119-hr2738

[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H.R. 2738 Introduced in House

    (IH) ]

<DOC>

119th CONGRESS
 1st Session
 H. R. 2738

 To reduce exclusionary discipline practices in schools, and for other 
 purposes.

_______________________________________________________________________

 IN THE HOUSE OF REPRESENTATIVES

 April 8, 2025

Ms. Pressley (for herself, Mrs. Watson Coleman, Ms. Omar, Mrs. Beatty, 
 Mr. Casar, Mr. DeSaulnier, Ms. Lee of Pennsylvania, Ms. Norton, Ms. 
 Ocasio-Cortez, Mrs. Ramirez, Mr. Thanedar, and Ms. Tlaib) introduced 
 the following bill; which was referred to the Committee on Education 
 and Workforce

_______________________________________________________________________

 A BILL

 To reduce exclusionary discipline practices in schools, 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 ``Ending Punitive, Unfair, School-
based Harm that is Overt and Unresponsive to Trauma Act of 2025'' or 
the ``Ending PUSHOUT Act of 2025''.

SEC. 2. PURPOSE.

 It is the purpose of this Act to--

    (1) strengthen data collection related to exclusionary 
 discipline practices in schools and the discriminatory 
 application of such practices, which disproportionately pushes 
 students of color, particularly girls of color, out of school;

    (2) eliminate the discriminatory use and overuse of 
 exclusionary discipline practices based on actual or perceived 
 race, ethnicity, color, national origin, sex (including sexual 
 orientation, gender identity, pregnancy, childbirth, a medical 
 condition related to pregnancy or childbirth, parenting status, 
 or other stereotype related to sex), or disability;

    (3) eliminate all unnecessary loss of instructional time 
 due to unsound or excessive use of formal and informal 
 disciplinary removal from instructional settings; and

    (4) prevent the criminalization and pushout of students 
 from school, especially Black and Brown girls, as a result of 
 educational barriers that include discrimination, 
 adultification, punitive discipline policies and practices, and 
 a failure to recognize and support students with mental health 
 needs or experiencing trauma.

SEC. 3. DEFINITIONS.

 In this Act:

    (1) Act of insubordination.--The term ``act of 
 insubordination'' means an act that disrupts a school activity 
 or instance when a student willfully defies the valid authority 
 of a school official.

    (2) Appearance or grooming 

=== policy ===
-The term ``appearance 
 or grooming policy'' means any practice, policy, or portion of 
 a student conduct code that governs or restricts the appearance 
 of students, including policies that--
        (A) restrict or prescribe clothing that a student 
 may wear (including hijabs, headwraps, or bandanas);
        (B) restrict specific hair styles (such as braids, 
 locs, twists, Bantu knots, cornrows, extensions, or 
 afros); or
            (C) restrict whether or how a student may apply 
 make-up, nail polish, or other cosmetics.

    (3) Chemical restraint.--The term ``chemical restraint'' 
 means a drug or medication used on a student to control 
 behavior or restrict freedom of movement that is not--
        (A) prescribed by a licensed physician, or other 
 qualified health professional acting under the scope of 
 the professional's authority under State law, for the 
 standard treatment of a student's medical or 
 psychiatric condition; and
        (B) administered as prescribed by a licensed 
 physician or other qualified health professional acting 
 under the scope of the authority of a health 
 professional under State law.

    (4) Corporal punishment.--The term ``corporal punishment'' 
 means, with respect to a student, a deliberate act which causes 
 the student to feel physical pain for the purpose of 
 discipline, including an act of physical force, such as 
 striking, spanking, or paddling, inflicted on a student's body, 
 requiring a student to assume a painful physical position, or 
 the use of chemical sprays, electroshock weapons, or stun guns 
 on a student's body.

    (5) Culturally sustaining.--The term ``culturally 
 sustaining'' describes educational practices that encourage 
 students to bring their cultural and linguistic assets and life 
 experiences to a school community. Culturally sustaining 
 practices incorporate those assets and experiences into 
 coursework and the social fabric of a school.

