary,
high-quality prekindergarten programs for 4-year-old children
who reside within the State and are from families with incomes
at or below 200 percent of the poverty line, may use the
State's allotment under section 114(b) to provide high-quality
prekindergarten programs for 3-year-old children who reside
within the State and are from families with incomes at or below
200 percent of the poverty line.
(2) Subgrants.--In each State that has a city, county, or
local educational agency that provides universally available,
voluntary, high-quality prekindergarten programs for 4-year-old
children who reside within the State and are from families with
incomes at or below 200 percent of the poverty line, the State
may use amounts from the State's allotment under section 114(b)
to award subgrants to eligible local entities to enable such
entities to provide high-quality prekindergarten programs for
3-year-old children who are from families with incomes at or
below 200 percent of the poverty line and who reside in such
city, county, or local educational agency without diminishing
access to 4-year-old children in other parts of the States.
SEC. 114. ALLOTMENTS AND RESERVATIONS OF FUNDS.
(a) Reservation.--From the amount made available each fiscal year
to carry out this subtitle, the Secretary shall--
(1) reserve not less than 1 percent and not more than 2
percent for payments to Indian tribes and tribal organizations
(as such terms are defined under the Child Care and Development
Block Grant Act of 1990 (42 U.S.C. 9858n));
(2) reserve \1/2\ of 1 percent for the outlying areas to be
distributed among the outlying areas on the basis of their
relative need, as determined by the Secretary in accordance
with the purposes of this subtitle;
(3) reserve not more than \1/2\ of 1 percent for eligible
local entities that serve children in families who are engaged
in migrant or seasonal agricultural labor; and
(4) reserve not more than 1 percent or $30,000,000,
whichever amount is less, for national activities, including
administration, technical assistance, and evaluation.
(b) Allotments.--
(1) In general.--From the amount made available each fiscal
year to carry out this subtitle and not reserved under
subsection (a), the Secretary shall make allotments to States
in accordance with paragraph (2) that have submitted an
approved application.
(2) Allotment amount.--
(A) In general.--Subject to subparagraph (B), the
Secretary shall allot the amount made available under
paragraph (1) for a fiscal year among the States in
proportion to the number of children who are age 4 who
reside within the State and are from families with
incomes at or below 200 percent of the poverty line for
the most recent year for which satisfactory data are
available, compared to the number of such children who
reside in all such States for that fiscal year.
(B) Minimum allotment amount.--No State receiving
an allotment under subparagraph (A) may receive less
than \1/2\ of 1 percent of the total amount allotted
under such subparagraph.
(3) Reallotment and carry over.--
(A) In general.--If one or more States does not
receive an allotment under this subsection for any
fiscal year, the Secretary may use the amount of the
allotments for such State or States for either or both
of the following, in such amounts as the Secretary
determines appropriate:
(i) To increase the allotments of States
with approved applications, consistent with
subparagraph (B).
(ii) To carry over the funds to the next
fiscal year.
(B) Reallotment.--From the total amount available
under subparagraph (A)(i), if any, the Secretary shall
allot to each State with an approved application an
amount that bears the same relationship to that total
amount, as the amount the State received under
paragraph (2) for that fiscal year bears to the amount
that all States received under paragraph (2) for that
fiscal year.
(4) State.--For purposes of this subsection, the term
``State'' means each of the 50 States, the District of
Columbia, and the Commonwealth of Puerto Rico.
(c) Flexibility.--The Secretary may make minimal adjustments to
allotments under this subsection, which shall neither lead to a
significant increase or decrease in a State's allotment determined
under subsection (b), based on a set of factors, such as the level of
program participation and the estimated cost of the activities
specified in the State plan.
SEC. 115. STATE ELIGIBILITY CRITERIA.
A State is eligible to receive a grant under this subtitle if the
State demonstrates that the State--
(1) has established, or will establish, early learning and
development standards that describe what children from birth to
kindergarten entry should know and be able to do, are
universally designed and developmentally, culturally, and
linguistically appropriate, are aligned with the State's
challenging academic content standards and challenging student
academic achievement standards, as adopted under section
1111(b)(1) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6311(b)(1)), and cover the essential domains of
school readiness, which address--
(A) physical well-being and motor development;
(B) social and emotional development;
(C) approaches to learning, including creative arts
expression;
(D) developmentally appropriate oral and written
language and literacy development; and
(E) cognition and general knowledge, including
early mathematics and early scientific development;
(2) has the ability, or will develop the ability, to link
prekindergarten data with its elementary school and secondary
school data for the purpose of collecting longitudinal
information, including through the use of a unique State-
assigned student identifier number, for all children
participating in the State's high-quality prekindergarten
program and any other federally funded early childhood program;
(3) offers State-funded kindergarten for children who are
eligible children for that service in the State; and
(4) has established a State Advisory Council on Early
Childhood Education and Care.
SEC. 116. STATE APPLICATIONS.
(a) In General.--The Governor, or chief executive officer, of a
State that desires to receive a grant under this subtitle shall submit
an application, in consultation with Indian tribes and tribal
organizations (as such terms are defined under the Child Care and
Development Block Grant Act of 1990 (42 U.S.C. 9858n)), if there are
tribes and organizations in the State, to the Secretary at such time,
in such manner, and containing such information as the Secretary may
reasonably require. At a minimum, each such application shall include--
(1) an assurance that the State--
(A) will coordinate with and continue to
participate in the programs authorized under section
619 and part C of the Individuals with Disabilities
Education Act (20 U.S.C. 1419 and 1431 et seq.), the
Child Care and Development Block Grant Act of 1990 (42
U.S.C. 9858 et seq.), and the maternal, infant, and
early childhood home visiting programs funded under
section 511 of the Social Security Act (42 U.S.C. 711)
for the duration of the grant;
(B) will designate a State-level entity, selected
by the Governor or chief executive officer of the
State, such as an agency or joint interagency office,
for the administration of the grant, which shall
coordinate and consult with the State educational
agency if the entity is not the State educational
agency; and
(C) will establish, or certify the existence of,
program standards for all State prekindergarten
programs consistent with the definition of a high-
quality prekindergarten program under section 112; and
(2) a description of--
(A) how the State will use funds received under
this subtitle and the State's matching funds to provide
high-quality prekindergarten programs with open
enrollment for all children in the State who--
(i) are described in section 112(9)(A); and
(ii) are from families with incomes at or
below 200 percent of the poverty line;
(B) how the State plans to develop or enhance a
system for monitoring eligible local entities that are
receiving funds under this subtitle for compliance with
quality standards developed by the State and to provide
program improvement support, which may be accomplished
through the use of a State-developed system for quality
rating and improvement;
(C) the State's plan, if applicable, to expand
participation in the State's high-quality
prekindergarten programs to children from families with
incomes above 200 percent of the poverty line;
(D) the State's comprehensive early learning
assessment system, or how the State plans to develop
such a system, ensuring that any assessments are
culturally, developmentally, and age-appropriate and
consistent with the recommendations from the study on
Developmental Outcomes and Assessments for Young
Children by the National Academy of Sciences,
consistent with section 649(j) of the Head Start Act
(42 U.S.C. 9844);
(E) the State's plan to develop, implement, and
make publically available the measures and targets
described in section 118;
(F) the State's plan to increase the number of
teachers with bachelor's degrees in early childhood
education, or with bachelor's degrees in another
closely related field and specialized training in early
childhood education, including how higher education
will support increasing the number of teachers with
such degrees and training, including through the use of
assessments of prior learning, knowledge, and skills to
facilitate and expedite attainment of such degrees;
(G) how activities funded under this subtitle will
be coordinated and integrated with Federal, State, and
local services and programs that support early
childhood education and care, including programs
supported under this subtitle, the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6301 et
seq.), the Individuals with Disabilities Education Act
(20 U.S.C. 1400 et seq.), the Head Start Act (42 U.S.C.
