[Congressional Bills 103th Congress]
[From the U.S. Government Publishing Office]
[H.R. 1804 Introduced in House (IH)]

103d CONGRESS
  1st Session
                                H. R. 1804

To improve learning and teaching by providing a national framework for 
  education reform; to promote the research, consensus building, and 
 systemic changes needed to ensure equitable educational opportunities 
 and high levels of educational achievement for all American students; 
  to provide a framework for reauthorization of all Federal education 
   programs; to promote the development and adoption of a voluntary 
 national system of skill standards and certifications; and for other 
                               purposes.


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                             April 22, 1993

 Mr. Kildee (for himself, Mr. Ford of Michigan, Mr. Sawyer, Mr. Owens, 
   Mrs. Unsoeld, Mr. Roemer, Mr. Engel, Mr. Green, Ms. Woolsey, Mr. 
 Strickland, Mr. Payne of New Jersey, Mr. Romero-Barcelo, Mr. Murphy, 
 Mr. Martinez, Mr. Baesler, and Mr. Clyburn) introduced the following 
    bill; which was referred to the Committee on Education and Labor

_______________________________________________________________________

                                 A BILL


 
To improve learning and teaching by providing a national framework for 
  education reform; to promote the research, consensus building, and 
 systemic changes needed to ensure equitable educational opportunities 
 and high levels of educational achievement for all American students; 
  to provide a framework for reauthorization of all Federal education 
   programs; to promote the development and adoption of a voluntary 
 national system of skill standards and certifications; and for other 
                               purposes.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled, That this Act may be 
cited as the ``Goals 2000: Educate America Act''.

                          purpose; definition

    Sec. 2. (a) Purpose.--It is the purpose of this Act to provide a 
framework for meeting the National Education Goals established by title 
I of this Act by--
            (1) promoting coherent, nationwide, systemic education 
        reform;
            (2) improving the quality of learning and teaching in the 
        classroom;
            (3) defining appropriate and coherent Federal, State, and 
        local roles and responsibilities for education reform;
            (4) establishing valid, reliable, and fair mechanisms for--
                    (A) building a broad national consensus on American 
                education reform;
                    (B) assisting in the development and certification 
                of high-quality, internationally competitive content 
                and student performance standards;
                    (C) assisting in the development and certification 
                of opportunity-to-learn standards; and
                    (D) assisting in the development and certification 
                of high-quality assessment measures that reflect the 
                internationally competitive content and student 
                performance standards;
            (5) supporting new initiatives at the Federal, State, 
        local, and school levels to provide equal educational 
        opportunity for all students to meet high standards;
            (6) providing a framework for the reauthorization of all 
        Federal education programs by--
                    (A) creating a vision of excellence and equity that 
                will guide all Federal education and related programs;
                    (B) providing for the establishment of high-
                quality, internationally competitive content and 
                student performance standards that all students, 
                including disadvantaged students, students with diverse 
                racial, ethnic, and cultural backgrounds, students with 
                disabilities, students with limited English 
                proficiency, and academically talented students, will 
                be expected to achieve;
                    (C) providing for the establishment of high 
                quality, internationally competitive opportunity-to-
                learn standards that all States, local educational 
                agencies, and schools should achieve;
                    (D) encouraging and enabling all State educational 
                agencies and local educational agencies to develop 
                comprehensive improvement plans that will provide a 
                coherent framework for the implementation of 
                reauthorized Federal education and related programs in 
                an integrated fashion that effectively educates all 
                children; and
                    (E) providing resources to help individual schools, 
                including those serving students with high needs, 
                develop and implement comprehensive improvement plans; 
                and
            (7) stimulating the development and adoption of a voluntary 
        national system of skill standards and certification to serve 
        as a cornerstone of the national strategy to enhance workforce 
        skills.
    (b) Definition.--As used in this Act, the term ``all students'' 
means students from the broad range of backgrounds and circumstances, 
including disadvantaged students, students with diverse racial, ethnic, 
and cultural backgrounds, students with disabilities, students with 
limited English proficiency, and academically talented students.

                   TITLE I--NATIONAL EDUCATION GOALS

                                purpose

    Sec. 101. It is the purpose of this title to establish national 
education goals.

                        national education goals

    Sec. 102. The Congress declares the national education goals are 
that--
            (1)(A) School readiness.--By the year 2000, all children in 
        America will start school ready to learn.
            (B) The objectives for this goal are that--
                    (i) all disadvantaged and disabled children will 
                have access to high-quality and developmentally 
                appropriate preschool programs that help prepare 
                children for school;
                    (ii) every parent in America will be a child's 
                first teacher and devote time each day to helping his 
                or her preschool child learn, and parents will have 
                access to the training and support they need; and
                    (iii) children will receive the nutrition and 
                health care needed to arrive at school with healthy 
                minds and bodies, and the number of low-birthweight 
                babies will be significantly reduced through enhanced 
                prenatal health systems.
            (2)(A) School completion.--By the year 2000, the high 
        school graduation rate will increase to at least 90 percent.
            (B) The objectives for this goal are that--
                    (i) the Nation must dramatically reduce its dropout 
                rate, and 75 percent of those students who do drop out 
                will successfully complete a high school degree or its 
                equivalent; and
                    (ii) the gap in high school graduation rates 
                between American students from minority backgrounds and 
                their non-minority counterparts will be eliminated.
            (3)(A) Student achievement and citizenship.--By the year 
        2000, American students will leave grades 4, 8, and 12 having 
        demonstrated competency over challenging subject matter 
        including English, mathematics, science, foreign languages, 
        arts, history, and geography, and every school in America will 
        ensure that all students learn to use their minds well, so they 
        may be prepared for responsible citizenship, further learning, 
        and productive employment in our modern economy.
            (B) The objectives for this goal are that--
                    (i) the academic performance of elementary and 
                secondary students will increase significantly in every 
                quartile, and the distribution of minority students in 
                each level will more closely reflect the student 
                population as a whole;
                    (ii) the percentage of students who demonstrate the 
                ability to reason, solve problems, apply knowledge, and 
                write and communicate effectively will increase 
                substantially;
                    (iii) all students will be involved in activities 
                that promote and demonstrate good citizenship, 
                community service, and personal responsibility;
                    (iv) the percentage of students who are competent 
                in more than one language will substantially increase; 
                and
                    (v) all students will be knowledgeable about the 
                diverse cultural heritage of this Nation and about the 
                world community.
            (4)(A) Mathematics and science.--By the year 2000, United 
        States students will be first in the world in mathematics and 
        science achievement.
            (B) The objectives for this goal are that--
                    (i) math and science education will be strengthened 
                throughout the system, especially in the early grades;
                    (ii) the number of teachers with a substantive 
                background in mathematics and science will increase by 
                50 percent; and
                    (iii) the number of United States undergraduate and 
                graduate students, especially women and minorities, who 
                complete degrees in mathematics, science, and 
                engineering will increase significantly.
            (5)(A) Adult literacy and lifelong learning.--By the year 
        2000, every adult American will be literate and will possess 
        the knowledge and skills necessary to compete in a global 
        economy and exercise the rights and responsibilities of 
        citizenship.
            (B) The objectives for this Goal are that--
                    (i) every major American business will be involved 
                in strengthening the connection between education and 
                work;
                    (ii) all workers will have the opportunity to 
                acquire the knowledge and skills, from basic to highly 
                technical, needed to adapt to emerging new 
                technologies, work methods, and markets through public 
                and private educational, vocational, technical, 
                workplace, or other programs;
                    (iii) the number of quality programs, including 
                those at libraries, that are designed to serve more 
                effectively the needs of the growing number of part-
                time and midcareer students will increase 
                substantially;
                    (iv) the proportion of those qualified students, 
                especially minorities, who enter college, who complete 
                at least two years, and who complete their degree 
                programs will increase substantially; and
                    (v) the proportion of college graduates who 
                demonstrate an advanced ability to think critically, 
                communicate effectively, and solve problems will 
                increase substantially.
            (6)(A) Safe, disciplined, and drug-free schools.--By the 
        year 2000, every school in America will be free of drugs and 
        violence and will offer a disciplined environment conducive to 
        learning.
            (B) The objectives for this Goal are that--
                    (i) every school will implement a firm and fair 
                policy on use, possession, and distribution of drugs 
                and alcohol;
                    (ii) parents, businesses, and community 
                organizations will work together to ensure that schools 
                are a safe haven for all children; and
                    (iii) every school district will develop a 
                comprehensive K-12 drug and alcohol prevention 
                education program. Drug and alcohol curriculum should 
                be taught as an integral part of health education. In 
                addition, community-based teams should be organized to 
                provide students and teachers with needed support.

    TITLE II--NATIONAL EDUCATION REFORM LEADERSHIP, STANDARDS, AND 
                              ASSESSMENTS

                 Part A--National Education Goals Panel

                                purpose

    Sec. 201. It is the purpose of this part to establish a bipartisan 
mechanism for--
            (1) building a national consensus for education 
        improvement;
            (2) reporting on progress toward achieving the national 
        education goals; and
            (3) reviewing and approving the voluntary national content 
        and student performance standards and opportunity-to-learn 
        standards certified by the National Education Standards and 
        Improvement Council, as well as the criteria for their 
        certification, and the criteria for the certification of State 
        assessments by the National Education Standards and Improvement 
        Council.

