[Congressional Bills 106th Congress]
[From the U.S. Government Publishing Office]
[H.R. 2505 Introduced in House (IH)]







106th CONGRESS
  1st Session
                                H. R. 2505

  To amend the Elementary and Secondary Education Act of 1965 and the 
National Education Statistics Act of 1994 to ensure that elementary and 
secondary schools prepare girls to compete in the 21st century, and for 
                            other purposes.


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                             July 14, 1999

Mr. Kildee (for himself, Mrs. Johnson of Connecticut, Ms. Woolsey, Mrs. 
   Morella, Mrs. Maloney of New York, Mr. Clay, Mr. George Miller of 
  California, Mr. Martinez, Mrs. Mink of Hawaii, Mrs. McCarthy of New 
York, Ms. Sanchez, Ms. DeLauro, Mrs. Lowey, Mr. Hoyer, Ms. Pelosi, Ms. 
  Millender-McDonald, Ms. Kilpatrick, Mrs. Capps, Ms. Norton, and Ms. 
   Baldwin) introduced the following bill; which was referred to the 
                Committee on Education and the Workforce

_______________________________________________________________________

                                 A BILL


 
  To amend the Elementary and Secondary Education Act of 1965 and the 
National Education Statistics Act of 1994 to ensure that elementary and 
secondary schools prepare girls to compete in the 21st century, and for 
                            other purposes.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Educating America's Girls Act''.

SEC. 2. EDUCATION TECHNOLOGY.

    (a) Teacher Technology Training Amendments.--
            (1) Statement of purpose for title i.--Section 1001(d)(4) 
        of the Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 6301(d)(4)) is amended by inserting ``, giving attention 
        to the role technology can play in professional development and 
        improved teaching and learning'' before the semicolon.
            (2) School improvement.--Section 1116(c)(3) of such Act (20 
        U.S.C. 6317(c)(3)) is amended by adding at the end the 
        following:
                    ``(D) In carrying out professional development 
                under this paragraph a school shall give attention to 
                professional development that incorporates technology 
                used to improve teaching and learning.''.
            (3) Professional development activities.--Section 1119(b) 
        of such Act (20 U.S.C. 6320(b)) is amended--
                    (A) in paragraph (1)--
                            (i) in subparagraph (D), by striking 
                        ``and'' after the semicolon;
                            (ii) in subparagraph (E), by striking the 
                        period and inserting ``; and''; and
                            (iii) by adding at the end the following:
                    ``(F) include instruction in the use of 
                technology.''; and
                    (B) in paragraph (2)--
                            (i) by striking subparagraph (D); and
                            (ii) by redesignating subparagraphs (E) 
                        through (I) as subparagraphs (D) through (H), 
                        respectively.
            (4) Purposes for title ii.--Section 2002(2) of such Act (20 
        U.S.C. 6602(2)) is amended--
                    (A) in subparagraph (E), by striking ``and'' after 
                the semicolon;
                    (B) in subparagraph (F), by striking the period and 
                inserting ``; and''; and
                    (C) by adding at the end the following:
                    ``(G) uses technology to enhance the teaching and 
                learning process.''.
            (5) National teacher training project.--Section 2103(b)(2) 
        of such Act (20 U.S.C. 6623(b)(2)) is amended by adding at the 
        end the following:
                    ``(J) Technology.''.
            (6) Local plan and application for improving teaching and 
        learning.--Section 2208(d)(1)(F) of such Act (20 U.S.C. 
        6648(d)(1)(F)) is amended by inserting ``, technologies,'' 
        after ``strategies''.
            (7) Authorized activities.--Section 2210(b)(2)(C) of such 
        Act (20 U.S.C. 6650(b)(2)(C)) is amended by striking ``and 
        practices'' and inserting ``practices, and technologies''.
            (8) Higher education activities.--Section 2211(a)(1)(C) of 
        such Act (20 U.S.C. 6651(a)(1)(C)) is amended by inserting ``, 
        including technological innovation,'' after ``innovation''.
            (9) Special consideration for titles i, ii, and iii.--Part 
        E of title XIV of such Act (20 U.S.C. 8891 et seq.) is amended 
        by adding at the end the following:

``SEC. 14515. SPECIAL CONSIDERATION FOR TITLES I, II, AND III.