9831 et seq.), the Community Services Block Grant Act
(42 U.S.C. 9901 et seq.), the Child Care and
Development Block Grant Act of 1990 (42 U.S.C. 9858 et
seq.), the temporary assistance for needy families
program under part A of title IV of the Social Security
Act (42 U.S.C. 601 et seq.), the State incentive grant
program under section 14006 of the American Recovery
and Reinvestment Act of 2009 (Public Law 111-5),
Federally funded early literacy programs, the maternal,
infant, and early childhood home visiting programs
funded under section 511 of the Social Security Act (42
U.S.C. 711), health improvements to child care funded
under title XIX of the Social Security Act (42 U.S.C.
1396 et seq.), the program under subtitle B of title
VII of the McKinney-Vento Homeless Assistance Act (42
U.S.C. 11431 et seq.), the Investing In Innovation
program under section 14007 of the American Recovery
and Reinvestment Act of 2009 (Public Law 111-5),
programs authorized under part E of title IV of the
Social Security Act (42 U.S.C. 670 et seq.), the
Fostering Connections to Success and Increasing
Adoptions Act of 2008 (Public Law 110-351), and any
other Federal, State, or local early childhood
education programs used in the State;
(H) how the State will award subgrants to eligible
local entities, and in awarding such subgrants, will
facilitate a delivery system of high-quality
prekindergarten programs that includes diverse
providers, such as providers in community-based, public
school, and private settings, and will consider the
system's impact on options for families;
(I) if the State does not have a funding mechanism
for subgranting funds to implement high-quality
prekindergarten, how the State will use objective
criteria in awarding subgrants to eligible local
entities that will implement high-quality
prekindergarten programs, including actions it will
take to ensure that eligible local entities will
coordinate with local educational agencies or other
early learning providers, as appropriate, to carry out
activities to provide children served under this
subtitle with a successful transition from preschool
into kindergarten, which activities shall include--
(i) aligning curricular objectives and
instruction;
(ii) providing staff professional
development, including opportunities for joint-
professional development on early learning and
kindergarten through grade 3 standards,
assessments, and curricula;
(iii) coordinating family engagement and
support services; and
(iv) encouraging the shared use of
facilities and transportation, as appropriate;
(J) how the State early learning and development
standards described under section 115(1) will address
the needs of dual language learners, including by
incorporating benchmarks related to English language
development;
(K) the process by which the State will identify
barriers, and propose solutions to overcome such
barriers, which may include seeking assistance under
section 125, in the State to effectively use and
integrate Federal, State, and local public funds and
private funds for early childhood education that are
available to the State on the date on which the
application is submitted;
(L) the State's plan to support articulation
agreements between public 2-year and public 4-year
institutions of higher education in the State for early
childhood teacher preparation programs and related
fields;
(M) an inventory of the State's higher education
programs that prepare individuals for work in a high-
quality prekindergarten program, including--
(i) certification programs;
(ii) associate degree programs;
(iii) baccalaureate degree programs;
(iv) masters degree programs; and
(v) other programs that lead to a
specialization in early childhood education, or
a related field;
(N) the State's plan for ensuring that the higher
education programs in the State have the capacity to
prepare a workforce to provide high-quality
prekindergarten programs;
(O) the State's plan for supporting workforce
development, including State and local policies that
support prekindergarten instructional staff's ability
to earn a degree, certification, or other
specializations or qualifications, including policies
on leave, substitutes, and child care services,
including non-traditional hour child care;
(P) the State's plan for holding eligible local
entities accountable for use of funds;
(Q) the State's process to ensure that the State's
early learning and development standards are integrated
into the instructional and programmatic practices of
high-quality prekindergarten programs and related
programs and services, such as those provided to
children under section 619 and part C of the
Individuals with Disabilities Education Act (20 U.S.C.
1419 and 1431 et seq.);
(R) if the State funds full-day kindergarten
programs, but such full-day kindergarten programs are
not available to all children who are eligible to
attend such programs in the State, how the State plans
to increase the number of children in the State who are
enrolled in full-day kindergarten programs and a
strategy to implement such a plan;
(S) if the State does not fund full-day
kindergarten programs, a description of how the State
plans to establish such programs to strengthen the
educational continuum for children who will be involved
in the State's high-quality prekindergarten program
supported through grants authorized under this
subtitle;
(T) how the State will coordinate the State's
activities supported by grants under this subtitle with
activities in State plans required under the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6301 et
seq.), the Individuals with Disabilities Education Act
(20 U.S.C. 1400 et seq.), the Head Start Act (42 U.S.C.
9831 et seq.), the Child Care and Development Block
Grant Act of 1990 (42 U.S.C. 9858 et seq.), and the
Adult Education and Family Literacy Act (20 U.S.C. 9201
et seq.);
(U) how the State will encourage eligible local
entities to coordinate with community-based learning
resources, such as libraries, arts and arts education
programs, appropriate media programs, family literacy
programs, public parks and recreation programs,
museums, nutrition education programs, and programs
supported by the Corporation for National and Community
Service;
(V) how the State will work with eligible local
entities, in consultation with elementary school
principals, to ensure that high-quality prekindergarten
programs have sufficient facilities to meet the needs
of children eligible for prekindergarten;
(W) how the State will support local early
childhood coordinating entities, such as local early
childhood councils, if applicable, and help such
entities to coordinate early childhood education
programs with high-quality prekindergarten programs to
ensure effective and efficient delivery of early
childhood education program services;
(X) how the State will ensure that the provision of
high-quality prekindergarten programs will not lead to
a diminution of services for infants and toddlers or
disrupt the care of infants and toddlers in the
geographic area served by the eligible local entity,
which may include demonstrating that the State will
direct funds to provide high-quality early childhood
education and care to infants and toddlers in
accordance with section 117(d); and
(Y) how the State will ensure that all high-quality
prekindergarten programs the State supports under this
Act will conduct criminal history background checks on
employees and applicants for employment with direct
access to children.
(b) Criminal History Background Checks.--
(1) In general.--The criminal history background checks
required under subsection (a)(2)(Y) shall include--
(A) a search of the State criminal registry or
repository in the State in which the employee resides
and previously resided;
(B) a search of the State-based child abuse and
neglect registries and databases in the State in which
the employee resides and previously resided;
(C) a Federal Bureau of Investigation fingerprint
check using the Integrated Automated Fingerprint
Identification System; and
(D) a search of the National Sex Offender Registry
established under section 119 of the Adam Walsh Child
Protection and Safety Act of 2006 (42 U.S.C. 16919).