                     national education goals panel

    Sec. 202. (a) Establishment.--There is established in the executive 
branch a National Education Goals Panel (hereafter referred to as the 
``Goals Panel'').
    (b) Composition.--The Goals Panel shall be composed of eighteen 
members (hereafter referred to in this part as ``members''), 
including--
            (1) two members appointed by the President;
            (2) eight members who are Governors, three of whom shall be 
        from the same political party as the President and five of whom 
        shall be of the opposite political party of the President, 
        appointed by the Chairperson and Vice Chairperson of the 
        National Governors' Association, with each appointing 
        representatives of his or her respective political party, in 
        consultation with each other;
            (3) four Members of Congress appointed as follows--
                    (A) one member appointed by the majority leader of 
                the Senate from among the Members of the Senate;
                    (B) one member appointed by the minority leader of 
                the Senate from among the Members of the Senate;
                    (C) one member appointed by the majority leader of 
                the House of Representatives from among the Members of 
                the House of Representatives; and
                    (D) one member appointed by the minority leader of 
                the House of Representatives from among the Members of 
                the House of Representatives; and
            (4) four members of State legislatures appointed by the 
        President of the National Conference of State Legislatures, of 
        whom not more than two may be of the same political party as 
        the President of the United States.
    (c) Special Appointment Rules.--(1) The members appointed pursuant 
to subsection (b)(2) shall be appointed as follows:
            (A) If the Chairperson of the National Governors' 
        Association is from the same political party as the President, 
        the Chairperson shall appoint three individuals and the Vice 
        Chairperson shall appoint five individuals.
            (B) If the Chairperson of the National Governors' 
        Association is from the opposite political party as the 
        President, the Chairperson shall appoint five individuals and 
        the Vice Chairperson shall appoint three individuals.
    (2) If the National Governors' Association has appointed a panel 
that meets the requirements of subsections (b) and (c), except for the 
requirements of subsection (b)(4), prior to the date of enactment of 
this title, then the members serving on such panel shall be deemed to 
be in compliance with subsections (b) and (c) and shall not be required 
to be reappointed pursuant to subsections (b) and (c).
    (d) Terms.--The terms of service of members shall be as follows--
            (1) Members appointed under subsection (b)(1) shall serve 
        at the pleasure of the President.
            (2) Members appointed under subsection (b)(2) shall serve a 
        two-year term, except that the initial appointments under such 
        paragraph shall be made to ensure staggered terms with one-half 
        of such members' terms concluding every two years.
            (3) Members appointed under subsection (b) (3) and (4) 
        shall serve a term of two years.
    (e) Date of Appointment.--The initial members shall be appointed 
not later than sixty days after the date of enactment of this Act.
    (f) Initiation.--The Goals Panel may begin to carry out its duties 
under this part when ten members of the Goals Panel have been 
appointed.
    (g) Vacancies.--A vacancy on the Goals Panel shall not affect the 
powers of the Goals Panel, but shall be filled in the same manner as 
the original appointment.
    (h) Travel.--Each member may be allowed travel expenses, including 
per diem in lieu of subsistence, as authorized by section 5703 of title 
5, United States Code, for each day the member is engaged in the 
performance of duties away from the home or regular place of business 
of the member.
    (i) Chair.--The members of the Goals Panel shall select a Chair 
from among the Governors who are members. The Chair shall serve a one-
year term and shall alternate between political parties.

                                 duties

    Sec. 203. (a) Duties.--The Goals Panel shall--
            (1) report on the progress the Nation and the States are 
        making toward achieving the national education goals 
        established under title I of this Act, including issuing an 
        annual national report card;
            (2) submit to the President nominations for appointment to 
        the National Education Standards and Improvement Council, in 
        accordance with sections 212(b) and (c);
            (3) review and approve (or explain why approval is 
        withheld) the--
                    (A) criteria developed by the National Education 
                Standards and Improvement Council for the certification 
                of content and student performance standards, 
                assessments, and opportunity-to-learn standards; and
                    (B) voluntary national content and student 
                performance standards and opportunity-to-learn 
                standards certified by the National Education Standards 
                and Improvement Council;
            (4) report on promising or effective actions being taken at 
        the national, State, and local levels, in the public and 
        private sectors, to achieve the national education goals; and
            (5) help build a nationwide, bipartisan consensus for the 
        reforms necessary to achieve the national education goals.
    (b) National Report Card.--(1) The Goals Panel shall annually 
prepare and submit to the President, the Secretary, the appropriate 
committees of Congress, and the Governor of each State a national 
report card that shall--
            (A) report on the progress of the United States toward 
        achieving the national education goals; and
            (B) identify actions that should be taken by Federal, 
        State, and local governments to enhance progress toward 
        achieving the national education goals.
    (2) National report cards shall be presented in a form, and include 
data, that is understandable to parents and the general public.

                       powers of the goals panel

    Sec. 204. (a) Hearings.--(1) The Goals Panel shall, for the purpose 
of carrying out this part, conduct such hearings, sit and act at such 
times and places, take such testimony, and receive such evidence, as 
the Goals Panel considers appropriate.
    (2) In carrying out this part, the Goals Panel shall conduct 
hearings to receive reports, views, and analyses of a broad spectrum of 
experts and the public on the establishment of voluntary national 
content and student performance standards, assessments, and 
opportunity-to-learn standards.
    (b) Information.--The Goals Panel may secure directly from any 
department or agency of the United States information necessary to 
enable the Goals Panel to carry out this part. Upon request of the 
Chairperson of the Goals Panel, the head of a department or agency 
shall furnish such information to the Goals Panel to the extent 
permitted by law.
    (c) Postal Services.--The Goals Panel may use the United States 
mail in the same manner and under the same conditions as other 
departments and agencies of the United States.
    (d) Gifts; Use of Facilities.--The Goals Panel may--
            (1) accept, administer, and utilize gifts or donations of 
        services, money, or property, whether real or personal, 
        tangible or intangible; and
            (2) with their consent, use the research, equipment, 
        services, and facilities of any agency or instrumentality of 
        the United States, or of any State or political subdivision 
        thereof.
    (e) Administrative Arrangements and Support.--(1) The Secretary 
shall provide to the Goals Panel, on a reimbursable basis, such 
administrative support services as the Goals panel may request.
    (2) The Secretary shall, to the extent appropriate, and on a 
reimbursable basis, make contracts and other arrangements that are 
requested by the Goals Panel to help it compile and analyze data or 
carry out other functions necessary to the performance of this 
responsibilities.

                       administrative provisions

    Sec. 205. (a) Meetings.--The Goals Panel shall meet on a regular 
basis, as necessary, at the call of the Chairperson of the Goals Panel 
or a majority of its members.
    (b) Quorum.--A majority of the members shall constitute a quorum 
for the transaction of business.
    (c) Voting.--No individual may vote, or exercise any of the powers 
of a member, by proxy.
    (d) Public Access.--The Goals Panel shall ensure public access to 
its proceedings (other that proceedings, or portions of proceedings, 
relating to internal personnel and management matters) and make 
available to the public, at reasonable cost, transcripts of such 
proceedings.

              director and staff; experts and consultants

    Sec. 206. (a) Director.--The Chairperson of the Goals Panel shall, 
without regard to the provisions of title 5, United States Code, 
relating to the appointment and compensation of officers or employees 
of the United States, appoint a Director to be paid at a rate not to 
exceed the rate of basic pay payable for level V of the Executive 
Schedule.
    (b) Appointment and Pay of Employees.--(1)(A) The Director may 
appoint not more than four additional employees to serve as staff to 
the Goals Panel without regard to the provisions of title 5, United 
States Code, governing appointments in the competitive service.
    (B) The employees appointed under paragraph (1)(A) may be paid 
without regard to the provisions of chapter 51 and subchapter III of 
chapter 53 of that title relating to classification and General 
Schedule pay rates, but shall not be paid a rate that exceeds the 
maximum rate of basic pay payable for GS-15 of the General Schedule.
    (2) The Director may appoint additional employees to serve as staff 
to the Goals panel consistent with title 5, United States Code.
    (c) Experts and Consultants.--The Goals Panel may procure temporary 
and intermittent services of experts and consultants under section 
3019(b) of title 5, United States Code.
    (d) Staff of Federal Agencies.--Upon the request of the Goals 
Panel, the head of any department or agency of the United States may 
detail any of the personnel of that agency to the Goals Panel to assist 
the Goals Panel in its duties under this part.

      Part B--National Education Standards and Improvement Council

                          purpose; definition

    Sec. 211. (a) Purpose.--It is the purpose of this part to establish 
a mechanism to--
            (1) certify voluntary national content and student 
        performance standards that define what American students should 
        know and be able to do;
            (2) certify content and student performance standards 
        submitted by States on a voluntary basis, if such standards are 
        comparable in rigor and quality to the voluntary national 
        content and student performance standards certified by the 
        Council;
            (3) certify voluntary national opportunity-to-learn 
        standards that describe the conditions of teaching and learning 
        necessary for all students to have a fair opportunity to 
        achieve the knowledge and skills described in the voluntary 
        national content and student performance standards certified by 
        the National Education Standards and Improvement Council;
            (4) certify opportunity-to-learn standards submitted by 
        States on a voluntary basis, if they are consistent with the 
        voluntary national opportunity-to-learn standards; and
            (5) certify systems of assessments submitted by States on a 
        voluntary basis, if they are aligned with State content 
        standards certified by the Council and if they are valid, 
        reliable, and fair when used for their intended purposes.
    (b) Definition.--As used in this Act, the term ``opportunity-to-
learn standards'' includes ways of measuring the extent to which such 
standards are being met.

          national education standards and improvement council

    Sec. 212. (a) Establishment.--There is established in the executive 
branch a National Education Standards and Improvement Council 
(hereafter in this part referred to as the ``Council'').
    (b) Composition.--The Council shall be composed of twenty members 
(hereafter in this part referred to as ``members'') appointed by the 
President from nominations submitted by the Goals Panel.
    (c) Qualifications.--(1) The members of the Council shall include--
            (A) five professional educators, including elementary and 
        secondary classroom teachers, preschool educators and other 
        school-based professionals, local district or State 
        administrators, and other educators;
            (B) five representatives of business and industry and 
        postsecondary educational institutions, including at least one 
        representative of business and industry who is also a member of 
        the National Skill Standards Board established pursuant to 
        title IV of this Act;
            (C) five representatives of the public, including 
        representatives of advocacy and civil rights groups, parents, 
        civic leaders, and local and State education policymakers 
        (including State or local school boards); and
            (D) five education experts, including experts in 
        measurement and assessment, curriculum, school finance and 
        equity, and school reform.
    (2) The Goals Panel shall submit to the President at least fifteen 
nominations for each of the four categories of appointment described in 
paragraph (1).
    (3) To the extent feasible, the membership of the Council shall be 
geographically representative of the United States and reflect the 
racial and ethnic diversity of the United States.
    (d) Terms.--(1) Members shall be appointed for three-year terms, 
with no member serving more than two consecutive terms.
    (2) The President shall establish initial terms for individuals of 
one, two, or three years in order to establish a rotation in which one 
third of the members are selected each year.
    (e) Date of Appointment.--The initial members shall be appointed 
not later than one hundred and twenty days after the date of enactment 
of this Act.
    (f) Initiation.--The Council shall begin to carry out the duties of 
the Council under this part when all twenty members have been 
appointed.
    (g) Retention.--In order to retain an appointment to the Council, a 
member must attend at least two-thirds of the scheduled meetings of the 
Council in any given year.
    (h) Vacancy.--A vacancy on the Council shall not affect the powers 
of the Council, but shall be filled in the same manner as the original 
appointment.
    (i) Compensation.--Members of the Council who are not regular full-
time employees of the United States may, while attending meetings or 
hearings of the Council, be provided compensation at a rate fixed by 
the Secretary, but not exceeding the maximum rate of basic pay payable 
for GS-15 of the General Schedule.
    (j) Travel.--Each member of the Council may be allowed travel 
expenses, including per diem in lieu of subsistence, as authorized by 
section 5703 of title 5, United States Code, for each day the member is 
engaged in the performance of duties away from the home or regular 
place of business of the member.
    (k) Officers.--The members of the Council shall select officers 
from among its members. The officers of the Council shall serve for 
one-year terms.

