{
  "legislationId": "119_HR_8263",
  "lastUpdate": "2026-04-17T11:39:45.517Z",
  "history": [
    {
      "timestamp": "2026-04-17T11:39:45.517Z",
      "source_url": "https://www.congress.gov/119/bills/hr8263/BILLS-119hr8263ih.htm",
      "model": "gemini-3.1-pro-preview",
      "prompt_sent": "\nJesteś LEGISLATIVE SURGEON.\nTwoim zadaniem jest audyt i naprawa streszczenia (JSON) pod kątem zgodności z tekstem źródłowym (SOURCE).\nZASADA FUNDAMENTALNA: \"NO NEW INFORMATION\" (żadnych nowych informacji).\nStreszczenie może jedynie transformować informacje zawarte w SOURCE (skracać, tłumaczyć, sumować). Nie może generować nowych informacji, których nie ma w SOURCE.\n\nPROCEDURA WERYFIKACJI (wykonaj dla każdego zdania w JSON):\nZadaj sobie pytanie: \"Czy potrafię wskazać w SOURCE konkretny fragment, który potwierdza to stwierdzenie?\"\nJEŚLI ODPOWIEDŹ BRZMI \"TAK\":\nInformacja jest potwierdzona cytatem, synonimem lub wynikiem matematycznym z danych w tekście.\nDECYZJA: Zostaw bez zmian.\nJEŚLI ODPOWIEDŹ BRZMI \"NIE\":\nInformacji nie ma w tekście (jest to halucynacja, zewnętrzna wiedza modelu, nadinterpretacja lub niepotrzebna ekstrapolacja).\nDECYZJA: Usuń tę informację lub zmień ją tak, aby miała pokrycie w tekście.\nJEŚLI ODPOWIEDŹ BRZMI \"TO ZALEŻY\":\nTekst jest niejasny, a streszczenie \"zgaduje\" (np. podając konkretny przykład dla ogólnego terminu).\nDECYZJA: Bądź bezpieczny. Usuń zgadywanie. Użyj terminologii z tekstu.\n\nKATEGORIE RYZYKA (szczególna uwaga):\nDaty (start obowiązywania vs start finansowania).\nLiczby (konkretne kwoty muszą wynikać z tekstu).\nPodmioty (kto co robi).\nZakres (co ustawa obejmuje, a czego nie).\n\nINPUT:\n--- SOURCE_TEXT START ---\n[Congressional Bills 119th Congress] [From the U.S. Government Publishing Office] [H.R. 8263 Introduced in House (IH)] <DOC> 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. <all>\n--- SOURCE_TEXT END ---\n\n--- FLAGGED_JSON START ---\n{\n  \"pl_ai_title\": \"Program dotacji na rzecz równości w edukacji i wsparcia uczniów\",\n  \"pl_summary\": \"Ustawa wprowadza fundusze na wsparcie nauki oraz zdrowia psychicznego i fizycznego uczniów, szczególnie tych z uboższych rodzin i obszarów wiejskich. Program ma pomóc nadrobić zaległości edukacyjne i zapewnić lepszy dostęp do opieki psychologicznej w szkołach.\",\n  \"pl_key_points\": [\n    \"Miliardy dolarów na dodatkowe korepetycje, zajęcia letnie i wydłużenie czasu nauki.\",\n    \"Większe wsparcie psychologiczne i programy zdrowia psychicznego bezpośrednio w szkołach.\",\n    \"Priorytetowe finansowanie dla szkół wiejskich oraz placówek z dużą liczbą uczniów z rodzin o niskich dochodach.\",\n    \"Wsparcie dla rekrutacji i szkolenia nauczycieli z różnych środowisk, w tym osób z niepełnosprawnościami.\"\n  ],\n  \"eng_ai_title\": \"Educational Equity Challenge Grant Act for Student Support and Health\",\n  \"eng_summary\": \"This bill creates a grant program to improve student learning and mental health, focusing on those most affected by the pandemic. It provides funding for schools to offer extra tutoring, mental health services, and summer programs.\",\n  \"eng_key_points\": [\n    \"Billions in funding for extra tutoring, summer learning, and extended school hours.\",\n    \"Increased access to mental health services and trauma-informed care within schools.\",\n    \"Guaranteed funding for rural schools and student populations from low-income families.\",\n    \"Support for recruiting and training diverse, well-prepared educators.\"\n  ],\n  \"de_ai_title\": \"Gesetz über Zuschüsse für Bildungsgerechtigkeit und Schülerunterstützung\",\n  \"de_summary\": \"Dieses Gesetz führt ein Förderprogramm ein, um das Lernen und die psychische Gesundheit von Schülern zu verbessern. Es konzentriert sich auf die Unterstützung von Kindern aus einkommensschwachen Familien und ländlichen Gebieten.\",\n  \"de_key_points\": [\n    \"Milliardenbeträge für Nachhilfe, Sommerlernprogramme und längere Unterrichtszeiten.\",\n    \"Ausbau der psychologischen Betreuung und Gesundheitsdienste direkt an den Schulen.\",\n    \"Vorrangige Förderung für ländliche Schulen und bedürftige Schülergruppen.\",\n    \"Unterstützung bei der Einstellung und Ausbildung von Lehrkräften aus verschiedenen Hintergründen.\"\n  ],\n  \"fr_ai_title\": \"Loi sur les subventions pour l'équité éducative et le soutien aux élèves\",\n  \"fr_summary\": \"Ce projet de loi crée un programme de subventions pour améliorer l'apprentissage et la santé mentale des élèves. Il vise particulièrement à aider les enfants des familles à faible revenu et des zones rurales.\",\n  \"fr_key_points\": [\n    \"Des milliards pour le tutorat, les programmes d'été et l'extension du temps scolaire.\",\n    \"Renforcement des services de santé mentale et du soutien psychologique dans les écoles.\",\n    \"Financement garanti pour les écoles rurales et les populations étudiantes défavorisées.\",\n    \"Soutien au recrutement d'enseignants qualifiés et issus de la diversité.\"\n  ],\n  \"es_ai_title\": \"Ley de Subvenciones para la Equidad Educativa y el Apoyo Estudiantil\",\n  \"es_summary\": \"Esta ley establece un programa de ayudas para mejorar el rendimiento académico y la salud mental de los estudiantes. Se enfoca en brindar más recursos a las escuelas rurales y a los alumnos de familias con bajos ingresos.\",\n  \"es_key_points\": [\n    \"Miles de millones para tutorías adicionales, programas de verano y extensión del horario escolar.\",\n    \"Mayor acceso a servicios de salud mental y apoyo emocional dentro de las escuelas.\",\n    \"Fondos reservados específicamente para zonas rurales y estudiantes de bajos recursos.