(2) Prohibition of employment.--To be eligible to receive a
grant under this subtitle, a State shall prohibit an individual
with direct access to children from employment with a program
supported with grant funds under this subtitle if the
individual has been convicted of a violent felony or any
violent or sexual crime against a minor, as defined by the
State.
(3) Updated checks.--The criminal history background check
that employees undergo as required under subsection (a)(2)(Y)
shall be periodically repeated or updated in accordance with
State law.
(4) Appeal process.--To be eligible to receive a grant
under this subtitle, a State shall provide an individual with a
timely process by which to--
(A) appeal the results of a criminal history
background check conducted under this section to
challenge the accuracy or completeness of the
information produced by such background check; and
(B) seek appropriate relief for any final
employment decision based on materially inaccurate or
incomplete information produced by such background
check.
(c) Development of Application.--In developing an application for a
grant under this subtitle, a State shall consult with the State
Advisory Council on Early Childhood Education and Care and incorporate
such Council's recommendations, where applicable.
(d) Construction.--Nothing in this section shall be construed to
alter or otherwise affect the rights, remedies, and procedures afforded
school employees, school district employees, and the employees of early
childhood education programs under Federal, State, or local laws
(including applicable regulations or court orders) or under the terms
of collective bargaining agreements, memoranda of understanding, or
other agreements between such employees and their employers.
SEC. 117. STATE USE OF FUNDS.
(a) Reservation for Quality Improvement Activities.--
(1) In general.--A State that receives a grant under this
subtitle may reserve, for not more than the first 4 years such
State receives such a grant, not more than 20 percent of the
grant funds for quality improvement activities if such
activities support the elements of high-quality prekindergarten
programs. Such quality improvement activities may include
supporting teachers and principals in a State's high-quality
prekindergarten program, licensed or regulated child care, or
Head Start programs to enable such teachers to earn a
baccalaureate degree in early childhood education, or closely
related field, through activities which may include--
(A) expanding or establishing scholarships,
counseling, and compensation initiatives to cover the
cost of tuition, fees, materials, transportation, and
release time for such teachers; and
(B) providing ongoing professional development
opportunities, including regular in-class observation
by individuals trained in observation, for such
teachers, principals, if applicable, and teacher
assistants to enable such teachers, principals, if
applicable, and teacher assistants to carry out the
elements of high-quality prekindergarten programs,
which may include activities that address--
(i) promoting children's development across
the essential domains of early learning and
development;
(ii) developmentally appropriate teacher-
child interaction;
(iii) effective family engagement;
(iv) providing culturally competent
instruction;
(v) working with a diversity of children
and families, including children with special
needs and dual language learners; and
(vi) childhood nutrition and physical
education programs.
(2) Not subject to matching.--The amount reserved under
paragraph (1) shall not be subject to the matching requirements
under section 119.
(3) Coordination.--A State that reserves an amount under
paragraph (1) shall coordinate the use of such amount with
activities funded under section 658G of the Child Care and
Development Block Grant Act of 1990 (42 U.S.C. 9858e) and the
Head Start Act (42 U.S.C. 9831 et seq.).
(4) Construction.--A State may not use funds reserved under
this subsection to meet the requirement described in section
112(9)(G).
(b) Subgrants for High-Quality Prekindergarten Programs.--A State
that receives a grant under this subtitle shall award subgrants of
sufficient size to eligible local entities to enable such eligible
local entities to implement high-quality prekindergarten programs for
children described in section 112(9)(A) who reside within the State and
are from families with incomes at or below 200 percent of the poverty
line.
(c) Administration.--A State that receives a grant under this
subtitle may reserve not more than 1 percent of the grant funds for
administration of the grant, and may use part of that reservation for
the maintenance of the State Advisory Council on Early Childhood
Education and Care.
(d) Early Childhood Education and Care Programs for Infants and
Toddlers.--
(1) Use of allotment for infants and toddlers.--An eligible
State may apply to use, and the appropriate Secretary may grant
permission for the State to use, not more than 15 percent of
the funds made available through a grant received under this
subtitle to award subgrants to early childhood education
programs to provide high-quality early childhood education and
care, consistent with the State's early learning and
development guidelines for infants and toddlers, to infants and
toddlers who reside within the State and are from families with
incomes at or below 200 percent of the poverty line.
(2) Application.--To be eligible to use the grant funds as
described in paragraph (1), the State shall submit an
application to the appropriate Secretary at such time, in such
manner, and containing such information as the Secretary may
require. Such application shall, at a minimum, include a
description of how the State will--
(A) designate a lead agency which shall administer
such funds;
(B) ensure that such lead agency, in coordination
with the State Advisory Council on Early Childhood
Education and Care, will collaborate with other
agencies in administering programs supported under this
subsection for infants and toddlers in order to obtain
input about the appropriate use of such funds and
ensure coordination with programs for infants and
toddlers funded under the Child Care and Development
Block Grant Act of 1990 (42 U.S.C. 9858 et seq.), the
Head Start Act (42 U.S.C. 9831 et seq.) (including any
early learning quality partnerships established under
section 645B of the Head Start Act), the Race to the
Top and Early Learning Challenge program under section
14006 of Public Law 111-5 (123 Stat. 283), the
maternal, infant, and early childhood home visiting
programs funded under section 511 of the Social
Security Act (42 U.S.C. 711), and part C of the
Individuals with Disabilities Education Act (20 U.S.C.
1431 et seq.);
(C) ensure that infants and toddlers who benefit
from amounts made available under this subsection will
transition to and have the opportunity to participate
in a high-quality prekindergarten program supported
under this subtitle;
(D) in awarding subgrants, give preference to early
childhood education programs that have a plan to
increase services to children with special needs,
including children with developmental delays or
disabilities, children who are dual language learners,
homeless children, children who are in foster care,
children of migrant families, children eligible for
nutrition assistance under the United States Department
of Agriculture's Food and Nutrition Service, or
children in the child welfare system; and
(E) give priority to activities carried out under
this subsection that will increase access to high-
quality early childhood education programs for infants
and toddlers in local areas with significant
concentrations of low-income families that do not
currently benefit from such programs.
(3) Eligible providers.--A State may use the grant funds as
described in paragraph (1) to serve infants and toddlers only
by working with early childhood education program providers
that--
(A) offer full-day, full-year care, or otherwise
meet the needs of working families; and
(B) meet high-quality standards, such as--
(i) Early Head Start program performance
standards under the Head Start Act (42 U.S.C.
9831 et seq.); or
(ii) high quality, demonstrated, valid, and
reliable program standards that have been
established through a national entity that
accredits early childhood education programs.
(4) Federal administration.--
(A) In general.--The Secretary of Education shall
bear responsibility for obligating and disbursing funds
to support activities under this subsection and
ensuring compliance with applicable laws and
administrative requirements, subject to paragraph (3).
(B) Interagency agreement.--The Secretary of
Education and the Secretary of Health and Human
Services shall jointly administer activities supported
under this subsection on such terms as such Secretaries
shall set forth in an interagency agreement. The
Secretary of Health and Human Services shall be
responsible for any final approval of a State's
application under this subsection that addresses the
use of funds designated for services to infants and
toddlers.
(C) Appropriate secretary.--In this subsection, the
term ``appropriate Secretary'' used with respect to a
function, means the Secretary designated for that
function under the interagency agreement.
