119-hr2845

[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H.R. 2845 Introduced in House

    (IH) ]

<DOC>

119th CONGRESS
 1st Session
 H. R. 2845

 To establish competitive Federal grants that will empower community 
 colleges and minority-serving institutions to become incubators for 
 infant and toddler child care talent, training, and access on their 
 campuses and in their communities, and for other purposes.

_______________________________________________________________________

 IN THE HOUSE OF REPRESENTATIVES

 April 10, 2025

 Mrs. Hayes (for herself and Mr. Norcross) introduced the following 
 bill; which was referred to the Committee on Education and Workforce, 
and in addition to the Committee on Ways and Means, for a period to be 
subsequently determined by the Speaker, in each case for consideration 
 of such provisions as fall within the jurisdiction of the committee 
 concerned

_______________________________________________________________________

 A BILL

 To establish competitive Federal grants that will empower community 
 colleges and minority-serving institutions to become incubators for 
 infant and toddler child care talent, training, and access on their 
 campuses and in their communities, 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 ``Preparing and Resourcing Our Student 
Parents and Early Childhood Teachers Act'' or the ``PROSPECT Act''.

SEC. 2. TABLE OF CONTENTS.

 The table of contents of this Act is as follows:

Sec. 1. Short title.

Sec. 2. Table of contents.

Sec. 3. Findings.
 TITLE I--ESTABLISHMENT OF INFANT AND TODDLER CHILD CARE LEADERSHIP 
 GRANTS

Sec. 101. Purpose.

Sec. 102. Definitions.

Sec. 103. Authorization of appropriations.
 Subtitle A--General Provisions

Sec. 111. Program authorized.

Sec. 112. Application; selection criteria.

Sec. 113. Amount, duration, and administration of grants.
 Subtitle B--Planning and Implementation Grants

Sec. 121. Grants authorized.

Sec. 122. Planning grants.

Sec. 123. Access grants providing infant and toddler child care for 
 community college or minority-serving 
 institution student parents.

Sec. 124. Impact grants.

Sec. 125. Pipeline grants.

Sec. 126. Evaluation criteria for grants.

Sec. 127. Report to Congress.

Sec. 128. Nondiscrimination in programs and activities.
 TITLE II--CHILD CARE AND DEVELOPMENT BLOCK GRANT PROGRAM

Sec. 201. Eligibility.

Sec. 202. Conforming amendments.

Sec. 203. Increased Federal matching payments for child care.
TITLE III--OUTREACH REGARDING THE DEPENDENT CARE ALLOWANCE FOR FEDERAL 
 STUDENT AID

Sec. 301. Sharing dependent care allowance information for Federal 
 student aid.

SEC. 3. FINDINGS.

 Congress finds the following:

    (1) A child's brain grows at a faster rate between birth 
 and age 3 than at any later point in the child's lifetime.

    (2) Decades of research show that children under age 3 that 
 receive quality childcare are more likely to have the 
 behavioral, cognitive, and language skills development 
 necessary for success in school, college, and life.

    (3) Of the more than 5,100,000 families with young children 
 that pay for childcare each year, 43 percent of parents pay 
 unaffordable rates, as defined by the Department of Health and 
 Human Services as more than 7 percent of income.

    (4) In 2023, the average cost of childcare in the United 
 States was $3,190 a month for nanny care, $1,230 a month for a 
 daycare center, and $992 a month for home daycare, with 
 families on average spending 24 percent of their household 
 income on childcare expenses. Families pushed into poverty from 
 childcare expenses typically spend almost 28 percent of their 
 income on childcare.

    (5) According to a 2023 report, there are an estimated 
 5,400,000 college students with dependent children.

    (6) According to a 2020 report, only about five percent of 
 colleges and universities are providing the child care slots 
 that student parents need, leading to long wait lists.

    (7) Student parents are nearly twice as likely to depart 
 college prior to graduation than students without children. 
 Single mothers and Black parents, especially fathers, are 
 particularly likely to suspend enrollment before completing 
 their educational programs.

    (8) The Child Care Access Means Parents in School Federal 
 Grant program under subpart 7 of part A of title IV of the 
 Higher Education Act of 1965 (20 U.S.C. 1070e et seq.) helps 
 over 3,300 students at institutions of higher education afford 
 child care each year, but this program impacts just 0.5 percent 
 of the entire student parent population, and many institutions 
 of higher education do not open their subsidized child care 
 programs to children under age 3.

    (9) The share of public academic institutions offering 
 childcare services has fallen in recent decades. Of public 4-
 year institutions of higher education, 455 had on-campus day 
 care for students' children in 2005 compared to 369 in 2023. Of 
 public, 2-year institutions of higher education, 464 had on-
 campus day care for students' children in 2005 compared to 304 
 in 2023.

    (10) Student parents are more likely to be enrolled at 
 community colleges and minority-serving institutions than other 
 institutions of higher education. Over half of student mothers, 
 51 percent, attend community and technical colleges.

    (11) Community colleges and minority-serving institutions 
 lead the higher education sector in educating infant and 
 toddler childcare providers, especially childcare providers of 
 color, so they are the optimal actors for driving quality 
 infant and toddler childcare access in their regions.

 TITLE I--ESTABLISHMENT OF INFANT AND TODDLER CHILD CARE LEADERSHIP 
 GRANTS

SEC. 101. PURPOSE.

 The purposes of this title are to expand access to infant and 
toddler child care for children of students at public community 
colleges and at minority-serving institutions and to grow, diversify, 
and strengthen the workforce pipeline of highly effective infant and 
toddler child care providers, especially in communities of color and 
infant and toddler child care deserts.

SEC. 102. DEFINITIONS.

 In this title:

    (1) Community college.--The term ``community college'' 
 means a public institution of higher education, as defined in 
 

section 101

    (a) of the Higher Education Act of 1965 (20 U.S.C. 
 1001

    (a) ), that provides an educational program of not less than 
 2 years that culminates in an associate degree and is 
 acceptable for full credit toward a baccalaureate degree.

    (2) Community college or minority-serving institution 
 student parent.--The term ``community college or minority-
 serving institution student parent'' means an individual who--
        (A) is a parent or legal guardian of a child who 
 qualifies for infant and toddler child care; and
        (B) is a full-time or part-time student at a 
 community college or minority-serving institution 
 participating in an eligible entity.