                                 duties

    Sec. 213. (a) Voluntary National Content Standards.--(1) The 
Council shall--
            (A) identify areas in which voluntary national content 
        standards need to be developed;
            (B) certify voluntary national content and student 
        performance standards that define what American students should 
        know and be able to do; and
            (C) forward such voluntary national content and student 
        performance standards to the Goals Panel for approval.
    (2)(A) The Council shall--
            (i) identify and develop criteria to be used for certifying 
        the voluntary national content and student performance 
        standards; and
            (ii) before applying such criteria, forward them to the 
        Goals Panel for approval.
    (B) The criteria developed by the Council shall address--
            (i) the extent to which the proposed standards are 
        internationally competitive and comparable to the best in the 
        world;
            (ii) the extent to which the proposed content and student 
        performance standards reflect the best available knowledge 
        about how all students learn and about how the content area can 
        be most effectively taught;
            (iii) the extent to which the proposed content and student 
        performance standards have been developed through an open and 
        public process that provides for input and involvement of all 
        relevant parties, including teachers and other professional 
        educators, employers and postsecondary education institutions, 
        curriculum and subject matter specialists, and the public; and
            (iv) other factors that the Council deems appropriate.
    (C) In developing the criteria, the Council shall work with 
entities that are developing, or have already developed, content 
standards, and any other entities that the Council deems appropriate, 
to identify appropriate certification criteria.
    (b) Voluntary State Content Standards.--The Council may certify 
content and student performance standards presented on a voluntary 
basis by States, if such standards are comparable in rigor and quality 
to the voluntary national content and student performance standards 
certified by the Council.
    (c) Voluntary National Opportunity-to-Learn Standards.--(1) The 
Council shall certify exemplary, voluntary national opportunity-to-
learn standards that will establish a basis for providing all students 
a fair opportunity to achieve the knowledge and skills set out in the 
voluntary national content standards certified by the Council.
    (2) The voluntary national opportunity-to-learn standards shall be 
sufficiently general to be used by any State without unduly restricting 
State and local prerogatives regarding instructional methods to be 
employed.
    (3) The voluntary national opportunity-to-learn standards certified 
by the Council shall address--
            (A) the quality and availability of curricula, 
        instructional materials, and technologies;
            (B) the capability of teachers to provide high-quality 
        instruction in each content area;
            (C) the extent to which teachers and administrators have 
        ready and continuing access to professional development, 
        including the best knowledge about teaching, learning, and 
        school improvement;
            (D) the extent to which curriculum, instructional 
        practices, and assessments are aligned to content standards; 
        and
            (E) other factors that the Council deems appropriate to 
        ensure that every student receives a fair opportunity to 
        achieve the knowledge and skills described in the voluntary 
        content and student performance standards certified by the 
        Council.
    (4) In carrying out this subsection, the Council shall--
            (A) identify what countries with rigorous content standards 
        do to--
                    (i) provide their children with opportunities to 
                learn;
                    (ii) prepare their teachers; and
                    (iii) provide continuing professional development 
                opportunities for their teachers; and
            (B) develop criteria to be used for certifying the 
        voluntary national opportunity-to-learn standards and, before 
        applying such criteria, forward them to the Goals Panel for 
        approval.
    (5) The Council shall assist in the development of the voluntary 
national opportunity-to-learn standards by--
            (A) making recommendations to the Secretary regarding 
        priorities and selection criteria for the award made under 
        section 218; and
            (B) coordinating with the consortium receiving an award 
        under section 218 to ensure that the opportunity-to-learn 
        standards the consortium develops are of high quality and are 
        consistent with the criteria developed by the Council for the 
        certification of such standards.
    (6) The Council shall forward the voluntary national opportunity-
to-learn standards it certifies to the Goals Panel for approval.
    (d) Voluntary State Opportunity-to-Learn Standards.--The Council 
may certify opportunity-to-learn standards presented on a voluntary 
basis by a State, if they are consistent with the voluntary national 
opportunity-to-learn standards.
    (e) Assessments.--(1)(A) The Council shall certify a system of 
assessments that is presented on a voluntary basis by a State if such 
system is aligned with the State's content standards certified by the 
Council.
    (B) Systems of assessments shall be certified by the Council for 
the purpose of--
            (i) exemplifying for students, parents, and teachers the 
        kinds and levels of achievement that should be expected, 
        including the identification of student performance standards;
            (ii) improving classroom instruction and improving the 
        learning outcomes for all students;
            (iii) informing students, parents, and teachers about 
        student progress toward the standards;
            (iv) measuring and motivating individual students, schools, 
        districts, States, and the Nation to improve educational 
        performance; and
            (v) assisting education policymakers in making decisions 
        about education programs.
    (C) The Council shall certify a system of assessments only if it 
will not be used to make decisions regarding graduation, grade 
promotion, or retention of students for a period of five years from the 
date of enactment of this Act.
    (2)(A) The Council shall develop and, no sooner than three years or 
later than four years after the enactment of this Act, begin utilizing 
criteria for the certification of assessment systems for the purposes 
indicated in paragraph (1)(B). Before using such criteria, the Council 
shall forward the criteria to the Goals Panel for approval.
    (B) The certification criteria developed by the Council shall 
address the extent to which the assessment system--
            (i) is aligned with State content standards certified by 
        the Council;
            (ii) is to be used for a purpose for which it is valid, 
        reliable, fair, and free of discrimination; and
            (iii) includes all students, especially students with 
        disabilities or with limited English proficiency.
    (C) In determining appropriate certification criteria, the Council 
shall--
            (i) consider standards and criteria being developed by 
        other national organizations and recent research on assessment;
            (ii) recommend needed research;
            (iii) encourage the development and field testing of 
        systems of assessments; and
            (iv) provide a public forum for discussing, debating, and 
        building consensus for the criteria to be used for the 
        certification of assessment systems.
    (D) Prior to determining the certification criteria, the Council 
shall take public comment on its proposed criteria.
    (f) Performance of Duties.--In carrying out its responsibilities 
under this title, the Council shall--
            (1) work with Federal and non-Federal agencies and 
        organizations that are conducting research, studies, or 
        demonstration projects to determine internationally competitive 
        education standards and assessments, and may establish subject 
        matter and other panels to advise it on particular content, 
        student performance, and opportunity-to-learn standards and on 
        assessments;
            (2) shall establish cooperative arrangements with the 
        National Skill Standards Board to promote the coordination of 
        the development of content and student performance standards 
        under this title with the development of skill standards under 
        title IV of this Act;
            (3) recommend studies to the Secretary that are necessary 
        to carry out the Council's responsibilities;
            (4) inform the public about what constitutes high quality, 
        internationally competitive, content, student performance, and 
        opportunity-to-learn standards, and assessment systems;
            (5) on a regular basis, review and update criteria for 
        certifying content, student performance, and opportunity-to-
        learn standards, and assessment systems; and
            (6) periodically recertify, as appropriate, the voluntary 
        national content and student performance standards, and the 
        voluntary national opportunity-to-learn standards that it 
        certifies under this section.

                             annual reports

    Sec. 214. Not later than one year after the date the Council 
concludes its first meeting, and in each succeeding year, the Council 
shall prepare and submit a report to the President, the Secretary, the 
appropriate committees of Congress, the Governor of each State, and the 
Goals Panel regarding its work.

                         powers of the council

    Sec. 215. (a) Hearings.--(1) The Council shall, for the purpose of 
carrying out its responsibilities, conduct such hearings, sit and act 
at such times and places, take such testimony, and receive such 
evidence, as the Council considers appropriate.
    (2) In carrying out this part, the Council shall conduct public 
hearings in different geographic areas of the United States, both urban 
and rural, to receive the reports, views, and analyses of a broad 
spectrum of experts and the public on the establishment of national 
content, student performance, and opportunity-to-learn standards, and 
assessment systems.
    (b) Information.--The Council may secure directly from any 
department or agency of the United States information necessary to 
enable the Council to carry out this part. Upon request of the 
Chairperson of the Council, the head of a department or agency shall 
furnish such information to the Council to the extent permitted by law.
    (c) Postal Services.--The Council may use the United States mail in 
the same manner and under the same conditions as other departments and 
agencies of the United States.
    (d) Gifts; Use of Facilities.--The Council may--
            (1) accept, administer, and utilize gifts or donations of 
        services, money, or property, whether real or personal, 
        tangible or intangible; and
            (2) with their consent, use the research, equipment, 
        services, and facilities of any agency or instrumentality of 
        the United States, or of any State or political subdivision 
        thereof.
    (e) Administrative Arrangements and Support.--(1) The Secretary 
shall provide to the Council, on a reimbursable basis, such 
administrative support services as the Council may request.
    (2) The Secretary shall, to the extent appropriate, and on a 
reimbursable basis, make contracts and other arrangements that are 
requested by the Council to help it compile and analyze data or carry 
out other functions necessary to the performance of its 
responsibilities.

                       administrative provisions

    Sec. 216. (a) Meetings.--The Council shall meet on a regular basis, 
as necessary at the call of the Chairperson of the Council or a 
majority of its members.
    (b) Quorum.--A majority of the members shall constitute a quorum 
for the transaction of business.
    (c) Voting.--The Council shall take all action of the Council by a 
majority vote of the total membership of the Council, ensuring the 
right of the minority to issue written views. No individual may vote or 
exercise any of the powers of a member by proxy.
    (d) Public Access.--The Council shall ensure public access to its 
proceedings (other than proceedings, or portions of proceedings, 
relating to internal personnel and management matters) and make 
available to the public, at reasonable cost, transcripts of such 
proceedings.

              director and staff; experts and consultants

    Sec. 217. (a) Director.--The Chairperson of the Council shall, 
without regard to the provisions of title 5, United States Code, 
relating to the appointment and compensation of officers or employees 
of the United States, appoint a Director to be paid at a rate not to 
exceed the rate of basic pay payable for level V of the Executive 
Schedule.
    (b) Appointment and Pay of Employees.--(1)(A) The Director may 
appoint not more than four additional employees to serve as staff to 
the Council without regard to the provisions of title 5, United States 
Code, governing appointments in the competitive service.
    (B) The employees appointed under subparagraph (A) may be paid 
without regard to the provisions of chapter 51 and subchapter III of 
chapter 53 of that title relating to classification and General 
Schedule pay rates, but shall not be paid a rate that exceeds the 
maximum rate of basic pay payable for GS-15 of the General Schedule.
    (2) The Director may appoint additional employees to serve as staff 
of the Council consistent with title 5, United States Code.
    (c) Experts and Consultants.--The Council may procure temporary and 
intermittent services under section 3019(b) of title 5, United States 
Code.
    (d) Staff of Federal Agencies.--Upon the request of the Council, 
the head of any department or agency of the United States may detail 
any of the personnel of that department or agency to the Council to 
assist the Council in its duties under this part.