    (6) Direct supervision.--The term ``direct supervision'' 
 means a student is physically in the same location as a school 
 official and such student is under the care of the school 
 official or school.

    (7) Disability.--The term ``disability'' means a mental or 
 physical disability that meets the conditions set forth in 
 clauses
            (i) and
            (ii) of 

section 602

    (3)
        (A) of the Individuals 
 with Disabilities Education Act (20 U.S.C. 1401

    (3)
        (A)
            (i) and
            (ii) ) or in 

section 504 of the Rehabilitation Act (29 U.S.C. 
 794).

    (8) Disciplinary alternative school.--The term 
 ``disciplinary alternative school'' means a short- or long-term 
 educational setting to which a student is sent for disciplinary 
 or behavioral reasons for a specified amount of time before 
 being allowed to return to their regular school setting.

    (9) Elementary and secondary education act terms.--The 
 terms ``elementary school'', ``English learner'', ``local 
 educational agency'', ``secondary school'', and ``State 
 educational agency'' has the meanings given such terms in 
 

section 8101 of the Elementary and Secondary Education Act of 
 1965 (20 U.S.C. 7801).

    (10) Exclusionary discipline.--The term ``exclusionary 
 discipline'' describes school policies and practices, whether 
 formal or informal action of school officials or by law 
 enforcement, used to discipline students by removing them from 
 their regular learning environment.

    (11) Gender identity.--The term ``gender identity'' means 
 the gender-related identity, appearance, mannerisms, or other 
 gender-related characteristics of an individual regardless of 
 the designated sex at birth of the individual.

    (12) Informal removal.--The term ``informal removal'' means 
 an administrative removal of a student from the learning 
 environment for part or all of the school day, or an indefinite 
 period of time, without documenting the removal as a suspension 
 or expulsion or engaging in formalized disciplinary processes.

    (13) Indian tribe.--The term ``Indian Tribe'' has the 
 meaning given the term in 

section 4

    (e) of the Indian Self-
 Determination and Education Assistance Act (25 U.S.C. 5304

    (e) ).

    (14) In-school suspension.--The term ``in-school 
 suspension'' means an instance in which a student is 
 temporarily removed from a regular classroom for at least half 
 a day but remains under the direct supervision of a school 
 official.

    (15) Mechanical restraint.--The term ``mechanical 
 restraint'' has the meaning given the term in 

section 595
            (d) (1) of the Public Health Service Act (42 U.S.C. 290jj
            (d) (1) ), 
 except that the meaning shall be applied by substituting 
 ``student'' for ``resident''.

    (16) Multi-tiered system of supports.--The term ``multi-
 tiered system of supports'' means a comprehensive continuum of 
 evidence-based, systemic practices to support a rapid response 
 to the needs of students, with regular observation to 
 facilitate data-based instructional decision making.

    (17) Out-of-school suspension.--The term ``out-of-school 
 suspension'' means an instance in which a student is excluded 
 from their school for disciplinary reasons by temporarily being 
 removed from regular classes to another setting, including a 
 home, virtual school placement, alternative school placement, 
 disciplinary alternative school, or behavior center, regardless 
 of whether such disciplinary removal is deemed as a suspension 
 by school officials.

    (18) Physical escort.--The term ``physical escort'' has the 
 meaning given the term in 

section 595
            (d) (2) of the Public 
 Health Service Act (42 U.S.C. 290jj
            (d) (2) ), except that the 
 meaning shall be applied by substituting ``student'' for 
 ``resident''.

    (19) Physical restraint.--The term ``physical restraint'' 
 means a personal restriction that immobilizes or reduces the 
 ability of an individual to move the individual's arms, legs, 
 torso, or head freely, except that such term does not include a 
 physical escort, mechanical restraint, or chemical restraint.