    (3) Culturally responsive teaching.--The term ``culturally 
 responsive teaching'' means teaching--
        (A) using the cultural characteristics, 
 experiences, and perspectives of ethnically diverse 
 students as conduits for teaching them more 
 effectively; and
        (B) based on understanding the influences of race, 
 culture, and ethnicity in teaching and learning and 
 using the cultural experiences and contributions of 
 different ethnic groups as instrumental tools for 
 teaching academic and social knowledge and skills.

    (4) Drop-in.--The term ``drop-in'', when used with respect 
 to child care--
        (A) means child care that--
            (i) does not require prescheduling a 
 definite number of scheduled days or hours per 
 week; or
            (ii) is short term, such as less than 5 
 hours per day; and
        (B) includes child care described in subparagraph
        (A) that requires parents to provide 24-hour notice 
 before using the child care or provides child care 
 subject to availability.

    (5) Dual language learner.--The term ``dual language 
 learner'' means a child who--
        (A) is acquiring 2 or more languages at the same 
 time; or
        (B) is learning a second language while continuing 
 to develop the child's first language, including a 
 child who may also be identified by a State or locality 
 as bilingual or limited English proficient or as an 
 English language learner, an English learner, or a 
 child who speaks a language other than English.

    (6) Early childhood educator preparation program.--The term 
 ``early childhood educator preparation program'' means a 
 postsecondary course of study that--
        (A) is designed to prepare individuals to teach in 
 early childhood settings serving children between birth 
 and age 5; and
        (B) leads to a degree (including an associate's, 
 bachelor's, or graduate degree) or a State or 
 nationally recognized credential enabling individuals 
 to teach in early childhood settings, including a child 
 development associate credential or a State teaching 
 license.

    (7) Eligible entity.--The term ``eligible entity'' means--
        (A) a community college;
        (B) a minority-serving institution; or
            (C) a consortium of 2 or more community colleges or 
 minority-serving institutions.

    (8) Flex infant and toddler child care.--The term ``flex 
 infant and toddler child care'' means infant and toddler child 
 care for which a child is registered to attend weekly, but for 
 a total of less than five days per week.

    (9) High school.--The term ``high school'' has the meaning 
 given the term in 

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

    (10) Infant and toddler child care.--The term ``infant and 
 toddler child care'' means child care for children who are 
 under the age of 3 as of the first day of the academic year of 
 the applicable community college or minority-serving 
 institution.

    (11) Infant and toddler child care desert.--The term 
 ``infant and toddler child care desert'' means a community that 
 the State or tribal entity involved determines has a low supply 
 of quality, affordable infant and toddler child care.

    (12) Infant or toddler with a disability.--The term 
 ``infant or toddler with a disability'' has the meaning given 
 the term in 

section 632 of the Individuals with Disabilities 
 Education Act (20 U.S.C. 1432).

    (13) Low-income.--The term ``low-income'' means an 
 individual from a family with an income at or below 150 percent 
 of the poverty line (as defined by the Office of Management and 
 Budget and revised annually in accordance with 

section 673

    (2) of the Community Services Block Grant Act) applicable to a 
 family of the size involved.

    (14) Minority-serving institution.--The term ``minority-
 serving institution'' means an institution described in 

section 371

    (a) of the Higher Education Act of 1965 (20 U.S.C. 
 1067q

    (a) ).

    (15) Nontraditional hours.--The term ``nontraditional 
 hours'' means--
        (A) the hours before 9 a.m. and after 4 p.m.; and
        (B) any hours during weekends, breaks during the 
 academic year, and holidays.

    (16) On-campus.--The term ``on-campus'', when used with 
 respect to a childcare center, means a childcare center that is 
 located on the campus of a community college or minority-
 serving institution.

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

    (18) Service area.--The term ``service area'', when used 
 with respect to an eligible entity, means the area served by 
 the eligible entity.

    (19) State.--The term ``State'' has the meaning given the 
 term in 

section 103 of the Higher Education Act of 1965 (20 
 U.S.C. 1003).

SEC. 103. AUTHORIZATION OF APPROPRIATIONS.

 There is authorized to be appropriated to carry out this title a 
total of $9,000,000,000 for fiscal years 2026 through 2030.

 Subtitle A--General Provisions

SEC. 111. PROGRAM AUTHORIZED.

    (a) In General.--From amounts made available under 

section 103, the 
Secretary shall award to eligible entities--

    (1) planning grants under 

section 122;

    (2) access grants under 

section 123, which will provide 
 free high-quality child care for as many as 500,000 infants and 
 toddlers who have a community college or minority-serving 
 institution student parent, helping to reduce barriers that 
 impact the ability of community college or minority-serving 
 institution student parents attending community college or a 
 minority-serving institution to graduate, and reducing their 
 postgraduation debt;

    (3) impact grants under 

section 124, which will expand the 
 supply and quality of child care in the community by providing 
 training, mentorship, technical support, and expansion funding 
 to new and existing child care providers in the service area of 
 the eligible entity; and

    (4) pipeline grants under 

section 125, which will fund 
 eligible entities to--
        (A) launch and expand early childhood educator 
 preparation programs; and
        (B) form strategic partnerships with regional 
 institutions to expand, diversify, and strengthen the 
 workforce pipeline for infant and toddler care 
 providers.

    (b) Administration.--In administering this title, the Secretary 
shall--

    (1) consult with the Secretary of Health and Human Services 
 with respect to all grants carried out under this Act; and

    (2) consult with the Administrator of the Small Business 
 Administration with respect to impact grants carried out under 
 

section 124.

SEC. 112. APPLICATION; SELECTION CRITERIA.

    (a) Application.--

    (1) In general.--An eligible entity desiring a grant under 
 subtitle B shall submit an application to the Secretary at such 
 time, in such manner, and containing such information as the 
 Secretary may require.

    (2) Contents.--An application submitted under paragraph

    (1) shall include--
        (A) a landscape review on the need for infant and 
 toddler child care within the current and prospective 
 student populations of the eligible entity and in the 
 broader service area of the eligible entity, with an 
 emphasis on community college or minority-serving 
 institution student parents in communities of color and 
 low-income parents;
        (B) a landscape review of the infant and toddler 
 child care workforce within the service area of the 
 eligible entity;
            (C) a high-level vision (which, in the case of an 
 eligible entity desiring a planning grant under 

section 122, will be clarified and adjusted through the needs 
 assessment and activities carried out under the grant) 
 for how to leverage 1 or more access, impact, or 
 pipeline grants under subtitle B to enhance access and 
 quality in the infant and toddler child care landscape 
 of the service area of the eligible entity;
            (D) a description of how the eligible entity will 
 advance child development (including social and 
 emotional development), family engagement, and 
 culturally responsive and linguistically responsive 
 pedagogy for infant and toddler child care within its 
 child care center or early childhood education programs 
 (as applicable), through professional development, 
 required coursework, or targeted outreach and 
 enrollment;
        (E) an assurance that the eligible entity will 
 submit annual reports that document how funds were 
 allocated and the impact of the grant;
        (F) a commitment that wages for child care staff at 
 each on-campus child care center of a participating 
 community college or minority-serving institution 
 during the grant period shall be--
            (i) comparable to wages for elementary 
 educators with similar credentials and 
 experience in the State; and
            (ii) at a minimum, at a rate that is enough 
 to provide a living wage for all child care 
 staff; and
        (G) in the case of an impact, access, or pipeline 
 grant under subtitle B, an assurance that the eligible 
 entity will continue to convene and consult an infant 
 and toddler child care committee described in 

section 122

    (a)

    (1) .