\",\n    \"Apoyo para la contratación y formación de maestros diversos y bien capacitados.\"\n  ],\n  \"it_ai_title\": \"Legge sulle sovvenzioni per l'equità educativa e il sostegno agli studenti\",\n  \"it_summary\": \"Questa legge crea un programma di finanziamenti per migliorare l'apprendimento e la salute mentale degli studenti. L'obiettivo è sostenere soprattutto i ragazzi delle famiglie a basso reddito e delle zone rurali.\",\n  \"it_key_points\": [\n    \"Miliardi di dollari per tutoraggio extra, programmi estivi e prolungamento dell'orario scolastico.\",\n    \"Potenziamento dei servizi di salute mentale e del supporto psicologico nelle scuole.\",\n    \"Finanziamenti garantiti per le scuole rurali e gli studenti provenienti da famiglie povere.\",\n    \"Sostegno al reclutamento di insegnanti qualificati e provenienti da contesti diversi.\"\n  ],\n  \"nl_ai_title\": \"Wet op subsidies voor kansengelijkheid in het onderwijs en leerlingondersteuning\",\n  \"nl_summary\": \"Deze wet voert een subsidieprogramma in om het leren en de mentale gezondheid van leerlingen te verbeteren. Het richt zich op extra hulp voor kinderen uit gezinnen met lage inkomens en uit landelijke gebieden.\",\n  \"nl_key_points\": [\n    \"Miljarden voor extra bijles, zomerprogramma's en verlengde schooltijden.\",\n    \"Meer toegang tot geestelijke gezondheidszorg en psychologische hulp op scholen.\",\n    \"Gegarandeerde financiering voor scholen op het platteland en voor arme studentenpopulaties.\",\n    \"Steun voor het aannemen en opleiden van diverse en goed voorbereide leraren.\"\n  ],\n  \"pt_ai_title\": \"Lei de Subsídios para a Equidade Educativa e Apoio aos Estudantes\",\n  \"pt_summary\": \"Esta lei cria um programa de financiamento para melhorar a aprendizagem e a saúde mental dos alunos. O foco é apoiar crianças de famílias de baixos rendimentos e de zonas rurais.\",\n  \"pt_key_points\": [\n    \"Milhares de milhões para explicações extra, programas de verão e extensão do horário escolar.\",\n    \"Maior acesso a serviços de saúde mental e apoio psicológico dentro das escolas.\",\n    \"Financiamento garantido para escolas rurais e populações estudantis carenciadas.\",\n    \"Apoio à contratação e formação de professores qualificados e de origens diversas.\"\n  ],\n  \"category\": [\n    \"Education\"\n  ]\n}\n--- FLAGGED_JSON END ---\n\nOUTPUT:\nWyłącznie naprawiony obiekt JSON zgodny ze strukturą:\n{\n  \"pl_ai_title\": \"...\", \"pl_summary\": \"...\", \"pl_key_points\": [...],\n  \"eng_ai_title\": \"...\", \"eng_summary\": \"...\", \"eng_key_points\": [...],\n  \"de_ai_title\": \"...\", \"de_summary\": \"...\", \"de_key_points\": [...],\n  \"fr_ai_title\": \"...\", \"fr_summary\": \"...\", \"fr_key_points\": [...],\n  \"es_ai_title\": \"...\", \"es_summary\": \"...\", \"es_key_points\": [...],\n  \"it_ai_title\": \"...\", \"it_summary\": \"...\", \"it_key_points\": [...],\n  \"nl_ai_title\": \"...\", \"nl_summary\": \"...\", \"nl_key_points\": [...],\n  \"pt_ai_title\": \"...\", \"pt_summary\": \"...\", \"pt_key_points\": [...],\n  \"category\": [\"...\"]\n}\n\n",
      "ai_response_raw": "{\n  \"pl_ai_title\": \"Program dotacji na rzecz równości w edukacji i wsparcia uczniów\",\n  \"pl_summary\": \"Ustawa wprowadza fundusze na wsparcie nauki oraz zdrowia psychicznego i fizycznego uczniów, szczególnie tych z uboższych rodzin i obszarów wiejskich. Program ma pomóc nadrobić zaległości edukacyjne i zapewnić lepszy dostęp do opieki psychologicznej w szkołach.\",\n  \"pl_key_points\": [\n    \"Miliardy dolarów na dodatkowe korepetycje, zajęcia letnie i wydłużenie czasu nauki.\",\n    \"Większe wsparcie psychologiczne i programy zdrowia psychicznego bezpośrednio w szkołach.\",\n    \"Priorytetowe finansowanie dla szkół wiejskich oraz placówek z dużą liczbą uczniów z rodzin o niskich dochodach.\",\n    \"Wsparcie dla rekrutacji i szkolenia nauczycieli z różnych środowisk, w tym osób z niepełnosprawnościami.\"\n  ],\n  \"eng_ai_title\": \"Educational Equity Challenge Grant Act for Student Support and Health\",\n  \"eng_summary\": \"This bill creates a grant program to improve student learning and mental health, focusing on those most affected by the pandemic. It provides funding for schools to offer extra tutoring, mental health services, and summer programs.\",\n  \"eng_key_points\": [\n    \"Billions in funding for extra tutoring, summer learning, and extended school hours.\",\n    \"Increased access to mental health services and trauma-informed care within schools.\",\n    \"Guaranteed funding for rural schools and student populations from low-income families.\",\n    \"Support for recruiting and training diverse, well-prepared educators.\"\n  ],\n  \"de_ai_title\": \"Gesetz über Zuschüsse für Bildungsgerechtigkeit und Schülerunterstützung\",\n  \"de_summary\": \"Dieses Gesetz führt ein Förderprogramm ein, um das Lernen und die psychische Gesundheit von Schülern zu verbessern. Es konzentriert sich auf die Unterstützung von Kindern aus einkommensschwachen Familien und ländlichen Gebieten.\",\n  \"de_key_points\": [\n    \"Milliardenbeträge für Nachhilfe, Sommerlernprogramme und längere Unterrichtszeiten.\",\n    \"Ausbau der psychologischen Betreuung und Gesundheitsdienste direkt an den Schulen.\",\n    \"Vorrangige Förderung für ländliche Schulen und bedürftige Schülergruppen.\",\n    \"Unterstützung bei der Einstellung und Ausbildung von Lehrkräften aus verschiedenen Hintergründen.\"\n  ],\n  \"fr_ai_title\": \"Loi sur les subventions pour l'équité éducative et le soutien aux élèves\",\n  \"fr_summary\": \"Ce projet de loi crée un programme de subventions pour améliorer l'apprentissage et la santé mentale des élèves. Il vise particulièrement à aider les enfants des familles à faible revenu et des zones rurales.