    ``In carrying out titles I, II, and III the Secretary shall take 
into special consideration the different learning styles and different 
exposures to technology for girls, students with disabilities, and 
students with limited English proficiency.''.
    (b) Technology for Education.--
            (1) Local applications.--Section 3135 of such Act (20 
        U.S.C. 6845) is amended--
                    (A) in paragraph (1)--
                            (i) by redesignating subparagraphs (C) 
                        through (H) as subparagraphs (D) through (I), 
                        respectively;
                            (ii) by inserting after subparagraph (B) 
                        the following:
                    ``(C) an explanation of how the local educational 
                agency will take into special consideration the 
                different learning styles and different exposures to 
                technology for girls, students with disabilities, and 
                students with limited English proficiency;''; and
                            (iii) in subparagraph (F) (as redesignated 
                        in clause (i)), by inserting ``, including 
                        those resources that will take into special 
                        consideration the different learning styles and 
                        different exposures to technology for girls, 
                        students with disabilities, and students with 
                        limited English proficiency'' before the 
                        semicolon;
                    (B) in paragraph (3)(B), by inserting ``that takes 
                into special consideration the different learning 
                styles and different exposures to technology for girls, 
                students with disabilities, and students with limited 
                English proficiency'' after ``technology''; and
                    (C) in paragraph (4)--
                            (i) in subparagraph (A), by striking 
                        ``and'' after the semicolon;
                            (ii) by redesignating subparagraph (B) as 
                        subparagraph (C); and
                            (iii) by inserting after subparagraph (A) 
                        the following:
                    ``(B) will take into special consideration the 
                different learning styles and different exposures to 
                technology for girls, students with disabilities, and 
                students with limited English proficiency; and''.
            (2) National challenge grants.--Section 3136 of such Act 
        (20 U.S.C. 6846) is amended--
                    (A) in subsection (a), by adding after paragraph 
                (2) the following:
            ``(3) Special consideration.--In awarding grants under this 
        section, the Secretary shall take into special consideration 
        the different learning styles and different exposures to 
        technology for girls, students with disabilities, and students 
        with limited English proficiency.''; and
                    (B) in subsection (c)--
                            (i) by redesignating paragraphs (3), (4), 
                        and (5) as paragraphs (4), (5), and (6), 
                        respectively;
                            (ii) by inserting after paragraph (2) the 
                        following:
            ``(3) the project will take into special consideration the 
        different learning styles and different exposures to technology 
        for girls, students with disabilities, and students with 
        limited English proficiency;''; and
                            (iii) in paragraph (5) (as redesignated by 
                        clause (i)), by inserting ``for girls, students 
                        with disabilities, and students with limited 
                        English proficiency'' after ``subsection''.
            (3) Regional technical support and professional 
        development.--Section 3141(b) of such Act (20 U.S.C. 6861(b)) 
        is amended--
                    (A) in paragraph (1)(B), by striking ``Goals and'' 
                and inserting ``Goals, that promote equitable teaching 
                methods, techniques, and practices for girls, students 
                with disabilities, and students with limited English 
                proficiency, and that''; and
                    (B) in paragraph (2)--
                            (i) in subparagraph (B)--
                                    (I) by redesignating clauses (ii) 
                                and (iii) as clauses (iii) and (iv), 
                                respectively; and
                                    (II) by inserting after clause (i) 
                                the following:
                            ``(ii) provide equitable teaching methods, 
                        techniques and practices for girls, students 
                        with disabilities, and students with limited 
                        English proficiency, based on established 
                        research;''; and
                            (ii) in subparagraph (E), by inserting ``, 
                        including girls, students with disabilities, 
                        and students with limited English proficiency'' 
                        after ``region''.
            (4) Educational technology product development.--Section 
        3151 of such Act (20 U.S.C. 6871) is amended--
                    (A) in subsection (b)(5)--
                            (i) by redesignating subparagraphs (E), 
                        (F), (G), (H), and (I) as subparagraphs (F), 
                        (G), (H), (I), and (J), respectively; and
                            (ii) by inserting after subparagraph (D) 
                        the following:
                    ``(E) take into special consideration the different 
                learning styles and different exposures to technology 
                for girls, students with disabilities, and students 
                with limited English proficiency;'';
                    (B) by redesignating subsections (c) and (d) as 
                subsections (d) and (e), respectively; and
                    (C) by inserting after subsection (b) the 
                following:
    ``(c) Special Consideration.--In approving grants under this 
section, the Secretary shall take into special consideration the 
different learning styles and different exposures to technology for 
girls, students with disabilities, and students with limited English 
proficiency.''.
            (5) Star schools grants.--Section 3204(a)(2) of such Act 
        (20 U.S.C. 6894(a)(2)) is amended by inserting ``that takes 
        into special consideration the different learning styles and 
        different exposures to technology for girls, students with 
        disabilities, and students with limited English proficiency'' 
        after ``programming''.
    (c) Fund for the Improvement of Education.--Section 10101(b)(1)(M) 
of such Act (20 U.S.C. 8001(b)(1)(M)) is amended by inserting ``, and 
programs designed to promote education technology that take into 
special consideration the different learning styles and different 
exposures to technology for girls, students with disabilities, and 
students with limited English proficiency,'' after ``gender equity in 
education''.