    (b) Selection Criteria.--

    (1) In general.--The Secretary shall award grants under 
 subtitle B on a competitive basis, in accordance with the 
 priorities described in paragraph

    (2) , and in a manner that 
 supports eligible entities that--
        (A) enroll a high percentage of students who are 
 eligible for a Federal Pell Grant under 

section 401 of 
 the Higher Education Act of 1965 (20 U.S.C. 1070a) and 
 who have children under age 3;
        (B) are located within or in the immediate vicinity 
 of an infant and toddler child care desert; or
            (C) have a clear and compelling plan for--
            (i) in the case of a planning grant under 
 

section 122, carrying out the activities of the 
 planning grant;
            (ii) in the case of an access grant under 
 

section 123, expanding access to free infant 
 and toddler child care for community college or 
 minority-serving institution student parents;
            (iii) in the case of an impact grant under 
 

section 124, expanding the supply and quality 
 of child care in the community by providing 
 training, mentorship, technical support, and 
 startup funding, in collaboration with existing 
 child care agencies and organizations; or
            (iv) in the case of a pipeline grant under 
 

section 125, growing and strengthening the 
 workforce pipeline of highly effective infant 
 and toddler child care providers, especially 
 such providers serving infant and toddler child 
 care deserts, by expanding early childhood 
 education programs or upgrading an on-campus 
 child care center into a lab school.

    (2) Priorities in awarding grants.--In awarding grants 
 under subtitle B, the Secretary shall, to the extent 
 practicable based on the strength of the applications and the 
 availability of appropriations--
        (A) first, ensure that not less than 80 percent of 
 the funds appropriated for grants under subtitle B are 
 awarded to eligible entities that are eligible 
 institutions, as defined in 

section 312

    (b) of the 
 Higher Education Act of 1965 (20 U.S.C. 1058

    (b) );
        (B) second, ensure that not less than 1 eligible 
 entity in each State is awarded a grant; and
            (C) third, provide special consideration to 
 applications described in paragraph

    (3) .

    (3) Additional consideration and funding.--In awarding 
 grants under subtitle B and subject to paragraph

    (2) , the 
 Secretary shall provide special consideration, and may provide 
 additional funding as needed, including funding to exceed the 
 limits described in 

section 113

    (a) , for--
        (A) applications for access grants under 

section 123 that will provide--
            (i) infant and toddler child care for 
 children of all ages between birth and age 3;
            (ii) infant and toddler child care 
 available during nontraditional hours;
            (iii) infant and toddler child care that 
 has the supports and staffing needed for 
 children who are dual language learners;
            (iv) infant and toddler child care that has 
 the supports and staffing needed for children 
 in need of trauma-informed care and infants and 
 toddlers with disabilities, which may include 
 providing training for infant and toddler child 
 care staff to support the needs of infants and 
 toddlers with disabilities or coordinating with 
 service providers to deliver services under 
 

section 619 or part C of the Individuals with 
 Disabilities Education Act (20 U.S.C. 1419; 
 1431 et seq.); and
            (v) child care and aftercare for children 
 age 3 and older, especially for children that 
 age out of the infant and toddler child care 
 program supported under this title, and for 
 siblings of children enrolled in campus-
 sponsored infant and toddler child care; and
        (B) applications for pipeline grants under 

section 125 that propose to--
            (i) develop and teach courses on culturally 
 responsive and linguistically responsive 
 teaching in early childhood education; and
            (ii) develop and teach courses on 
 supporting infants and toddlers with 
 disabilities who are under age 3.
            (c) Prerequisites for Access, Impact, and Pipeline Grants.--An 
eligible entity shall receive and timely complete all requirements of a 
planning grant under 

section 122 before receiving an access, impact, or 
pipeline grant under 

section 123, 124, or 125.

SEC. 113. AMOUNT, DURATION, AND ADMINISTRATION OF GRANTS.

    (a) Amount of Grants.--Each grant awarded under subtitle B to an 
eligible entity shall be in an amount of--

    (1) in the case of a grant awarded to an individual 
 community college or minority-serving institution, not more 
 than $20,000,000; and

    (2) in the case of a grant to a consortium of community 
 colleges or minority-serving institutions, not more than 
 $220,000,000.

    (b) Duration of Grants.--A grant awarded under subtitle B shall be 
for a period of 4 years, except that a planning grant awarded under 

section 122 shall be for a period of 1 year.
            (c) Number of Grants.--

    (1) Planning grants.--No eligible entity shall receive more 
 than 1 planning grant under 

section 122.

    (2) Impact, access, and pipeline grants.--An eligible 
 entity may receive multiple grants under sections 123, 124, and 
 125, including 2 or more grants under different sections for 
 the same grant period or for overlapping grant periods.
            (d) Annual Grant Competitions.--The Secretary shall conduct annual 
grant competitions for the grants under subtitle B.

    (e) Rule of Construction.--Nothing in this title shall be construed 
to limit any program or grant established under any other Federal law, 
including the Higher Education Act of 1965 (20 U.S.C. 1001 et seq.), 
the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et 
seq.), or the Individuals with Disabilities Education Act (20 U.S.C. 
1400 et seq.).

 Subtitle B--Planning and Implementation Grants

SEC. 121. GRANTS AUTHORIZED.