    (20) Positive behavioral interventions and supports.--The 
 term ``positive behavioral interventions and supports'' means a 
 schoolwide, systematic approach that embeds evidence-based 
 practices and data-driven decision-making to improve school 
 climate and culture in order to achieve improved academic and 
 social outcomes and increase learning for all students 
 (including students with the most complex and intensive 
 behavioral needs) and encompasses a range of systemic and 
 individualized positive strategies to teach and reinforce 
 school-expected behaviors, while discouraging and diminishing 
 undesirable behaviors.

    (21) Pushout.--The term ``pushout'' means an instance when 
 a student leaves elementary, middle or secondary school, 
 including a forced transfer to another school, prior to 
 graduating secondary school due to overuse of exclusionary 
 discipline practices, failure to address trauma or other mental 
 health needs, discrimination, or other educational barriers 
 that do not support or promote the success of a student.

    (22) School-based law enforcement officer.--The term 
 ``school-based law enforcement officer'' means an individual 
 who--
        (A) is--
            (i) assigned by a law enforcement agency to 
 a secondary or elementary school or local 
 educational agency;
            (ii) contracting with a secondary or 
 elementary school or local educational agency; 
 or
            (iii) employed by a secondary or elementary 
 school or local educational agency;
        (B) has the legal power to detain, arrest, issue a 
 citation, perform a custodial investigation, or refer a 
 person to a criminal or juvenile court;
            (C) meets the definition of a law enforcement 
 personnel under State law; or
            (D) may be referred to as a ``school resource 
 officer'', a ``sworn law enforcement officer'', or a 
 ``school police officer''.

    (23) School official.--The term ``school official'' means 
 an educator, school principal, administrator, or other 
 personnel, not considered school-based law enforcement, engaged 
 in the performance of duties with respect to a school.

    (24) Seclusion.--The term ``seclusion'' means the 
 involuntary confinement of a student alone in a room or area 
 where the student is physically prevented from leaving, and 
 does not include a time out.

    (25) Secretary.--The term ``Secretary'' means the Secretary 
 of Education.

    (26) Serious bodily injury.--The term ``serious bodily 
 injury'' has the meaning given that term in 

section 1365

    (h)

    (3) of title 18, United States Code.

    (27) Sexual orientation.--The term ``sexual orientation'' 
 means how a person identifies in terms of their emotional, 
 romantic, or sexual attraction, and includes identification as 
 straight, heterosexual, gay, lesbian, or bisexual, among other 
 terms.

    (28) Special education school.--The term ``special 
 education school'' means a school that focuses primarily on 
 serving the needs of students who qualify as ``a child with a 
 disability'' as that term is defined under 

section 602

    (3)
        (A)
            (i) of the Individuals with Disabilities Education Act (20 U.S.C. 
 1401

    (3)
        (A)
            (i) ) or are subject to 

section 504 of the 
 Rehabilitation Act of 1973 (29 U.S.C. 794).

    (29) Threat assessment.--The term ``threat assessment'' 
 means actions consisting of referrals or meetings initiated by 
 a member of school staff, administrator, school counselor, or 
 educator that include law enforcement officers to assess 
 whether a student constitutes a threat or risk to self or 
 others.

    (30) Time out.--The term ``time out'' has the meaning given 
 the term in 

section 595
            (d) (5) of the Public Health Service Act 
 (42 U.S.C. 290jj
            (d) (5) ), except that the meaning shall be 
 applied by substituting ``student'' for ``resident''.

    (31) Trauma-informed services.--The term ``trauma-informed 
 services'' means a service delivery approach that--
        (A) recognizes and responds to the impacts of 
 trauma with evidence-based supports and intervention;
        (B) emphasizes physical, psychological, and 
 emotional safety for both providers of services and 
 survivors of trauma; and
            (C) creates opportunities for survivors of trauma 
 to rebuild a sense of healing and empowerment.

    (32) Zero-tolerance 

=== policy ===
-The term ``zero-tolerance 
 policy'' is a school discipline policy that results in an 
 automatic disciplinary consequence, including out-of-school 
 suspension, expulsion, and involuntary school transfer.