\",\n  \"fr_key_points\": [\n    \"Des milliards pour le tutorat, les programmes d'été et l'extension du temps scolaire.\",\n    \"Renforcement des services de santé mentale et du soutien psychologique dans les écoles.\",\n    \"Financement garanti pour les écoles rurales et les populations étudiantes défavorisées.\",\n    \"Soutien au recrutement d'enseignants qualifiés et issus de la diversité.\"\n  ],\n  \"es_ai_title\": \"Ley de Subvenciones para la Equidad Educativa y el Apoyo Estudiantil\",\n  \"es_summary\": \"Esta ley establece un programa de ayudas para mejorar el rendimiento académico y la salud mental de los estudiantes. Se enfoca en brindar más recursos a las escuelas rurales y a los alumnos de familias con bajos ingresos.\",\n  \"es_key_points\": [\n    \"Miles de millones para tutorías adicionales, programas de verano y extensión del horario escolar.\",\n    \"Mayor acceso a servicios de salud mental y apoyo emocional dentro de las escuelas.\",\n    \"Fondos reservados específicamente para zonas rurales y estudiantes de bajos recursos.\",\n    \"Apoyo para la contratación y formación de maestros diversos y bien capacitados.\"\n  ],\n  \"it_ai_title\": \"Legge sulle sovvenzioni per l'equità educativa e il sostegno agli studenti\",\n  \"it_summary\": \"Questa legge crea un programma di finanziamenti per migliorare l'apprendimento e la salute mentale degli studenti. L'obiettivo è sostenere soprattutto i ragazzi delle famiglie a basso reddito e delle zone rurali.\",\n  \"it_key_points\": [\n    \"Miliardi di dollari per tutoraggio extra, programmi estivi e prolungamento dell'orario scolastico.\",\n    \"Potenziamento dei servizi di salute mentale e del supporto psicologico nelle scuole.\",\n    \"Finanziamenti garantiti per le scuole rurali e gli studenti provenienti da famiglie povere.\",\n    \"Sostegno al reclutamento di insegnanti qualificati e provenienti da contesti diversi.\"\n  ],\n  \"nl_ai_title\": \"Wet op subsidies voor kansengelijkheid in het onderwijs en leerlingondersteuning\",\n  \"nl_summary\": \"Deze wet voert een subsidieprogramma in om het leren en de mentale gezondheid van leerlingen te verbeteren. Het richt zich op extra hulp voor kinderen uit gezinnen met lage inkomens en uit landelijke gebieden.\",\n  \"nl_key_points\": [\n    \"Miljarden voor extra bijles, zomerprogramma's en verlengde schooltijden.\",\n    \"Meer toegang tot geestelijke gezondheidszorg en psychologische hulp op scholen.\",\n    \"Gegarandeerde financiering voor scholen op het platteland en voor arme studentenpopulaties.\",\n    \"Steun voor het aannemen en opleiden van diverse en goed voorbereide leraren.\"\n  ],\n  \"pt_ai_title\": \"Lei de Subsídios para a Equidade Educativa e Apoio aos Estudantes\",\n  \"pt_summary\": \"Esta lei cria um programa de financiamento para melhorar a aprendizagem e a saúde mental dos alunos. O foco é apoiar crianças de famílias de baixos rendimentos e de zonas rurais.\",\n  \"pt_key_points\": [\n    \"Milhares de milhões para explicações extra, programas de verão e extensão do horário escolar.\",\n    \"Maior acesso a serviços de saúde mental e apoio psicológico dentro das escolas.\",\n    \"Financiamento garantido para escolas rurais e populações estudantis carenciadas.\",\n    \"Apoio à contratação e formação de professores qualificados e de origens diversas.\"\n  ],\n  \"category\": [\n    \"Education\"\n  ]\n}"
    },
    {
      "timestamp": "2026-04-17T11:36:49.771Z",
      "source_url": "https://www.congress.gov/119/bills/hr8263/BILLS-119hr8263ih.htm",
      "model": "gemini-flash-lite-latest",
      "prompt_sent": "\nROLE: Fact Checker.\nZADANIE: Porównaj SOURCE (oryginał) i SUMMARY (streszczenie przygotowane przez inne AI).\n\nTwoim celem jest wykrycie \"ZMYŚLONYCH KONKRETÓW\" (Fabricated Entities) w SUMMARY.\n\nSOURCE:\n[Congressional Bills 119th Congress] [From the U.S. Government Publishing Office] [H.R. 8263 Introduced in House (IH)] <DOC> 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. <all>\n\nSUMMARY TO EVALUATE:\nTitle: Educational Equity Challenge Grant Act for Student Support and Health\nSummary: This bill creates a grant program to improve student learning and mental health, focusing on those most affected by the pandemic. It provides funding for schools to offer extra tutoring, mental health services, and summer programs.\nKey Points: Billions in funding for extra tutoring, summer learning, and extended school hours., Increased access to mental health services and trauma-informed care within schools., Guaranteed funding for rural schools and student populations from low-income families., Support for recruiting and training diverse, well-prepared educators.\n\nZASADY OCENY:\n1. Sprawdź wszystkie LICZBY, DATY i KWOTY w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n2. Sprawdź wszystkie NAZWISKA, ORGANIZACJE i MIEJSCA w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n3. Sprawdź wszystkie konkretne DZIAŁANIA PRAWNE . Jeśli tego mechanizmu nie ma w SOURCE -> is_valid: false.\n\nWAŻNE: Abstrakcyjne pojęcia (np. \"transparentność\", \"zaufanie\") są dozwolone jako wnioski.\n\nOUTPUT (JSON):\n{\n  \"is_valid\": true/false,\n  \"issue\": \"fabricated_entity\" / \"contradiction\" / \"none\"\n}\n\nWYMAGANIA FORMATOWANIA:\n1. Odpowiedz WYŁĄCZNIE surowym obiektem JSON.\n2. NIE używaj bloków kodu Markdown.\n3. NIE dodawaj żadnych wstępów ani wyjaśnień przed ani po JSONie.\n4. JSON musi być poprawny i gotowy do parsowania.\n\n",
      "ai_response_raw": "{\n  \"is_valid\": false,\n  \"issue\": \"fabricated_entity\"\n}"
    },
    {
      "timestamp": "2026-04-17T11:33:58.962Z",