 From amounts made available under 

section 103, the Secretary shall 
award to eligible entities--

    (1) planning grants under 

section 122, to enable the 
 eligible entities to assess the infant and toddler child care 
 needs of current and prospective community college or minority-
 serving institution student parents and the surrounding 
 community and develop a detailed proposal to address such 
 needs;

    (2) access grants under 

section 123, which will provide 
 free high-quality child care for up to 500,000 children under 
 the age of 3 of community college or minority-serving 
 institution student parents, helping to reduce barriers that 
 impact the ability of community college or minority-serving 
 institution student parents to graduate, and reducing their 
 postgraduation debt;

    (3) impact grants under 

section 124, which will expand the 
 supply and quality of child care in the community by providing 
 training, mentorship, technical support, and expansion funding 
 to new and existing child care providers in the service area of 
 the eligible entities; and

    (4) pipeline grants under 

section 125, which will fund 
 eligible entities to--
        (A) launch and expand early childhood educator 
 preparation programs; and
        (B) form strategic partnerships with regional 
 institutions to expand, diversify, and strengthen the 
 workforce pipeline for infant and toddler child care 
 providers.

SEC. 122. PLANNING GRANTS.

    (a) Use of Funds.--An eligible entity receiving a grant under this 
section shall use grant funds to--

    (1) establish an infant and toddler child care committee 
 that is reflective and inclusive of the community being served 
 and composed of members who are--
        (A) student parents at the participating community 
 college or minority-serving institution;
        (B) faculty of any participating community college 
 or minority-serving institution;
            (C) representatives of a local educational agency 
 (as defined in 

section 8101 of the Elementary and 
 Secondary Education Act of 1965 (20 U.S.C. 7801)) 
 serving the service area of the eligible entity;
            (D) where applicable, a local public charter school 
 provider;
        (E) representatives of a local child care resource 
 and referral agency; and
        (F) infant and toddler child care professionals 
 (such as representatives from a local Head Start or 
 Early Head Start program, home-based infant and toddler 
 child care providers, and child care providers with 
 expertise working with infants or toddlers with 
 disabilities);

    (2) conduct an infant and toddler child care needs 
 assessment of current and prospective community college or 
 minority-serving institution student parents, the infant and 
 toddler child care workforce, and the service area of the 
 eligible entity, that includes information on the level of need 
 for--
        (A) infant and toddler child care during 
 nontraditional hours;
        (B) 3-year-old child care, toddler care, and infant 
 care;
            (C) care for infants and toddlers with 
 disabilities;
            (D) care for children from households that speak a 
 language other than English; and
        (E) child care in specific communities, especially 
 infant and toddler child care deserts;

    (3) begin research, outreach, and planning for expanding 
 access to free infant and toddler child care for community 
 college or minority-serving institution student parents, which 
 may include drafting a delivery agreement with infant and 
 toddler child care providers in the community to provide infant 
 and toddler child care to community college or minority-serving 
 institution student parents; and

    (4) develop a detailed proposal, with a focus on the needs 
 of parents of children under age 3, to address those needs, 
 which may include applying for an impact, access, or pipeline 
 grant under 

section 123, 124, or 125.

    (b) Reporting Requirements.--Not later than 30 days after the end 
of a grant period under this section, the eligible entity that received 
the grant shall prepare and submit a report to the Secretary that 
includes--

    (1) the results of the needs assessment conducted under 
 subsection

    (a)

    (2) ;

    (2) the detailed proposal developed under subsection

    (a)

    (4) ; and

    (3) in the case of an eligible entity that desires an 
 impact, access, or pipeline grant under 

section 123, 124, or 
 125, an application for the grant.

SEC. 123. ACCESS GRANTS PROVIDING INFANT AND TODDLER CHILD CARE FOR 
 COMMUNITY COLLEGE OR MINORITY-SERVING INSTITUTION STUDENT 
 PARENTS.

    (a) Use of Grants.--An eligible entity receiving a grant under this 
section shall use grant funds to expand access to free infant and 
toddler child care for community college or minority-serving 
institution student parents by carrying out 1 or more of the following:

    (1) Paying the infant and toddler child care costs of 
 community college or minority-serving institution student 
 parents at an on-campus child care center, State licensed off-
 campus child care center, or State licensed or registered home-
 based child care provider.

    (2)
        (A) Operating an on-campus child care center that 
 provides infant and toddler child care; or
        (B) contracting with a child care provider that is 
 operating 1 or more child care centers (as of the date of the 
 contract) to operate an on-campus child care center that 
 provides infant and toddler child care.

    (3) Coordinating with local child care resource and 
 referral agencies for services such as helping community 
 college or minority-serving institution student parents find 
 infant and toddler child care.

    (4) Expanding the resources for existing on-campus child 
 care centers, as of the date of the application for the grant, 
 by--
        (A) expanding the space of the center for infant 
 and toddler child care;
        (B) purchasing equipment to be used for infant and 
 toddler child care; or
            (C) hiring staff to accommodate additional children 
 under the age of 3.

    (5) Lengthening the hours of an existing on-campus infant 
 and toddler child care center or keeping the on-campus infant 
 and toddler child care center open during breaks (including 
 summer).

    (6) Establishing capacity for drop-in infant and toddler 
 child care or flex infant and toddler child care for the 
 children of community college or minority-serving institution 
 student parents.

    (7) Renovating campus facilities to allow for the operation 
 of an on-campus child care center that--
        (A) satisfies the standards that apply to 
 alterations or (as applicable) new construction under 
 title II or III of the Americans with Disabilities Act 
 of 1990 (42 U.S.C. 12131 et seq., 12181 et seq.), as 
 the case may be; and
        (B)
            (i) meets a high-quality standard, according to 
 a State quality rating and improvement system or the 
 standards applicable to an Early Head Start program 
 under the Head Start Act (42 U.S.C. 9831 et seq.); or
            (ii) is accredited through the National Association 
 for the Education of Young Children or another 
 organization of similar expertise, as determined by the 
 Secretary.

    (b) Requirements of On-Campus Child Care Centers.--In order for an 
on-campus child care center of a community college or minority-serving 
institution participating in an eligible entity to be supported with 
funds from a grant under this section, the on-campus child care center 
shall meet the following requirements:

    (1) The child care center shall be licensed by the State 
 and shall meet a high-quality standard described in subsection

    (a)

    (7)
        (B)
            (i) or be accredited in accordance with subsection

    (a)

    (7)
        (B)
            (ii) .

    (2) Children of community college or minority-serving 
 institution student parents shall receive priority enrollment 
 in the child care center, with priority going first to low-
 income community college or minority-serving institution 
 student parents, although dependents of faculty and staff of 
 the community college or minority-serving institution and 
 community members may be enrolled once the enrollment needs of 
 all requesting community college or minority-serving 
 institution student parents are fulfilled.

    (3) The child care center shall provide infant and toddler 
 child care to children of community college or minority-serving 
 institution student parents, without regard as to whether the 
 parent is a full-time or part-time student.