SEC. 4. STRENGTHENING CIVIL RIGHTS DATA COLLECTION WITH RESPECT TO 
 EXCLUSIONARY DISCIPLINE IN SCHOOLS.

    (a) In General.--The Assistant Secretary for Civil Rights shall 
annually carry out data collection, while maintaining appropriate 
safety and privacy standards, authorized under 

section 203
            (c) (1) of the 
Department of Education Organization Act (20 U.S.C. 3413
            (c) (1) ), which 
shall include data with respect to students enrolled in a public 
preschool, elementary, or secondary school (including traditional 
public, charter, virtual, special education school, and alternative 
schools or placements) who received the following disciplinary actions 
during the preceding school year:

    (1) Suspension (including the classification of the 
 suspension as in-school suspension or out-of-school 
 suspension), which shall include data with respect to--
        (A) the number of students who were suspended, 
 disaggregated and cross-tabulated by type of suspension 
 and by--
            (i) enrollment in a preschool or in an 
 elementary school and secondary school by grade 
 level;
            (ii) race;
            (iii) ethnicity;
            (iv) sex (including, to the extent 
 possible, sexual orientation and gender 
 identity);
            (v) low-income status;
            (vi) disability status (including students 
 eligible for disability under the Individuals 
 with Disabilities Education Act (20 U.S.C. 1401 
 et. seq.) or 

section 504 of the Rehabilitation 
 Act of 1973 (29 U.S.C. 10 794));
            (vii) English learner status;
            (viii) foster care status;
            (ix) housing status, to the extent 
 possible;
            (x) Tribal citizenship or descent, in the 
 first or second degree, of an Indian Tribe, to 
 the extent possible; and
            (xi) pregnant and parenting student status, 
 to the extent possible;
        (B) the number and length of suspensions;
            (C) the reason for each such suspension, 
 including--
            (i) a violation of a zero-tolerance policy 
 and whether such violation was due to a violent 
 or nonviolent offense;
            (ii) a violation of an appearance policy, 
 dress code, or grooming policy;
            (iii) an act of insubordination;
            (iv) willful defiance; and
            (v) a violation of a school code of 
 conduct; and
            (D) the number of days of lost instruction due to 
 each out-of-school and in-school suspension.

    (2) Expulsion, including agreements to withdraw a child 
 from school in lieu of an expulsion process, which shall 
 include data with respect to--
        (A) the number of students who were expelled, 
 disaggregated and cross-tabulated as outlined under 
 clauses
            (i) through
            (xi) of subsection

    (a)

    (1)
        (A) ; and
        (B) the reason for each such expulsion, including--
            (i) a violation of a zero-tolerance policy 
 and whether such violation was due to a violent 
 or nonviolent offense;
            (ii) a violation of an appearance policy, 
 dress code, or grooming policy;
            (iii) an act of insubordination, willful 
 defiance, or violation of a school code of 
 conduct; and
            (iv) the use of profane or vulgar language.

    (3) The number of students subject to an out-of-school 
 transfer to a different school, including alternative education 
 placements or a virtual school, disaggregated and cross-
 tabulated as outlined under clauses
            (i) through
            (xi) of 
 subsection

    (a)

    (1)
        (A) , and the primary reason for each such 
 transfer.

    (4) The number of students subject to a referral to law 
 enforcement or threat assessment process, disaggregated and 
 cross-tabulated as outlined under clauses
            (i) through
            (xi) of 
 subsection

    (a)

    (1)
        (A) , including the primary reason for each 
 such referral, and whether such referral resulted in an arrest.

    (5) The number of students arrested at school, including at 
 school-sponsored activities, disaggregated and cross-tabulated 
 as outlined under clauses
            (i) through
            (xi) of subsection

    (a)

    (1)
        (A) , and the primary reason for such arrest.