SEC. 3. TEACHER TRAINING IN TECHNOLOGY.

    (a) Purpose.--It is the purpose of this section to assist consortia 
of public and private entities in carrying out projects that prepare 
prospective elementary school and secondary school teachers to use 
advanced technology to foster learning environments conducive to 
preparing all students to achieve to challenging State and local 
content and student performance standards.
    (b) Program Authority.--
            (1) In general.--The Secretary, through the Office of 
        Educational Technology, is authorized to award grants to and 
        enter into contracts or cooperative agreements with eligible 
        consortia to assist the eligible consortia in developing or 
        redesigning teacher preparation programs that enable 
        prospective elementary school and secondary school teachers to 
        use technology effectively in their classrooms. The Secretary 
        shall award the grants, contracts and cooperative agreements on 
        a competitive basis.
            (2) Period of award.--The Secretary may award grants and 
        enter into contracts or cooperative agreements under this 
        section for a period of not more than 5 years.
    (c) Eligibility.--
            (1) Definition of eligible consortium.--In this section, 
        the term ``eligible consortium'' means a consortium that 
        includes--
                    (A) at least 1 institution of higher education that 
                offers a baccalaureate degree and prepares elementary 
                school and secondary school teachers for their initial 
                entry into teaching;
                    (B) at least 1 State educational agency or local 
                educational agency; and
                    (C) may include 1 of the following entities:
                            (i) an institution of higher education 
                        (other than the institution described in 
                        subparagraph (A));
                            (ii) a school or department of education at 
                        an institution of higher education;
                            (iii) a school or college of arts and 
                        sciences at an institution of higher education; 
                        and
                            (iv) a professional association, 
                        foundation, museum, library, for-profit 
                        business, public or private nonprofit 
                        organization, community-based organization, or 
                        other entity with the capacity to contribute to 
                        the technology-related reform of teacher 
                        preparation programs.
            (2) Application requirements.--In order to receive a grant 
        or enter into a contract or cooperative agreement under this 
        section, an eligible consortium shall submit an application to 
        the Secretary at such time, in such manner and containing such 
        information as the Secretary may require. The application shall 
        include--
                    (A) a description of the proposed project, 
                including how the project will ensure that individuals 
                participating in the project will be prepared to use 
                technology to create learning environments conducive to 
                preparing all students to achieve to challenging State 
                and local content and student performance standards;
                    (B) a demonstration of--
                            (i) the commitment, including the financial 
                        commitment, of each of the members of the 
                        eligible consortium; and
                            (ii) the active support of the leadership 
                        of each member of the eligible consortium for 
                        the proposed project;
                    (C) a description of how each member of the 
                eligible consortium will be included in project 
                activities;
                    (D) a description of how the project will continue 
                after the Federal funding awarded under this section 
                terminates; and
                    (E) a plan for the evaluation of the project, which 
                shall include benchmarks to monitor progress toward 
                specific project objectives.
            (3) Matching requirements.--
                    (A) In general.--The Federal share of the cost of 
                any project funded under this section shall not exceed 
                50 percent. Except as provided in subparagraph (B), the 
                non-Federal share of such project may be in cash or in 
                kind, fairly evaluated, including services.