    (4) Not less than 85 percent of the community college or 
 minority-serving institution student parents using the on-
 campus child care center for infant and toddler child care 
 shall be eligible to receive Federal Pell Grants under 

section 401 of the Higher Education Act of 1965 (20 U.S.C. 1070a), 
 except that the Secretary may grant a waiver from this 
 requirement if the Secretary determines necessary.

    (5) The child care center shall provide drop-in infant and 
 toddler child care for community college and minority-serving 
 institution student parents and may not impose minimum 
 enrollment requirements for children of community college or 
 minority-serving institution student parents. The Secretary 
 shall promulgate regulations that specify the percentage of 
 infant and toddler child care slots that must be reserved for 
 drop-in infant and toddler child care under this paragraph.

    (6) The child care center--
        (A) shall provide infant and toddler child care for 
 children under the age of 3 (as of the first day of the 
 academic year of the community college or minority-
 serving institution supporting the child care center) 
 of community college and minority-serving institution 
 student parents for free;
        (B) may charge faculty and staff of the community 
 college or minority institution and community members 
 fees, using a sliding scale based on family income, to 
 enroll their children in the child care center; and
            (C) shall comply with the suspension and expulsion 
 performance standard for Head Start programs under 
 

section 1302.17 of title 45, Code of Federal 
 Regulations, or any successor standard.

    (7)
        (A) The child care center shall maintain a continuity of 
 care for the children of parents who--
            (i) were community college or minority-serving 
 institution student parents during any reasonable or 
 unavoidable break in the parents' enrollment; or
            (ii) transferred from a community college to a 4-
 year minority-serving institution during the student's 
 enrollment at the 4-year institution.
        (B) The child care center may charge a parent described in 
 subparagraph
        (A) a fee for the child care services provided 
 during the period when the parent is not enrolled in the 
 community college or minority-serving institution, using a 
 sliding scale based on family income during this period, as 
 long as the fee does not exceed 7 percent of the family's 
 income.

    (8) The child care center shall pay its child care staff a 
 wage that--
        (A) is comparable to wages for elementary educators 
 with similar credentials and experience in the State; 
 and
        (B) at a minimum, provides a living wage for all 
 child care staff of the child care center; and

    (9) The child care center, if not a child care provider 
 covered by subsection
            (c) of 

section 658H of the Child Care and 
 Development Block Grant Act of 1990 (42 U.S.C. 9858f), shall 
 comply with that section in the same manner and to the same 
 extent as such a child care provider, with respect to 
 background checks for child care staff members (including 
 prospective child care staff members) for the center.
            (c) Consultation and Reports.--

    (1) Consultation.--An eligible entity receiving a grant 
 under this section shall, for each year of the grant, consult 
 with an infant and toddler child care committee described in 
 

section 122

    (a)

    (2) regarding the results of the grant and the 
 contents of the annual report submitted to the Secretary.

    (2) Reports.--An eligible entity receiving a grant under 
 this section shall, for each year of the grant, prepare and 
 submit a report to the Secretary that includes--
        (A) the number of community college or minority-
 serving institution student parents that received 
 access to State licensed or registered child care 
 because of the grant, in the aggregate and 
 disaggregated by age, gender, race and ethnicity, 
 family income, disability status, and full-time or 
 part-time enrollment status in the community college or 
 minority-serving institution;
        (B) the number of children under age 3 enrolled in 
 each on-campus child care center supported under the 
 grant, disaggregated by age, gender, disability status, 
 marital status of parents, and race and ethnicity;
            (C) for each on-campus child care center supported 
 under the grant, the number of suspensions of children 
 enrolled in the child care center, in the aggregate and 
 disaggregated by race and ethnicity, gender, and 
 disability status;
            (D) the demographics, including race, ethnicity, 
 and gender of the staff and leadership of all child 
 care centers supported under the grant;
        (E) the most frequent times of the day and days of 
 the week, and the average number of hours per week, 
 that on-campus child care centers were used by 
 community college or minority-serving institution 
 student parents, and the child care hours per week 
 provided to community college or minority-serving 
 institution student parents, disaggregated by child 
 care provided at nontraditional hours and traditional 
 daytime, weekday child care;
        (F) semester-to-semester persistence and fall-to-
 fall persistence rates of community college or 
 minority-serving institution student parents with 
 children enrolled in infant and toddler child care 
 sponsored by the community college or minority-serving 
 institution, compared to the persistence rate of 
 community college or minority-serving institution 
 student parents with children under 3 who are not 
 enrolled in community college or minority-serving 
 institution sponsored child care--
            (i) collected in accordance with 
 regulations promulgated by the Secretary; and
            (ii) in the aggregate and disaggregated as 
 described in subparagraph
        (A) and by the age of 
 the children of the community college or 
 minority-serving institution students;
        (G) the degree or certificate completion rate of 
 community college minority-serving institution student 
 parents with children enrolled in child care that is 
 sponsored by the community college or minority-serving 
 institution and is not infant and toddler child care, 
 in the aggregate and disaggregated as described in such 
 subparagraph and by the age of the children of the 
 community college or minority-serving institution 
 student parents; and
        (H) if grant funds are used to renovate campus 
 facilities under subsection

    (a)

    (7) , proof of the on-
 campus child care center's compliance with the 
 standards that apply to alterations or (as applicable) 
 new construction under title II or III of the Americans 
 with Disabilities Act of 1990 (42 U.S.C. 12131 et seq., 
 12181 et seq.), as the case may be.

    (3) Cross-tabulation.--In each report submitted by an 
 eligible entity under paragraph

    (2) , the eligible entity shall 
 also provide the information described in subparagraphs
        (A) ,
        (B) ,
            (C) , and
        (F)
            (ii) of such paragraph cross-tabulated by, at 
 a minimum, gender, disability status, and each major racial and 
 ethnic group, which shall be presented in a manner that--
        (A) is first anonymized and does not reveal 
 personally identifiable information about an individual 
 community college or minority-serving institution 
 student parent or child enrolled in the child care 
 center;
        (B) does not include a number of individuals in any 
 subgroup of community college or minority-serving 
 institution student parents or children enrolled in the 
 child care center that is insufficient to yield 
 statistically reliable information or that would reveal 
 personally identifiable information about an 
 individual; and
            (C) is 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'').
            (d) === Definition. ===
-In subsection

    (b)

    (9) , the term ``child care staff 
member'' means an individual--

    (1) who is employed by a child care center covered by 
 subsection

    (b) for compensation; or

    (2) whose activities involve the care or supervision of 
 children for, or unsupervised access to children who are cared 
 for or supervised by, such a child care center.