SEC. 118. PERFORMANCE MEASURES AND TARGETS.
(a) In General.--A State that receives a grant under this subtitle
shall develop, implement, and make publically available performance
measures and targets for the activities carried out with grant funds.
Such measures shall, at a minimum, track the State's progress in--
(1) increasing school readiness across all domains for all
categories of children described in section 122(b)(7),
including children with disabilities and dual language
learners;
(2) narrowing school readiness gaps between minority and
nonminority children, and low-income children and more
advantaged children, in preparation for kindergarten entry;
(3) decreasing placement for children in elementary schools
in special education programs and services as described in part
B of the Individuals with Disabilities Education Act (20 U.S.C.
1411 et seq.);
(4) increasing the number of programs meeting the criteria
for high-quality prekindergarten programs, as defined by the
State and in accordance with section 112;
(5) decreasing the need for grade to grade retention in
elementary school;
(6) if applicable, ensuring that high-quality
prekindergarten programs do not experience instances of chronic
absence among the children who participate in such programs;
(7) increasing the number and percentage of low-income
children in high-quality early childhood education programs
that receive financial support through funds provided under
this subtitle; and
(8) providing high-quality nutrition services, nutrition
education, physical activity, and obesity prevention programs.
(b) Prohibition of Misdiagnosis Practices.--A State shall not, in
order to meet the performance measures and targets described in
subsection (a), engage in practices or policies that will lead to the
misdiagnosis or under-diagnosis of disabilities or developmental delays
among children who are served through programs supported under this
subtitle.
SEC. 119. MATCHING REQUIREMENTS.
(a) Matching Funds.--
(1) In general.--Except as provided in paragraph (2), a
State that receives a grant under this subtitle shall provide
matching funds from non-Federal sources, as described in
subsection (c), in an amount equal to--
(A) 10 percent of the Federal funds provided under
the grant in the first year of grant administration;
(B) 10 percent of the Federal funds provided under
the grant in the second year of grant administration;
(C) 20 percent of the Federal funds provided under
the grant in the third year of grant administration;
(D) 30 percent of the Federal funds provided under
the grant in the fourth year of grant administration;
(E) 40 percent of the Federal funds provided under
the grant in the fifth year of grant administration;
(F) 50 percent of the Federal funds provided under
the grant in the sixth year of grant administration;
(G) 75 percent of the Federal funds provided under
the grant in the seventh year of grant administration;
and
(H) 100 percent of the Federal funds provided under
the grant in the eighth and following years of grant
administration.
(2) Reduced match rate.--A State that meets the
requirements under subsection (b) may provide matching funds
from non-Federal sources at a reduced rate. The full reduced
matching funds rate shall be in an amount equal to--
(A) 5 percent of the Federal funds provided under
the grant in the first year of grant administration;
(B) 5 percent of the Federal funds provided under
the grant in the second year of grant administration;
(C) 10 percent of the Federal funds provided under
the grant in the third year of grant administration;
(D) 20 percent of the Federal funds provided under
the grant in the fourth year of grant administration;
(E) 30 percent of the Federal funds provided under
the grant in the fifth year of grant administration;
(F) 40 percent of the Federal funds provided under
the grant in the sixth year of grant administration;
(G) 50 percent of the Federal funds provided under
the grant in the seventh year of grant administration;
(H) 75 percent of the Federal funds provided under
the grant in the eighth year of grant administration;
and
(I) 100 percent of the Federal funds provided under
the grant in the ninth and following years of the grant
administration.
(b) Reduced Match Rate Eligibility.--A State that receives a grant
under this subtitle may provide matching funds from non-Federal sources
at the full reduced rate under subsection (a)(2) if the State--
(1)(A) offers enrollment in high-quality prekindergarten
programs to not less than half of children in the State who
are--
(i) age 4 on the eligibility determination date;
and
(ii) from families with incomes at or below 200
percent of the poverty line; and
(B) has a plan for continuing to expand access to high-
quality prekindergarten programs for such children in the
State; and
(2) has a plan to expand access to high-quality
prekindergarten programs to children from moderate income
families whose income exceeds 200 percent of the poverty line.
(c) Non-Federal Resources.--
(1) In cash.--A State shall provide the matching funds
under this section in cash.
(2) Funds to be considered as matching funds.--A State may
include, as part of the State's matching funds under this
section, not more than 10 percent of the amount of State funds
designated for State prekindergarten programs or to supplement
Head Start programs under the Head Start Act (42 U.S.C. 9831 et
seq.) as of the date of enactment of this Act, but may not
include any funds that are attributed as matching funds, as
part of a non-Federal share, or as a maintenance of effort
requirement, for any other Federal program.
(d) Maintenance of Effort.--
(1) In general.--If a State reduces its combined fiscal
effort per student or the aggregate expenditures within the
State to support early childhood education programs for any
fiscal year that a State receives a grant authorized under this
subtitle relative to the previous fiscal year, the Secretary
shall reduce support for such State under this subtitle by the
same amount as the decline in State and local effort for such
fiscal year.
(2) Waiver.--The Secretary may waive the requirements of
paragraph (1) if the Secretary determines that a waiver would
be appropriate--
(A) due to a precipitous decline in the financial
resources of a State as a result of unforeseen economic
hardship or a natural disaster that has necessitated
across-the-board reductions in State services,
including early childhood education programs; or
(B) due to the circumstances of a State requiring
reductions in specific programs, including early
childhood education, if the State presents to the
Secretary a justification and demonstration why other
programs could not be reduced and how early childhood
programs in the State will not be disproportionately
harmed by such State action.
(e) Supplement Not Supplant.--Grant funds received under this title
shall be used to supplement and not supplant other Federal, State, and
local public funds expended on public prekindergarten programs in the
State.
SEC. 120. ELIGIBLE LOCAL ENTITY APPLICATIONS.
(a) In General.--An eligible local entity desiring to receive a
subgrant under section 117(b) shall submit an application to the State,
at such time, in such manner, and containing such information as the
State may reasonably require.
(b) Contents.--Each application submitted under subsection (a)
shall include the following:
(1) Parent and family engagement.--A description of how the
eligible local entity plans to engage the parents and families
of the children such entity serves and ensure that parents and
families of eligible children are aware of the services
provided by the eligible local entity, which shall include a
plan to--
(A) carry out meaningful parent and family
engagement, through the implementation and replication
of evidence-based or promising practices and
strategies, which shall be coordinated with parent and
family engagement strategies supported under the
Individuals with Disabilities Education Act (20 U.S.C.
1400 et seq.) and part A of title I and title V of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 6311 et seq. and 7201 et seq.), if applicable,
in order to--
(i) provide parents and family members with
the skills and opportunities necessary to
become full partners in their children's
education, particularly the families of dual
language learners and children with
disabilities;
(ii) improve child development; and
(iii) strengthen relationships among
prekindergarten staff and parents and family
members; and
(B) perform community outreach to encourage
families with eligible children to participate in the
eligible local entity's high-quality prekindergarten
program, including--
(i) homeless children;
(ii) dual language learners;
(iii) children in foster care;
(iv) children with disabilities; and
(v) migrant children.
