DEPARTMENT OF EDUCATION

Federal Funds

For carrying out title I and subpart 2 of part B of title II of the Elementary and Secondary Education Act of 1965 (referred to in this Act as "ESEA") and section 418A of the Higher Education Act of 1965 (referred to in this Act as "HEA"), [$16,016,790,000]$16,043,790,000, of which [$5,127,006,000]$4,940,990,000 shall become available on July 1, [2016]2017, and shall remain available through September 30, [2017]2018, and of which $10,841,177,000 shall become available on October 1, [2016]2017, and shall remain available through September 30, [2017]2018, for academic year [2016–2017]2017–2018: Provided, That $6,459,401,000 shall be for basic grants under section 1124 of the ESEA: Provided further, That up to [$3,984,000]$5,000,000 of these funds shall be available to the Secretary of Education (referred to in this title as "Secretary") on October 1, [2015]2016, to obtain annually updated local educational agency-level census poverty data from the Bureau of the Census: Provided further, That $1,362,301,000 shall be for concentration grants under section 1124A of the ESEA: Provided further, That [$3,544,050,000]$3,769,050,000 shall be for targeted grants under section 1125 of the ESEA: Provided further, That [$3,544,050,000]$3,769,050,000 shall be for education finance incentive grants under section 1125A of the ESEA: [Provided further, That funds available under sections 1124, 1124A, 1125 and 1125A of the ESEA may be used to provide homeless children and youths with services not ordinarily provided to other students under those sections, including supporting the liaison designated pursuant to section 722(g)(1)(J)(ii) of the McKinney-Vento Homeless Assistance Act, and providing transportation pursuant to section 722(g)(1)(J)(iii) of such Act: Provided further, That $450,000,000 shall be available for school improvement grants under section 1003(g) of the ESEA, which shall be allocated by the Secretary through the formula described in section 1003(g)(2) and shall be used consistent with the requirements of section 1003(g), except that State and local educational agencies may use such funds to serve any school eligible to receive assistance under part A of title I that has not made adequate yearly progress for at least 2 years or is in the State's lowest quintile of performance based on proficiency rates and, in the case of secondary schools, priority shall be given to those schools with graduation rates below 60 percent: Provided further, That notwithstanding section 1003(g)(5)(C) of the ESEA, the Secretary may permit a State educational agency to establish an award period of up to 5 years for each participating local educational agency: Provided further, That funds available for school improvement grants for fiscal year 2014 and thereafter may be used by a local educational agency to implement a whole-school reform strategy for a school using an evidence-based strategy that ensures whole-school reform is undertaken in partnership with a strategy developer offering a whole-school reform program that is based on at least a moderate level of evidence that the program will have a statistically significant effect on student outcomes, including at least one well-designed and well-implemented experimental or quasi-experimental study: Provided further, That funds available for school improvement grants may be used by a local educational agency to implement an alternative State-determined school improvement strategy that has been established by a State educational agency with the approval of the Secretary: Provided further, That a local educational agency that is determined to be eligible for services under subpart 1 or 2 of part B of title VI of the ESEA may modify not more than one element of a school improvement grant model: Provided further, That notwithstanding section 1003(g)(5)(A), each State educational agency may establish a maximum subgrant size of not more than $2,000,000 for each participating school applicable to such funds: Provided further, That the Secretary may reserve up to 5 percent of the funds available for section 1003(g) of the ESEA to carry out activities to build State and local educational agency capacity to implement effectively the school improvement grants program: Provided further, That $190,000,000 shall be available under section 1502 of the ESEA for a comprehensive literacy development and education program to advance literacy skills, including pre-literacy skills, reading, and writing, for students from birth through grade 12, including limited-English-proficient students and students with disabilities, of which one-half of 1 percent shall be reserved for the Secretary of the Interior for such a program at schools funded by the Bureau of Indian Education, one-half of 1 percent shall be reserved for grants to the outlying areas for such a program, up to 5 percent may be reserved for national activities, and the remainder shall be used to award competitive grants to State educational agencies for such a program, of which a State educational agency may reserve up to 5 percent for State leadership activities, including technical assistance and training, data collection, reporting, and administration, and shall subgrant not less than 95 percent to local educational agencies or, in the case of early literacy, to local educational agencies or other nonprofit providers of early childhood education that partner with a public or private nonprofit organization or agency with a demonstrated record of effectiveness in improving the early literacy development of children from birth through kindergarten entry and in providing professional development in early literacy, giving priority to such agencies or other entities serving greater numbers or percentages of disadvantaged children: Provided further, That the State educational agency shall ensure that at least 15 percent of the subgranted funds are used to serve children from birth through age 5, 40 percent are used to serve students in kindergarten through grade 5, and 40 percent are used to serve students in middle and high school including an equitable distribution of funds between middle and high schools: Provided further, That eligible entities receiving subgrants from State educational agencies shall use such funds for services and activities that have the characteristics of effective literacy instruction through professional development, screening and assessment, targeted interventions for students reading below grade level and other research-based methods of improving classroom instruction and practice:] Provided further, That one-half of the total amount of funds made available for part A of title I of the ESEA in excess of the amount authorized by section 1002(a) shall be allocated to States, the Bureau of Indian Education, and the outlying areas on the basis of their respective shares of the remaining funds received under part A of title I and shall be used by each State in accordance with the requirements of section 1003(b) of the ESEA: Provided further, That $217,000,000 shall be for carrying out subpart 2 of part B of title II: Provided further, That $44,623,000 shall be for carrying out section 418A of the HEA. (Department of Education Appropriations Act, 2016.)

Program and Financing (in millions of dollars)

SUMMARY OF PROGRAM LEVEL (in millions of dollars)

Grants to local educational agencies.—Funds are allocated via formula for programs that provide academic support to help students in high-poverty schools meet college- and career-ready standards. States would assess annually all students in certain grades in at least English language arts, mathematics, and science; develop systems to differentiate among schools on the basis of performance on those assessments and other indicators; provide parents with information on the performance of their child's school; and ensure the development and implementation of support and improvement plans for the lowest-performing schools. A portion of the request would support activities aimed at turning around the lowest-performing schools.

Comprehensive literacy development grants.—Funds support continuation grants to States to provide targeted, evidence-based literacy interventions in high-need schools. States must award subgrants to LEAs to support literacy interventions for children from birth through kindergarten entry and for students from kindergarten through grade 12.

Innovative approaches to literacy.—Funds support competitive grants to LEAs, consortia of LEAs, the Bureau of Indian Education, or national nonprofit organizations, to promote literacy programs that support the development of literacy skills in low-income communities. Grantees would develop and implement school library programs and provide high-quality, developmentally appropriate, and up-to-date reading material to children and adolescents in low-income communities.

State agency migrant program.—Funds support formula grants to States for educational services to children of migratory farmworkers and fishers, with resources and services focused on children who have moved within the past 36 months.

State agency neglected and delinquent children and youth education program.—Funds would support formula grants to States for educational services to neglected or delinquent children and youth in State-run institutions, attending community day programs, and in correctional facilities.

Special programs for migrant students.—Funds support grants to institutions of higher education and nonprofit organizations that assist migrant students in earning a high school equivalency certificate or in completing their first year of college.