    (6) The number of students subject to a referral to or 
 placement in a residential facility, including for temporary or 
 short-term holds (such as 48-hour or 72-hour holds) 
 disaggregated and cross-tabulated as outlined under clauses
            (i) through
            (xi) of subsection

    (a)

    (1)
        (A) .

    (7) The number of students subject to placement in juvenile 
 or criminal legal confinement or other institutionalized 
 settings, including diversion to arrest programs and mental and 
 psychiatric programs, disaggregated and cross-tabulated as 
 outlined under clauses
            (i) through
            (xi) of subsection

    (a)

    (1)
        (A) .

    (b) Report.--

    (1) In general.--Not later than one year after the date of 
 the enactment of this Act, and annually thereafter, the 
 Assistant Secretary for Civil Rights shall submit to Congress a 
 report on the data collected under subsection

    (a) .

    (2) Requirements.--The report required under paragraph

    (1) shall--
        (A) identify, with respect to the data collected 
 under subsection

    (a) , schools, local educational 
 agencies, and States that demonstrate a pattern of the 
 overuse and discriminatory use of exclusionary 
 disciplinary practices;
        (B) be disaggregated and cross tabulated, except 
 that such disaggregation shall not be required in the 
 case of a State, local educational agency, or a school 
 in which the number of students in a subgroup is 
 insufficient to yield statistically reliable 
 information or the results would reveal personally 
 identifiable information about an individual student, 
 by--
            (i) enrollment in a preschool or in an 
 elementary school and secondary school by grade 
 level;
            (ii) race;
            (iii) ethnicity;
            (iv) sex (including, to the extent 
 possible, sexual orientation and gender 
 identity);
            (v) low-income status;
            (vi) disability status (including students 
 eligible for disability under the Individuals 
 with Disabilities Education Act (20 U.S.C. 1401 
 et. seq.) or 

section 504 of the Rehabilitation 
 Act of 1973 (29 U.S.C. 794));
            (vii) English learner status;
            (viii) foster care status;
            (ix) housing status, to the extent 
 possible;
            (x) Tribal citizenship or descent, in the 
 first or second degree, of an Indian Tribe; and
            (xi) pregnant and parenting student status, 
 to the extent possible;
            (C) be publicly accessible in multiple languages, 
 accessibility formats, and provided in a language that 
 parents, families, and community members can 
 understand; and
            (D) be presented in a manner that protects the 
 privacy of individuals consistent with the requirements 
 of 

section 444 of the General Education Provisions Act 
 (20 U.S.C. 1232g), commonly known as the ``Family 
 Educational Rights and Privacy Act of 1974''.

SEC. 5. GRANTS TO REDUCE EXCLUSIONARY SCHOOL DISCIPLINE PRACTICES.

    (a) In General.--The Secretary shall award grants (which shall be 
known as the ``Healing School Climate Grants''), on a competitive 
basis, to eligible entities for the purpose of reducing the overuse and 
discriminatory use of exclusionary discipline practices and policies in 
schools.

    (b) Eligible Entities.--In this section, the term ``eligible 
entity'' means--

    (1) one or more local educational agencies (who may be 
 partnered with a State educational agency), including a public 
 charter school that is a local educational agency under State 
 law or local educational agency operated by the Bureau of 
 Indian Education; or

    (2) a nonprofit organization (defined as an organization 
 described in 

section 501
            (c) (3) of the Internal Revenue Code, 
 which is exempt from taxation under 

section 501

    (a) of such 
 Code) with a track record of success in improving school 
 climates and supporting students.
            (c) Application.--An eligible entity seeking a grant under this 
section shall submit an application to the Secretary at such time, in 
such manner, and containing such information as the Secretary may 
require, including an assurance that the eligible entity shall 
prioritize schools with high rates of disparities in exclusionary 
discipline, such as suspensions, expulsions, law enforcement referrals, 
and school-based arrests, for students of color, students with 
disabilities, LGBTQI+ students, English language learners, students 
experiencing homelessness, students involved in the foster care system, 
and students living at the intersections of these identities, and 
historical patterns of disparities in exclusionary school discipline. 
The Secretary shall make applications publicly accessible in an 
appropriate digital format.
            (d) Program Requirement.--An eligible entity that receives a grant 
under subsection