(2) Coordination and alignment.--A description of how the
eligible local entity will--
(A) coordinate, if applicable, the eligible local
entity's activities with--
(i) Head Start agencies (consistent with
section 642(e)(5) of the Head Start Act (42
U.S.C. 9837(e)(5))), if the local entity is not
a Head Start agency;
(ii) local educational agencies, if the
local entity is not a local educational agency;
(iii) providers of services under part C of
the Individuals with Disabilities Education Act
(20 U.S.C. 1431 et seq.);
(iv) programs carried out under section 619
of the Individuals with Disabilities Education
Act (20 U.S.C. 1419); and
(v) if feasible, other entities carrying
out early childhood education programs and
services within the area served by the local
educational agency.
(B) if applicable, develop and implement a
systematic procedure for transferring, with parental
consent, early childhood education program records for
each participating child to the school in which such
child will enroll in kindergarten;
(C) develop a plan with local elementary schools to
promote continuity of developmentally appropriate
instructional programs and shared expectations for
children's learning and development as children
transition to kindergarten;
(D) organize, if feasible, and participate in joint
training, when available, including transition-related
training for school staff and early childhood education
program staff;
(E) establish comprehensive transition policies and
procedures with elementary school principals, as
applicable, for children served by the eligible local
entity that support the school readiness of children
transitioning to kindergarten;
(F) conduct outreach to parents, families, and
elementary school teachers and principals to discuss
the educational, developmental, and other needs of
children entering kindergarten;
(G) help parents, including parents of children who
are dual language learners, understand and engage with
the instructional and other services provided by the
kindergarten in which such child will enroll after
participation in a high-quality prekindergarten
program; and
(H) develop and implement a system to increase
program participation of underserved populations of
eligible children, especially homeless children,
children eligible for a free or reduced price lunch
under the Richard B. Russell National School Lunch Act
(42 U.S.C. 1751 et seq.), parents of children who are
dual language learners, and parents of children with
disabilities.
(3) Protections for special populations.--A description of
how the eligible local entity will meet the diverse needs of
children in the community to be served, including children with
disabilities, children whose native language is not English,
children with other special needs, children in the State foster
care system, and homeless children. Such description shall
demonstrate, at a minimum, how the entity plans to--
(A) ensure the eligible local entity's high-quality
prekindergarten program is accessible and appropriate
for children with disabilities and dual language
learners;
(B) establish effective procedures for providing
necessary early intervening services to children with
disabilities prior to an eligibility determination by
the State or local agency responsible for providing
services under section 619 or part C of the Individuals
with Disabilities Education Act (20 U.S.C. 1419 and
1431 et seq.);
(C) establish effective procedures for timely
referral of children with disabilities to the State or
local agency described in subparagraph (B);
(D) ensure that the eligible local entity's high-
quality prekindergarten program works with appropriate
entities to address the elimination of barriers to
immediate and continuous enrollment for homeless
children; and
(E) ensure access to and continuity of enrollment
in high-quality prekindergarten programs for migratory
children, as defined under section 1309 of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 6399), if applicable, and homeless children,
including through policies and procedures that
require--
(i) outreach to identify migratory and
homeless children;
(ii) immediate enrollment, including
enrollment during the period of time when
documents typically required for enrollment,
including health and immunization records,
proof of eligibility, and other documents, are
obtained;
(iii) continuous enrollment and
participation in the same high-quality
prekindergarten program for a child, even if
the child moves out of the program's service
area, if that enrollment and participation are
in the child's best interest, including by
providing transportation when necessary;
(iv) professional development for high-
quality prekindergarten program staff regarding
migratory children and homelessness among
families with young children; and
(v) in serving homeless children,
collaboration with local educational agency
liaisons designated under section
722(g)(1)(J)(ii) of the McKinney-Vento Homeless
Assistance Act (42 U.S.C. 11432(g)(1)(J)(ii)),
and local homeless service providers.
(4) On-site comprehensive services.--A description of how
the eligible local entity plans to provide on-site
comprehensive services, as described in section 112(9)(I) to
the children the eligible local entity serves. Such description
shall provide information on how the entity will--
(A) use a recently conducted data-driven assessment
or conduct a data-driven community assessment in
coordination with members of the community, including
parents and community organizations, which--
(i) may involve an external partner with
expertise in conducting such needs analysis, to
determine the most appropriate social or other
support services to offer through the eligible
local entity's on-site comprehensive services
to children who participate in high-quality
prekindergarten programs; and
(ii) shall consider the resources available
at the school, local educational agency, and
community levels to address the needs of the
community and improve child outcomes; and
(B) have a coordinated system to facilitate the
screening, referral, and provision of services related
to health, nutrition, mental health, disability, and
family support for children served by the eligible
local entity.
(5) Workforce.--A description of how the eligible local
entity plans to support the instructional staff of such
entity's high-quality prekindergarten program, which shall, at
a minimum, include a plan to provide high-quality professional
development, or facilitate the provision of high-quality
professional development through an outside partner with
expertise and a demonstrated track record of success, based on
scientifically valid research, that will improve the knowledge
and skills of high-quality prekindergarten teachers and staff
through activities, which may include--
(A) acquiring content knowledge and learning
teaching strategies needed to provide effective
instruction that addresses the State's early learning
and development standards described under section
115(1);
(B) enabling high-quality prekindergarten teachers
and staff to pursue specialized training in early
childhood development;
(C) enabling high-quality prekindergarten teachers
and staff to acquire the knowledge and skills to
provide instruction and appropriate language and
support services to increase the English language
skills of dual language learners;
(D) enabling high-quality prekindergarten teachers
and staff to acquire the knowledge and skills to
provide developmentally appropriate instruction for
children with disabilities;
(E) promoting classroom management;
(F) providing high-quality induction and support
for incoming teachers and staff serving high-quality
prekindergarten programs, including through the use of
mentoring programs that have a demonstrated track
record of success;
(G) promoting the acquisition of relevant
credentials, including in ways that support career
advancement through career ladders; and
(H) enabling high-quality prekindergarten teachers
and staff to acquire the knowledge and skills to
provide culturally competent instruction for children
from diverse backgrounds.
SEC. 121. REQUIRED SUBGRANT ACTIVITIES.
(a) In General.--An eligible local entity that receives a subgrant
under section 117(b) shall use the subgrant funds to implement the
elements of a high-quality prekindergarten program for the children
described in section 117(b).
(b) Coordination.--
(1) Local educational agency partnerships with local early
childhood education programs.--A local educational agency that
receives a subgrant under this subtitle shall provide an
assurance that the local educational agency will enter into
strong partnerships with local early childhood education
programs, including programs supported through the Head Start
Act (42 U.S.C. 9831 et seq.).
(2) Eligible local entities that are not local educational
agencies.--An eligible local entity that is not a local
educational agency that receives a subgrant under this subtitle
shall provide an assurance that such entity will enter into
strong partnerships with local educational agencies.
SEC. 122. REPORT AND EVALUATION.
(a) In General.--Each State that receives a grant under this
subtitle shall prepare an annual report, in such manner and containing
such information as the Secretary may reasonably require.