Object Classification (in millions of dollars)

For carrying out programs of financial assistance to federally affected schools authorized by title [VIII]VII of the ESEA, $1,305,603,000, of which $1,168,233,000 shall be for basic support payments under section [8003]7003(b), $48,316,000 shall be for payments for children with disabilities under section [8003]7003(d), $17,406,000, to remain available for obligation through September 30, 2018, shall be for construction under section [8007(a), $66,813,000 shall be for Federal property payments under section 8002, and $4,835,000] 7007(b), and $71,648,000, to remain available until expended, shall be for facilities maintenance under section [8008]7008: Provided, That for purposes of computing the amount of a payment for an eligible local educational agency under section [8003]7003(a) for school year [2015–2016]2016–2017, children enrolled in a school of such agency that would otherwise be eligible for payment under section [8003]7003(a)(1)(B) of such Act, but due to the deployment of both parents or legal guardians, or a parent or legal guardian having sole custody of such children, or due to the death of a military parent or legal guardian while on active duty (so long as such children reside on Federal property as described in section [8003]7003(a)(1)(B)), are no longer eligible under such section, shall be considered as eligible students under such section, provided such students remain in average daily attendance at a school in the same local educational agency they attended prior to their change in eligibility status. (Department of Education Appropriations Act, 2016.)

Program and Financing (in millions of dollars)

Impact Aid helps to replace the lost local revenue that would otherwise be available to educate federally connected children. The presence of certain students living on Federal property, such as students who are military dependents or who reside on Indian lands, can place a financial burden on local educational agencies (LEAs) that educate them. The property on which the children live and their parents work is exempt from local property taxes, denying LEAs access to the primary source of revenue used by most communities to finance education.

Basic support payments.—Payments will be made on behalf of more than 750,000 federally connected students enrolled in about 1,100 LEAs to assist them in meeting their operation and maintenance costs. Average per-student payments will be approximately $1,500.

Payments for children with disabilities.—Payments in addition to those provided under the Individuals with Disabilities Education Act (IDEA) will be provided on behalf of approximately 53,000 federally connected students with disabilities in about 900 LEAs. Average per-student payments will be approximately $900.

Facilities Maintenance.—Funds will be used to provide emergency repairs for school facilities that serve military dependents and are owned by the Department of Education. Funds will also be used to transfer the facilities to LEAs.

Construction.—Approximately 6–10 construction grants will be awarded competitively to the highest-need Impact Aid LEAs for emergency repairs and modernization of school facilities.

For carrying out school improvement activities authorized by part B of title I, [parts A and B] part A of title II, subpart 1 of part A of title IV, part B of title IV, [parts A and B of title VI,] part B of title V, and parts B and C of title [VII]VI of the ESEA; the McKinney-Vento Homeless Assistance Act; section 203 of the Educational Technical Assistance Act of 2002; the Compact of Free Association Amendments Act of 2003; and the Civil Rights Act of 1964, [$4,433,629,000]$4,558,409,000, of which [$2,611,619,000]$2,732,399,000 shall become available on July 1, [2016]2017, and remain available through September 30, [2017]2018, and of which $1,681,441,000 shall become available on October 1, [2016]2017, and shall remain available through September 30, [2017]2018, for academic year [2016–2017] 2017–2018: Provided, That [funds made available to carry out part B of title VII of the ESEA] $403,000,000 shall be for part B of title I: Provided further, That $33,397,000 shall be for part B of title VI and may be used for construction, renovation, and modernization of any elementary school, secondary school, or structure related to an elementary school or secondary school, run by the Department of Education of the State of Hawaii, that serves a predominantly Native Hawaiian student body: Provided further, That [funds made available to carry out part C of title VII of the ESEA] $32,453,000 shall be for part C of title VI and shall be awarded on a competitive basis, and also may be used for construction: Provided further, That [$51,445,000]$55,445,000 shall be available to carry out section 203 of the Educational Technical Assistance Act of 2002 and the Secretary shall make such arrangements as determined to be necessary to ensure that the Bureau of Indian Education has access to services provided under this section: Provided further, That $16,699,000 shall be available to carry out the Supplemental Education Grants program for the Federated States of Micronesia and the Republic of the Marshall Islands: Provided further, That the Secretary may reserve up to 5 percent of the amount referred to in the previous proviso to provide technical assistance in the implementation of these grants: Provided further, That [up to 4.0 percent of the funds for subpart 1 of part A of title II of the ESEA shall be reserved by the Secretary for competitive awards for teacher or principal recruitment and training or professional enhancement activities, including for civic education instruction, to national not-for-profit organizations, of which up to 8 percent may only be used for research, dissemination, evaluation, and technical assistance for competitive awards carried out under this proviso: Provided further, That $152,717,000 shall be to carry out part B of title II of the ESEA: Provided further, That none of the funds made available by this Act shall be used to allow 21st Century Community Learning Centers initiative funding for expanded learning time unless these activities provide enrichment and engaging academic activities for students at least 300 additional program hours before, during, or after the traditional school day and supplements but does not supplant school day requirements] grants under section 1202 may be made on a competitive basis: Provided further, That, notwithstanding section 4105, funds available for subpart 1 of part A of title IV may be used by state educational agencies to make subgrants on a competitive basis to local educational agencies to carry out the activities authorized in sections 4107 through 4109, for a period not to exceed 3 years and in an amount not less than $50,000 for each year: Provided further, That State educational agencies may give priority for such subgrants to local educational agencies that propose to carry out one or more of the activities authorized in such sections, as determined by the state: Provided further, That $175,840,000 shall be for part B of title V. (Department of Education Appropriations Act, 2016.)

Program and Financing (in millions of dollars)

SUMMARY OF PROGRAM LEVEL (in millions of dollars)

Supporting effective instruction State grants.—Funds would support formula grants to States and LEAs to increase student achievement consistent with challenging State academic standards; improve the quality and effectiveness of teachers, principals, and other school leaders; increase the number of teachers, principals, or other school leaders who are effective in improving student academic achievement; and provide low-income and minority students greater access to effective teachers, principals, and other school leaders. SEAs and LEAs have flexibility to carry out a wide variety of activities, consistent with their specific needs.

21st century community learning centers.—Funds would support formula grants to States for projects that provide the additional time, support, and enrichment activities needed to improve student achievement.

State assessments.—Funds would support formula and competitive grants to States to develop and implement assessments that are aligned with college- and career-ready academic standards. Funds would also support audits of State and local assessment systems.

Education for homeless children and youths.—Funds would support activities to ensure that all homeless children and youth have equal access to the same free, appropriate public education available to other children.

Native Hawaiians education.—Funds would support competitive grants to public and private entities to develop or operate innovative projects that enhance the educational services provided to Native Hawaiian children and adults.

Alaska Native education.—Funds would support competitive grants to LEAs and other public and private organizations to develop or operate innovative projects that enhance the educational services provided to Alaska Native children and adults.

Training and advisory services.—Funds support grants to regional equity assistance centers that provide technical assistance to local educational agencies (LEAs) in addressing educational equity related to issues of race, gender, and national origin.

Rural education.—Funds would support formula grants under two programs: the Small, Rural School Achievement program and the Rural and Low-Income School program. The Small, Rural School Achievement program provides rural LEAs with small enrollments with additional formula funds to carry out activities authorized elsewhere in ESEA. Funds under the Rural and Low-Income School program, which targets rural LEAs that serve concentrations of poor students, are allocated by formula to States, which in turn allocate funds to eligible LEAs.

Supplemental education grants.—Funds support grants to the Federated States of Micronesia and to the Republic of the Marshall Islands in place of grant programs in which those Freely Associated States no longer participate pursuant to the Compact of Free Association Amendments Act of 2003.

Comprehensive centers.—Funds would support a new cohort of Centers that would reflect changing priorities and new demands resulting from the reauthorization of the ESEA and that would provide services to the Bureau of Indian Education.