    (a) shall prohibit the use of--

    (1) out-of-school suspension or expulsion for any student 
 in preschool through grade 5 for incidents that do not involve 
 serious physical injury;

    (2) out-of-school suspension or expulsion for any student 
 in preschool through grade 12 for insubordination, willful 
 defiance, vulgarity, truancy, tardiness, chronic absenteeism, 
 or as a result of a violation of a grooming or appearance 
 policy;

    (3) corporal punishment;

    (4) seclusion;

    (5) a mechanical or chemical restraint on a student; or

    (6) a physical restraint or physical escort that is life 
 threatening, that restricts breathing, or that restricts blood 
 flow to the brain, including prone and supine restraint, on a 
 student, except when each of the following requirements are 
 met:
        (A) The student's behavior poses an imminent danger 
 of serious physical injury to the student, program 
 personnel, or another individual.
        (B) Before using physical restraint, less 
 restrictive interventions would be ineffective in 
 stopping such imminent danger of serious physical 
 injury.
            (C) Such physical restraint is imposed by--
            (i) program personnel trained and certified 
 by a State-approved crisis intervention 
 training program; or
            (ii) program personnel not trained and 
 certified as described in clause
            (i) , in the 
 case of a rare and clearly unavoidable 
 emergency circumstance when program personnel 
 certified as described in clause
            (i) is not 
 immediately available due to the unforeseeable 
 nature of the emergency circumstance.
            (D) Such physical restraint ends immediately upon 
 the cessation of the imminent danger of serious 
 physical injury to the student, any program personnel, 
 or another individual.
        (E) The physical restraint does not interfere with 
 the student's ability to communicate in the student's 
 primary language or primary mode of communication.
        (F) During the physical restraint, the least amount 
 of force necessary is used to protect the student or 
 others from the threatened injury.
        (G) The physical restraint does not affect or 
 interfere with, with respect to a student, a 
 disability, health care needs, or a medical or 
 psychiatric condition documented in a--
            (i) health care directive or medical 
 management plan;
            (ii) a behavior intervention plan;
            (iii) an individualized education program 
 or an individualized family service plan (as 
 defined in 

section 602 of the Individuals with 
 Disabilities Education Act (20 U.S.C. 1401)); 
 or
            (iv) another relevant record made available 
 to the State or eligible entity involved.

    (e) Use of Funds.--

    (1) Required uses.--An eligible entity that receives a 
 grant under this section shall use funds to--
        (A) evaluate the current discipline policies of 
 schools under the eligible entity and, in partnership 
 with students (including girls of color), the family 
 members of students, and the local community of such 
 school, develop discipline policies for such schools to 
 ensure that such policies are not exclusionary or 
 discriminately applied toward students;
        (B) provide training and professional development 
 for school officials to avoid or address the overuse 
 and discriminatory disproportionate use of exclusionary 
 discipline practices in schools and to create awareness 
 of implicit and explicit bias and use culturally 
 sustaining practices, including training in--
            (i) identifying and providing support to 
 students who may have experienced or are at 
 risk of experiencing trauma or have other 
 mental health needs;
            (ii) administering and responding to 
 assessments on adverse childhood experiences;
            (iii) providing student-centered, trauma-
 informed services and positive behavior 
 management interventions that create safe and 
 supportive school climates;
            (iv) using restorative practices;
            (v) using culturally and linguistically 
 responsive intervention strategies;
            (vi) developing social and emotional 
 learning competencies; and
            (vii) increasing student engagement and 
 improving dialogue between students and 
 educators;
            (C) implement and evaluate evidence-based 
 alternatives to suspension or expulsion, including--
            (i) multi-tier systems of support, such as 
 positive behavioral interventions and supports;
            (ii) social, emotional, and academic 
 learning strategies designed to engage students 
 and avoid escalating conflicts; and
            (iii) other data-driven approaches to 
 improving school environments;
            (D) improve behavioral and academic outcomes for 
 students by creating a safe and supportive learning 
 environment and school climate, which may include--
            (i) restorative practices with respect to 
 improving relationships among students, school 
 officials, and members of the local community, 
 which may include partnering with local mental 
 health agencies or nonprofit organizations;
            (ii) access to mentors and peer-based 
 support programs;
            (iii) extracurricular programs, including 
 sports and art programs;
            (iv) social and emotional learning 
 strategies designed to engage students and 
 avoid escalating conflicts;
            (v) access to counseling, mental health 
 programs, and trauma-informed services, 
 including suicide prevention programs; and
            (vi) access to culturally responsive 
 curricula that affirms the history and 
 contributions of traditionally marginalized 
 people and communities;
        (E) hire social workers, school counselors, trauma-
 informed care personnel, and other mental health 
 personnel who shall not serve as proxies for school-
 based law enforcement officers; and
        (F) support the development, delivery, and analysis 
 of school climate surveys.