(b) Contents.--A report prepared under subsection (a) shall
contain, at a minimum--
(1) a description of the manner in which the State has used
the funds made available through the grant and a report of the
expenditures made with the funds;
(2) a summary of the State's progress toward providing
access to high-quality prekindergarten programs for children
eligible for such services, as determined by the State, from
families with incomes at or below 200 percent of the poverty
line, including the percentage of funds spent on children from
families with incomes--
(A) at or below 100 percent of the poverty line;
(B) at or below between 101 and 150 percent of the
poverty line; and
(C) at or below between 151 and 200 percent of the
poverty line;
(3) an evaluation of the State's progress toward achieving
the State's performance targets, described in section 118;
(4) data on the number of high-quality prekindergarten
program teachers and staff in the State, including teacher
turnover rates and teacher compensation levels compared to
teachers in elementary schools and secondary schools, according
to the setting in which such teachers and staff work (which
settings shall include, at a minimum, Head Start programs,
public prekindergarten, and child care programs) who received
training or education during the period of the grant and
remained in the early childhood education program field;
(5) data on the kindergarten readiness of children in the
State;
(6) a description of the State's progress in overcoming
barriers to the effective use of Federal, State, and local
public funds and private funds, for early childhood education;
(7) the number and percentage of children in the State
participating in high-quality prekindergarten programs,
disaggregated by race, ethnicity, family income, child age,
disability, whether the children are homeless children, and
whether the children are dual language learners;
(8) data on the availability, affordability, and quality of
infant and toddler care in the State;
(9) the number of operational minutes per week and per year
for each eligible local entity that receives a subgrant;
(10) the local educational agency and zip code in which
each eligible local entity that receives a subgrant operates;
(11) information, for each of the local educational
agencies described in paragraph (10), on the percentage of the
costs of the public early childhood education programs that is
funded from Federal, from State, and from local sources,
including the percentages from specific funding programs;
(12) data on the number and percentage of children in the
State participating in public kindergarten programs,
disaggregated by race, family income, child age, disability,
whether the children are homeless children, and whether the
children are dual language learners, with information on
whether such programs are offered--
(A) for a full-day; and
(B) at no cost to families; and
(13) data on the number of individuals in the State who are
supported with scholarships, if applicable, to meet the
baccalaureate degree requirement for high-quality
prekindergarten programs, as defined in section 112.
(c) Submission.--A State shall submit the annual report prepared
under subsection (a), at the end of each fiscal year, to the Secretary,
the Secretary of Health and Human Services, and the State Advisory
Council on Early Childhood Education and Care.
(d) Cooperation.--An eligible local entity that receives a subgrant
under this subtitle shall cooperate with all Federal and State efforts
to evaluate the effectiveness of the program the entity implements with
subgrant funds.
(e) National Report.--The Secretary shall compile and summarize the
annual State reports described under subsection (c) and shall prepare
and submit an annual report to Congress that includes a summary of such
State reports.
SEC. 123. PROHIBITION OF REQUIRED PARTICIPATION OR USE OF FUNDS FOR
ASSESSMENTS.
(a) Prohibition on Required Participation.--A State receiving a
grant under this subtitle shall not require any child to participate in
any Federal, State, local, or private early childhood education
program, including a high-quality prekindergarten program.
(b) Prohibition on Use of Funds for Assessment.--A State receiving
a grant under this subtitle and an eligible local entity receiving a
subgrant under this subtitle shall not use any grant or subgrant funds
to carry out any of the following activities:
(1) An assessment that provides rewards or sanctions for
individual children or teachers.
(2) An assessment that is used as the primary or sole
method for assessing program effectiveness.
(3) Evaluating children, other than for the purposes of--
(A) improving instruction or the classroom
environment;
(B) targeting professional development;
(C) determining the need for health, mental health,
disability, or family support services;
(D) program evaluation for the purposes of program
improvement and parent information; and
(E) improving parent and family engagement.
SEC. 124. COORDINATION WITH HEAD START PROGRAMS.
(a) Increased Access for Younger Children.--Not later than 1 year
after the date of enactment of this Act, the Secretary and the
Secretary of Health and Human Services shall develop a process for use
in the event that Head Start programs funded under the Head Start Act
(42 U.S.C. 9831 et seq.) operate in States or regions that have
achieved sustained universal, voluntary access to 4-year-old children
who reside within the State and who are from families with incomes at
or below 200 percent of the poverty line, to high-quality
prekindergarten programs and how such Head Start programs will begin
converting slots for children who are age 4 on the eligibility
determination date to children who are age 3 on the eligibility
determination date, or, when appropriate, converting Head Start
Programs into Early Head Start programs to serve infants and toddlers.
(b) Community Need and Resources.--The process described in
subsection (a) shall--
(1) be carried out on a case-by-case basis and shall ensure
that sufficient resources and time are allocated for the
development of such a process so that no child or cohort is
excluded from currently available services; and
(2) ensure that any conversion shall be based on community
need and not on the aggregate number of children served in a
State or region that has achieved sustained, universal,
voluntary access to high-quality prekindergarten programs.
(c) Public Comment and Notice.--Not fewer than 90 days after the
development of the proposed process described in subsection (a), the
Secretary and the Secretary of Health and Human Services shall publish
a notice describing such proposed process for conversion in the Federal
Register providing at least 90 days for public comment. The Secretaries
shall review and consider public comments prior to finalizing the
process for conversion of Head Start slots and programs.
(d) Reports to Congress.--Concurrently with publishing a notice in
the Federal Register as described in subsection (c), the Secretaries
shall provide a report to the Committee on Education and the Workforce
of the House of Representatives and the Committee on Health, Education,
Labor, and Pensions of the Senate that provides a detailed description
of the proposed process described in subsection (a), including a
description of the degree to which Head Start programs are providing
State-funded high-quality prekindergarten programs as a result of the
grant opportunity provided under this subtitle in States where Head
Start programs are eligible for conversion described in subsection (a).
SEC. 125. TECHNICAL ASSISTANCE IN PROGRAM ADMINISTRATION.
In providing technical assistance to carry out activities under
this title, the Secretary shall coordinate that technical assistance,
in appropriate cases, with technical assistance provided by the
Secretary of Health and Human Services to carry out the programs
authorized under the Head Start Act (42 U.S.C. 9831 et seq.), the Child
Care and Development Block Grant Act of 1990 (42 U.S.C. 9858 et seq.),
and the maternal, infant and early childhood home visiting programs
assisted under section 511 of the Social Security Act (42 U.S.C. 711).
SEC. 126. AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated to carry out this
subtitle--
(1) $1,300,000,000 for fiscal year 2014;
(2) $3,250,000,000 for fiscal year 2015;
(3) $5,780,000,000 for fiscal year 2016;
(4) $7,580,000,000 for fiscal year 2017;
(5) $8,960,000,000 for fiscal year 2018; and
(6) such sums as may be necessary for each of fiscal years
2019 through 2023.
Subtitle B--Prekindergarten Development Grants
SEC. 151. PREKINDERGARTEN DEVELOPMENT GRANTS.
(a) In General.--The Secretary of Education, in consultation with
the Secretary of Health and Human Services, shall award competitive
grants to States that wish to increase their capacity and build the
infrastructure within the State to offer high-quality prekindergarten
programs.