Student support and academic enrichment grants.—Funds would support formula grants to improve academic achievement by increasing the capacity of States and LEAs to provide all students with access to a well-rounded education, to improve school conditions for student learning, and to improve the use of technology.

Object Classification (in millions of dollars)

For carrying out activities authorized by subparts 2 and 3 of part [A]F of title IV [and subparts 1, 2, and 10 of part D of title V] of the ESEA, [$244,815,000]$228,000,000: Provided, That [$75,000,000]$90,000,000 shall be available for [subpart 2 of part A of title IV] section 4631, of which up to $5,000,000, to remain available until expended, shall be for the Project School Emergency Response to Violence ("Project SERV") program [to provide education-related services to local educational agencies and institutions of higher education in which the learning environment has been disrupted due to a violent or traumatic crisis]: Provided further, That [$73,254,000] $10,000,000 shall be available for section 4625: Provided further, That $128,000,000 shall be available through December 31, [2016 for Promise Neighborhoods] 2017, for section 4624. (Department of Education Appropriations Act, 2016.)

Program and Financing (in millions of dollars)

School safety national activities.—Funds support competitive grants and other discretionary activities to foster a safe, secure, and drug-free learning environment; facilitate emergency management and preparedness; and prevent drug use and violence by students, and otherwise improve their well-being. These activities include school safety initiatives in Now Is The Time, the President's plan to protect our children and our communities by reducing gun violence, including efforts to create positive school climates and to counter the effects of pervasive violence on students.

Promise neighborhoods.—Funds support competitive grants and other activities for projects designed to improve significantly the educational and developmental outcomes of children within the Nation's most distressed communities, by providing children in the community with access to a cradle-through-college-to-career continuum of academic programs and community supports, including effective schools and services.

Full-service community schools.—Funds support grants to local educational agencies or the Bureau of Indian Education, in partnership with community-based organizations, nonprofit organizations, or other public or private entities, to provide comprehensive and coordinated academic, social, and health services for students, students' family members, and community members that will result in improved educational outcomes for children in neighborhoods with high rates of poverty, childhood obesity, academic failure, and involvement of community members in the justice system.

Object Classification (in millions of dollars)

For expenses necessary to carry out, to the extent not otherwise provided, title [VII]VI, part A of the ESEA, [$143,939,000], $174,939,000, of which $67,993,000 shall be for subpart 2 of part A of title VI and $6,565,000 shall be for subpart 3 of part A of title VI. (Department of Education Appropriations Act, 2016.)

Program and Financing (in millions of dollars)

The Indian Education programs support the efforts of local educational agencies (LEA), tribes, and Indian organizations to improve teaching and learning for the Nation's American Indian and Alaska Native children.

Grants to local educational agencies.—Formula grants support LEAs in their efforts to enhance and supplement elementary and secondary school programs that serve Indian students, with the goal of ensuring that such programs assist participating students in meeting the same academic standards as all other students.

Special programs for Indian children.—Funds support competitive awards for Native Youth Community Projects under the Demonstration Grants authority to improve the college- and career-readiness of Native youth, as well as professional development grants for training Native American teachers and administrators for employment in school districts with concentrations of Indian students.

National activities.—Funds support research, evaluation, data collection, and related activities, grants for native language immersion schools and programs, and grants to tribes for education administrative planning, development, and coordination.

Object Classification (in millions of dollars)

Program and Financing (in millions of dollars)

Amounts in the schedule reflect balances that are spending out from a prior-year appropriation.

Program and Financing (in millions of dollars)

Amounts in this schedule reflect balances that are spending out from a prior-year appropriation.

Federal Funds

For carrying out activities authorized by [part G of title I, subpart 5 of part A and parts C and D] subparts 1 and 4 of part B and section 2232 of title II, and parts [B, C,] C and D and subparts 1 and 4 of part F of title [V]IV of the ESEA, [and section 14007 of division A of the American Recovery and Reinvestment Act of 2009, as amended, $1,181,226,000:] and for carrying out additional activities as specified below, $1,331,556,000: Provided, That $391,815,000 shall be for subparts 1 and 4 of part B and section 2232 of title II and shall be made available without regard to sections 2201 and 2241: Provided further, That $529,741,000 shall be for parts C and D and subpart 4 of part F of title IV, and shall be made available without regard to sections 4311, 4409(a), and 4601 of the ESEA: Provided further, That section 4303(d)(3) shall not apply to the funds available for part C of title IV: Provided further, That of the funds available for part C of title IV, the Secretary shall use not less than $26,000,000 to carry out section 4304, of which not more than $10,000,000 shall be available to carry out section 4304(k), not more than $100,000,000 to carry out section 4305(b), and not less than $16,000,000 to carry out the activities in section 4305(a)(3) and to make up to 5 competitive grants to charter schools to develop and validate collaborative activities with local educational agencies to improve student outcomes: Provided, That [up to $120,000,000] notwithstanding section 4601(b), $180,000,000 shall be available through December 31, [2016 for section 14007 of division A of Public Law 111–5, and up to 5 percent of such funds may be used for technical assistance and the evaluation of activities carried out under such section: Provided further, That the education facilities clearinghouse established through a competitive process in fiscal year 2013 may collect and disseminate information on effective educational practices and the latest research on the planning, design, financing, construction, improvement, operation, and maintenance of safe, healthy, high-performance public facilities for early learning programs, kindergarten through grade 12, and higher education: Provided further, That $230,000,000 of the funds for subpart 1 of part D of title V of the ESEA shall be for competitive grants to local educational agencies, including charter schools that are local educational agencies, or States, or partnerships of: (1) a local educational agency, a State, or both; and (2) at least one nonprofit organization to develop and implement performance-based compensation systems for teachers, principals, and other personnel in high-need schools: Provided further, That such performance-based compensation systems must consider gains in student academic achievement as well as classroom evaluations conducted multiple times during each school year among other factors and provide educators with incentives to take on additional responsibilities and leadership roles: Provided further, That recipients of such grants shall demonstrate that such performance-based compensation systems are developed with the input of teachers and school leaders in the schools and local educational agencies to be served by the grant: Provided further, That recipients of such grants may use such funds to develop or improve systems and tools (which may be developed and used for the entire local educational agency or only for schools served under the grant) that would enhance the quality and success of the compensation system, such as high-quality teacher evaluations and tools to measure growth in student achievement: Provided further, That applications for such grants shall include a plan to sustain financially the activities conducted and systems developed under the grant once the grant period has expired: Provided further, That up to 5 percent of such funds for competitive grants shall be available for technical assistance, training, peer review of applications, program outreach, and evaluation activities: Provided further, That $250,000,000 of the funds for part D of title V of the ESEA shall be available through December 31, 2016 for carrying out, in accordance with the applicable requirements of part D of title V of the ESEA, a preschool development grants program: Provided further, That the Secretary, jointly with the Secretary of HHS, shall make competitive awards to States for activities that build the capacity within the State to develop, enhance, or expand high-quality preschool programs, including comprehensive services and family engagement, for preschool-aged children from families at or below 200 percent of the Federal poverty line: Provided further, That each State may subgrant a portion of such grant funds to local educational agencies and other early learning providers (including, but not limited to, Head Start programs and licensed child care providers), or consortia thereof, for the implementation of high-quality preschool programs for children from families at or below 200 percent of the Federal poverty line: Provided further, That subgrantees that are local educational agencies shall form strong partnerships with early learning providers and that subgrantees that are early learning providers shall form strong partnerships with local educational agencies, in order to carry out the requirements of the subgrant: Provided further, That up to 3 percent of such funds for preschool development grants shall be available for technical assistance, evaluation, and other national activities related to such grants: Provided further, That $10,000,000 of funds available under part D of title V of the ESEA shall be for the Full-Service Community Schools program: Provided further, That of the funds available for part B of title V of the ESEA, the Secretary shall use up to $10,000,000 to carry out activities under section 5205(b) and shall use not less than $16,000,000 for subpart 2: Provided further, That of the funds available for subpart 1 of part B of title V of the ESEA, and notwithstanding section 5205(a), the Secretary shall reserve up to $100,000,000 to make multiple awards to non-profit charter management organizations and other entities that are not for-profit entities for the replication and expansion of successful charter school models and shall reserve not less than $11,000,000 to carry out the activities described in section 5205(a), including improving quality and oversight of charter schools and providing technical assistance and grants to authorized public chartering agencies in order to increase the number of high-performing charter schools: Provided further, That funds available for part B of title V of the ESEA may be used for grants that support preschool education in charter schools: Provided further, That each application submitted pursuant to section 5203(a) shall describe a plan to monitor and hold accountable authorized public chartering agencies through such activities as providing technical assistance or establishing a professional development program, which may include evaluation, planning, training, and systems development for staff of authorized public chartering agencies to improve the capacity of such agencies in the State to authorize, monitor, and hold accountable charter schools: Provided further, That each application submitted pursuant to section 5203(a) shall contain assurances that State law, regulations, or other policies require that: (1) each authorized charter school in the State operate under a legally binding charter or performance contract between itself and the school's authorized public chartering agency that describes the rights and responsibilities of the school and the public chartering agency; conduct annual, timely, and independent audits of the school's financial statements that are filed with the school's authorized public chartering agency; and demonstrate improved student academic achievement; and (2) authorized public chartering agencies use increases in student academic achievement for all groups of students described in section 1111(b)(2)(C)(v) of the ESEA as one of the most important factors when determining to renew or revoke a school's charter] 2017 for subpart 1 of part F of title IV: Provided further, That of the amounts available for section 4611 of the ESEA, the Secretary may reserve up to $30,000,000 for the Advanced Research Projects Agency-Education (ARPA-ED), which shall be established within the Department of Education, with a Director appointed by the Secretary, to identify and promote advances in fundamental and applied sciences and engineering that could be translated into new learning technologies, to develop, test, and evaluate novel learning technologies and related processes, and to accelerate transformational technological advances: Provided further, That such funds shall remain available until expended and may be used to award grants, contracts, cooperative agreements, and cash prizes, and to enter into other transactions (in accordance with such regulations as the Secretary may establish regarding such other transactions): Provided further, That the Secretary may appoint up to 20 scientific, engineering, professional, and other mission-related personnel to positions in ARPA-ED, for up to four years, without regard to the provisions of title 5, United States Code, governing appointments in the competitive service: Provided further, That the personnel appointed under the preceding proviso shall be paid at rates of compensation determined by the Secretary: Provided further, That $120,000,000, to remain until expended, shall be for competitive grants to local educational agencies to develop and implement comprehensive strategies to improve socioeconomic integration in early childhood education programs and elementary and secondary schools, of which up to $2,500,000 may be used for national activities including technical assistance, evaluation, and dissemination: Provided further, That $100,000,000 shall be for competitive grants to local educational agencies, in partnership with institutions of higher education and other public and private entities, to develop and implement strategies to provide high-quality instruction and other learning opportunities in computer science to students in pre-kindergarten through grade 12, including students in underserved communities or from groups historically underrepresented in science, technology, engineering, and mathematics fields: Provided further, That $2,500,000 of the funds provided in the previous proviso shall be for national activities, including technical assistance, evaluation, and dissemination: Provided further, That $10,000,000 shall be for grants to non-profit organizations to support teacher-led projects designed to improve educational outcomes for high-need students. (Department of Education Appropriations Act, 2016.)