    (2) Prohibited uses.--An eligible entity that receives a 
 grant under this section may not use funds to--
        (A) hire or retain school-based law enforcement 
 personnel, including school resource officers;
        (B) purchase, maintain, or install surveillance 
 equipment, including metal detectors or software 
 programs that monitor or mine the social media use or 
 technology use of students;
            (C) arm educators, principals, school leaders, or 
 other school personnel; and
            (D) enter into formal or informal partnerships or 
 data and information sharing agreements with--
            (i) the Secretary of Homeland Security, 
 including agreements with U.S. Immigration and 
 Customs Enforcement or U.S. Customs and Border 
 Protection; or
            (ii) State, local, or other law enforcement 
 agencies, including partnerships that allow for 
 hiring of school-based law enforcement.

    (f) Technical Assistance.--The Secretary, in carrying out 
subsection

    (a) , may reserve not more than 2 percent of funds to provide 
technical assistance to eligible entities, which may include--

    (1) support for data collection, compliance, and analysis 
 of the activities of the program authorized under subsection

    (a) ; and

    (2) informational meetings and seminars with respect to the 
 application process under subsection
            (c) .

    (g) Report by Grantees.--Not later than one year after the date of 
enactment of this section, an eligible entity receiving a grant under 
this section shall submit to the Secretary, and to the public, a report 
on the activities funded through the grant. The Secretary shall make 
each such report publicly accessible in an appropriate digital format. 
Such report shall include, at a minimum, a description of--

    (1) the evaluation methods of disciplinary practices prior 
 to the grant;

    (2) training and professional development services provided 
 for school officials, including school-based law enforcement 
 officers, to address discriminatory discipline practices, 
 implicit and explicit bias, and other uses described in 
 subsection

    (e)

    (1) ;

    (3) aggregated and de-identified behavioral, social, 
 emotional, and academic outcomes experienced by students;

    (4) any instance of physical restraint used on a student 
 with an explanation of a circumstance described in subsection
            (d) (6) ;

    (5) the number of students who were referred to some form 
 of alternative practice described in subsection

    (e)

    (1)
            (C) ;

    (6) disaggregated data on students suspended, expelled, 
 arrested at school, and referred to the juvenile or criminal 
 legal system, except that such disaggregation shall not be 
 required in the case of a State, local educational agency, or a 
 school in which the number of students in a subgroup is 
 insufficient to yield statistically reliable information or the 
 results would reveal personally identifiable information about 
 an individual student, cross tabulated by--
        (A) reason for disciplinary action;
        (B) type and length of disciplinary action;
            (C) grade level;
            (D) race;
        (E) ethnicity;
        (F) sex (including to the extent possible, sexual 
 orientation and gender identity);
        (G) low-income status;
        (H) disability status;
            (I) English learner status;
        (J) foster care status;
        (K) housing status, to the extent possible;
            (L) Tribal citizenship or descent, in the first or 
 second degree, of an Indian Tribe; and
            (M) pregnant and parenting student status, to the 
 extent possible; and

    (7) any other information required by the Secretary.