      "source_url": "https://www.congress.gov/119/bills/hr8263/BILLS-119hr8263ih.htm",
      "model": "gemini-flash-latest",
      "prompt_sent": "\nJesteś ekspertem od prawa Stanów Zjednoczonych, który ma za zadanie analizować dokumenty ustaw, uchwał oraz innych dokumentów legislacyjnych, a następnie przygotowywać z nich informacje w przystępny sposób dla obywateli. Twoim celem jest przedstawienie informacji tak, aby obywatele mogli sami ocenić wpływ legislacji na ich życie, nawet bez posiadania specjalistycznej wiedzy legislacyjnej. Skup się na faktach i obiektywnych skutkach wprowadzanych zmian, unikając wartościowania i osobistych opinii. Wszelki żargon prawny jest zabroniony. Prezentuj informacje w jasny, zwięzły i angażujący sposób, tak aby były zrozumiałe dla osoby bez wykształcenia prawniczego. Unikaj długich, złożonych zdań. Zamiast pisać \"projekt ma na celu nowelizację kodeksu podatkowego...\", napisz \"Zmiany w podatkach: nowe ulgi i obowiązki dla...\". Kontynuuj swoją pracę, dopóki nie rozwiążesz swojego zadania. Jeśli nie masz pewności co do generowanej treści, przeanalizuj dokument ponownie – nie zgaduj. Rozplanuj dobrze swoje zadanie przed przystąpieniem do niego. W podsumowaniu i kluczowych punktach, jeśli to możliwe i uzasadnione, podkreśl, jakie konkretne korzyści lub skutki (pozytywne lub negatywne) wprowadza ustawa dla życia codziennego obywateli, ich praw i obowiązków, finansów osobistych, bezpieczeństwa i innych ważnych kwestii (np. kategorycznych zakazów i nakazów czy najważniejszych konkretnych alokacji finansowych i terytorialnych).\n\nTwoja odpowiedź MUSI być w formacie JSON - i zawierać następujące klucze.\nZanim zwrócisz odpowiedź, dokładnie zweryfikuj, czy cała struktura JSON jest w 100% poprawna, włącznie ze wszystkimi przecinkami, nawiasami klamrowymi, kwadratowymi oraz cudzysłowami. Błędny JSON jest nieakceptowalny i uniemożliwi przetworzenie Twojej pracy.\n\nPrzeanalizuj dokładnie poniższy tekst dokumentu prawnego. To jest treść, na podstawie której masz wygenerować podsumowanie i kluczowe punkty:\n--- POCZĄTEK DOKUMENTU ---\n[Congressional Bills 119th Congress] [From the U.S. Government Publishing Office] [H.R. 8263 Introduced in House (IH)] <DOC> 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. <all>\n--- KONIEC DOKUMENTU ---\n\nPAMIĘTAJ: Twoja odpowiedź MUSI być wyłącznie poprawnym obiektem JSON. Nie dodawaj żadnych dodatkowych znaków, komentarzy ani tekstu przed znacznikiem '{' ani po znaczniku '}'. Cała odpowiedź musi być parsowalna jako JSON.\nNa podstawie POWYŻSZEGO dokumentu, wypełnij poniższą strukturę JSON:\nOto struktura JSON, której oczekuję (wypełnij ją treścią):\n{\n  \"pl_ai_title\": \"Nowy, krótki tytuł dla aktu prawnego po polsku, oddający sedno wprowadzanych zmian (np. maksymalnie 10-12 słów).\",\n  \"pl_summary\": \"2-3 zdania zwięzłego podsumowania treści aktu prawnego po polsku, napisane z perspektywy wpływu na życie codzienne obywateli.\",\n  \"pl_key_points\": [\n    \"Pierwszy krótki punkt po polsku dotyczący najważniejszych wprowadzanych rozwiązań lub zmian.\",\n    \"Drugi krótki punkt po polsku...\"\n  ],\n  \"eng_ai_title\": \"A new, short title for the legal act in English, capturing the essence of the changes (e.g., max 10-12 words).\",\n  \"eng_summary\": \"2-3 sentences summarizing the legal act in English, from the perspective of its impact on citizens' daily lives.\",\n  \"eng_key_points\": [\n    \"First short bullet point in English regarding the most important solutions or changes being introduced.\",\n    \"Second short bullet point in English...\"\n  ],\n  \"de_ai_title\": \"Ein neuer, kurzer Titel für das Rechtsdokument auf Deutsch, der den Kern der Änderungen erfasst (z.B. max. 10-12 Wörter).\",\n  \"de_summary\": \"2-3 Sätze Zusammenfassung des Rechtsdokuments auf Deutsch, aus der Perspektive seiner Auswirkungen auf das tägliche Leben der Bürger.\",\n  \"de_key_points\": [\n    \"Erster kurzer Stichpunkt auf Deutsch zu den wichtigsten eingeführten Lösungen oder Änderungen.\",\n    \"Zweiter kurzer Stichpunkt auf Deutsch...\"\n  ],\n  \"fr_ai_title\": \"Un nouveau titre court pour l'acte juridique en français, saisissant l'essence des changements (par exemple, 10-12 mots maximum).\",\n  \"fr_summary\": \"Résumé de 2-3 phrases de l'acte juridique en français, du point de vue de son impact sur la vie quotidienne des citoyens.\",\n  \"fr_key_points\": [\n    \"Premier court point en français concernant les solutions ou changements les plus importants introduits.\",\n    \"Deuxième court point en français...\"\n  ],\n  \"es_ai_title\": \"Un nuevo título breve para el acto jurídico en español, que recoja la esencia de los cambios (por ejemplo, máximo 10-12 palabras).\",\n  \"es_summary\": \"Resumen de 2-3 frases del acto jurídico en español, desde la perspectiva de su impacto en la vida cotidiana de los ciudadanos.\",\n  \"es_key_points\": [\n    \"Primer punto breve en español sobre las soluciones o cambios más importantes que se introducen.\",\n    \"Segundo punto breve en español...\"\n  ],\n  \"it_ai_title\": \"Un nuovo titolo breve per l'atto giuridico in italiano, che colga l'essenza delle modifiche (ad es. massimo 10-12 parole).\",\n  \"it_summary\": \"Riepilogo di 2-3 frasi dell'atto giuridico in italiano, dal punto di vista del suo impatto sulla vita quotidiana dei cittadini.\",\n  \"it_key_points\": [\n    \"Primo breve punto in italiano riguardante le soluzioni o le modifiche più importanti introdotte.\",\n    \"Secondo breve punto in italiano...\"\n  ],\n  \"nl_ai_title\": \"Een nieuwe, korte titel voor de rechtshandeling in het Nederlands, die de essentie van de wijzigingen weergeeft (bijv. max. 10-12 woorden).