Program and Financing (in millions of dollars)

Summary of Budget Authority and Outlays (in millions of dollars)

Education, innovation, and research.—Funds would support grants to local educational agencies (LEAs), State educational agencies (SEAs), the Bureau of Indian Education (BIE), consortia of LEAs or SEAs, nonprofit organizations; or consortia of SEAs, LEAs, or the BIE with a nonprofit organization, a business, an educational service agency, or an institution of higher education designed to improve the achievement and attainment of high-need students. Funds would also support Advanced Research Projects Agency-Education (ARPA-ED), to identify and promote advances in fundamental and applied sciences and engineering that could be translated into new learning technologies, to develop, test, and evaluate novel learning technologies and related processes, and to accelerate transformational technological advances.

Teacher and school leader incentive fund grants.—Funds would support grants to develop, implement, improve, or expand human capital management systems or performance-based compensation systems, especially in high-need schools.

School leader recruitment and support.—Funds would support grants to improve the recruitment, preparation, placement, support, and retention of effective principals and other school leaders in high-need schools.

Supporting effective educator development.—Funds would support competitive grants to institutions of higher education, national nonprofit entities, and the BIE to provide educators with evidence-based professional development and to support pathways that allow educators with nontraditional preparation and certification to obtain employment in traditionally underserved local educational agencies.

Charter schools grants.—Funds would support competitive grants for the planning, design, initial implementation, and expansion of successful charter schools. Funds would also support information dissemination activities and competitive grants to improve charter schools' access to facilities.

Magnet schools assistance.—Funds would support competitive grants to LEAs to establish and operate magnet school programs that are part of an approved desegregation plan.

Stronger together.—Funds would support competitive grants to LEAs to develop and implement comprehensive plans with concrete and ambitious goals for improving socioeconomic diversity in the Nation's preK-12 schools.

Computer science for all development grants.—Funds would support competitive grants to local educational agencies to provide high-quality instruction and other learning opportunities in computer science in pre-kindergarten through grade 12, with a focus on expanding access to these opportunities for students in underserved communities or from groups historically underrepresented in science, technology, engineering, and mathematics fields.

Ready to learn programming.—Funds would support competitive grants to public telecommunications entities to develop and distribute educational video programming and digital content, such as applications and online educational games, for preschool and elementary school children and their parents, caregivers, and teachers to facilitate student academic achievement.

Arts in education.—Funds would support projects and programs to promote arts education for students, including disadvantaged students, through competitive grants to support development and dissemination of instructional materials and programming and professional development for arts educators.

Javits gifted and talented education.—Funds would support a coordinated program of research, demonstration projects, innovative strategies, and other activities to build and enhance the capacity of elementary and secondary schools to identify gifted and talented students and meet their special educational needs.

American history and civics academies.—Funds would support competitive grants to institutions of higher education and other nonprofit organizations to improve the quality of American history and civics education by providing intensive workshops for teachers and students.

STEM master teacher corps.—Funds would support grants to States to support the development of statewide STEM Master Teacher Corps to promote improved professional development and instruction in STEM subjects as well as grants to States and non-profit organizations to support effective, statewide professional development programs in STEM subjects.

Teach to lead.—Funds would support the implementation, expansion, and dissemination of teacher-led projects designed to improve educator effectiveness and student outcomes, empowering teachers to lead beyond their classroom.

Object Classification (in millions of dollars)

Program and Financing (in millions of dollars)

Preschool for all.—Funds would support grants to States to expand the number and availability of high-quality preschool programs to serve all 4-year-olds from low- and moderate-income families, and improve the quality of existing programs.

