H.R. 8263

[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H.R. 8263 Introduced in House (IH)]

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119th CONGRESS
2d Session
H. R. 8263

To establish an Educational Equity Challenge Grant program administered 
by the Department of Education.

_______________________________________________________________________

IN THE HOUSE OF REPRESENTATIVES

April 14, 2026

Mrs. Hayes (for herself, Mrs. Grijalva, Mr. Davis of Illinois, Mrs. 
McIver, Mr. Johnson of Georgia, Mr. Larsen of Washington, Mr. Evans of 
Pennsylvania, and Ms. Norton) introduced the following bill; which was 
referred to the Committee on Education and Workforce

_______________________________________________________________________

A BILL

To establish an Educational Equity Challenge Grant program administered 
by the Department of Education.

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 ``Educational Equity Challenge Grant 
Act of 2026''.

SEC. 2. EDUCATIONAL EQUITY CHALLENGE GRANT PROGRAM.

(a) Definitions.--In this section:
(1) Educational service agency.--The term ``educational 
service agency'' has the meaning given the term in section 8101 
of the Elementary and Secondary Education Act of 1965 (20 
U.S.C. 7801).
(2) Eligible entity.--The term ``eligible entity''--
(A) means--
(i) a local educational agency;
(ii) a consortium of local educational 
agencies;
(iii) a State educational agency;
(iv) an educational service agency;
(v) a partnership between a nonprofit 
organization, including a provider of early 
childhood education, an institution of higher 
education, a community-based organization, or a 
national intermediary, and 1 or more local 
educational agencies; or
(vi) the Bureau of Indian Education; and
(B) shall not include any for-profit entity.
(3) Institution of higher education.--The term 
``institution of higher education'' has the meaning given the 
term in section 101 of the Higher Education Act of 1965 (20 
U.S.C. 1001).
(4) Local educational agency.--The term ``local educational 
agency'' has the meaning given the term in section 8101 of the 
Elementary and Secondary Education Act of 1965 (20 U.S.C. 
7801).
(5) Secretary.--The term ``Secretary'' means the Secretary 
of Education.
(6) State educational agency.--The term ``State educational 
agency'' has the meaning given the term in section 8101 of the 
Elementary and Secondary Education Act of 1965 (20 U.S.C. 
7801).
(b) Establishment of Program.--The Secretary shall establish an 
Educational Equity Challenge Grant program through which the Secretary 
awards grants to eligible entities to--
(1) adopt and implement evidence-based activities, 
strategies, and interventions to address academic, social-
emotional, mental, behavioral, and physical health needs, 
including ones associated with the COVID-19 pandemic, that meet 
the standard of evidence described in section 8101(21)(A)(i) of 
the Elementary and Secondary Education Act of 1965 (20 U.S.C. 
7801(21)(A)(i)); or
(2) design or replicate and implement field- and educator-
initiated proposals to address academic, social-emotional, 
mental, behavioral, and physical health needs, including ones 
associated with the COVID-19 pandemic, that--
(A) are independently evaluated by the grantee for 
efficacy; and
(B) meet the standard of evidence described in 
section 8101(21)(A)(i) of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 7801(21)(A)(i)).
(c) Allocation of Funds.--
(1) Administrative expenses.--The Secretary may use not 
more than 5 percent of funds available to carry out this 
section for administration of the Educational Equity Challenge 
Grant program, including technical assistance, collaboration 
with other relevant agencies, and dissemination of best 
practices.
(2) Reservation for tribes.--From amounts appropriated to 
carry out this section for a fiscal year and not used under 
paragraph (1), the Secretary shall reserve 5 percent to award 
grants to the outlying areas and the Bureau of Indian Education 
to carry out activities described in this section in schools 
operated or funded by the Bureau of Indian Education.
(3) Evidence-based and field-initiated proposals.--From the 
funds remaining after carrying out paragraphs (1) and (2), in 
awarding grants under this section, the Secretary shall ensure 
that--
(A) 75 percent of the grant funds are awarded to 
evidence-based proposals, as described in subsection 
(b)(1); and
(B) 25 percent of the grant funds are awarded to 
field- and educator-initiated proposals, as described 
in subsection (b)(2).
(4) Rural areas.--
(A) In general.--From the funds remaining after 
carrying out paragraphs (1) and (2), in awarding grants 
under this section, the Secretary shall ensure that not 
less than 25 percent of the grant funds are awarded to 
eligible entities--
(i) that have a locale code of 32, 33, 41, 
42, or 43, as determined by the Secretary; or
(ii) for which a majority of the schools to 
be served by the program funded by the grant 
awarded under this section to such an eligible 
entity are designated with a locale code of 32, 
33, 41, 42, or 43, or a combination of such 
codes, as determined by the Secretary.
(B) Exception.--Notwithstanding subparagraph (A), 
the Secretary shall reduce the amount of funds made 
available under such subparagraph if the Secretary does 
not receive a sufficient number of applications of 
sufficient quality.
(5) Low-income students.--
(A) In general.--From the funds remaining after 
carrying out paragraphs (1) and (2), in awarding grants 
under this section, the Secretary shall ensure that not 
less than 50 percent of the grant funds are awarded to 
eligible entities that serve student populations in 
which 20 percent or more of school-age children live in 
low-income families, according to the most recent Small 
Area Income and Poverty Estimates of the Bureau of the 
Census.
(B) Exception.--Notwithstanding subparagraph (A), 