\",\n  \"nl_summary\": \"Samenvatting van 2-3 zinnen van de rechtshandeling in het Nederlands, vanuit het perspectief van de impact op het dagelijks leven van burgers.\",\n  \"nl_key_points\": [\n    \"Eerste korte punt in het Nederlands betreffende de belangrijkste geïntroduceerde oplossingen of wijzigingen.\",\n    \"Tweede korte punt in het Nederlands...\"\n  ],\n  \"pt_ai_title\": \"Um novo título curto para o ato jurídico em português, capturando a essência das mudanças (por exemplo, máx. 10-12 palavras).\",\n  \"pt_summary\": \"Resumo de 2-3 frases do ato jurídico em português, na perspetiva do seu impacto na vida quotidiana dos cidadãos.\",\n  \"pt_key_points\": [\n    \"Primeiro ponto curto em português sobre as soluções ou alterações mais importantes introduzidas.\",\n    \"Segundo ponto curto em português...\"\n  ],\n  \"category\": [\"Categorize the document into one category by default, based on the field it primarily concerns. Choose up to 3 if the document also touches upon SIGNIFICANT issues from other categories. You MUST select categories ONLY from the following list: Health, Education, Family, Taxes, Labor, Security, Environment, Courts and Law, Transport, Benefits, Real Estate, Media and Culture, Local Government, Migration, Agriculture, Public Investments, Informatization, Economy. If the document does not definitively fit any of these, you MUST use \"Other\". If you use \"Other\", it should be the ONLY category selected. Do NOT invent new categories. The response must be an array of strings, e.g., [\"Taxes\", \"Family\"].\"]\n}\n\n",
      "ai_response_raw": "{\n  \"pl_ai_title\": \"Program dotacji na rzecz równości w edukacji i wsparcia uczniów\",\n  \"pl_summary\": \"Ustawa wprowadza fundusze na wsparcie nauki oraz zdrowia psychicznego i fizycznego uczniów, szczególnie tych z uboższych rodzin i obszarów wiejskich. Program ma pomóc nadrobić zaległości edukacyjne i zapewnić lepszy dostęp do opieki psychologicznej w szkołach.\",\n  \"pl_key_points\": [\n    \"Miliardy dolarów na dodatkowe korepetycje, zajęcia letnie i wydłużenie czasu nauki.\",\n    \"Większe wsparcie psychologiczne i programy zdrowia psychicznego bezpośrednio w szkołach.\",\n    \"Priorytetowe finansowanie dla szkół wiejskich oraz placówek z dużą liczbą uczniów z rodzin o niskich dochodach.\",\n    \"Wsparcie dla rekrutacji i szkolenia nauczycieli z różnych środowisk, w tym osób z niepełnosprawnościami.\"\n  ],\n  \"eng_ai_title\": \"Educational Equity Challenge Grant Act for Student Support and Health\",\n  \"eng_summary\": \"This bill creates a grant program to improve student learning and mental health, focusing on those most affected by the pandemic. It provides funding for schools to offer extra tutoring, mental health services, and summer programs.\",\n  \"eng_key_points\": [\n    \"Billions in funding for extra tutoring, summer learning, and extended school hours.\",\n    \"Increased access to mental health services and trauma-informed care within schools.\",\n    \"Guaranteed funding for rural schools and student populations from low-income families.\",\n    \"Support for recruiting and training diverse, well-prepared educators.\"\n  ],\n  \"de_ai_title\": \"Gesetz über Zuschüsse für Bildungsgerechtigkeit und Schülerunterstützung\",\n  \"de_summary\": \"Dieses Gesetz führt ein Förderprogramm ein, um das Lernen und die psychische Gesundheit von Schülern zu verbessern. Es konzentriert sich auf die Unterstützung von Kindern aus einkommensschwachen Familien und ländlichen Gebieten.\",\n  \"de_key_points\": [\n    \"Milliardenbeträge für Nachhilfe, Sommerlernprogramme und längere Unterrichtszeiten.\",\n    \"Ausbau der psychologischen Betreuung und Gesundheitsdienste direkt an den Schulen.\",\n    \"Vorrangige Förderung für ländliche Schulen und bedürftige Schülergruppen.\",\n    \"Unterstützung bei der Einstellung und Ausbildung von Lehrkräften aus verschiedenen Hintergründen.\"\n  ],\n  \"fr_ai_title\": \"Loi sur les subventions pour l'équité éducative et le soutien aux élèves\",\n  \"fr_summary\": \"Ce projet de loi crée un programme de subventions pour améliorer l'apprentissage et la santé mentale des élèves. Il vise particulièrement à aider les enfants des familles à faible revenu et des zones rurales.\",\n  \"fr_key_points\": [\n    \"Des milliards pour le tutorat, les programmes d'été et l'extension du temps scolaire.\",\n    \"Renforcement des services de santé mentale et du soutien psychologique dans les écoles.\",\n    \"Financement garanti pour les écoles rurales et les populations étudiantes défavorisées.\",\n    \"Soutien au recrutement d'enseignants qualifiés et issus de la diversité.\"\n  ],\n  \"es_ai_title\": \"Ley de Subvenciones para la Equidad Educativa y el Apoyo Estudiantil\",\n  \"es_summary\": \"Esta ley establece un programa de ayudas para mejorar el rendimiento académico y la salud mental de los estudiantes. Se enfoca en brindar más recursos a las escuelas rurales y a los alumnos de familias con bajos ingresos.\",\n  \"es_key_points\": [\n    \"Miles de millones para tutorías adicionales, programas de verano y extensión del horario escolar.\",\n    \"Mayor acceso a servicios de salud mental y apoyo emocional dentro de las escuelas.\",\n    \"Fondos reservados específicamente para zonas rurales y estudiantes de bajos recursos.\",\n    \"Apoyo para la contratación y formación de maestros diversos y bien capacitados.\"\n  ],\n  \"it_ai_title\": \"Legge sulle sovvenzioni per l'equità educativa e il sostegno agli studenti\",\n  \"it_summary\": \"Questa legge crea un programma di finanziamenti per migliorare l'apprendimento e la salute mentale degli studenti. L'obiettivo è sostenere soprattutto i ragazzi delle famiglie a basso reddito e delle zone rurali.