                 opportunity-to-learn development grant

    Sec. 218. (a) Opportunity-to-Learn Development Grant.--(1) The 
Secretary is authorized to make a grant, on a competitive basis, to a 
consortium of individuals and organizations to develop voluntary 
national opportunity-to-learn standards.
    (2) To the extent possible, such consortium shall include the 
participation of--
            (A) Governors (other than Governors serving on the Goals 
        Panel);
            (B) chief State school officers;
            (C) teachers (especially teachers involved in the 
        development of content standards);
            (D) principals;
            (E) superintendents;
            (F) State and local school board members;
            (G) curriculum and school reform experts;
            (H) parents;
            (I) State legislators;
            (J) representatives of businesses;
            (K) representatives of higher education;
            (L) representatives of regional accrediting associations; 
        and
            (M) advocacy groups.
    (b) Applications.--(1) Any consortium that desires to receive a 
grant under this subsection shall submit an application to the 
Secretary at such time, in such manner, and containing such information 
and assurances as the Secretary may require.
    (2) In establishing priorities and selection criteria for such 
grant, the Secretary shall give serious consideration to the 
recommendations made by the Council pursuant to section 213(c)(5)(A).

              assessment development and evaluation grants

    Sec. 219. (a) General.--The Secretary is authorized to made grants 
to States and local educational agencies to help defray the cost of 
developing, field testing, and evaluating systems of assessments, to be 
used for some or all of the purposes indicated in section 213(e)(1)(B), 
that are aligned to State content standards certified by the Council.
    (b) Applications.--A State or local educational agency that desires 
to receive a grant under this section shall submit an application to 
the Secretary at such time, in such manner, and containing such 
information and assurances as the Secretary may require.
    (c) Requirements.--(1) A recipient of a grant under this section 
shall--
            (A) examine the validity, reliability, and fairness of an 
        assessment, or system of assessments, for the particular 
        purposes for which such assessment was developed; and
            (B) devote special attention to how an assessment, or 
        system of assessments, treats all students, especially with 
        regard to the race, gender, ethnicity, and language proficiency 
        of such students.
    (2) An assessment, or system of assessments, developed and 
evaluated with funds under this section may not be used for decisions 
about individual students relating to program placement, promotion, or 
retention, graduation, or employment for a period of five years from 
the date of enactment of this Act.

                Part C--Authorization of Appropriations

                    authorization of appropriations

    Sec. 221. (a) National Education Goals Panel.--There are authorized 
to be appropriated $3,000,000 for fiscal year 1994 and such sums as may 
be necessary for each of the four succeeding fiscal years to carry out 
part A of this title.
    (b) National Education Standards and Improvement Council.--There 
are authorized to be appropriated $3,000,000 for fiscal year 1994 and 
such sums as may be necessary for each of the four succeeding fiscal 
years to carry out part B of this title.
    (c) Opportunity-to-Learn Development Grant.--There are authorized 
to be appropriated $1,000,000 for fiscal year 1994 and such sums as may 
be necessary for fiscal year 1995 to carry out the Opportunity-to-Learn 
Development Grant Program established under section 218 of this title.
    (d) Assessment Development and Evaluation Grants.--There are 
authorized to be appropriated $5,000,000 for fiscal year 1994 and such 
sums as may be necessary for each of the four succeeding fiscal years 
to carry out the Assessment Development and Evaluation Grants Program 
established under section 218 of this title.

       TITLE III--STATE AND LOCAL EDUCATION SYSTEMIC IMPROVEMENT

                         congressional findings

    Sec. 301. The Congress finds that--
            (1) all students can learn to high standards and must 
        realize their potential if the United States is to prosper;
            (2) the reforms in education of the last fifteen years have 
        achieved some good results, but these efforts often have been 
        limited to a few schools or to a single part of the educational 
        system;
            (3) leadership must come both from teachers, related 
        services personnel, principals, and parents in individual 
        schools and from policymakers at the local, State, tribal, and 
        national levels, in order for lasting improvements in student 
        performance to occur;
            (4) simultaneous top-down and bottom-up education reform is 
        necessary to spur creative and innovative approaches by 
        individual schools to help all students achieve internationally 
        competitive standards;
            (5) strategies must be developed by communities and States 
        to support the revitalization of all local public schools by 
        fundamentally changing the entire system of public education 
        through comprehensive, coherent, and coordinated improvement;
            (6) parents, teachers and other local educators, and 
        business, community, and tribal leaders must be involved in 
        developing systemwide improvement strategies that reflect the 
        needs of their individual communities;
            (7) State and local education improvement efforts must 
        incorporate strategies for providing students and families with 
        coordinated access to appropriate social services, health care, 
        nutrition, and child care to remove preventable barriers to 
        learning and enhance school readiness for all students;
            (8) States and local educational agencies, working 
        together, must immediately set about developing and 
        implementing such systemwide improvement strategies if the 
        Nation is to educate all children to meet their full potential 
        and achieve the national education goals listed in title I of 
        this Act;
            (9) State and local systemic improvement strategies must 
        provide all students with effective mechanisms and appropriate 
        paths to the workforce as well as to higher education;
            (10) business should be encouraged to enter into 
        partnerships with schools, provide information and guidance to 
        schools on the needs of area business for properly educated 
        graduates in general and on the need for particular workplace 
        skills that the schools may provide, provide necessary material 
        and support, and continue the lifelong learning process 
        throughout the employment years of an individual;
            (11) the appropriate and innovative use of technology can 
        be very effective in helping to bring all students the 
        opportunity to learn and meet high standards; and
            (12) Federal funds should be targeted to support local and 
        State initiatives, and to leverage State and local resources 
        for designing and implementing system-wide improvement plans.

                                purpose

    Sec. 302. It is the purpose of this title to improve the quality of 
education for all students by supporting a long-term, broad-based 
effort to promote coherent and coordinated improvements in the system 
of education throughout the Nation at the local and State levels. This 
title provides new authorities and funding for the Nation's school 
systems. It does not replace or reduce funding for existing Federal 
education programs. It is the intention of the Congress that no State 
or local educational agency will reduce its funding for education or 
for education reform on account of receiving any funds under this 
title.

                    authorization of appropriations

    Sec. 303. For the purpose of carrying out this title, there are 
authorized to be appropriated $393,000,000 for the fiscal year 1994, 
and such sums as may be necessary for each of the fiscal years 1995 
through 1998.

                           allotment of funds

    Sec. 304. (a) Reservations of Funds.--From funds appropriated under 
section 303, the Secretary--
            (1) shall reserve a total of one percent to provide 
        assistance, in amounts determined by the Secretary--
                    (A) to the outlying areas; and
                    (B) to the Secretary of the Interior to benefit 
                Indian students in schools operated or funded by the 
                Bureau of Indian Affairs; and
            (2) may reserve a total of up to 6 per centum for--
                    (A) national leadership activities under section 
                312; and
                    (B) the costs of peer review of State improvement 
                plans and applications under this title.
    (b) State Allotments.--The Secretary shall allot the remaining 
amount appropriated under section 303 for each fiscal year to the 
States as follows:
            (1) 50 per centum of such remaining amount shall be 
        allocated in accordance with the relative amounts such State 
        received under chapter 1 of title I of the Elementary and 
        Secondary Education Act of 1965 for the preceding fiscal year.
            (2) 50 per centum of such remaining amount shall be 
        allocated in accordance with the relative amounts each such 
        State received under part A of chapter 2 of title I of the 
        Elementary and Secondary Education Act of 1965 for the 
        preceding fiscal year.
    (c) Reallotments.--If the Secretary determines that any amount of a 
State's allotment for any fiscal year under subsection (b) will not be 
needed for such fiscal year by the State, the Secretary shall reallot 
such amount to other States that need additional funds, in such manner 
as the Secretary determines is appropriate.

                           state applications

    Sec. 305. (a) General.--(1) If a State desires to receive a grant 
under this title, the State educational agency shall submit an 
application to the Secretary at such time and in such manner as the 
Secretary may determine.
    (2) In addition to the information described in subsections (b) and 
(c), each such application shall include--
            (A) an assurance that the State educational agency will 
        cooperate with the Secretary in carrying out the Secretary's 
        responsibilities under section 312, and will comply with 
        reasonable requests of the Secretary for data related to the 
        State's progress in developing and implementing its State 
        improvement plan under this title;
            (B) an assurance that State law provides adequate authority 
        to carry out each component of the State's improvement plan 
        developed, or to be developed under section 306, or that such 
        authority will be sought; and
            (C) such other assurances and information as the Secretary 
        may require.
    (b) First Year.--A State's application for the first year of 
assistance under this title shall--
            (1) describe the process by which the State will develop a 
        school improvement plan that meets the requirements of section 
        306; and
            (2) describe how the State educational agency will use 
        funds received under this title for such year, including how 
        the State educational agency will make subgrants to local 
        educational agencies and for teacher training.
    (c) Subsequent Years.--A State's second application under this 
title shall--
            (1) cover the second through fifth years of its 
        participation--
            (2) include a copy of the State's improvement plan that 
        meets the requirements of section 306 or, if the State plan is 
        not complete, a statement of the steps it will take to complete 
        the plan and a schedule for doing so; and
            (3) include an explanation of how the State will use funds 
        received under this title, including how it will make subgrants 
        to local educational agencies and for teacher training under 
        section 308(b)(1).