SEC. 124. IMPACT GRANTS.

    (a) Use of Funds.--Grants awarded under this section shall be used 
by eligible entities to expand the supply and quality of child care in 
the community by providing training, mentorship, technical support, and 
startup funding, in collaboration with existing (as of the date of 
application for the grant) child care agencies and organizations, 
through carrying out 1 or more of the following activities:

    (1) Contracting with local child care resource and referral 
 organizations to support onsite technical assistance for child 
 care providers, and training, mentorships, and business 
 technical assistance related to existing (as of the date of the 
 grant) or new start-up child care programs.

    (2) Contracting with local child care resource and referral 
 organizations to provide staffed family child care networks, 
 such as a hub that supports a group of home-based child care 
 providers to promote high-quality child care.

    (3) Establishing a network of child care providers in the 
 community, or partnering with an existing, as of the date of 
 application, provider or network (such as an Early Head Start 
 program operating in the community) to facilitate provider 
 access to training, coaching, mentorship, licensure, technical 
 support, and expansion funding.

    (4) Developing content for training for community child 
 care providers (including home-based providers and unlicensed 
 providers) on strong child care business practices and other 
 supports and training the providers may require.

    (5) Compensating qualified individuals to deliver training 
 for community members on providing high-quality child care.

    (6) Awarding microenterprise grants for State licensed, 
 qualified early childhood education professionals, State 
 licensed child care centers, and State licensed or registered 
 home-based child care providers to open a child care program 
 that provides infant and toddler child care, or to expand 
 infant and toddler child care (including expanding access to 
 serve infants or toddlers with disabilities) at a child care 
 program in areas with low access to affordable, quality infant 
 and toddler child care.

    (7) Developing and communicating clear pathways for 
 community child care providers and current and prospective 
 students of infant and toddler child care education, 
 particularly individuals with low incomes and from historically 
 underrepresented groups, to take advantage of professional 
 development, certificate, and associate degree offerings, for 
 the purpose of advancing their skills and careers.

    (8) Prioritizing child care programs, pathways, and 
 resources in communities of color and low-income communities.

    (9) Developing and delivering child care professional 
 development and courses in languages other than English.

    (b) Rule Regarding Professional Development.--If an eligible entity 
elects to use grant funds under this section for professional 
development, the eligible entity shall ensure that--

    (1) a portion of the professional development is open, 
 available, and easily accessible to unlicensed child care 
 providers and a portion of the professional development is 
 available to State licensed or registered child care providers; 
 and

    (2) not more than 30 percent of the funds provided through 
 the grant under this section are allocated toward professional 
 development.
            (c) Consultation and Reports.--

    (1) Consultation.--An eligible entity receiving a grant 
 under this section shall, for each year of the grant, consult 
 with an infant and toddler child care committee described in 
 

section 122

    (a)

    (2) and the lead agency for the applicable State 
 designated under 

section 658D of the Child Care Development and 
 Block Grant Act of 1990 (42 U.S.C. 9858b) regarding the results 
 of the grant and the contents of the annual report submitted to 
 the Secretary.

    (2) Reports.--An eligible entity receiving a grant under 
 this section shall, for each year of the grant, prepare and 
 submit a report to the Secretary that includes--
        (A) the number of child care providers that 
 attended child care professional development sessions 
 coordinated by the eligible entity under the grant, and 
 the type of training received;
        (B)
            (i) the number of child care providers fluent in 
 a language other than English that received 
 professional development through the grant, including 
 the number of such child care providers reached through 
 the development and delivery of coursework in languages 
 other than English; and
            (ii) the number of such child care providers that 
 received professional development through the grant and 
 graduated with an infant toddler credential, a child 
 development associate credential, or associate degree 
 related to early childhood development;
            (C) the number of community colleges or minority-
 serving institutions that joined or established 
 networks of child care providers;
            (D) the number of State licensed child care spots 
 created for children under 3 as a result of the 
 training or microenterprise grants provided, in the 
 aggregate and disaggregated by location in an infant 
 and toddler child care desert, location in a community 
 of color, and, for recipients of microenterprise grants 
 under subsection

    (a)

    (6) , race, ethnicity, and gender of 
 recipient;
        (E) the number of participants in mentorship 
 programs supported under the grant, in the aggregate 
 and disaggregated by race, ethnicity, and gender; and
        (F) the number of community child care providers 
 receiving technical support from the on-campus child 
 care center or network or the child care resource and 
 referral agency under the grant.

    (3) Cross-tabulation.--In each report submitted by an 
 eligible entity under paragraph

    (2) , the eligible entity shall 
 also provide the information described in paragraph

    (2)
        (E) cross-tabulated by, at a minimum, gender and each major racial 
 and ethnic group, which shall be presented in a manner that--
        (A) is first anonymized and does not reveal 
 personally identifiable information about an individual 
 participant in a mentorship program;
        (B) does not include a number of individuals in any 
 subgroup of mentorship program participants that is 
 insufficient to yield statistically reliable 
 information or that would reveal personally 
 identifiable information about an individual; and
            (C) is 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. 125. PIPELINE GRANTS.

    (a) Use of Funds.--Grants awarded under this section shall be used 
by eligible entities to grow and strengthen the workforce pipeline of 
highly effective infant and toddler child care providers, especially 
such providers serving infant and toddler child care deserts, through 
carrying out 1 or more of the following activities:

    (1) Establishing--
        (A) an associate degree program that includes not 
 less than 2 courses specifically on infants and 
 toddlers; or
        (B) a stackable child development associate 
 credential, infant toddler credential, or early 
 childhood education certificate, that can be 
 incorporated into a higher-level credential or 
 certificate.

    (2) Hiring faculty to adopt and teach previously developed 
 competency-based high-quality infant-toddler courses, or to 
 develop and teach infant-toddler courses, which may include 
 courses required for an infant or toddler care certificate, 
 such as courses on child growth and development, the physical 
 and nutritional needs of children, communicating with families, 
 language development, child mental health, supporting infants 
 and toddlers with disabilities, and effective interactions with 
 children.

    (3) Developing and executing a plan for increased 
 coordination between an early childhood educator preparation 
 program of a participating community college or minority-
 serving institution and an on-campus child care center of the 
 community college or minority-serving institution, to enhance 
 the quality of both the child care and the early childhood 
 educator preparation program.