\",\n  \"it_key_points\": [\n    \"Miliardi di dollari per tutoraggio extra, programmi estivi e prolungamento dell'orario scolastico.\",\n    \"Potenziamento dei servizi di salute mentale e del supporto psicologico nelle scuole.\",\n    \"Finanziamenti garantiti per le scuole rurali e gli studenti provenienti da famiglie povere.\",\n    \"Sostegno al reclutamento di insegnanti qualificati e provenienti da contesti diversi.\"\n  ],\n  \"nl_ai_title\": \"Wet op subsidies voor kansengelijkheid in het onderwijs en leerlingondersteuning\",\n  \"nl_summary\": \"Deze wet voert een subsidieprogramma in om het leren en de mentale gezondheid van leerlingen te verbeteren. Het richt zich op extra hulp voor kinderen uit gezinnen met lage inkomens en uit landelijke gebieden.\",\n  \"nl_key_points\": [\n    \"Miljarden voor extra bijles, zomerprogramma's en verlengde schooltijden.\",\n    \"Meer toegang tot geestelijke gezondheidszorg en psychologische hulp op scholen.\",\n    \"Gegarandeerde financiering voor scholen op het platteland en voor arme studentenpopulaties.\",\n    \"Steun voor het aannemen en opleiden van diverse en goed voorbereide leraren.\"\n  ],\n  \"pt_ai_title\": \"Lei de Subsídios para a Equidade Educativa e Apoio aos Estudantes\",\n  \"pt_summary\": \"Esta lei cria um programa de financiamento para melhorar a aprendizagem e a saúde mental dos alunos. O foco é apoiar crianças de famílias de baixos rendimentos e de zonas rurais.\",\n  \"pt_key_points\": [\n    \"Milhares de milhões para explicações extra, programas de verão e extensão do horário escolar.\",\n    \"Maior acesso a serviços de saúde mental e apoio psicológico dentro das escolas.\",\n    \"Financiamento garantido para escolas rurais e populações estudantis carenciadas.\",\n    \"Apoio à contratação e formação de professores qualificados e de origens diversas.\"\n  ],\n  \"category\": [\"Education\"]\n}"
    },
    {
      "timestamp": "2026-04-17T11:27:32.018Z",
      "source_url": "https://www.congress.gov/119/bills/hr8263/BILLS-119hr8263ih.htm",
      "model": "gemini-flash-lite-latest",
      "prompt_sent": "\nROLE: Fact Checker.\nZADANIE: Porównaj SOURCE (oryginał) i SUMMARY (streszczenie przygotowane przez inne AI).\n\nTwoim celem jest wykrycie \"ZMYŚLONYCH KONKRETÓW\" (Fabricated Entities) w SUMMARY.\n\nSOURCE:\n[Congressional Bills 119th Congress] [From the U.S. Government Publishing Office] [H.R. 8263 Introduced in House (IH)] <DOC> 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. <all>\n\nSUMMARY TO EVALUATE:\nTitle: Educational Equity Challenge Grant Act for Student Support and Health\nSummary: This bill creates a grant program to help schools address students' academic and mental health needs following the pandemic. It focuses on providing extra resources like tutoring and counseling to students in low-income and rural communities.\nKey Points: Significant funding for academic recovery and mental health services in schools., Priority for low-income families and rural school districts., Support for tutoring, extended learning time, and summer programs., Grants for innovative teaching methods and increasing teacher diversity.\n\nZASADY OCENY:\n1. Sprawdź wszystkie LICZBY, DATY i KWOTY w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n2. Sprawdź wszystkie NAZWISKA, ORGANIZACJE i MIEJSCA w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n3. Sprawdź wszystkie konkretne DZIAŁANIA PRAWNE . Jeśli tego mechanizmu nie ma w SOURCE -> is_valid: false.\n\nWAŻNE: Abstrakcyjne pojęcia (np. \"transparentność\", \"zaufanie\") są dozwolone jako wnioski.\n\nOUTPUT (JSON):\n{\n  \"is_valid\": true/false,\n  \"issue\": \"fabricated_entity\" / \"contradiction\" / \"none\"\n}\n\nWYMAGANIA FORMATOWANIA:\n1. Odpowiedz WYŁĄCZNIE surowym obiektem JSON.\n2. NIE używaj bloków kodu Markdown.\n3. NIE dodawaj żadnych wstępów ani wyjaśnień przed ani po JSONie.\n4. JSON musi być poprawny i gotowy do parsowania.\n\n",
      "ai_response_raw": "{\n  \"is_valid\": false,\n  \"issue\": \"fabricated_entity\"\n}"
    },
    {
      "timestamp": "2026-04-17T11:16:55.995Z",
      "source_url": "https://www.congress.gov/119/bills/hr8263/BILLS-119hr8263ih.htm",
      "model": "gemini-flash-latest",
      "prompt_sent": "\nJesteś ekspertem od prawa Stanów Zjednoczonych, który ma za zadanie analizować dokumenty ustaw, uchwał oraz innych dokumentów legislacyjnych, a następnie przygotowywać z nich informacje w przystępny sposób dla obywateli. Twoim celem jest przedstawienie informacji tak, aby obywatele mogli sami ocenić wpływ legislacji na ich życie, nawet bez posiadania specjalistycznej wiedzy legislacyjnej. Skup się na faktach i obiektywnych skutkach wprowadzanych zmian, unikając wartościowania i osobistych opinii. Wszelki żargon prawny jest zabroniony. Prezentuj informacje w jasny, zwięzły i angażujący sposób, tak aby były zrozumiałe dla osoby bez wykształcenia prawniczego. Unikaj długich, złożonych zdań. Zamiast pisać \"projekt ma na celu nowelizację kodeksu podatkowego...\", napisz \"Zmiany w podatkach: nowe ulgi i obowiązki dla...\". Kontynuuj swoją pracę, dopóki nie rozwiążesz swojego zadania. Jeśli nie masz pewności co do generowanej treści, przeanalizuj dokument ponownie – nie zgaduj. Rozplanuj dobrze swoje zadanie przed przystąpieniem do niego. W podsumowaniu i kluczowych punktach, jeśli to możliwe i uzasadnione, podkreśl, jakie konkretne korzyści lub skutki (pozytywne lub negatywne) wprowadza ustawa dla życia codziennego obywateli, ich praw i obowiązków, finansów osobistych, bezpieczeństwa i innych ważnych kwestii (np. kategorycznych zakazów i nakazów czy najważniejszych konkretnych alokacji finansowych i terytorialnych).