                        state improvement plans

            Sec. 306. (a) Basic Scope of Plan.--Any State educational 
        agency that wishes to receive a grant under this title after 
        its first year of participation shall develop and implement a 
        plan for the fundamental restructuring and improvement of 
        elementary and secondary education in the State. This plan must 
        address--
            (1) in accordance with subsection (c), the establishment or 
        adoption of challenging content and student performance 
        standards for all students and the use of curricula, 
        instructional practices, assessments, technology, and 
        professional preparation and development approaches appropriate 
        to help all students reach those standards;
            (2) in accordance with subsection (d), the establishment or 
        adoption of opportunity-to-learn standards that will define the 
        conditions of teaching and learning that provide all students 
        the opportunity to meet the challenging content and student 
        performance standards;
            (3) in accordance with subsection (e), needed changes in 
        the governance and management of the education system in order 
        to effectively focus schools on, and assist them in, preparing 
        all students to meet the challenging State standards;
            (4) in accordance with subsection (f), comprehensive 
        strategies to involve communities, including parents, 
        businesses, libraries, museums, employment and training 
        agencies, health and human service agencies, and other public 
        and private agencies that provide social services, health care, 
        child care, and nutrition to students, in helping all students 
        meet the challenging State standards;
            (5) in accordance with subsection (g), strategies for 
        ensuring that all local educational agencies and schools within 
        the State are involved in developing and implementing needed 
        improvements within a specified period of time; and
            (6) in accordance with subsection (h), strategies for 
        ensuring that comprehensive, systemic reform is promoted from 
        the bottom up in communities, local educational agencies, and 
        schools.
    (b) Plan Development.--(1) A State improvement plan under this 
title must be developed by a broad-based panel in cooperation with the 
State educational agency and the Governor. The panel shall include--
            (A) the Governor and the chief State school officer, or 
        their designees;
            (B) the chairman of the State board of education and the 
        chairmen of the appropriate authorizing committees of the State 
        legislature, or their designees;
            (C) teachers, principals, and administrators who have 
        successfully improved student performance;
            (D) representatives of teachers' organizations, parents, 
        business and labor leaders, community-based organizations, 
        local boards of education, State and local officials 
        responsible for health, social services, and other related 
        services, and others, as appropriate; and
            (E) representatives from rural and urban local educational 
        agencies in the State.
    (2) The Governor and the chief State school officer shall each 
appoint half the members of the State panel and shall jointly select 
the Chairperson of the panel.
    (3) The membership of the panel shall be geographically 
representative of the State and reflect the racial and ethnic diversity 
of the population of the State.
    (4) The panel shall consult the Governor, the chief State school 
officer, the State board of education, and relevant committees of the 
State legislature in developing the plan.
    (5) The panel shall be responsible for conducting a statewide, 
grassroots outreach process, including conducting public hearings, to 
involve educators, parents, local officials, community and business 
leaders, citizens, children's advocates, and others with a stake in the 
success of students and their education system, and who are 
representative of the diversity of the State and its student 
population, in the development of the State plan and in a continuing 
dialog regarding the need for and nature of challenging standards for 
students and local and State responsibilities for helping all students 
achieve them.
    (6) The panel shall develop a continuing process for interacting 
with local educational agencies and individual schools engaged in 
systemic reform, especially including those local educational agencies 
and schools receiving subgrants under section 309 of this Act, to 
ensure that the development and implementation of the State plan 
reflects their needs and experiences.
    (7) The panel shall develop a State plan, provide opportunity for 
public comment, and submit the State plan to the State educational 
agency for approval.
    (8) The State educational agency shall submit the State's plan, 
together with an explanation of any changes made by such agency to the 
plan developed by the panel, to the Secretary for approval.
    (9) If any portion of the State's plan addresses matters that, 
under State or other applicable law, are not under the authority of the 
State educational agency, the State educational agency shall obtain the 
approval of, or changes to, such portion, with an explanation therefor, 
from the Governor or other official responsible for that portion before 
submitting the plan to the Secretary.
    (10) After approval of the State plan by the Secretary, the panel, 
in close consultation with teachers, principals, administrators, and 
parents in local educational agencies and schools receiving funds under 
this title, shall monitor the implementation and effectiveness of the 
State plan to determine if revisions and appropriate, and shall 
periodically report its findings to the public.
    (c) Teaching, Learning, Standards, and Assessments.--Each State 
plan shall establish strategies for improving teaching and learning, 
including--
            (1) a process for developing or adopting challenging 
        content and student performance standards for all students;
            (2) a process for providing assistance and support to local 
        educational agencies and schools to give them the capacity and 
        responsibility to provide all of their students the opportunity 
        to meet challenging State content and student performance 
        standards;
            (3) a process for developing, adopting, or recommending 
        instructional materials and technology to support and assist 
        local educational agencies and schools to provide all of their 
        students the opportunity to meet the challenging State content 
        and student performance standards;
            (4) a process for developing and implementing a valid and 
        nondiscriminatory assessment system or set of locally-based 
        assessment systems that is capable of providing coherent 
        information about student attainments relative to the State 
        content standards. The process shall also provide for 
        monitoring the implementation of such system or systems and the 
        impact on improved instruction for all students;
            (5) a process for improving the State's system of teacher 
        and school administrator preparation, licensure, and continuing 
        professional development so that all teachers, related services 
        personnel, and administrators develop the subject matter and 
        pedagogical expertise needed to prepare all students to meet 
        the challenging standards under paragraph (1);
            (6) a process for providing appropriate and effective 
        professional development, including the use of technology, 
        necessary for teachers, school administrators, and others to 
        help all students meet the challenging standards under 
        paragraph (1); and
            (7) a process to ensure widespread participation of 
        classroom teachers in developing the portions of the plan 
        described in this subsection.
    (d) Opportunity-to-Learn Standards.--Each State plan shall 
establish a strategy and timetable for--
            (1) adopting or establishing opportunity-to-learn 
        standards;
            (2) ensuring that every school in the State achieves the 
        State's opportunity-to-learn standards;
            (3) ensuring that the State's opportunity-to-learn 
        standards address the need of all students; and
            (4) periodically reporting to the public on the extent of 
        the State's improvement in achieving such standards and 
        providing all students with a fair opportunity to achieve the 
        knowledge and skill levels that meet the State's content and 
        student performance standards.
    (e) Governance and Management.--Each State plan shall establish 
strategies for improved governance and management of its education 
system, such as--
            (1) aligning responsibility, authority, and accountability 
        throughout the education system, so that decisions regarding 
        content and student performance standards are coordinated and 
        decisions regarding the means for achieving them are made 
        closest to the learners;
            (2) creating an integrated and coherent approach to 
        attracting, recruiting, preparing and licensing, appraising, 
        rewarding, retaining, and supporting the continued professional 
        development of teachers, administrators, and other educators, 
        including bilingual educators, so that there is a highly 
        talented workforce of professional educators capable of 
        preparing all students to reach challenging standards, with 
        special attention to the recruitment, training, and retention 
        of qualified minorities into the education profession within 
        the State to ensure that it reflects the racial and ethnic 
        diversity of the student population;
            (3) providing incentives for high performance, such as--
                    (A) working with employers and institutions of 
                higher education to devise strategies to reward student 
                achievement;
                    (B) incentives for classroom teachers and other 
                professional educators to participate in professional 
                development activities; and
                    (C) school-based incentives for schools and local 
                educational agencies to improve student performance;
            (4) increasing the proportion of State and local funds 
        allocated to direct instructional purposes; and
            (5) increasing flexibility for local districts and schools 
        by, for example--
                    (A) waiving State regulations and other 
                requirements that impede educational improvement;
                    (B) focusing accountability on educational outcomes 
                rather than monitoring compliance with input 
                requirements; and
                    (C) fostering conditions that allow teachers, 
                principals, and parents in the school community to be 
                creative in helping their students meet challenging 
                standards.
    (f) Parental and Community Support and Involvement.--Each State 
plan shall describe strategies for how the State will develop support 
for, and help implement its plan, such as--
            (1) educating the public about the need for higher 
        standards and systemic improvement;
            (2) involving parents and communities in the State's 
        standard-setting and improvement process;
            (3) reporting, on an ongoing basis, to parents, educators, 
        and the public on the State's progress in implementing the plan 
        and improving student performance;
            (4) focusing public and private community resources and 
        public school resources on prevention and early intervention to 
        address the needs of all students by--
                    (A) identifying and removing unnecessary 
                regulations and obstacles to coordination;
                    (B) improving communication and information 
                exchange; and
                    (C) providing appropriate training to agency 
                personnel; and
            (5) increasing the access of all students to social 
        services, health care, nutrition, and child care services, and 
        locating such services in schools, cooperating service 
        agencies, community-based centers, or other convenient sites 
        designed to provide ``one-stop shopping'' for parents and 
        students.
    (g) Making the Improvements Systemwide.--To help provide all 
students throughout the State the opportunity to meet challenging State 
standards, each State plan shall describe strategies such as--
            (1) ensuring that the improvement efforts expand from the 
        initial local educational agencies, schools, and educators 
        involved to all local educational agencies, schools, and 
        educators in the State education system through such approaches 
        as teacher and administrator professional development; 
        technical assistance; whole school projects; intensive summer 
        training; and networking of teachers and other educators, 
        consortia of schools, and local educational agencies 
        undertaking similar improvements;
            (2) developing partnerships among preschools, elementary 
        and secondary schools, institutions of higher education, health 
        and social service providers, and employers to improve teaching 
        and learning at all levels of the education system and to 
        foster collaboration and continuous improvement;
            (3) strategies to provide for the close coordination of 
        standards development and improvement efforts among 
        institutions of higher education and secondary, middle, and 
        elementary schools;
            (4) conducting outreach programs aimed at parents whose 
        language is a language other than English, and other special 
        populations, including Native Americans, to involve all 
        segments of the community in the development of the State plan;
            (5) developing partnerships with tribes and BIA-funded 
        schools, where appropriate, to improve consistency and 
        compatibility in curriculum among public and BIA-funded schools 
        at all grade levels;
            (6) allocating all available local, State, and Federal 
        resources to achieve system-wide improvement;
            (7) providing for the development of objective criteria and 
        measures against which the success of local plans will be 
        evaluated;
            (8) providing for the availability of curricular materials, 
        learning technologies, and professional development in a manner 
        ensuring equal access by all local educational agencies in the 
        State;
            (9) taking steps to ensure that all local educational 
        agencies, schools, and educators in the State benefit from 
        successful programs and practices supported by funds made 
        available to local educational agencies and schools under this 
        title; and
            (10) providing remedial assistance to students, teachers, 
        schools, and local educational agencies that are identified 
        through the assessment system developed under subsection (c)(4) 
        as needing such assistance.
    (h) Promoting Bottom-Up Reform.--Each State plan shall include 
strategies for ensuring that comprehensive, systemic reform is promoted 
from the bottom up in communities, local educational agencies, and 
schools, as well as guided by coordination and facilitation from State 
leaders, including strategies such as--
            (1) ensuring that the State plan is responsive to the needs 
        and experiences of local educational agencies, schools, 
        teachers, and community leaders;
            (2) establishing mechanisms for continuous input from local 
        schools, communities, colleges, and school districts into, and 
        feedback on, the implementation of the State plan;
            (3) providing discretionary resources that enable teachers 
        and schools to purchase needed professional development and 
        other forms of assistance consistent with their improvement 
        plan from high-quality providers of their choice;
            (4) establishing collaborative networks of teachers 
        centered on content standards and assessments for the purpose 
        of improving teaching and learning;
            (5) providing flexibility to individual schools and local 
        educational agencies to enable them to adapt and integrate 
        State content standards into courses of study appropriate for 
        individual schools and communities;
            (6) facilitating the provision of waivers from State rules 
        and regulations that local educational agencies or schools 
        believe would promote innovation and enhance school 
        performance; and
            (7) facilitating communication among educators within and 
        between districts for the purpose of sharing innovative and 
        effective practices, including through the use of 
        telecommunications, site visits, and other means.
    (i) Benchmarks and Timelines.--Each State plan shall include 
specific benchmarks of improved student performance and of progress in 
implementing the improvement plan, and timelines against which the 
progress of the State in carrying out its plan, including the elements 
described in subsections (c) through (h), can be measured.
    (j) Peer Review and Secretarial Approval.--(1) The Secretary shall 
review each State improvement plan prepared under this section, and 
each application submitted under section 305, with the assistance and 
advice of State and local education policymakers, educators, classroom 
teachers, experts on educational innovation and improvement, and other 
appropriate individuals. The peer review process shall be 
representative of the geographic, racial, and cultural diversity of the 
United States. The review process shall include at least one site visit 
to each State.
    (2) The Secretary shall approve a State's plan when the Secretary 
determines, after considering the peer reviewers' comment, that it--
            (A) reflects a widespread commitment within the State; and
            (B) holds reasonable promise of helping all students.
    (3) The Secretary shall not decline to approve a State's plan, or 
any State application submitted under section 305, before offering the 
State--
            (A) an opportunity to revise its plan or application; and
            (B) a hearing.
    (k) Amendments to Plan.--(1) Each State shall periodically review 
its plan and revise it, as appropriate, in accordance with the process 
described in subsection (b).
    (2) The Secretary shall review major amendments to a State's plan 
through the same process, described in subsection (j), used to review 
the original plan.
    (l) Preexisting State plans and Panels.--(1) If a State has 
developed a comprehensive and systemic improvement plan to help all 
students meet challenging standards, or any component of such a plan, 
that otherwise meets the requirements of this section, the Secretary 
may approve such plan or component notwithstanding that it was not 
developed in accordance with subsection (b), if the Secretary 
determines that such approval would further the purposes of the State 
systemic education improvement.
    (2) If, before the enactment of this Act, a State has made 
substantial progress in developing a plan that otherwise meets, or is 
likely to meet, the requirements of this section, but was developed by 
a panel that does not meet the requirements of subsection (b)(1)-(3), 
the Secretary may, at the request of the Governor and the State 
educational agency, treat that panel as meeting those requirements for 
all purposes of this title if the Secretary determines that there has 
been substantial public involvement in the development of the plan.