(b) Eligibility.--A State that is not receiving funds under section
115 may compete for grant funds under this subtitle if the State
provides an assurance that the State will, through the support of grant
funds awarded under this subtitle, meet the eligibility requirements of
section 115 not later than 3 years after the date the State first
receives grant funds under this subtitle.
(c) Grant Duration.--The Secretary shall award grants under this
subtitle for a period of not more than 3 years. Such grants shall not
be renewed.
(d) Application.--
(1) In general.--A Governor, or chief executive officer of
a State, that desires to receive a grant under this subtitle
shall submit an application to the Secretary of Education at
such time, in such manner, and accompanied by such information
as the Secretary may reasonably require, including a
description of how the State plans to become eligible for
grants under section 115 by not later than 3 years after the
date the State first receives grant funds under this subtitle.
(2) Development of application.--In developing an
application for a grant under this subtitle, a State shall
consult with the State Advisory Council on Early Childhood
Education and Care, and incorporate their recommendations,
where applicable.
(e) Matching Requirement.--
(1) In general.--To be eligible to receive a grant under
this subtitle, a State shall contribute for the activities for
which the grant was awarded non-Federal matching funds in an
amount equal to not less than 20 percent of the amount of the
grant.
(2) Non-federal funds.--To satisfy the requirement of
paragraph (1), a State may use--
(A) cash; or
(B) an in-kind contribution.
(3) Financial hardship waiver.--The Secretary may waive
paragraph (1) or reduce the amount of matching funds required
under that paragraph for a State that has submitted an
application for a grant under this subsection if the State
demonstrates, in the application, a need for such a waiver or
reduction due to extreme financial hardship, as determined by
the Secretary of Education.
(f) Subgrants.--
(1) In general.--A State awarded a grant under this
subtitle may use the grant funds to award subgrants to eligible
local entities, as defined in section 112, to carry out the
activities under the grant.
(2) Subgrantees.--An eligible local entity awarded a
subgrant under paragraph (1) shall comply with the requirements
of this subtitle relating to grantees, as appropriate.
(g) Authorization of Appropriations.--There are authorized to be
appropriated to carry out this section--
(1) $750,000,000 for fiscal year 2014; and
(2) such sums as may be necessary for each of fiscal years
2015 through 2023.
TITLE II--LEARNING QUALITY PARTNERSHIPS
SEC. 201. PURPOSES.
The purposes of this title are to--
(1) increase the availability of, and access to, high-
quality early childhood education and care programming for
infants and toddlers;
(2) support a higher quality of, and increase capacity for,
that programming in both child care centers and family child
care homes; and
(3) encourage the provision of comprehensive, coordinated
full-day services and supports for infants and toddlers.
SEC. 202. EARLY LEARNING QUALITY PARTNERSHIPS.
The Head Start Act is amended--
(1) section 645A(e) (42 U.S.C. 9840a(e)) is amended to read
as follows:
``(e) Selection of Grant Recipients.--The Secretary shall award
grants under this section on a competitive basis to applicants meeting
the criteria in subsection (d) (giving priority to entities with a
record of providing early, continuous, and comprehensive childhood
development and family services and entities that agree to partner with
a center-based or family child care provider to carry out the
activities described in section 645B).''; and
(2) by inserting after section 645A (42 U.S.C. 9840a) the
following:
``SEC. 645B. EARLY LEARNING QUALITY PARTNERSHIPS.
``(a) In General.--The Secretary shall make grants to Early Head
Start agencies to partner with center-based or family child care
providers, particularly those that receive support under the Child Care
and Development Block Grant of 1990 (42 U.S.C. 9858 et seq.), that
agree to meet program performance standards that are described in
section 641A(a)(1) and applicable Early Head Start standards described
in section 645A, with funding and technical assistance from the Early
Head Start agency.
``(b) Selection of Grant Recipients.--
``(1) In general.--Except as provided in paragraphs (2) and
(3), the Secretary shall award grants under this section in a
manner consistent with section 645A(e).
``(2) Competitive priority.--In awarding grants under this
section, the Secretary shall give priority to applicants--
``(A) that propose to create strong alignment of
programs with maternal, infant and early childhood home
visiting programs assisted under section 511 of the
Social Security Act (42 U.S.C. 711), State-funded
prekindergarten programs, programs carried out under
the Child Care and Development Block Grant Act of 1990
(42 U.S.C. 9858 et seq.), and other programs supported
under this Act, to create a strong continuum of high-
quality services for children from birth to school
entry; and
``(B) that seek to work with child care providers
across settings, including center-based and home-based
programs.
``(3) Allocation.--
``(A) Reservation.--From funds appropriated to
carry out this section, the Secretary shall reserve--
``(i) not less than 3 percent of such funds
for Indian Head Start programs that serve young
children;
``(ii) not less than 4.5 percent for
migrant and seasonal Head Start programs that
serve young children; and
``(iii) not less than 0.2 percent for
programs funded under clause (iv) or (v) of
section 640(a)(2)(B).
``(B) Allocation among states.--The Secretary shall
allocate funds appropriated to carry out this section
and not reserved under subparagraph (A) among the
States proportionally based on the number of young
children from families whose income is below the
poverty line residing in such States.
``(c) Eligibility of Children.--
``(1) In general.--Partnerships formed through assistance
provided under this section may serve children through age 3.
``(2) Standards.--The standards applied to children served
under this section shall be consistent with those applied to 3-
year-old children otherwise served under this Act.
``(d) Partnerships.--An Early Head Start agency that receives a
grant under this section shall--
``(1) enter into a contractual relationship with a center-
based or family child care provider to raise the quality of
such provider's programs so that the provider meets the program
performance standards described in subsection (a) through
activities that may include--
``(A) expanding the center-based or family child
care provider's programs through financial support;
``(B) providing training, technical assistance, and
support to the provider in order to help the provider
meet the program performance standards, which may
include supporting program and partner staff in earning
a child development associate credential, associate's
degree, or baccalaureate degree in early childhood
education or a closely related field for working with
infants and toddlers; and
``(C) blending funds received under the Child Care
and Development Block Grant of 1990 (42 U.S.C. 9858 et
seq.) and the Early Head Start program carried out
under section 645A in order to provide high-quality
child care, for a full day, that meets the program
performance standards;
``(2) develop and implement a proposal to recruit and enter
into the contract with a center-based or family child care
provider, particularly a provider that serves children who
receive assistance under the Child Care and Development Block
Grant of 1990 (42 U.S.C. 9858 et seq.);
``(3) create a clear and realizable timeline to increase
the quality and capacity of a center-based or family child care
provider so that the provider meets the program performance
standards described in subsection (a); and
``(4) align activities and services provided through
funding under this section with the Head Start Child Outcomes
Framework.
``(e) Standards.--Prior to awarding grants under this section, the
Secretary shall establish standards to ensure that the responsibility
and expectations of the Early Head Start Agency and the partner child
care providers are clearly defined.
``(f) Designation Renewal.--A partner child care provider that
receives assistance through a grant provided under this section shall
be exempt, for a period of 18 months, from the designation renewal
requirements under section 641(c).