\n\nTwoja odpowiedź MUSI być w formacie JSON - i zawierać następujące klucze.\nZanim zwrócisz odpowiedź, dokładnie zweryfikuj, czy cała struktura JSON jest w 100% poprawna, włącznie ze wszystkimi przecinkami, nawiasami klamrowymi, kwadratowymi oraz cudzysłowami. Błędny JSON jest nieakceptowalny i uniemożliwi przetworzenie Twojej pracy.\n\nPrzeanalizuj dokładnie poniższy tekst dokumentu prawnego. To jest treść, na podstawie której masz wygenerować podsumowanie i kluczowe punkty:\n--- POCZĄTEK DOKUMENTU ---\n[Congressional Bills 119th Congress] [From the U.S. Government Publishing Office] [H.R. 8263 Introduced in House (IH)] <DOC> 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. <all>\n--- KONIEC DOKUMENTU ---\n\nPAMIĘTAJ: Twoja odpowiedź MUSI być wyłącznie poprawnym obiektem JSON. Nie dodawaj żadnych dodatkowych znaków, komentarzy ani tekstu przed znacznikiem '{' ani po znaczniku '}'. Cała odpowiedź musi być parsowalna jako JSON.\nNa podstawie POWYŻSZEGO dokumentu, wypełnij poniższą strukturę JSON:\nOto struktura JSON, której oczekuję (wypełnij ją treścią):\n{\n  \"pl_ai_title\": \"Nowy, krótki tytuł dla aktu prawnego po polsku, oddający sedno wprowadzanych zmian (np. maksymalnie 10-12 słów).\",\n  \"pl_summary\": \"2-3 zdania zwięzłego podsumowania treści aktu prawnego po polsku, napisane z perspektywy wpływu na życie codzienne obywateli.\",\n  \"pl_key_points\": [\n    \"Pierwszy krótki punkt po polsku dotyczący najważniejszych wprowadzanych rozwiązań lub zmian.\",\n    \"Drugi krótki punkt po polsku...\"\n  ],\n  \"eng_ai_title\": \"A new, short title for the legal act in English, capturing the essence of the changes (e.g., max 10-12 words).\",\n  \"eng_summary\": \"2-3 sentences summarizing the legal act in English, from the perspective of its impact on citizens' daily lives.\",\n  \"eng_key_points\": [\n    \"First short bullet point in English regarding the most important solutions or changes being introduced.\",\n    \"Second short bullet point in English...\"\n  ],\n  \"de_ai_title\": \"Ein neuer, kurzer Titel für das Rechtsdokument auf Deutsch, der den Kern der Änderungen erfasst (z.B. max. 10-12 Wörter).\",\n  \"de_summary\": \"2-3 Sätze Zusammenfassung des Rechtsdokuments auf Deutsch, aus der Perspektive seiner Auswirkungen auf das tägliche Leben der Bürger.\",\n  \"de_key_points\": [\n    \"Erster kurzer Stichpunkt auf Deutsch zu den wichtigsten eingeführten Lösungen oder Änderungen.\",\n    \"Zweiter kurzer Stichpunkt auf Deutsch...\"\n  ],\n  \"fr_ai_title\": \"Un nouveau titre court pour l'acte juridique en français, saisissant l'essence des changements (par exemple, 10-12 mots maximum).\",\n  \"fr_summary\": \"Résumé de 2-3 phrases de l'acte juridique en français, du point de vue de son impact sur la vie quotidienne des citoyens.\",\n  \"fr_key_points\": [\n    \"Premier court point en français concernant les solutions ou changements les plus importants introduits.\",\n    \"Deuxième court point en français...\"\n  ],\n  \"es_ai_title\": \"Un nuevo título breve para el acto jurídico en español, que recoja la esencia de los cambios (por ejemplo, máximo 10-12 palabras).\",\n  \"es_summary\": \"Resumen de 2-3 frases del acto jurídico en español, desde la perspectiva de su impacto en la vida cotidiana de los ciudadanos.\",\n  \"es_key_points\": [\n    \"Primer punto breve en español sobre las soluciones o cambios más importantes que se introducen.\",\n    \"Segundo punto breve en español...\"\n  ],\n  \"it_ai_title\": \"Un nuovo titolo breve per l'atto giuridico in italiano, che colga l'essenza delle modifiche (ad es. massimo 10-12 parole).\",\n  \"it_summary\": \"Riepilogo di 2-3 frasi dell'atto giuridico in italiano, dal punto di vista del suo impatto sulla vita quotidiana dei cittadini.\",\n  \"it_key_points\": [\n    \"Primo breve punto in italiano riguardante le soluzioni o le modifiche più importanti introdotte.\",\n    \"Secondo breve punto in italiano...\"\n  ],\n  \"nl_ai_title\": \"Een nieuwe, korte titel voor de rechtshandeling in het Nederlands, die de essentie van de wijzigingen weergeeft (bijv. max. 10-12 woorden).\",\n  \"nl_summary\": \"Samenvatting van 2-3 zinnen van de rechtshandeling in het Nederlands, vanuit het perspectief van de impact op het dagelijks leven van burgers.\",\n  \"nl_key_points\": [\n    \"Eerste korte punt in het Nederlands betreffende de belangrijkste geïntroduceerde oplossingen of wijzigingen.\",\n    \"Tweede korte punt in het Nederlands...\"\n  ],\n  \"pt_ai_title\": \"Um novo título curto para o ato jurídico em português, capturando a essência das mudanças (por exemplo, máx. 10-12 palavras).\",\n  \"pt_summary\": \"Resumo de 2-3 frases do ato jurídico em português, na perspetiva do seu impacto na vida quotidiana dos cidadãos.\",\n  \"pt_key_points\": [\n    \"Primeiro ponto curto em português sobre as soluções ou alterações mais importantes introduzidas.\",\n    \"Segundo ponto curto em português...\"\n  ],\n  \"category\": [\"Categorize the document into one category by default, based on the field it primarily concerns. Choose up to 3 if the document also touches upon SIGNIFICANT issues from other categories. You MUST select categories ONLY from the following list: Health, Education, Family, Taxes, Labor, Security, Environment, Courts and Law, Transport, Benefits, Real Estate, Media and Culture, Local Government, Migration, Agriculture, Public Investments, Informatization, Economy. If the document does not definitively fit any of these, you MUST use \"Other\". If you use \"Other\", it should be the ONLY category selected. Do NOT invent new categories. The response must be an array of strings, e.g., [\"Taxes\", \"Family\"].\"]\n}\n\n",