              secretary's review of applications; payments

    Sec. 307. (a) First Year.--The Secretary shall approve the State 
educational agency's initial year application under section 305(b) if 
the Secretary determines that--
            (1) it meets the requirements of this title; and
            (2) there is a substantial likelihood that the State will 
        be able to develop and implement an education improvement plan 
        that complies with section 306.
    (b) Second Through Fifth Years.--The Secretary shall approve the 
State educational agency's renewal application under section 305(c)(1) 
for years two through five only if--
            (1)(A) the Secretary has approved the State's improvement 
        plan under section 306(j); or
            (B) the Secretary determines that the State has made 
        substantial progress in developing its plan; and
            (2) the application meets the other requirements of this 
        title.
    (c) Payments.--For any fiscal year for which a State has an 
approved application under this title, the Secretary shall make a grant 
to the State educational agency in the amount determined under section 
304(b).

                           state use of funds

    Sec. 308. (a) First Year.--In the first year for which a State 
educational agency receives a grant under this title, the State--
            (1) shall use at least 50 per centum of such funds to make 
        subgrants, in accordance with section 309(a), to local 
        educational agencies for the development or implementation of 
        local improvement plans and to make subgrants, in accordance 
        with section 309(b), to improve educator preservice programs 
        and for professional development activities consistent with the 
        State plan, if the amount allocated to States under section 
        304(b) for such year is at least $100,000,000. The State may 
        use such funds for such subgrants if such amount is less than 
        $100,000,000; and
            (2) shall use the remainder of such funds to develop, 
        revise, expand, or implement an education improvement plan 
        described in section 306.
    (b) Succeeding Years.--A State that receives assistance under this 
title for any year after the first year of participation shall--
            (1) use at least 85 per centum of such assistance in each 
        succeeding year to make subgrants--
                    (A) to local educational agencies, in accordance 
                with section 309(a), for the implementation of the 
                State improvement plan and of local improvement plans; 
                and
                    (B) in accordance with section 309(b), to improve 
                educator preservice programs and for professional 
                development activities that are consistent with the 
                State improvement plan; and
            (2) shall use the remainder of such assistance for State 
        activities designed to implement its improvement plan, such 
        as--
                    (A) supporting the development or adoption of State 
                content and student performance standards, State 
                opportunity-to-learn standards, and assessment tools 
                linked to the standards, including through consortia of 
                States and in conjunction with the National Education 
                Standards and Improvement Council established under 
                part B of title II of this Act;
                    (B) supporting the implementation of high-
                performance management and organizational strategies, 
                such as site-based management, shared decisionmaking, 
                or quality management principles, to promote effective 
                implementation of such plan;
                    (C) supporting the development and implementation, 
                at the local educational agency and school building 
                level, of improved human resource development systems 
                for recruiting, selecting, mentoring, supporting, 
                evaluating, and rewarding educators;
                    (D) providing special attention to the needs of 
                minority and female students, including instructional 
                programs and activities that encourage such students in 
                elementary and secondary schools to aspire to enter and 
                complete higher education;
                    (E) supporting the development, at the State or 
                local level, of performance-based accountability and 
                incentive systems for schools;
                    (F) outreach to parents, tribal officials, 
                classroom teachers and other educators, and the public 
                related to education improvement;
                    (G) providing technical assistance and other 
                services to increase the capacity of local educational 
                agencies and schools to develop and implement local 
                systemic improvement plans, implement new assessments, 
                and develop curricula consistent with the State's 
                content and student performance standards;
                    (H) promoting public magnet schools, public 
                ``charter schools'', and other mechanisms for 
                increasing choice among public schools; and
                    (I) Collecting and analyzing data.
    (c) Limit on Administrative Costs.--In each year, a State may use 
not more than four per centum of its annual allotment under this title, 
or $100,000, whichever is greater, for administrative expenses, not 
including the activities of the panel established under section 
306(b)(1).

        subgrants for local reform and professional development

    Sec. 309. (a) Subgrants to Local Educational Agencies.--(1)(A) Each 
State educational agency shall make subgrants to local educational 
agencies under section 308(a)(1) and (b)(1)(A) through a competitive 
process.
    (B) Each subgrant shall be for a project of sufficient duration and 
of sufficient size, scope, and quality to carry out the purpose of this 
title effectively.
    (2) Each local educational agency wishing to receive a subgrant 
under this subsection shall submit an application to the State 
educational agency that--
            (A) is developed by a broad-based panel, appointed by the 
        local educational agency, that is representative of the racial, 
        language, ethnic, and socioeconomic diversity of the students 
        and community and includes teachers, parents, school 
        administrators, business representatives, and others, as 
        appropriate, and is approved by the local educational agency, 
        with any modifications the local educational agency deems 
        appropriate;
            (B) includes, not later than the beginning of the second 
        year for which assistance is sought, a comprehensive local plan 
        for districtwide education improvement, directed at enabling 
        all students to meet the State's challenging content and 
        student performance standards, including specific goals and 
        benchmarks, that is consistent with the State's improvement 
        plan (either approved or under development) and includes a 
        strategy for--
                    (i) ensuring that all students have a fair 
                opportunity to learn;
                    (ii) improving teaching and learning;
                    (iii) improving governance and management;
                    (iv) generating and maintaining parental and 
                community involvement; and
                    (v) expanding improvements throughout the local 
                educational agency;
            (C) describes how the local educational agency will 
        encourage and assist schools to develop comprehensive school 
        improvement plans that focus on helping all students reach 
        challenging content and student performance standards and that 
        address each element of the local educational agency's 
        improvement plan identified in subparagraph (B);
            (D) describes how the local educational agency will 
        implement specific programs aimed at ensuring improvements in 
        school readiness and the ability of students to learn 
        effectively at all grade levels by identifying the most 
        pressing needs facing students and their families with regard 
        to social services, health care, nutrition, and child care, and 
        entering into partnerships with public and private agencies to 
        increase the access of students and families to coordinated 
        services in a school setting or at a nearby site;
            (E) describes how the subgrant funds would be used by the 
        local educational agency, and the procedures to be used to make 
        funds available to schools in accordance with paragraph (4)(A);
            (F) identifies, with an explanation, any State or Federal 
        requirements that the local educational agency believes impede 
        educational improvement and that it requests be waived in 
        accordance with section 310, which requests shall promptly be 
        transmitted to the Secretary by the State educational agency; 
        and
            (G) contains such other information as the State 
        educational agency may reasonably require.
    (3) The panel appointed under paragraph (2)(A) shall, after 
approval of the local educational agency's application by the State 
educational agency, monitor the implementation and effectiveness of the 
local improvement plan in close consultation with teachers, principals, 
administrators, and parents from schools receiving funds under this 
title, to determine if revisions to the local plan should be 
recommended to the local educational agency. The panel shall make 
public its findings.
    (4)(A) A local educational agency that receives a subgrant under 
this subsection shall--
            (i) in the first year, use no more than 25 percent of those 
        funds to develop a local improvement plan or for any local 
        district activities approved by the State educational agency 
        that are reasonably related to carrying out the State or local 
        improvement plans, and not less than 75 per centum of such 
        funds to support individual school improvement initiatives 
        directly related to providing all students in the school the 
        opportunity to meet challenging State content and student 
        performance standards; and
            (ii) in subsequent years, use those funds for any 
        activities approved by the State educational agency that are 
        reasonably related to carrying out the State or local 
        improvement plans, except that at least 85 per centum of such 
        funds shall be made available to individual schools to develop 
        and implement comprehensive school improvement plans designed 
        to help all students meet challenging State content standards.
    (B) At least 50 per centum of the funds made available by a local 
educational agency to individual schools under this section in any 
fiscal year shall be made available to schools with a special need for 
such assistance, as indicated by a high number or percentage of 
students from low-income families, low student achievement, or other 
similar criteria developed by the local educational agency.
    (b) Subgrants for Preservice Teacher Education and Professional 
Development Activities.--(1) (A) Each State educational agency shall 
make subgrants to consortia of local educational agencies, institutions 
of higher education, private nonprofit organizations, or combinations 
thereof, under section 308(a)(1) and (b)(1) through a competitive, 
peer-reviewed process to--
            (i) improve preservice teacher education programs 
        consistent with the State plan; and
            (ii) support continuing, sustained professional development 
        activities for educators consistent with the State plan.
    (B)(i) In order to apply for a subgrant described in subparagraph 
(A)(i), a consortium must include at least one local educational agency 
and at least one institution of higher education.
            (ii) In order to apply for a subgrant described in 
        subparagraph (A)(ii), a consortium must include at least one 
        local educational agency.
    (2) A consortium that wishes to receive a subgrant under this 
subsection shall submit an application to the State educational agency 
that--
            (A) describes how the applicant will use the subgrant to 
        improve teacher preservice and school administrator education 
        programs or to implement educator professional development 
        activities consistent with the State plan;
            (B) identifies the criteria to be used by the applicant to 
        judge improvements in preservice education or the effects of 
        professional development activities consistent with the State 
        plan; and
            (C) contains any other information that the State 
        educational agency determines is appropriate.
    (3) A recipient of a subgrant under this subsection shall use the 
subgrant funds for activities supporting--
            (A) the improvement of preservice teacher education and 
        school administrator programs so that such programs equip 
        educators with the subject matter and pedagogical expertise 
        necessary for preparing all students to meet challenging 
        standards; or
            (B) the development and implementation of new and improved 
        forms of continuing and sustained professional development 
        opportunities for teachers, principals, and other educators at 
        the school or district level that equip educators with such 
        expertise, and with other knowledge and skills necessary for 
        leading and participating in continuous education improvement.
    (c) Special Award Rule.--(1) Each State educational agency shall 
award at least at 50 per centum of subgrant funds under subsection (a) 
in each fiscal year to local educational agencies that have a greater 
percentage or number of disadvantaged children than the statewide 
average percentage or number for all local educational agencies in the 
State.
    (2) The State educational agency may waive the requirement of 
paragraph (1) if it does not receive a sufficient number of 
applications to comply with such requirement.