Respect: Best job in the world.—Funds would support competitive grants to States with subgrants to LEAs to improve compensation and paths for advancement, teacher leadership opportunities, and working conditions to attract and retain effective teachers in high-needs schools.

Computer science for all.—Funds would support competitive grants to State educational agencies to ensure that all students, including those in underserved communities or from historically underrepresented subgroups, have access to computer science and other rigorous instruction in science, technology, engineering, and mathematics.

Federal Funds

For carrying out part A of title III of the ESEA, [$737,400,000]$800,400,000, which shall become available on July 1, [2016]2017, and shall remain available through September 30, [2017]2018, except that 6.5 percent of such amount shall be available on October 1, [2015]2016, and shall remain available through September 30, [2017]2018, to carry out activities under section 3111(c)(1)(C): Provided, That the Secretary [shall use estimates of the American Community Survey child counts for the most recent 3-year period available to calculate allocations under such part] may use $10,000,000 of funds available under section 3111(c)(1)(C) to award grants on a competitive basis to local educational agencies and local partnerships with other government or non-profit entities to develop effective multi-generational approaches to improve academic and career outcomes for English learners and their families and for the robust evaluation of such activities carried out under such section: Provided further, That recipients of such grants shall secure matching contributions of at least 25 percent, in funds or in-kind, from State, local, and/or private sources. (Department of Education Appropriations Act, 2016.)

Program and Financing (in millions of dollars)

Language acquisition State grants.—This program supports formula grants to States to improve services for English Learners. States are accountable for demonstrating that English Learners are making progress toward proficiency in English and meeting the same high State academic standards as all other students. Funds also support national activities, including professional development to increase the supply of high-quality teachers of English Learners, a pilot to identify effective multi-generational approaches to improving literacy, and a national information clearinghouse on English language acquisition.

Object Classification (in millions of dollars)

Federal Funds

For carrying out the Individuals with Disabilities Education Act (IDEA) and the Special Olympics Sport and Empowerment Act of 2004, [$12,976,858,000] $13,066,858,000, of which [$3,456,259,000] $3,536,259,000 shall become available on July 1, [2016]2017, and shall remain available through September 30, [2017]2018, and of which $9,283,383,000 shall become available on October 1, [2016]2017, and shall remain available through September 30, [2017]2018, for academic year [2016–2017]2017–2018: Provided, That the amount for section 611(b)(2) of the IDEA shall be equal to the lesser of the amount available for that activity during fiscal year [2015]2016, increased by the amount of inflation as specified in section 619(d)(2)(B) of the IDEA, or the percent change in the funds appropriated under section 611(i) of the IDEA, but not less than the amount for that activity during fiscal year [2015]2016: Provided further, That the Secretary shall, without regard to section 611(d) of the IDEA, distribute to all other States (as that term is defined in section 611(g)(2)), subject to the third proviso, any amount by which a State's allocation under section 611(d), from funds appropriated under this heading, is reduced under section 612(a)(18)(B), according to the following: 85 percent on the basis of the States' relative populations of children aged 3 through 21 who are of the same age as children with disabilities for whom the State ensures the availability of a free appropriate public education under this part, and 15 percent to States on the basis of the States' relative populations of those children who are living in poverty: Provided further, That the Secretary may not distribute any funds under the previous proviso to any State whose reduction in allocation from funds appropriated under this heading made funds available for such a distribution: Provided further, That the States shall allocate such funds distributed under the second proviso to local educational agencies in accordance with section 611(f): Provided further, That the amount by which a State's allocation under section 611(d) of the IDEA is reduced under section 612(a)(18)(B) and the amounts distributed to States under the previous provisos in fiscal year 2012 or any subsequent year shall not be considered in calculating the awards under section 611(d) for fiscal year 2013 or for any subsequent fiscal years: Provided further, That, notwithstanding the provision in section 612(a)(18)(B) regarding the fiscal year in which a State's allocation under section 611(d) is reduced for failure to comply with the requirement of section 612(a)(18)(A), the Secretary may apply the reduction specified in section 612(a)(18)(B) over a period of consecutive fiscal years, not to exceed five, until the entire reduction is applied: Provided further, That the Secretary may, in any fiscal year in which a State's allocation under section 611 is reduced in accordance with section 612(a)(18)(B), reduce the amount a State may reserve under section 611(e)(1) by an amount that bears the same relation to the maximum amount described in that paragraph as the reduction under section 612(a)(18)(B) bears to the total allocation the State would have received in that fiscal year under section 611(d) in the absence of the reduction: Provided further, That the Secretary shall either reduce the allocation of funds under section 611 for any fiscal year following the fiscal year for which the State fails to comply with the requirement of section 612(a)(18)(A) as authorized by section 612(a)(18)(B), or seek to recover funds under section 452 of the General Education Provisions Act (20 U.S.C. 1234a): Provided further, That the funds reserved under 611(c) of the IDEA may be used to provide technical assistance to States to improve the capacity of the States to meet the data collection requirements of sections 616 and 618 and to administer and carry out other services and activities to improve data collection, coordination, quality, and use under parts B and C of the IDEA: [Provided further, That the level of effort a local educational agency must meet under section 613(a)(2)(A)(iii) of the IDEA, in the year after it fails to maintain effort is the level of effort that would have been required in the absence of that failure and not the LEA's reduced level of expenditures:] Provided further, That the Secretary may use funds made available for the State Personnel Development Grants program under part D, subpart 1 of IDEA to evaluate program performance under such subpart: Provided further, That notwithstanding section 613(f)(1) of the IDEA, local educational agencies may also use funds that they reserve under section 613(f) to develop and implement coordinated, early intervening services for children ages 3 through 5, who have not been identified as needing special education and related services but who need additional developmental, academic, and behavioral support to succeed in a general education environment or participate in appropriate activities: Provided further, That, with respect to children receiving services under the preceding proviso, and who have not yet entered kindergarten, the Secretary may waive the requirements of section 613(f)(4) of the IDEA: Provided further, That, notwithstanding section 643 of the IDEA, the Secretary may reserve up to $15,000,000 of the funds appropriated under section 644 of the IDEA to support grants to partnerships of public and private entities for model demonstration projects to increase early screening, evaluation and assessments, early intervention services, and other services, for infants and toddlers with disabilities and at-risk infants and toddlers who may otherwise not qualify for services under Part C of the IDEA in their State: Provided further, That the Secretary may use funds reserved under the preceding proviso to support technical assistance and evaluation activities related to carrying out and assessing the performance of those grants: Provided further, That each entity that receives a grant under the second preceding proviso may make subgrants, contracts, or otherwise distribute those funds on a competitive, targeted, or formula basis to public, private, and non-profit entities, including local educational agencies and early intervention service providers, to carry out activities authorized under that proviso. (Department of Education Appropriations Act, 2016.)

Program and Financing (in millions of dollars)

SUMMARY OF IDEA FORMULA GRANTS PROGRAM LEVELS [in millions of dollars]

Grants to States.—Formula grants are provided to States to assist them in providing special education and related services to children with disabilities ages 3 through 21.

Preschool grants.—Formula grants provide additional funds to States to further assist them in providing special education and related services to children with disabilities ages 3 through 5 served under the Grants to States program. The goal of both of the Grants to States and the Preschool grants programs is to improve results for children with disabilities by assisting State and local educational agencies to provide children with disabilities with access to high quality education that will help them meet challenging standards and prepare them for employment and independent living. Under current law, local educational agencies (LEAs) may reserve up to 15 percent of the funds they receive under Part B of the IDEA to provide coordinated early intervening services (CEIS) to children in grades kindergarten through twelve. In the 2017 Budget, the Administration would provide additional flexibility to allow LEAs to provide CEIS to children ages 3 through 5 so that they are better prepared to enter school ready to learn.