the Secretary shall reduce the amount of funds made 
available under such subparagraph if the Secretary does 
not receive a sufficient number of applications of 
sufficient quality.
(6) Rural and low-income students.--An eligible entity that 
is described in paragraph (4)(A) and also described in 
paragraph (5)(A) may count as an eligible entity under both 
paragraphs for purposes of the requirements under such 
paragraphs.
(d) Publication of Application.--Not later than 90 days after the 
date of enactment of this Act, the Secretary shall--
(1) publish the applications for grants under this section; 
and
(2) post on the public website of the Department of 
Education resources regarding identified evidence-based 
activities, strategies, and interventions.
(e) Applications.--An eligible entity that desires to receive a 
grant under this section shall submit an application to the Secretary 
at such time, in such manner, and accompanied by such information as 
the Secretary may require, including the following:
(1) Identification by the eligible entity of the inequities 
experienced by students with respect to academic progress and 
social-emotional, mental, behavioral, and physical health 
needs, including those associated with the COVID-19 pandemic, 
identified through trauma-informed academic, social-emotional, 
and health needs assessments or assessments used in multi-
tiered systems of support. Where possible, applicants shall 
utilize existing assessments and validated tools, such as 
surveys, to avoid duplicative or excessive student testing.
(2) The differential impact of the COVID-19 pandemic on 
increased academic, social-emotional, mental, and physical 
health needs for specific groups of students, including low-
income students, students of color and Native American 
students, homeless students, migrant students, students in 
foster care, English learners, students involved with the 
juvenile justice system, and students with disabilities, and 
other specific groups identified in section 1111(b)(2)(B)(xi) 
of the Elementary and Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(2)(B)(xi)), in a manner that protects personally 
identifiable information.
(3) The evidence-based strategies the eligible entity will 
use to address these inequities if applying for a grant 
described in subsection (b)(1).
(4) How academic, social-emotional, mental, behavioral, and 
physical health, access to accelerated student learning and 
mastery of content, and related outcomes will be measured, 
including how the eligible entity will use existing assessments 
and validated tools, such as surveys, to avoid duplicative or 
excessive student testing.
(5) How the eligible entity will partner and seek ongoing 
feedback with the parents, families, teachers, 
paraprofessionals, local stakeholders, and community members, 
including those from marginalized communities, to identify 
academic, social-emotional, mental, behavioral, and physical 
health needs of students and collaborate on provision of high-
quality services where appropriate.
(6) How the proposed strategies and interventions will 
accelerate student learning, promote mastery of content, and 
expand student access to and opportunity for well-rounded, 
culturally and linguistically responsive, and rigorous 
standards-aligned curricula.
(7) Identification by the eligible entity of the mental and 
physical health inequities experienced by school staff that are 
associated with or exacerbated by the COVID-19 pandemic.
(8) A proposed detailed budget, including how the applicant 
plans to distribute funds among schools and groups of students 
identified as highest need.
(9) For eligible entities that intend to carry out field- 
and educator-initiated proposals described in subsection 
(b)(2), a proposal for conducting an independent evaluation of 
the effectiveness of the proposal.
(f) Priority.--In awarding grants under this section, the Secretary 
shall give priority to applicants serving disproportionately higher 
percentages of high-need students, including low-income students, 
students of color and Native American students, homeless students, 
migrant students, students in foster care, English learners, students 
involved with the juvenile justice system, students with disabilities, 
and students that have been disproportionately affected by the COVID-19 
pandemic.
(g) Uses of Funds.--An eligible entity that receives a grant under 
this section shall carry out 1 of the following:
(1) Implementation of evidence-based activities, 
strategies, and interventions that meet the requirements 
described in section 8101(21)(A)(i) of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 7801(21)(A)(i)), 
which shall include at least 1 of the following:
(A) Developing, administering, and using high-
quality, universally designed assessments that are 
valid and reliable, to accurately assess students' 
academic needs and progress and assist educators in 
meeting students' academic needs, including through 
differentiating instruction, progress monitoring, and 
providing professional development on how to develop 
universally designed, high-quality assessments that are 
aligned with curricula or how to effectively implement 
and use existing high-quality assessments for these 
purposes.
(B) Supporting social and emotional learning, 
including through integrated systems of support, 
counseling, and the explicit teaching of cognitive, 
social, and emotional skills and competencies, by 
building social and emotional instruction into all 
classes, and which may include instituting restorative 
practices.
(C) Implementing school- and district-wide 
practices that support students holistically, including 
mental health services, early intervention and 
prevention practices, trauma-informed practices, and 
efforts to improve family engagement and staff well-
being.
(D) Implementing culturally and linguistically 
responsive practices.
