; (ii) teachers, classified school employees, principals, and other school leaders; (iii) local educational agencies; (iv) parents and families; (v) civil rights organizations in the State; and (vi) school finance experts, which may include researchers from institutions of higher education; (B) identify State and local funding and educational opportunity gaps in fiscal and resource adequacy and equity— (i) among all local educational agencies in the State; and (ii) for each local educational agency in the State, across all schools served by such agency; and (C) develop action plans to address existing gaps in fiscal and resource adequacy and equity identified under subparagraph (B), with involvement from the stakeholders described in clauses (i) through (vi) of subparagraph (A). (3) Support the provision of technical assistance, which may be provided by school finance experts, regarding the public school finance systems, including developing and implementing more adequate and equitable approaches to State education funding and resource allocation. (4) Support and expand public transparency about public school finance systems. . 208. National Academies study to improve ESEA’s resource equity requirements (a) In general Not later than 240 days after the date of enactment of this Act, the Secretary shall enter into an agreement with the National Academies of Sciences, Engineering, and Medicine to— (1) conduct a study of how to improve Federal requirements designed to ensure that public schools and local educational agencies that serve a high number or percentage of underserved groups of students, including students from low-income backgrounds, students of color, English learners, children with disabilities, students experiencing homelessness, and children and youth in the foster care system, receive an adequate and equitable share of State and local funds