SEC. 6. JOINT TASK FORCE TO END SCHOOL PUSHOUT OF GIRLS OF COLOR.

    (a) Establishment.--The Secretary and the Secretary of Health and 
Human Services shall establish and operate a joint task force to end 
school pushout (in this section referred to as the ``Joint Task 
Force'').

    (b) Composition.--

    (1) Chairs.--The Secretary and the Secretary of Health and 
 Human Services shall chair the Joint Task Force.

    (2) Members.--
        (A) In general.--The Joint Task Force shall include 
 21 total members and be composed of--
            (i) 6 students, including 2 Black, Brown, 
 and Indigenous girls;
            (ii) 2 educators;
            (iii) 3 parents, including foster parents, 
 legal guardians, and caregivers with children 
 enrolled in public school;
            (iv) 3 public school officials;
            (v) 3 representatives from the civil rights 
 community, including civil rights and 
 disability organizations;
            (vi) 2 psychologists, social workers, 
 trauma-informed personnel, and other mental 
 health professionals with expertise in child 
 and adolescent development; and
            (vii) 2 researchers with experience in 
 behavioral intervention with children and 
 youth.
        (B) Law enforcement officers.--The Joint Task Force 
 shall not include law enforcement officers.

    (3) Advisory members.--In addition to the members under 
 paragraph

    (2) , the Assistant Attorney General of the Civil 
 Rights Division of the Department of Justice and the Director 
 of the Bureau of Indian Education shall be advisory members of 
 the Joint Task Force.

    (4) Member appointment.--Not later than 60 days after the 
 date of the enactment of this Act, the Secretary and the 
 Secretary of Health and Human Services shall appoint the 
 members of the Joint Task Force--
        (A) in accordance with paragraph

    (2) ;
        (B) using a competitive application process; and
            (C) with consideration to the racial, ethnic, 
 gender, disability, and geographic diversity of the 
 Joint Task Force.
            (c) Study and Recommendations.--The Joint Task Force shall--

    (1) conduct a study to--
        (A) identify causes for disparities in school 
 discipline administration that push girls of color out 
 of schools;
        (B) identify best practices for reducing the 
 overuse and discriminatory use of exclusionary 
 discipline practices;
            (C) identify interventions and accountability for 
 local and State educational agencies when disparities 
 in school discipline are found; and
            (D) determine to what extent exclusionary 
 discipline practices contribute to the criminalization 
 of--
            (i) girls of color;
            (ii) English learners;
            (iii) Indigenous girls;
            (iv) LGBTQI+ students;
            (v) students experiencing homelessness;
            (vi) students involved in the foster care 
 system; and
            (vii) students with disabilities; and

    (2) develop recommendations based on the study conducted 
 under paragraph

    (1) .
            (d) Report.--Not later than 360 days after the date of the 
enactment of this Act, and biannually thereafter, the Secretary and the 
Secretary of Health and Human Services shall submit to Congress a 
report on the recommendations under subsection
            (c) (2) . The report shall 
be--

    (1) available to the public through the public website of 
 the Department of Health and Human Services and by request;

    (2) accessible in accordance with the requirements of the 
 Americans with Disabilities Act of 1990 (42 U.S.C. 12101 et 
 seq.); and

    (3) available in multiple languages.

SEC. 7. AUTHORIZATION OF APPROPRIATION.

    (a) In General.--There is authorized to be appropriated 
$500,000,000 for each fiscal year after the date of enactment of this 
Act to carry out sections 5 and 6.

    (b) Additional Funding to the Office for Civil Rights.--There is 
authorized to be appropriated $500,000,000 for each fiscal year after 
the date of enactment of this Act to carry out 

section 4.
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