; (3) outcomes that are consistent with the purpose of the grant program, including— (A) improvements in student achievement; (B) improvements in language skills of children from birth to 3 years of age; (C) improvements in social-emotional outcomes for children at the greatest risk of needing behavioral or psychological intervention; and (D) improvements in health for children, including nutrition and access to stable high-quality health services; (4) the types of instruction, materials, and activities being funded under the grant program; and (5) the effectiveness of any training and ongoing professional development provided— (A) to the faculty, administration, and staff of early childhood and elementary educators within the eligible partnership receiving a grant under this Act; and (B) to the broader community of providers of social, emotional, behavioral, and related support to students participating in the program and to those who train such providers. (h) Evaluations (1) Interim evaluations From the amount appropriated under section 10, the Secretary may conduct interim evaluations to determine whether each eligible partnership receiving a grant under this Act is making adequate progress as the Secretary considers appropriate. The contents of the annual report submitted to the Secretary under subsection (g) may be used by the Secretary to determine whether an eligible grantee receiving a grant is demonstrating adequate progress. (2) Final evaluation Not later than 4 years, the Secretary shall report the results of a final evaluation of each innovative early learning curriculum being implemented by an eligible partnership receiving a grant under this Act to— (A) determine the effectiveness of such innovative early learning curriculum