      "ai_response_raw": "{\n  \"pl_ai_title\": \"Program dotacji na rzecz równości w edukacji i wsparcia uczniów\",\n  \"pl_summary\": \"Ustawa wprowadza fundusze na wsparcie nauki oraz zdrowia psychicznego i fizycznego uczniów, szczególnie tych z uboższych rodzin i obszarów wiejskich. Szkoły otrzymają pieniądze na korepetycje, zajęcia dodatkowe oraz pomoc psychologiczną, aby wyrównać szanse po pandemii.\",\n  \"pl_key_points\": [\n    \"Miliardy dolarów na wsparcie uczniów w nauce i zdrowiu psychicznym.\",\n    \"Priorytet w finansowaniu dla dzieci z rodzin o niskich dochodach i terenów wiejskich.\",\n    \"Pieniądze na korepetycje, zajęcia letnie i wydłużenie czasu nauki.\",\n    \"Wsparcie dla nauczycieli w zakresie radzenia sobie z traumą i różnorodnością uczniów.\"\n  ],\n  \"eng_ai_title\": \"Educational Equity Challenge Grant Act for Student Support and Health\",\n  \"eng_summary\": \"This bill creates a grant program to help schools address students' academic and mental health needs following the pandemic. It focuses on providing extra resources like tutoring and counseling to students in low-income and rural communities.\",\n  \"eng_key_points\": [\n    \"Significant funding for academic recovery and mental health services in schools.\",\n    \"Priority for low-income families and rural school districts.\",\n    \"Support for tutoring, extended learning time, and summer programs.\",\n    \"Grants for innovative teaching methods and increasing teacher diversity.\"\n  ],\n  \"de_ai_title\": \"Gesetz über Zuschüsse für Bildungsgerechtigkeit und Schülerunterstützung\",\n  \"de_summary\": \"Dieses Gesetz führt ein Förderprogramm ein, um den schulischen Erfolg und die psychische Gesundheit von Schülern nach der Pandemie zu stärken. Besonders bedürftige Kinder und Schulen im ländlichen Raum erhalten gezielte finanzielle Unterstützung.\",\n  \"de_key_points\": [\n    \"Milliardeninvestitionen in Nachhilfe und psychologische Betreuung an Schulen.\",\n    \"Vorrang für einkommensschwache Familien und ländliche Regionen.\",\n    \"Förderung von Sommerkursen und verlängerten Unterrichtszeiten.\",\n    \"Unterstützung für Lehrkräfte bei der Bewältigung von Traumata und Vielfalt.\"\n  ],\n  \"fr_ai_title\": \"Loi sur les subventions pour l'équité éducative et le soutien aux élèves\",\n  \"fr_summary\": \"Ce projet de loi crée un programme de subventions pour aider les écoles à répondre aux besoins scolaires et de santé mentale des élèves. Il cible prioritairement les enfants issus de familles à faibles revenus et des zones rurales.\",\n  \"fr_key_points\": [\n    \"Financements massifs pour le rattrapage scolaire et la santé mentale.\",\n    \"Priorité aux élèves défavorisés et aux zones rurales isolées.\",\n    \"Soutien au tutorat, aux cours d'été et à l'allongement du temps scolaire.\",\n    \"Aide à la formation des enseignants sur la diversité et les traumatismes.\"\n  ],\n  \"es_ai_title\": \"Ley de Subvenciones para la Equidad Educativa y el Apoyo Estudiantil\",\n  \"es_summary\": \"Esta ley establece un programa de ayudas para que las escuelas atiendan las necesidades académicas y de salud mental de los estudiantes. Se centra en brindar recursos adicionales a comunidades rurales y familias de bajos ingresos.\",\n  \"es_key_points\": [\n    \"Fondos millonarios para tutorías y servicios de salud mental en escuelas.\",\n    \"Prioridad para estudiantes de bajos recursos y distritos rurales.\",\n    \"Apoyo para programas de verano y extensión del horario escolar.\",\n    \"Becas para métodos de enseñanza innovadores y diversidad docente.\"\n  ],\n  \"it_ai_title\": \"Legge sui sussidi per l'equità educativa e il sostegno agli studenti\",\n  \"it_summary\": \"Questa legge crea un programma di sovvenzioni per aiutare le scuole a gestire i bisogni accademici e psicologici degli studenti dopo la pandemia. Il focus è sul supporto ai bambini di famiglie a basso reddito e delle zone rurali.\",\n  \"it_key_points\": [\n    \"Grandi investimenti per il recupero scolastico e il benessere mentale.\",\n    \"Priorità agli studenti svantaggiati e alle aree rurali.\",\n    \"Finanziamenti per tutoraggio, corsi estivi e tempo pieno.\",\n    \"Supporto agli insegnanti per gestire traumi e inclusione.\"\n  ],\n  \"nl_ai_title\": \"Wet op subsidies voor onderwijsgelijkheid en leerlingondersteuning\",\n  \"nl_summary\": \"Deze wet voert een subsidieprogramma in om scholen te helpen bij de leerachterstanden en het mentale welzijn van leerlingen. De focus ligt op extra hulp voor kinderen uit gezinnen met lage inkomens en in landelijke gebieden.\",\n  \"nl_key_points\": [\n    \"Miljarden voor bijles en geestelijke gezondheidszorg op scholen.\",\n    \"Voorrang voor leerlingen uit arme gezinnen en plattelandsregio's.\",\n    \"Steun voor zomerprogramma's en verlengde lesdagen.\",\n    \"Subsidies voor vernieuwend onderwijs en diversiteit onder leraren.\"\n  ],\n  \"pt_ai_title\": \"Lei de Subsídios para a Equidade Educativa e Apoio aos Estudantes\",\n  \"pt_summary\": \"Esta lei cria um programa de subsídios para ajudar as escolas a lidar com as necessidades académicas e de saúde mental dos alunos. O foco principal são as crianças de famílias de baixos rendimentos e de zonas rurais.\",\n  \"pt_key_points\": [\n    \"Investimentos significativos em explicações e serviços de saúde mental.\",\n    \"Prioridade para estudantes carenciados e distritos rurais.\",\n    \"Apoio a programas de verão e extensão do horário escolar.\",\n    \"Verbas para métodos de ensino inovadores e diversidade de professores.\"\n  ],\n  \"category\": [\"Education\", \"Health\", \"Public Investments\"]\n}"
    }
  ]
}