(E) Extending instructional time, which may 
include--
(i) before or after school programs and 
extending the school day or year, including 
through summer learning programs; or
(ii) high-quality distance instruction, 
during non-traditional school days and hours 
(including during the summer), including 
providing professional development to support 
effective, personalized instruction.
(F) Implementing high-quality structured individual 
or small group tutoring.
(G) Implementing and providing professional 
development on the use of rigorous, culturally and 
linguistically competent, universally designed, and 
well-rounded curriculum.
(H) Recruiting and supporting racially, ethnically, 
culturally, and linguistically diverse, well-prepared 
educators, including those with disabilities, through 
comprehensive State-accredited teacher preparation 
programs.
(I) Implementing programs that promote school 
racial and socioeconomic integration and diversity and 
effective inclusion of students with disabilities.
(2) Design or replication and implementation of field- and 
educator-initiated proposals--
(A) that meet the standard of evidence described in 
section 8101(21)(A)(ii) of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 7801(21)(A)(ii));
(B) that demonstrate a promising approach;
(C) that include family and educator input into 
their design and implementation; and
(D) that include activities, strategies, or 
interventions that are independently evaluated and 
published by the grantee for efficacy.
(h) Rule of Construction for Collective Bargaining.--Nothing in 
this section shall be construed to alter or otherwise affect the 
rights, remedies, and procedures afforded to school or local 
educational agency employees under Federal, State, or local laws 
(including applicable regulations or court orders) or under the terms 
of collective bargaining agreements, memoranda of understanding, or 
other agreements between such employers and their employees.
(i) Independent Evaluations.--An eligible entity that receives a 
grant for activities described in subsection (b)(2) shall--
(1) conduct an independent evaluation for efficacy, which 
shall--
(A) estimate the impact of the interventions 
carried out under the grant (as implemented at the 
proposed level of scale on a relevant outcome for 
individual groups of students); and
(B) be made broadly available digitally and free of 
charge, through formal (including peer-reviewed 
journals) and informal (including newsletters) 
mechanisms and through posting on the Department of 
Education's public website; and
(2) cooperate with any technical assistance provided by the 
Department of Education or the contractor of the Department and 
comply with the requirements of any evaluation of the program 
conducted by the Department.
(j) Reports.--
(1) Grantees.--An eligible entity that receives a grant 
under this section shall submit an annual report to the 
Secretary describing--
(A) the proposed and actual uses of funds, 
including a description of how much funding supported 
which evidence-based interventions;
(B) how funds were used and their effect on student 
access to accelerated student learning and mastery of 
content and academic, social-emotional, mental, 
behavioral, and physical health outcomes, which may 
include success measures such as school culture 
surveys, workplace culture surveys, family feedback, 
and existing diagnostic or formative assessments, 
disaggregated by the specific groups identified in 
section 1111(b)(2)(B)(xi) of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 
6311(b)(2)(B)(xi)), in a manner that protects 
personally identifiable information;
(C) how the State educational agency or local 
educational agency distributed funds, including any 
formula or methodology that was used, to schools served 
by such agency to meet the academic, social-emotional, 
mental, behavioral, and physical health needs of 
students who have been disproportionately affected by 
the lasting impact of the COVID-19 pandemic, including 
students from low-income families, children with 
disabilities, English learners, students of color, 
students experiencing homelessness, children and youth 
in foster care, migrant children, and students involved 
with the juvenile justice system; and
(D) how the grant funds were supplemented with 
State and local funds targeted to disproportionately 
affected students as described in subparagraph (B), 
including funds appropriated through State formula 
grants to local educational agencies.
(2) Reports to congress.--Beginning 1 year after the first 
grants are awarded under this section, and annually thereafter, 
the Secretary shall submit and digitally publish a report to 
Congress detailing--
(A) the basis on which grants were awarded;
(B) eligible entities that received grants and 
amount of funding received by each grantee;
(C) the proposed and, as available, actual uses of 
funds, including a description of how much funding 
supported which evidence-based interventions;
(D) available outcomes of the grants related to 
student learning and social-emotional, mental, 
behavioral, and physical health, disaggregated by the 
specific groups identified in section 1111(b)(2)(B)(xi) 
of the Elementary and Secondary Education Act of 1965 
(20 U.S.C. 6311(b)(2)(B)(xi)), in a manner that 
protects personally identifiable information; and
(E) the technical assistance activities of the 
Department of Education and costs of these activities, 
dissemination costs, and costs of other activities 
supported by the set-aside for the Department of 
Education.
(k) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this section--
(1) $15,000,000,000 for each of the fiscal years 2027 
through 2029;
(2) $10,000,000,000 for each of the fiscal years 2030 
through 2033; and
(3) $5,000,000,000 for each of the fiscal years 2034 
through 2036.
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