    (4) Creating or enhancing a partnership between a 
 participating community college and a 4-year degree-granting 
 institution, to support and coordinate associate degree 
 programs or provide for articulation agreements in early 
 childhood education with related baccalaureate degree programs.

    (5) Upgrading an on-campus child care center into a child 
 care lab school for the purpose of facilitating early childhood 
 educator preparation program practicum work, which may include 
 installing one-way observation windows or live-feed cameras.

    (6) Awarding microgrants to students in early childhood 
 educator preparation programs for tuition, books, 
 transportation, permitting or licensing fees, apprenticeships, 
 and time spent doing practicum work.

    (7) Developing and teaching courses on culturally 
 responsive teaching in early childhood education.

    (8) Forming partnerships with local public high schools to 
 establish early childhood education career and technical 
 education programs, including programs that lead to a degree or 
 credential or provide opportunities for students to enter the 
 community college or minority-serving institution with 
 postsecondary credits that can be counted towards an early 
 childhood education certificate, credential, or degree.

    (b) Consultation and Reports.--

    (1) Consultation.--An eligible entity receiving a grant 
 under this section shall, for each year of the grant, consult 
 with an infant and toddler child care committee described in 
 

section 122

    (a)

    (2) regarding the results of the grant and the 
 contents of the annual report submitted to the Secretary.

    (2) Reporting requirements.--An eligible entity receiving a 
 grant under this section shall, for each year of the grant, 
 prepare and submit a report to the Secretary that includes--
        (A) the number of students that enrolled in early 
 childhood educator preparation programs due to the 
 support provided by the grant, in the aggregate and 
 disaggregated by credential or degree type of the 
 program and by age, gender, race or ethnic group, 
 ability to speak a second language, family income 
 level, disability status, and full-time or part-time 
 student status;
        (B) the amount of funds allocated to early 
 childhood educator preparation program students through 
 microgrants under this section, in the aggregate and 
 disaggregated by usage of funds and by demographics of 
 the students receiving the microgrants, including age, 
 gender, race or ethnic group, second language ability, 
 parent status, family income level, disability status, 
 and full-time or part-time student status;
            (C) the persistence, retention, and completion 
 rates of students receiving the microgrants, as 
 compared to such rates for students not receiving the 
 microgrants;
            (D) the number of students dual-enrolled in high 
 school and a community college or minority-serving 
 institution early childhood educator preparation 
 program;
        (E) the number of students that completed degrees, 
 certificates, or credentials in dual-enrollment 
 programs, in the aggregate and disaggregated by degree, 
 certificate, and credential type; and
        (F) the details of any partnerships or articulation 
 agreements established with local public high schools 
 or local 4-year degree-granting institutions of higher 
 education.

    (3) Cross-tabulation.--In each report submitted by an 
 eligible entity under paragraph

    (2) , the eligible entity shall 
 also provide the information described in subparagraphs
        (A) and
        (B) of such paragraph cross-tabulated by, at a minimum, gender, 
 each major racial and ethnic group, and disability status, 
 which shall be presented in a manner that--
        (A) is first anonymized and does not reveal 
 personally identifiable information about an individual 
 student;
        (B) does not include a number of individuals in any 
 subgroup of students that is insufficient to yield 
 statistically reliable information or that would reveal 
 personally identifiable information about an 
 individual; and
            (C) is 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. 126. EVALUATION CRITERIA FOR GRANTS.

 For each year of the grant program under this title, the Secretary 
shall evaluate the effectiveness of grants under chapter 1. Each 
evaluation shall include the following criteria:

    (1) For access grants awarded under 

section 123--
        (A) the number of community college or minority-
 serving institution student parents that received 
 access to licensed or registered infant and toddler 
 child care due to the grant, in the aggregate and 
 disaggregated by age, gender, race or ethnic group, 
 family income level, disability status, marital status, 
 and full-time or part-time student status;
        (B) the most frequent times, and the average number 
 of hours per week, that on-campus child care centers 
 were used by community college or minority-serving 
 institution student parents;
            (C) semester-to-semester persistence and fall-to-
 fall persistence rates of community college or 
 minority-serving institution student parents with 
 children enrolled in infant or toddler child care 
 sponsored by the community college or minority-serving 
 institution, compared to such rate for students with 
 children not enrolled in the community college or 
 minority-serving institution child care program, in the 
 aggregate and disaggregated by the categories described 
 in subparagraph
        (A) ; and
            (D) degree and certificate completion rate of 
 community college or minority-serving institution 
 student parents with children enrolled in child care 
 sponsored by the community college or minority-serving 
 institution, compared to such rate for students with 
 children not enrolled in such a sponsored child care 
 program, in the aggregate and disaggregated by the 
 categories described in subparagraph
        (A) .

    (2) For impact grants awarded under 

section 124--
        (A) the number of attendees for the child care 
 professional development sessions coordinated by the 
 eligible entity under the grants;
        (B) the number of community colleges or minority-
 serving institutions that joined or established 
 networks of child care providers as a result of the 
 grants;
            (C) the number of State licensed child care spots 
 created for children under 3 in infant and toddler 
 child care deserts and communities of color that were 
 established as a result of microenterprise grants 
 supported under 

section 124

    (a)

    (6) ; and
            (D) the number of child care providers fluent in a 
 language other than English that received professional 
 development under the grants.

    (3) For pipeline grants under 

section 125--
        (A) the number of early childhood educator 
 preparation programs that were established with funding 
 under the grants;
        (B) the number of existing early childhood educator 
 preparation programs that expanded course, certificate, 
 or degree offerings as a result of funding under the 
 grants;
            (C) the number of students that enrolled in early 
 childhood educator preparation programs because of 
 funding provided under the grants, in the aggregate and 
 disaggregated by--
            (i) type of degree or credential; and
            (ii) student age, gender, race or ethnic 
 group, second language ability, family income 
 level, disability status, and status as 
 enrolled full- or part-time;
            (D) the amount of funds allocated to early 
 childhood educator preparation program students through 
 microgrants supported under 

section 125

    (a)

    (6) , in the 
 aggregate and disaggregated by--
            (i) category of usage of funds; and
            (ii) the categories described in 
 subparagraph
            (C) 
            (ii) ;
        (E) persistence, retention, and completion rates of 
 students receiving such microgrants, as compared to 
 students not receiving microgrants;
        (F) the number of new early childhood educator 
 preparation program partnerships formed between 
 community colleges or minority-serving institutions and 
 area high schools as a result of the grants;
        (G) the number of students dual-enrolled in high 
 school and community college early childhood educator 
 preparation programs as a result of the grants; and
        (H) the number of students that completed a degree 
 or credential in a dual-enrollment program as a result 
 of the grants, in the aggregate and disaggregated by 
 degree or credential.