Grants for infants and families.—Formula grants are provided to assist States to implement statewide systems of coordinated, comprehensive, multi-disciplinary interagency programs to provide early intervention services to children with disabilities, birth through age 2, and their families. The goal of this program is to help States provide a comprehensive system of early intervention services that will enhance child and family outcomes. The Administration would reserve $15 million of the requested increase to make competitive grants to partnerships of public and private entities to support community-based model demonstration projects. These model demonstration projects would focus on expanding early screening, referral, and early intervention services to infants and toddlers eligible for Part C and those who are at-risk, but not eligible, for Part C and their families.

National activities.—Funds are provided for personnel preparation and development, technical assistance, and other activities to support State efforts to improve results for children with disabilities under the State Grants programs. The goal of National Activities is to link States, school systems, and families to best practices to improve results for infants, toddlers, and children with disabilities. The request includes $10 million under the Technical Assistance and Dissemination program that would support grants to increase substantially the Administration's investment in model demonstration projects to build the evidence-base for promising practices in critical areas such as interventions for students with autism that require intensive services and support.

Special Olympics education programs.—Funds are provided to promote the expansion of the Special Olympics and the design and implementation of Special Olympics education programs.

Performance data related to program goals include:

Basis for Leaving Special Education for Youth with Disabilities Ages 14 and Older

Object Classification (in millions of dollars)

For carrying out, to the extent not otherwise provided, the Rehabilitation Act of 1973 and the Helen Keller National Center Act, [$3,529,605,000]$3,541,389,000, of which [$3,391,770,000] $3,398,554,000 shall be for grants for vocational rehabilitation services under title I of the Rehabilitation Act: Provided, That the Secretary may use amounts provided in this Act that remain available subsequent to the reallotment of funds to States pursuant to section 110(b) of the Rehabilitation Act for innovative activities aimed at improving the outcomes of individuals with disabilities as defined in section 7(20)(B) of the Rehabilitation Act, including activities aimed at improving the education and post-school outcomes of children receiving Supplemental Security Income ("SSI") and their families that may result in long-term improvement in the SSI child recipient's economic status and self-sufficiency: Provided further, That States may award subgrants for a portion of the funds to other public and private, nonprofit entities: Provided further, That any funds made available subsequent to reallotment for innovative activities aimed at improving the outcomes of individuals with disabilities shall remain available until September 30, [2017]2018. (Department of Education Appropriations Act, 2016.)

Program and Financing (in millions of dollars)

Vocational rehabilitation State grants.—The basic State grants program provides Federal matching funds to State vocational rehabilitation (VR) agencies to assist individuals with physical or mental impairments to become gainfully employed. Services are tailored to the specific needs of the individual. Priority is given to serving those with the most significant disabilities. In FY 2015, State VR agencies assisted approximately 184,000 individuals with disabilities to obtain an employment outcome, about 93 percent of whom were individuals with significant disabilities. VR State Grants is a core program of the workforce development system under the Workforce Innovation and Opportunity Act (WIOA) and a required partner in the one-stop service delivery system for accessing employment and training services. Amendments made by WIOA require State VR agencies to reserve and use at least 15 percent of their Federal grant allotment to support pre-employment transition services for students with disabilities provided in accordance with new section 113 of the Rehabilitation Act. Between 1.0 percent and 1.5 percent of the funds appropriated for the VR State grants program must be set aside for Grants for Indians.

The request for the VR State Grants program includes the CPIU adjustment specified in the authorizing statute. The 2017 request also includes language that would allow the Secretary to use amounts provided in this Act for the VR State Grants program that remain available subsequent to the reallotment of funds to States pursuant to section 110(b) of the Rehabilitation Act to support innovative activities aimed at improving outcomes for individuals with disabilities, including activities under the Promoting Readiness of Minors in Supplemental Security Income (PROMISE) program.

Client assistance State grants.—Formula grants are made to States to provide assistance in informing and advising clients and applicants about benefits available under the Rehabilitation Act and, if requested, to pursue legal or administrative remedies to ensure the protection of the rights of individuals with disabilities.

Supported employment state grants.—Under this formula grant program, State vocational rehabilitation (VR) agencies receive supplemental funds to provide ongoing support services for up to 24 months to assist individuals with the most significant disabilities in achieving competitive integrated employment. States are required to use half of the funds they receive under this program to provide supported employment and extended services to youth with the most significant disabilities and to provide a match of 10 percent for the portion used to serve such youth. States are also able to use SE funds to provide extended services for up to 4 years to eligible youth with the most significant disabilities. An individual's potential for supported employment must be considered as part of the assessment to determine eligibility for the Title I Vocational Rehabilitation State Grants program.

Training.—Grants are made to States and public or nonprofit agencies and organizations, including institutions of higher education, to increase the number of skilled personnel available for employment in the field of rehabilitation and to upgrade the skills of those already employed.

Demonstration and training programs.—Competitive grants and contracts are awarded to expand and improve the provision and effectiveness of programs and services authorized under the Rehabilitation Act or further the purposes of the Act in promoting the employment and independence of individuals with disabilities in the community. Funds are used to support model demonstrations, technical assistance, and projects designed to improve program performance and the delivery of vocational rehabilitation and independent living services.

Independent living services for older individuals who are blind.—Grants are awarded to States to assist individuals over the age of 55 with severe visual disabilities to adjust to their disability and increase their ability to care for their own needs.

Protection and advocacy of individual rights.—Formula grants are made to State protection and advocacy systems to protect the legal and human rights of individuals with disabilities.

Helen Keller National Center for Deaf-Blind Youths and Adults.—The Center provides services to deaf-blind youths and adults and provides training and technical assistance to professional and allied personnel at its national headquarters center and through its regional representatives and affiliate agencies.

Object Classification (in millions of dollars)

For carrying out the Act to Promote the Education of the Blind of March 3, 1879, $25,431,000. (Department of Education Appropriations Act, 2016.)

Program and Financing (in millions of dollars)

The Federal appropriation supports: the production and distribution of free educational materials for students below the college level who are blind, research related to developing and improving products, and advisory services to consumer organizations on the availability and use of materials. In 2015, the portion of the Federal appropriation allocated to educational materials represented approximately 65 percent of the Printing House's total sales. The full 2015 appropriation represented approximately 73 percent of the Printing House's total budget.

For the National Technical Institute for the Deaf under titles I and II of the Education of the Deaf Act of 1986, $70,016,000: Provided, That from the total amount available, the Institute may at its discretion use funds for the endowment program as authorized under section 207 of such Act. (Department of Education Appropriations Act, 2016.)

Program and Financing (in millions of dollars)

This residential program provides postsecondary technical and professional education for people who are deaf or hard of hearing, provides training, and conducts applied research into employment-related aspects of deafness. In 2015, the Federal appropriation represented approximately 72 percent of the Institute's operating budget. The 2017 request includes funds that may be used for the Endowment Grant program.

For the Kendall Demonstration Elementary School, the Model Secondary School for the Deaf, and the partial support of Gallaudet University under titles I and II of the Education of the Deaf Act of 1986, $121,275,000: Provided, That from the total amount available, the University may at its discretion use funds for the endowment program as authorized under section 207 of such Act. (Department of Education Appropriations Act, 2016.)

Program and Financing (in millions of dollars)

This institution provides undergraduate, continuing education, and graduate programs for students who are deaf, hard of hearing, and hearing. The University also conducts basic and applied research and provides public service programs for persons with hearing loss and persons who work with them.