            waivers of statutory and regulatory requirements

    Sec. 310. (a) General.--(1) Except as provided in subsection (c), 
the Secretary may waive any requirement of any statute listed in 
subsection (b) or of the regulations issued under such statute for a 
State educational agency, local educational agency, or school that 
requests such a waiver--
            (A) if, and only to the extent that, the Secretary 
        determines that such requirement impedes the ability of the 
        State, or of a local educational agency or school in the State, 
        to carry out the State or local education improvement plan;
            (B) if the State educational agency has waived, or agrees 
        to waive, similar requirements of State law; and
            (C) if, in the case of a Statewide waiver, the State 
        educational agency--
                    (i) provides all local educational agencies in the 
                State with notice and an opportunity to comment on the 
                State educational agency's proposal to seek a waiver; 
                and
                    (ii) submits the local educational agencies' 
                comments to the Secretary.
    (2) The Secretary shall act promptly on any such request.
    (3) Each such waiver shall be for a period not to exceed three 
years. The Secretary may extend such period if the Secretary determines 
that the waiver has been effective in enabling the State or affected 
local educational agencies to carry out their reform plans.
    (b) Included Programs.--The statutes subject to the waiver 
authority of this section are as follows:
            (1) Chapter 1 of title I of the Elementary and Secondary 
        Education Act of 1965, including the Even Start Act.
            (2) Part A of chapter 2 of title I of the Elementary and 
        Secondary Education Act of 1965.
            (3) The Dwight D. Eisenhower Mathematics and Science 
        Education Act (title II, part A of the Elementary and Secondary 
        Education Act of 1965).
            (4) The Emergency Immigrant Education Act of 1984 (title 
        IV, part D of the Elementary and Secondary Education Act of 
        1965).
            (5) The Drug-Free Schools and Communities Act of 1986 
        (title V of the Elementary and Secondary Education Act of 
        1965).
            (6) The Carl D. Perkins Vocational and Applied Technology 
        Education Act.
    (c) Waivers Not Authorized.--The Secretary may not waive any 
statutory or regulatory requirement of the programs listed in 
subsection (b) relating to--
            (1) maintenance of effort;
            (2) comparability of services;
            (3) the equitable participation of students attending 
        private schools;
            (4) parental participation and involvement; or
            (5) the distribution of funds to State or to local 
        educational agencies.
    (d) Termination of Waivers.--The Secretary shall periodically 
review the performance of any State, local educational agency, or 
school for which the Secretary has granted a waiver and shall terminate 
the waiver if he or she determines that the performance of the State, 
the local educational agency, or the school in the area affected by the 
waiver has been inadequate to justify a continuation of the waiver.

                            progress reports

    Sec. 311. (a)  State Reports to the Secretary.--Each State 
educational agency that receives funds under this title shall annually 
report to the Secretary--
            (1) on the State's progress in meeting its goals and plans;
            (2) on the State's proposed activities for the succeeding 
        year; and
            (3) in summary form, on the progress of local educational 
        agencies in meeting local goals and plans.
    (b) Secretary's Reports to Congress.--By April 30, 1996, and every 
two years thereafter, the Secretary shall submit a report to the 
Committee on Education and Labor of the House of Representatives and 
the Committee on Labor and Human Resources of the Senate describing the 
activities and outcomes of grants under--
            (1) section 219 of this Act, including--
                    (A) a description of the purpose, uses, and 
                technical merit of assessments evaluated with funds 
                under such section; and
                    (B) an analysis of the impact of such assessments 
                on the performance of students, particularly those of 
                different racial, gender, ethnic, or language groups; 
                and
            (2) this title, including a description of the effect of 
        waivers granted under section 310.

                          national leadership

    Sec. 312. (a) Activities Authorized.--From funds reserved each year 
under section 304(a)(2)(A), the Secretary may, directly or through 
grants or contracts--
            (1) provide technical assistance to States and local 
        educational agencies developing or implementing school 
        improvement plans, in a manner that ensures that each such 
        State has access to such assistance;
            (2) gather data on, conduct research on, and evaluate 
        systemic education improvement, including the programs 
        authorized by this title; and
            (3) disseminate research findings and other information on 
        systemic education improvement.
    (b) Reservation of Funds.--The Secretary shall use at least 50 per 
centum of the funds reserved each year under section 304(a)(2)(A) to 
make grants, consistent with those provisions of section 309(a) that 
the Secretary finds appropriate, to urban and rural local educational 
agencies with large numbers or concentrations of students who are 
economically disadvantaged or who have limited English proficiency, to 
assist those agencies develop and implement local school improvement 
plans.

 assistance to the outlying areas and to the secretary of the interior

    Sec. 313. (a) Outlying Areas.--(1) Funds reserved for the outlying 
areas under section 304(a)(1)(A) shall be made available to, and 
expended by, such areas, under such conditions and in such manner as 
the Secretary determines will best meet the purposes of this title.
            (2) The provisions of Public Law 95-134, permitting the 
        consolidation of grants to the insular areas, shall not apply 
        to funds received by such areas under this title.
    (b) Secretary of the Interior.--The funds reserved by the Secretary 
for the Secretary of the Interior under section 304(a)(1)(B) shall be 
made available to the Secretary of the Interior pursuant to an 
agreement between the Secretary and the Secretary of the Interior 
containing such terms and assurances, consistent with this title, as 
the Secretary determines will best achieve the purpose of this title.
    (c) Secretary of Defense.--The Secretary shall consult with the 
Secretary of Defense to ensure that, to the extent practicable, the 
purposes of this title are applied to the Department of Defense 
schools.

                TITLE IV--NATIONAL SKILL STANDARDS BOARD

                                purpose

    Sec. 401. It is the purpose of this title to stimulate the 
development and adoption of a voluntary national system of skill 
standards and certification to serve as a cornerstone of the national 
strategy to enhance workforce skills, and that can be used--
            (1) by the Nation, to ensure the development of a high 
        skills, high quality, high performance workforce, including the 
        most skilled front-line workforce in the world, and that will 
        result in increased productivity, economic growth and American 
        economic competitiveness;
            (2) by industries, as a vehicle for informing training 
        providers and prospective employees of skills necessary for 
        employment;
            (3) by employers, to assist in evaluating the skill levels 
        of prospective employees and to assist in the training of 
        current employees;
            (4) by labor organizations, to enhance the employment 
        security of workers by providing portable credentials and 
        skills;
            (5) by workers, to obtain certifications of their skills to 
        protect against dislocation, to pursue career advancement, and 
        to enhance their ability to reenter the workforce;
            (6) by students and entry level workers, to determine the 
        skill levels and competencies needed to be obtained in order to 
        compete effectively for high wage jobs;
            (7) by training providers and educators, to determine 
        appropriate training services to offer;
            (8) by Government, to protect the integrity of public 
        expenditures by ensuring that publicly-funded, employment-
        related training meets industry standards where they exist; and
            (9) to facilitate linkages between other components of the 
        workforce investment strategy, including school-to-work 
        transition and job training programs.