SEC. 127. REPORT TO CONGRESS.

 The Secretary shall prepare and submit to Congress an annual report 
on the grant program under this title that includes--

    (1) the results from the most recent evaluation under 
 

section 126; and

    (2) information regarding the progress made by the grants 
 based on the most recent reports submitted under sections 
 122

    (b) , 123
            (c) , 124
            (c) , and 125

    (b) .

SEC. 128. NONDISCRIMINATION IN PROGRAMS AND ACTIVITIES.

    (a) Nondiscrimination.--No person in the United States shall, on 
the basis of actual or perceived race, color, religion, national 
origin, sex (which includes sexual orientation, gender identity, 
pregnancy, childbirth, medical conditions related to pregnancy or 
childbirth, or sex stereotypes), or disability, be excluded from 
participation in, be denied the benefits of, or be subjected to 
discrimination under any program or activity funded, in whole or in 
part, with funds made available under this title or with amounts 
appropriated for grants, contracts, or certificates similar to a child 
care certificate as defined in 

section 658P of the Child Care and 
Development Block Grant Act of 1990 (42 U.S.C. 9858n), administered 
with such funds.

    (b) Enforcement.--Subsection

    (a) shall be enforced in the same 
manner and by the same means, as if such subsection was incorporated in 
title VI of the Civil Rights Act of 1964 (42 U.S.C. 2000d et seq.), and 
as if a violation of subsection

    (a) was treated as if it was a 
violation of 

section 601 of such Act (42 U.S.C. 2000d).
            (c) Rule of Construction.--Nothing in this section shall be 
construed to alter or change any provisions of 

section 658N of the 
Child Care and Development Block Grant of 1990 (42 U.S.C. 9858l).

 TITLE II--CHILD CARE AND DEVELOPMENT BLOCK GRANT PROGRAM

SEC. 201. ELIGIBILITY.

    (a) In General.--

Section 658P

    (4)
            (C) 
            (i) of the Child Care and 
Development Block Grant Act of 1990 (42 U.S.C. 9858n

    (4)
            (C) 
            (i) ) is 
amended by striking ``job training or educational program'' and 
inserting ``job training or educational program (which may be a program 
of study at an institution of higher education (as defined in 

section 102 of the Higher Education Act of 1965 (20 U.S.C. 1002)), a program of 
secondary education, or a program of study leading to the recognized 
equivalent of a secondary school diploma)''.

    (b) Plan Requirements.--

Section 658E
            (c) (2) of such Act (42 U.S.C. 
9858c
            (c) (2) ) is amended by adding at the end the following:
 ``
        (W) Eligibility standards.--The plan shall 
 contain an assurance that the State will not use any 
 requirement for the eligibility of a child under this 
 subchapter that is more restrictive than the 
 requirements of (including regulations issued under) 
 this subchapter, such as a family income standard, or a 
 work, training, or education standard, that is more 
 restrictive than the standards specified in 

section 658P

    (4) .''.

SEC. 202. CONFORMING AMENDMENTS.

 

Section 658H
            (c) of the Child Care and Development Block Grant Act 
of 1990 (42 U.S.C. 9858f
            (c) ) is amended--

    (1) in paragraph

    (1) , in the matter preceding subparagraph
        (A) , by inserting ``or a child care center covered by 

section 123

    (b) of the Preparing and Resourcing Our Student Parents and 
 Early Childhood Teachers Act'' before ``if such''; and

    (2) in paragraph

    (2) , by inserting ``, including a child 
 care center covered by 

section 123

    (b) of the Preparing and 
 Resourcing Our Student Parents and Early Childhood Teachers 
 Act,'' before ``shall be ineligible''.

SEC. 203. INCREASED FEDERAL MATCHING PAYMENTS FOR CHILD CARE.

 

Section 418

    (a)

    (2)
            (C) of the Social Security Act (42 U.S.C. 
618

    (a)

    (2)
            (C) ) is amended to read as follows:
 ``
            (C) Federal matching of state expenditures.--The 
 Secretary shall pay to each eligible State for a fiscal 
 year an amount equal to the lesser of--
 ``
            (i) the State's allotment under 
 subparagraph
        (B) ; or
 ``
            (ii) the sum of--
 ``
            (I) in the case of a State that 
 provides payments for child care 
 assistance for infants and toddlers 
 (within the meaning of 

section 658G of 
 the Child Care and Development Block 
 Grant Act of 1990) at not less than 75 
 percent of the market rates, based on 
 the most recent market rate survey 
 conducted under 

section 658E
            (c) (4)
        (B) of that Act or using an alternative 
 methodology, such as a cost estimation 
 model, that has been developed by the 
 State lead agency and approved by the 
 Administration for Children and 
 Families, taking into account the 
 geographic area, type of child care, 
 and age of the child, 90 percent of the 
 State's expenditures for such 
 assistance; and
 ``
            (II) the amount equal to the 
 Federal medical assistance percentage 
 that applies to the State for the 
 fiscal year under 

section 1905

    (b) (without regard to any adjustments to 
 such percentage applicable under that 
 section or any other provision of law) 
 of so much of the State's expenditures 
 for child care in that fiscal year for 
 children other than infants and 
 toddlers.''.

TITLE III--OUTREACH REGARDING THE DEPENDENT CARE ALLOWANCE FOR FEDERAL 
 STUDENT AID

SEC. 301. SHARING DEPENDENT CARE ALLOWANCE INFORMATION FOR FEDERAL 
 STUDENT AID.

 

Section 132

    (h)

    (4) of the Higher Education Act of 1965 (20 U.S.C. 
1015a

    (h)

    (4) ) is amended--

    (1) in the paragraph heading, by inserting ``and 
 information'' after ``Disclaimer'';

    (2) in subparagraph
        (B) , by striking ``and'' after the 
 semicolon;

    (3) in subparagraph
            (C) , by striking the period and 
 inserting ``; and''; and

    (4) by adding at the end the following:
 ``
            (D) explaining--
 ``
            (i) that a student with a dependent may 
 be eligible to include a dependent care 
 allowance described in 

section 471

    (a)

    (8) in the 
 student's cost of attendance;
 ``
            (ii) the effect that a dependent care 
 allowance may have on the amount of financial 
 aid available to the student from the 
 institution; and
 ``
            (iii) how to apply for the dependent care 
 allowance.''.
 <all>