Gallaudet operates the Laurent Clerc National Deaf Education Center, which includes elementary and secondary education programs on the main campus of the University serving students who are deaf or hard of hearing. The Kendall Demonstration Elementary School serves students from birth through grade 8, and the Model Secondary School for the Deaf (MSSD) serves high school students in grades 9 through 12. The Clerc Center also develops and disseminates information on effective educational techniques and strategies for teachers and professionals working with students who are deaf or hard of hearing.

In 2015, the appropriation for Gallaudet represented approximately 67 percent of total revenue for the University. Approximately 25 percent of the Federal appropriation was used to support activities at the Clerc Center, which received nearly 100 percent of its revenue through the appropriation. In addition, the University receives other Federal funds such as student financial aid, vocational rehabilitation, Endowment Grant program income, and competitive grants and contracts. The 2017 request includes funds that may be used for the Endowment Grant program.

Federal Funds

For carrying out, to the extent not otherwise provided, [the Carl D. Perkins Career and Technical Education Act of 2006 and] the Adult Education and Family Literacy Act ("AEFLA"), [$1,720,686,000, of which $929,686,000] $606,667,000, which shall become available on July 1, [2016]2017, and shall remain available through September 30, [2017, and of which $791,000,000 shall become available on October 1, 2016, and shall remain available through September 30, 2017] 2018: Provided, That [of the amounts made available for AEFLA, $13,712,000] $24,712,000 shall be for national leadership activities under section 242. (Department of Education Appropriations Act, 2016.)

Program and Financing (in millions of dollars)

Summary of Budget Authority and Outlays (in millions of dollars)

SUMMARY OF PROGRAM LEVEL

(in millions of dollars)

The Administration is proposing legislation reauthorizing the Carl D. Perkins Career and Technical Education Act of 2006, including programs in this account. When new authorizing legislation is enacted, resources will be requested for these programs. See the "Legislative proposal, not subject to PAYGO" schedule for additional details.

Career and Technical Education:

Career and technical education national programs.—Funds would support discretionary activities to support research, evaluation, data collection, technical assistance, and other national leadership activities aimed at improving the quality and effectiveness of career and technical education. The request includes funding to provide technical assistance and evaluation support for projects under the Career and Technical Education Innovation Fund proposal described in the request for Career and Technical Education State Grants.

Adult education:

Adult education State programs.—Funds support formula grants to States to help eliminate functional illiteracy among the Nation's adults, to assist adults in obtaining a high school diploma or its equivalent, and to promote family literacy. A portion of the funds is reserved for formula grants to States to provide English literacy and civics education for immigrants and other limited English proficient adults.

Adult education national leadership activities.—Funds support discretionary activities to evaluate the effectiveness of Federal, State, and local adult education programs, and to test and demonstrate methods of improving program quality. The additional funds requested in fiscal year 2017 would support States in their efforts to improve adult education standards and assessments and to carry out data collection activities required by the Workforce Innovation and Opportunity Act.

Object Classification (in millions of dollars)

Program and Financing (in millions of dollars)

The resources in this schedule are proposed for later transmittal under proposed legislation to reauthorize the Carl D. Perkins Career and Technical Education Act of 2006.

Career and Technical Education:

Career and technical education State grants.—Funds would support formula grants to States for programs that focus on improving the academic achievement and career and technical skills of secondary and postsecondary students. Funds would also support projects to promote innovation in career and technical education. The request includes funding for a Career and Technical Education Innovation Fund competition for grants to support the development and operation of innovative, evidence-based job training programs in high-demand fields that provide a path to the middle class for low-income individuals.

Next generation high schools.—Funds would support competitive grants to transform teaching and learning in high schools by encouraging partnerships among local educational agencies, institutions of higher education, businesses, and other entities to enhance instruction and provide career-related experiences to students, helping them prepare for college and careers. Grantees would leverage new and existing Federal, State, and local resources to create learning models that are rigorous, relevant, and better focused on real-world experiences while incorporating personalized learning, work- and project-based learning, and career and college exploration.

Object Classification (in millions of dollars)

Federal Funds

For carrying out, to the extent not otherwise provided, titles II, III, IV, V, VI, and VII of the HEA, the Mutual Educational and Cultural Exchange Act of 1961, and section 117 of the Carl D. Perkins Career and Technical Education Act of 2006, [$1,982,185,000]$2,189,200,000: Provided, That notwithstanding any other provision of law, funds made available in this Act to carry out title VI of the HEA and section 102(b)(6) of the Mutual Educational and Cultural Exchange Act of 1961 may be used to support visits and study in foreign countries by individuals who are participating in advanced foreign language training and international studies in areas that are vital to United States national security and who plan to apply their language skills and knowledge of these countries in the fields of government, the professions, or international development: Provided further, That of the funds referred to in the preceding proviso up to 1 percent may be used for program evaluation, national outreach, and information dissemination activities: Provided further, That up to 1.5 percent of the funds made available under chapter 2 of subpart 2 of part A of title IV of the HEA may be used for evaluation: Provided further, That up to 2.5 percent of the funds made available under this Act for part B of title VII of the HEA may be used for technical assistance and the evaluation of activities carried out under such section: Provided further, That notwithstanding chapter 1 of subpart 2 of part A of title IV of the HEA, the Secretary may reserve up to $20,000,000 of the funds made available for section 402A(g) of the HEA to support the demonstration and rigorous evaluation of college access and completion strategies through cooperative agreements with entities that received fiscal year 2016 awards under section 402A: Provided further, That $30,000,000 shall be used for competitive awards to institutions described in sections 316, 317, 318, 319, 320, 322, and 502 of the HEA to support innovative and evidence-based student-centered strategies and interventions designed to improve the performance of those institutions in graduating low-income students: Provided further, That $125,000,000 shall be used to make competitive grants to public and private nonprofit entities to support the creation and expansion of high-quality teacher and principal preparation programs, and other activities authorized under title II of the HEA: Provided further, That the Secretary may reserve no more than five percent of the funds described in the preceding proviso for national activities. (Department of Education Appropriations Act, 2016.)

Program and Financing (in millions of dollars)

Summary of Budget Authority and Outlays (in millions of dollars)

Aid for institutional development:

Strengthening institutions.—Funds support planning and development grants for improving academic programs and financial management at schools that enroll high proportions of disadvantaged students and have low per-student expenditures.

Strengthening tribally controlled colleges and universities.—Discretionary and mandatory funds support grants to American Indian tribally controlled colleges and universities with scarce resources to enable them to improve and expand their capacity to serve students and to strengthen management and fiscal operations.

Strengthening Alaska Native and Native Hawaiian-serving institutions.—Discretionary and mandatory funds support Alaska Native and Native Hawaiian-serving institutions to enable them to improve and expand their capacity to serve students and to strengthen management and fiscal operations.

Strengthening historically Black colleges and universities.—Discretionary and mandatory funds support grants to help historically Black undergraduate institutions to improve and expand their capacity to serve students and to strengthen management and fiscal operations.

Strengthening historically Black graduate institutions.—Funds support grants to help historically Black graduate institutions to improve and expand their capacity to serve students and to strengthen management and fiscal operations.

Strengthening predominantly Black institutions.—Discretionary and mandatory funds support grants to predominantly Black institutions to improve and expand their capacity to serve students.

Strengthening Asian American- and Native American Pacific Islander-serving institutions.—Discretionary and mandatory funds support grants to help Asian American and Native American Pacific Islander-serving institutions improve and expand their capacity to serve students and to strengthen management and fiscal operations.