                    establishment of national board

    Sec. 402. (a) In General.--There is established a National Skill 
Standards Board (hereafter referred to in this title as the ``National 
Board'').
    (b) Composition.--
            (1) In general.--The National Board shall be composed of 28 
        members, appointed in accordance with paragraph (2), of whom--
                    (A) one member shall be the Secretary of Labor;
                    (B) one member shall be the Secretary of Education;
                    (C) one member shall be the Secretary of Commerce;
                    (D) one member shall be the Chairperson of the 
                National Education Standards and Improvement Council 
                established pursuant to title II of this Act;
                    (E) eight members shall be representatives of 
                business and industry selected from among individuals 
                recommended by business organizations and trade 
                associations;
                    (F) eight members shall be representatives of 
                organized labor selected from among individuals 
                recommended by recognized national labor federations; 
                and
                    (G) eight members shall be representatives of 
                educational institutions, technical associations, 
                community-based organizations and State governments who 
                have expertise in the area of education and training 
                and who have expertise that reflects a broad cross-
                section of occupations and industries.
            (2) Appointment.--The membership of the National Board 
        shall be appointed as follows:
                    (A) Twelve members (four from each class of members 
                described in subparagraphs (E), (F), and (G) of 
                paragraph (1)) shall be appointed by the President.
                    (B) Six members (two from each class of members 
                described in subparagraphs (E), (F), and (G) of 
                paragraph (1)) shall be appointed by the Speaker of the 
                House of Representatives, upon the recommendations of 
                the Majority and Minority Leaders of the House, 
                respectively.
                    (C) Six members (two from each class of members 
                described in subparagraphs (E), (F), and (G) of 
                paragraph (1)) shall be appointed by the President pro 
                tempore of the Senate, upon the recommendations of the 
                Majority and Minority Leaders of the Senate, 
                respectively.
            (3) Term.--Each member of the National Board appointed 
        under subparagraphs (E), (F), and (G) of paragraph (1) shall be 
        appointed for a term of four years, except that of the initial 
        members of the Board appointed under such paragraph, twelve 
        members shall be appointed for a term of three years (four from 
        each class of members described in subparagraphs (E), (F), and 
        (G) of paragraph (1), of whom two from each class shall be 
        appointed in accordance with paragraph (2)(A), one from each 
        class shall be appointed in accordance with paragraph (2)(B), 
        and one from each class shall be appointed in accordance with 
        paragraph (2)(C)), and twelve members shall be appointed for a 
        term of four years (four from each class of members described 
        in subparagraphs (E), (F), and (G) of paragraph (1), of whom 
        two from each class shall be appointed in accordance with 
        paragraph (2)(A), one from each class shall be appointed in 
        accordance with paragraph (2)(B), and one from each class shall 
        be appointed in accordance with paragraph (2)(C)).
    (c) Chairperson and Vice Chairpersons.--
            (1) Chairperson.--The Chairperson of the National Board 
        shall be elected biennially from among the members of the 
        National Board by a majority vote of such members.
            (2) Vice chairpersons.--The National Board shall annually 
        elect three Vice Chairpersons (each representing a different 
        one of the classes of members described in subparagraphs (E), 
        (F), and (G) of paragraph (1)) from among its members appointed 
        under paragraph (2), each of whom shall serve for a term of one 
        year.
    (d) Compensation and Expenses.--
            (1) Compensation.--Members of the National Board who are 
        not regular full-time employees of the United States Government 
        shall serve without compensation.
            (2) Expenses.--While away from their homes or regular 
        places of business on the business of the National Board, 
        members of such Board shall receive payment for necessary 
        travel expenses in accordance with subchapter I of chapter 57, 
        title 5, United States Code.
    (e) Executive Director and Staff.--The Chairperson of the National 
Board shall appoint an Executive Director, who shall be compensated at 
a rate determined by the National Board that shall not exceed the rate 
of pay for level V of the Executive Schedule under section 5316 of 
title 5, United States Code, and who may appoint such staff as is 
necessary in accordance with title 5, United States Code.
    (f) Gifts.--The National Board is authorized, in carrying out this 
title, to accept, purchase, or lease, and employ or dispose of in 
furtherance of the purposes of this title, any money or property, real, 
personal, or mixed, tangible or intangible, received by gift, devise, 
bequest, or otherwise, and to accept voluntary and uncompensated 
services notwithstanding the provisions of section 1342 of title 31, 
United States Code.
    (g) Agency Support.--
            (1) Use of facilities.--The National Board may use the 
        research, equipment, services and facilities of any agency or 
        instrumentality of the United States with the consent of such 
        agency or instrumentality.
            (2) Staff of federal agencies.--Upon the request of the 
        National Board, the head of any department or agency of the 
        United States may detail to the National Board, on a 
        reimbursable basis, any of the personnel of such department or 
        agency to assist the National Board in carrying out this title.

                    functions of the national board

    Sec. 403. (a) Identification of Occupations.--The National Board 
shall identify broad clusters of major occupations that involve one or 
more than one industry in the United States.
    (b) Development of Skill Standards.--With respect to each broadly 
based occupational cluster identified pursuant to subsection (a), the 
National Board shall encourage, promote, and assist in the voluntary 
development and adoption by the groups described in subsection (c) of--
            (1) skill standards, which at a minimum--
                    (A) take into account, to the extent practicable, 
                standards used in other countries and international 
                standards;
                    (B) take into account content and performance 
                standards certified pursuant to title II of this Act;
                    (C) take into account the requirements of high 
                performance work organizations;
                    (D) are in a form that allows for regular updating 
                to take into account advances in technology or other 
                developments within the occupational cluster;
                    (E) are formulated in such a manner that the 
                attainment of such standards is likely to meet the 
                requirements for transferable credit and enable a 
                student, trainee, or employee to continue education and 
                training, with a special emphasis on transferability 
                among firms and labor markets; and
                    (F) are not discriminatory with respect to race, 
                gender, age, ethnicity, disability or national origin;
            (2) a system of assessment and certification of the 
        attainment of skill standards developed pursuant to paragraph 
        (1), which at a minimum shall--
                    (A) take into account, to the extent practicable, 
                methods of assessment and certification used in other 
                countries;
                    (B) utilize a variety of evaluation techniques, 
                such as oral and written evaluations, portfolio 
                assessments and, where appropriate, performance tests;
                    (C) include methods for validating the fairness and 
                effectiveness of the assessment and certification 
                system; and
                    (D) utilize certification techniques that are 
                designed to avoid disparate impacts (which, for the the 
                purposes of this subparagraph, means substantially 
                different rates of certification) against individuals 
                based on race, gender, age, ethnicity, disability or 
                national origin;
            (3) a system to evaluate the implementation of the skill 
        standards, and assessment and certification systems developed 
        pursuant to this subsection;
            (4) a system to promote the use of and disseminate 
        information relating to skill standards, and assessment and 
        certification systems developed pursuant to this subsection; 
        and
            (5) a system to periodically revise and update the skill 
        standards, and assessment and certification systems developed 
        pursuant to this subsection, which will take into account 
        changes in standards in other countries.
    (c) Participation of Representatives.--(1) In order to carry out 
subsection (b), the National Board shall invite and obtain the full and 
balanced participation of--
            (A) representatives of business and industry who have 
        expertise in the area of workforce skill requirements, 
        including representatives of large and small employers, 
        recommended by national business organizations and trade 
        associations representing employers in the occupation or 
        industry for which a standard is being developed, and 
        representatives of trade associations that have received 
        demonstration grants from the Department of Labor or the 
        Department of Education to establish skill standards prior to 
        the enactment of this title;
            (B) employee representatives who have expertise in the area 
        of workforce skill requirements and who shall be--
                    (i) individuals recommended by recognized national 
                labor organizations representing employees in the 
                occupation or industry for which a standard is being 
                developed; and
                    (ii) such other individuals who are nonmanagerial 
                employees with significant experience and tenure in 
                such occupation or industry as are appropriate given 
                the nature and structure of employment in the 
                occupation or industry; and
            (C) representatives of educational institutions, including 
        representatives of high schools, technical and trade schools, 
        junior and community colleges, and four-year postsecondary 
        institutions, and representatives of technical associations, 
        community-based organizations, State governments, State 
        agencies with jurisdiction over education, employment and 
        training, and other policy development organizations with 
        expertise in the area of workforce skill requirements.
    (2) The National Board may supplement the invitations and 
participation provided for in paragraph (1) by inviting and soliciting 
the participation of such other individuals as the National Board deems 
to be independent, qualified experts in their fields.
    (d) Endorsement of Standards.--The National Board shall endorse 
those skill standards, assessment and certification systems and systems 
for evaluating, disseminating and updating such standards and 
assessment and certification systems described in subsection (b), that 
the National Board determines, after public review and comment, meet 
the requirements of this section and are appropriate for the industry 
or occupation.
    (e) Limitations.--The National Board shall not carry out the 
requirements of subsections (b), (c) or (d) with respect to any 
occupation or trade within the construction industry for which 
recognized apprenticeship standards have been jointly developed by 
labor and management representatives and are being actively used for 
training workers in such occupation or trade unless labor and 
management representatives of such occupation or trade and 
representatives of certified apprenticeship programs within such 
occupation or trade jointly request the assistance of the National 
Board.
    (f) Coordination.--The National Board shall establish cooperative 
arrangements with the National Education Standards and Improvement 
Council to promote the coordination of the development of skill 
standards under this title with the development of content and 
performance standards under title II of this Act.
    (g) Additional Duties.--In order to support the activities 
described in subsection (b), the National Board shall--
            (1) conduct workforce research relating to skill standards 
        and make such research available to the public, including the 
        representatives described in subsection (c);
            (2) identify and maintain a catalog of skill standards used 
        by other countries and by States and leading firms and 
        industries in the United States;
            (3) serve as a clearinghouse to facilitate the sharing of 
        information on the development of skill standards and other 
        relevant information among representatives of occupations and 
        industries identified pursuant to subsection (a);
            (4) develop a common nomenclature relating to skill 
        standards;
            (5) encourage the development and adoption, in accordance 
        with the participation requirements of subsection (c), of 
        curricula and training materials, for attaining the skill 
        standards developed pursuant to subsection (b), that include 
        structured work experiences and related study programs leading 
        to progressive levels of professional and technical 
        certification;
            (6) provide appropriate technical assistance; and
            (7) develop long-term strategic plans relating to the 
        development and utilization of skill standards.
    (h) Financial Assistance.--From funds appropriated pursuant to 
section 406, the Secretary of Labor may award grants and enter into 
contracts and cooperative arrangements that are requested by the 
National Board for the purposes of carrying out this title.

                               deadlines

    Sec. 404. No later than December 31, 1995, the National Board 
shall--
            (1) identify occupational clusters pursuant to section 
        403(a) representing a substantial portion of the workforce; and
            (2) ensure the development of an initial set of skill 
        standards in accordance with section 403(b) for such clusters, 
        to be updated as appropriate.

                                reports

    Sec. 405. The National Board shall submit to the President and the 
Congress in each fiscal year a report on the activities conducted under 
this title, including the extent to which skill standards have been 
adopted by employers, training providers, and other entities and the 
effectiveness of such standards in accomplishing the purposes described 
in section 401.

                    authorization of appropriations

    Sec. 406. (a) In General.--There are authorized to be appropriated 
$15,000,000 for fiscal year 1994 and such sums as may be necessary for 
each of fiscal years 1995 through 1999 to carry out this title.
    (b) Availability.--Amounts appropriated pursuant to subsection (a) 
shall remain available until expended.

                         TITLE V--MISCELLANEOUS

                              definitions

    Sec. 501. As used in this Act--
            (1) the term ``content standards'' means broad descriptions 
        of the knowledge and skills students should acquire in a 
        particular subject area;
            (2) the term ``Governor'' means the chief executive of the 
        State;
            (3) the terms ``local educational agency'' and ``State 
        educational agency'' have the meaning given those terms in 
        section 1471 of the Elementary and Secondary Education Act of 
        1965;
            (4) the term ``outlying areas'' means Guam, American Samoa, 
        the Virgin Islands, the Commonwealth of the Northern Mariana 
        Islands, and Palau (until the effective date of the Compact of 
        Free Association with the Government of Palau);
            (5) the term ``performance standards'' means concrete 
        examples and explicit definitions of what students have to know 
        and be able to do to demonstrate that they are proficient in 
        the skills and knowledge framed by content standards;
            (6) the term ``school'' means a school that is under the 
        authority of the State educational agency and a local 
        educational agency or, for the purpose of carrying out section 
        313(b), a school that is operated or funded by the Bureau of 
        Indian Affairs;
            (7) the term ``Secretary'', except where used in title IV, 
        means the Secretary of Education; and
            (8) the term ``State'' means each of the fifty States, the 
        District of Columbia, and the Commonwealth of Puerto Rico.

                               limitation

    Sec. 502. No funds provided under titles II or III of this Act 
shall be used to undertake assessments that will be used to make 
decisions regarding the graduation, grade promotion, or retention of 
students for five years from the date of enactment of this Act.

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