``(g) Survey of Early Head Start Agencies and Report to Congress.--
Not later than 1 year after the date of enactment of the Strong Start
for America's Children Act, the Secretary shall--
``(1) conduct a survey of Early Head Start agencies to
determine the extent of barriers to entering into early
learning quality partnership agreements under this section on
Early Head Start agencies and on child care providers; and
``(2) submit information obtained from the survey conducted
under paragraph (1), with suggested steps to overcome such
barriers, in a report to the Committee on Education and the
Workforce of the House of Representatives and the Committee on
Health, Education, Labor, and Pensions of the Senate, including
a detailed description of the degree to which Early Head Start
agencies are utilizing the funds provided.
``(h) Authorization of Appropriations.--There are authorized to be
appropriated to carry out this section--
``(1) $4,000,000,000 for fiscal year 2014; and
``(2) such sums as may be necessary for each of fiscal
years 2015 through 2023.''.
TITLE III--CHILD CARE
SEC. 301. STATE PLAN.
(a) Coordination; Minimum Eligibility; Supplement Not Supplant.--
Section 658E(c)(2) of the Child Care and Development Block Grant of
1990 (42 U.S.C. 9858c(c)(2)) is amended by adding at the end the
following:
``(I) Coordination with other federal block
grants.--Certify that the State will develop and
implement a process, not later than 3 years after the
date of enactment of the Early Childhood Education
Improvement Act of 2013, to ensure that the funding
such State receives under the program of block grants
for social services provided under subtitle A of title
XX of the Social Security Act (42 U.S.C. 1397 et seq.)
and the Community Services Block Grant Act (42 U.S.C.
9901 et seq.) that is used for child care services is
subject to the requirements and limitations of this
subchapter.
``(J) Minimum eligibility.--Demonstrate that each
child that receives assistance in accordance with this
subchapter in the State will receive such assistance
for not less than 12 months (regardless of a change in
family income for the child's family, if family income
does not exceed 85 percent of the State median income
for a family of the same size) before the State
redetermines the eligibility of the child under this
subchapter.
``(K) Supplementing and not supplanting child care
funds.--Provide an assurance that funds received by the
State to carry out this subchapter shall be used to
supplement and not supplant other Federal, State, and
local public funds for child care services and
activities.''.
(b) Activities To Improve the Quality of Child Care.--Section 658G
of the Child Care and Development Block Grant of 1990 (42 U.S.C. 9858e)
is amended--
(1) by striking ``A State'' and inserting ``(a) In
General.--A State''; and
(2) by adding at the end the following:
``(b) Formula Grants.--
``(1) In general.--For fiscal years for which the amount
appropriated to carry out this subchapter exceeds
$2,400,000,000, the Secretary may reserve not less than
$100,000,000 for formula grants to States, Indian tribes, and
tribal organizations to improve the quality of child care
programs and services. Such funds may be used to--
``(A) support training, education, and other
professional development activities for child care
staff, which may include coaching, mentoring, and other
on-site training and technical assistance;
``(B) provide technical assistance to help
providers become licensed and comply with applicable
licensing and regulatory requirements;
``(C) improve the compensation of the child care
workforce, including through rewards or bonuses linked
to increased credential or degree completion;
``(D) help programs meet applicable health and
safety standards; and
``(E) provide technical assistance to help
providers implement nutrition, physical activity, or
obesity prevention programs.
``(2) Coordination.--A State, Indian tribe, or tribal
organization that receives a grant under this section shall
coordinate with a State Advisory Council on Early Childhood
Education and Care in coordinating activities carried out under
this subsection with other quality-related activities directed
toward child care programs.
``(3) Priority to high poverty areas.--A State, Indian
tribe, or tribal organization that receives a grant under this
section shall provide assurances that such grant funds will be
prioritized--
``(A) to areas with significant concentrations of
poverty and unemployment and that lack access to high-
quality child care, including high-quality early
childhood education programs; or
``(B) for otherwise underserved populations, such
as children with disabilities (as defined in section
602 of the Individuals with Disabilities Education Act
(20 U.S.C. 1401)), homeless children, and children who
are dual language learners (as such term is defined in
section 112 of the Strong Start for America's Children
Act).''.
(c) Demonstration and Pilot Projects.--Section 658I of the Child
Care and Development Block Grant of 1990 (42 U.S.C. 9858g) is amended
by adding at the end the following:
``(c) Demonstration and Pilot Projects.--The Secretary may, through
grants or contracts, carry out demonstration and pilot projects that
are consistent with the purposes of this subchapter and are designed to
develop and implement strategies and practices useful in supporting the
needs of low-income families in-need of, or receiving, child care
services. Such projects shall--
``(1) include the provision of direct services to
individuals;
``(2) be subject to measures of performance based on
indicators developed and prescribed by the Secretary in
consultation with--
``(A) individuals and organizations currently
administering programs that receive support under this
subchapter;
``(B) individuals of other relevant Federal
agencies and departments; and
``(C) individuals in relevant academic disciplines;
and
``(3) include an evaluation component.''.
(d) Authorization of Appropriations.--Section 658B of the Child
Care and Development Block Grant of 1990 (42 U.S.C. 9858) is amended to
read as follows:
``SEC. 658B. AUTHORIZATION OF APPROPRIATIONS.
``There are authorized to be appropriated to carry out this
subchapter--
``(1) $2,478,313,000 for fiscal year 2014; and
``(2) such sums as may be necessary for each of fiscal
years 2015 through 2023.''.
TITLE IV--MATERNAL, INFANT, AND EARLY CHILDHOOD HOME VISITING PROGRAM
SEC. 401. SENSE OF SENATE.
It is the sense of the Senate that--
(1) from the prenatal period to the first day of
kindergarten, children's development rapidly progresses at a
pace exceeding that of any subsequent stage of life;
(2) as reported by the National Academy of Sciences in
2001, striking disparities exist in what children know and can
do that are evident well before they enter kindergarten; these
differences are strongly associated with social and economic
circumstances, and they are predictive of subsequent academic
performance;
(3) research has consistently demonstrated that investments
in high-quality programs that serve infants and toddlers better
positions those children for success in elementary, secondary,
and postsecondary education as well as helping children develop
the critical physical, emotional, social, and cognitive skills
that they will need for the rest of their lives;
(4) in 2011, there were 11,000,000 infants and toddlers
living in the United States and 49 percent of these children
came from low-income families living with incomes at or below
200 percent of the Federal poverty guidelines;
(5) the Maternal, Infant, and Early Childhood Home Visiting
(MIECHV) program was authorized by Congress to facilitate
collaboration and partnership at the Federal, State, and
community levels to improve health and development outcomes for
at-risk children, including those from low-income families,
through evidence-based home visiting programs;
(6) MIECHV is an evidence-based policy initiative and its
authorizing legislation requires that at least 75 percent of
funds dedicated to the program must support programs to
implement evidence-based home visiting models, which includes
the home-based model of Early Head Start; and
(7) Congress should continue to provide resources to MIECHV
to support the work of States to help at-risk families
voluntarily receive home visits from nurses and social workers
to--
(A) promote maternal, infant, and child health;
(B) improve school readiness and achievement;
(C) prevent potential child abuse or neglect and
injuries;
(D) support family economic self-sufficiency;
(E) reduce crime or domestic violence; and
(F) improve coordination or referrals for community
resources and supports.
<all>
Introduced in Senate
Read twice and referred to the Committee on Health, Education, Labor, and Pensions.
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