; (B) enter into partnerships with community-based heritage language schools and communities; (C) provide world language and dual language immersion programs across all socioeconomic and demographic groups, including English learners and heritage learners; (D) are carried out through a consortium that shall include the agency receiving the grant and an elementary school or secondary school served by such agency, with a preference for consortia that include an institution of higher education; (E) collaborate with the appropriate State licensure office to broaden pathways for language or dual language teacher certification; or (F) conduct outreach and recruit secondary and post-secondary students of diverse socioeconomic backgrounds, including former English learners and heritage learners, into programs that prepare such students to become dual language or world language program teachers. (d) Use of funds A local educational agency that receives a grant under this section shall— (1) reserve not less than 20 percent of such grant funds to provide— (A) accessible pathways for paraprofessionals to gain certification and licensure as world language or dual language teachers; and (B) professional development for certified and licensed world language or dual language teachers; and (2) reserve not more than 5 percent of such grant funds to evaluate the efficacy of programs carried out with funds awarded under this section; and (3) after making the reservations required under paragraphs (1) and (2), use the remainder of such grant funds to establish and carry out new, and improve existing, world language or dual language programs (including any associated administrative expenses). (e) Reporting requirements (1) In general Not later than 18 months after receiving a grant under this section, each local educational agency shall submit to the Secretary a report that— (A) describes the implementation of the program for which the local educational agency received the grant