Strengthening Native American-serving nontribal institutions.—Discretionary and mandatory funds support grants to help Native American-serving nontribal institutions improve and expand their capacity to serve students and to strengthen management and fiscal operations.

Minority science and engineering improvement.—Funds support grants to predominantly minority institutions to help them make long-range improvements in science and engineering education and to increase the participation of minorities in scientific and technological careers.

Aid for Hispanic-serving institutions:

Developing Hispanic-serving institutions.—Funds support Hispanic-serving institutions to help them improve and expand their capacity to serve students.

Developing Hispanic-serving institutions STEM and articulation programs.—Mandatory funds support Hispanic-serving institutions to help them improve and expand their capacity to serve students with priority given to applications that propose to increase the number of Hispanics and other low-income students attaining degrees in the fields of science, technology, engineering, or mathematics; and to develop model transfer and articulation agreements between 2-year Hispanic-serving institutions and 4-year institutions in such fields.

Promoting postbaccalaureate opportunities for Hispanic Americans.—Discretionary funds support Hispanic-serving Institutions to help them expand and improve postbaccalaureate educational opportunities.

HBCU and Minority-serving institutions (MSI) innovation for completion fund.—Funds support innovative and evidenced-based student-centered strategies and interventions to increase the number of low-income students completing degree programs at HBCUs and MSIs, including Hispanic-serving institutions, Predominantly Black institutions, Tribally Controlled Colleges and Universities, Asian American and Native American Pacific Islander-serving institutions, and Native American-serving nontribal institutions.

Other aid for institutions:

International education and foreign language studies programs.—Funds promote the development and improvement of domestic and overseas international and foreign language programs by providing institutional and fellowship grant funding to strengthen the capability and performance of American education in foreign languages and in area and international studies.

Fund for the improvement of postsecondary education/First in the world.—Funds would support the First in the World initiative, an evidence-based program that supports the development and evaluation of innovative strategies designed to improve college completion, particularly for high-need students.

Model transition programs for students with intellectual disabilities into higher education.—Funds support grants to institutions of higher education or consortia of such institutions to create or expand high quality, inclusive model comprehensive transition and postsecondary programs for students with intellectual disabilities.

Tribally controlled postsecondary career and technical institutions.—Funds support the operation and improvement of eligible tribally controlled postsecondary career institutions to ensure continued and expanded educational opportunities for Indian students.

Assistance for students:

Federal TRIO programs.—Funds support postsecondary education outreach and student support services to help individuals from disadvantaged backgrounds prepare for, enter, and complete college and graduate studies.

Gaining early awareness and readiness for undergraduate programs.—Funds support early college preparation and awareness activities at the State and local levels to ensure that low-income elementary and secondary school students are prepared for and pursue postsecondary education.

Graduate assistance in areas of national need.—Funds support fellowships to graduate students of superior ability who have financial need for study in areas of national need.

Child care access means parents in school.—Funds support a program designed to bolster the participation of low-income parents in postsecondary education through the provision of campus-based child care services.

Teacher and principal pathways.—Funds support grants to institutions of higher education and other non-profit entities to create or expand high quality pathways to prepare participants to be effective teachers or principals.

Object Classification (in millions of dollars)

Program and Financing (in millions of dollars)

America's college promise.—Funds would support the creation of a new partnership with states to make 2 years of community college free for responsible students by helping them waive tuition in high-quality programs while promoting key reforms to help more students complete at least 2 years of college. Funds would also support HBCUs and other MSIs by waiving or significantly reducing tuition and fees for up to 60 credits for low-income students.

College opportunity and graduation bonus.—Funds would support a program to reward colleges that successfully enroll and graduate a significant number of low- and moderate-income students on time and encourage all institutions to improve their performance.

For partial support of Howard University, $221,821,000, of which not less than $3,405,000 shall be for a matching endowment grant pursuant to the Howard University Endowment Act and shall remain available until expended. (Department of Education Appropriations Act, 2016.)

Program and Financing (in millions of dollars)

Howard University is a private, nonprofit institution of higher education consisting of 13 schools and colleges. Federal funds are used to provide partial support for University programs as well as for the Howard University Hospital, a teaching facility. In 2015, the Federal appropriation represented approximately 38 percent of the University's revenue and 10 percent of the Hospital's revenue.

For Federal administrative expenses to carry out activities related to existing facility loans pursuant to section 121 of the HEA, [$435,000] $457,000. (Department of Education Appropriations Act, 2016.)

For the cost of guaranteed loans, $20,150,000, as authorized pursuant to part D of title III of the HEA, which shall remain available through September 30, [2017]2018: Provided, That such costs, including the cost of modifying such loans, shall be as defined in section 502 of the Congressional Budget Act of 1974: Provided further, That these funds are available to subsidize total loan principal, any part of which is to be guaranteed, not to exceed [$302,099,000] $282,212,885: Provided further, That these funds may be used to support loans to public and private Historically Black Colleges and Universities without regard to the limitations within section 344(a) of the HEA.

In addition, for administrative expenses to carry out the Historically Black College and University Capital Financing Program entered into pursuant to part D of title III of the HEA, [$334,000] $349,000. (Department of Education Appropriations Act, 2016.)

Program and Financing (in millions of dollars)

Summary of Loan Levels, Subsidy Budget Authority and Outlays by Program (in millions of dollars)

As required by the Federal Credit Reform Act of 1990, this account records the subsidy costs associated with the direct loans obligated and loan guarantees committed in 1992 and beyond, as well as any administrative expenses for the College Housing and Academic Facilities Loans (CHAFL) Program and the Historically Black College and University (HBCU) Capital Financing Program. The subsidy amounts are estimated on a present value basis; the administrative expenses are on a cash basis. These programs are administered separately but consolidated in the Budget for presentation purposes.

College housing and academic facilities loans program.—Funds for this activity pay the Federal costs of administering CHAFL, College Housing Loans (CHL), and Higher Education Facilities Loans (HEFL) programs. Prior to 1994, these programs provided financing for the construction, reconstruction, and renovation of housing, academic, and other educational facilities. Although no new loans have been awarded since 1993, the Department of Education will incur costs for administering the outstanding loans through 2030.

Historically Black college and university capital financing program.—The HBCU Capital Financing Program provides HBCUs with access to capital financing for the repair, renovation, and construction of classrooms, libraries, laboratories, dormitories, instructional equipment, and research instrumentation. The authorizing statute gives the Department authority to enter into insurance agreements with a private for-profit Designated Bonding Authority. The bonding authority issues the loans and maintains an escrow account in which 5 percent of each institution's principal is deposited. The Budget requests $20.1 million in new loan subsidies, allowing the program to guarantee an estimated $282 million in new loans in 2017. The Budget also requests a 2-year period of availability for this loan subsidy. In addition, the Budget requests funds for the Federal costs of administering the program and providing technical assistance activities that improve the financial stability of HBCUs.

Employment Summary

Program and Financing (in millions of dollars)

Status of Direct Loans (in millions of dollars)

Balance Sheet (in millions of dollars)

Program and Financing (in millions of dollars)

Status of Direct Loans (in millions of dollars)

As required by the Federal Credit Reform Act of 1990, the College Housing and Academic Facilities Loans Liquidating Account records all cash flows to and from the Government resulting from direct loans obligated prior to 1992. This account includes loans made under the College Housing and Academic Facilities Loans, College Housing Loans, and Higher Education Facilities Loans programs, which continue to be administered separately.

Balance Sheet (in millions of dollars)