Sec. 126. Evaluation criteria for grants

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For each year of the grant program under this title, the Secretary shall evaluate the effectiveness of grants under chapter 1. Each evaluation shall include the following criteria: For access grants awarded under section 123— the number of community college or minority-serving institution student parents that received access to licensed or registered infant and toddler child care due to the grant, in the aggregate and disaggregated by age, gender, race or ethnic group, family income level, disability status, marital status, and full-time or part-time student status; the most frequent times, and the average number of hours per week, that on-campus child care centers were used by community college or minority-serving institution student parents; semester-to-semester persistence and fall-to-fall persistence rates of community college or minority-serving institution student parents with children enrolled in infant or toddler child care sponsored by the community college or minority-serving institution, compared to such rate for students with children not enrolled in the community college or minority-serving institution child care program, in the aggregate and disaggregated by the categories described in subparagraph (A); and degree and certificate completion rate of community college or minority-serving institution student parents with children enrolled in child care sponsored by the community college or minority-serving institution, compared to such rate for students with children not enrolled in such a sponsored child care program, in the aggregate and disaggregated by the categories described in subparagraph (A).

For impact grants awarded under section 124— the number of attendees for the child care professional development sessions coordinated by the eligible entity under the grants; the number of community colleges or minority-serving institutions that joined or established networks of child care providers as a result of the grants; the number of State licensed child care spots created for children under 3 in infant and toddler child care deserts and communities of color that were established as a result of microenterprise grants supported under section 124(a)(6); and the number of child care providers fluent in a language other than English that received professional development under the grants.

For pipeline grants under section 125— the number of early childhood educator preparation programs that were established with funding under the grants; the number of existing early childhood educator preparation programs that expanded course, certificate, or degree offerings as a result of funding under the grants; the number of students that enrolled in early childhood educator preparation programs because of funding provided under the grants, in the aggregate and disaggregated by— type of degree or credential; and student age, gender, race or ethnic group, second language ability, family income level, disability status, and status as enrolled full- or part-time; the amount of funds allocated to early childhood educator preparation program students through microgrants supported under section 125(a)(6), in the aggregate and disaggregated by— category of usage of funds; and the categories described in subparagraph (C)(ii); persistence, retention, and completion rates of students receiving such microgrants, as compared to students not receiving microgrants; the number of new early childhood educator preparation program partnerships formed between community colleges or minority-serving institutions and area high schools as a result of the grants; the number of students dual-enrolled in high school and community college early childhood educator preparation programs as a result of the grants; and the number of students that completed a degree or credential in a dual-enrollment program as a result of the grants, in the aggregate and disaggregated by degree or credential.