                    (B) Acquisition of equipment.--Not more than 10 
                percent of the funds awarded for a project under this 
                section may be used to acquire equipment, networking 
                capabilities or infrastructure, and the non-Federal 
                share of the cost of any such acquisition shall be in 
                cash.
    (d) Uses of Funds.--
            (1) Required uses.--An eligible consortium shall use funds 
        provided under this section for--
                    (A) creating projects that enable prospective 
                teachers to use advanced technology to create learning 
                environments conducive to preparing all students to 
                achieve to challenging State and local content and 
                student performance standards; and
                    (B) evaluating the effectiveness of the project.
            (2) Permissible uses.--An eligible consortium may use funds 
        provided under this section for activities that carry out the 
        purpose of this section, such as--
                    (A) developing and implementing high-quality 
                teacher preparation programs that enable elementary 
                school and secondary school teachers to--
                            (i) learn the full range of resources that 
                        can be accessed through the use of technology;
                            (ii) integrate a variety of technologies 
                        into the classroom in order to expand students' 
                        knowledge;
                            (iii) evaluate educational technologies and 
                        their potential for use in instruction; and
                            (iv) help students develop their own 
                        technical skills and digital learning 
                        environments;
                    (B) developing alternative teacher development 
                paths that provide elementary schools and secondary 
                schools with well-prepared, technology-proficient 
                educators, that have demonstrated such proficiency;
                    (C) developing performance-based standards and 
                aligned assessments to measure the capacity of 
                prospective teachers to use technology effectively in 
                their classrooms;
                    (D) providing technical assistance to other teacher 
                preparation programs;
                    (E) developing and disseminating resources and 
                information in order to assist institutions of higher 
                education to prepare teachers to use technology 
                effectively in their classrooms; and
                    (F) acquiring equipment, networking capabilities, 
                and infrastructure to carry out the project.
    (e) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this subsection $75,000,000 for fiscal year 
2000 and such sums as may be necessary for each of the 4 succeeding 
fiscal years.

SEC. 4. GETTING OUR GIRLS READY FOR THE 21ST CENTURY GRANTS.

    Part A of title III of the Elementary and Secondary Act of 1965 is 
amended by adding at the end the following new subpart:

                     ``Subpart 5--Grants to Schools

``SEC. 3161. SHORT TITLE.

    ``This subpart may be cited as the `Getting Our Girls Ready for the 
21st Century Act (Go Girl Act)'.

``SEC. 3162. FINDINGS.

    ``Congress finds the following:
            ``(1) Women have historically been underrepresented in 
        mathematics, science, and technology occupations.
            ``(2) Female students take fewer high-level mathematics and 
        science courses in high school than male students.
            ``(3) Female students take far fewer advanced computer 
        classes and tend to take only the basic data entry and word 
        processing classes compared to courses that male students take.
            ``(4) Female students earn fewer bachelors, masters, and 
        doctoral degrees in mathematics, science, and technology than 
        male students.
            ``(5) Early career exploration is key to choosing a career.
            ``(6) Teachers' attitudes, methods of teaching, and 
        classroom atmosphere affect females' interest in nontraditional 
        fields.
            ``(7) Stereotypes about appropriate careers for females, a 
        lack of female role models, and a lack of basic career 
        information significantly deters girls' interest in 
        mathematics, science, and technology careers.
            ``(8) Females consistently rate themselves significantly 
        lower than males in computer ability.
            ``(9) By the year 2000, 65 percent of all jobs will require 
        technological skills.
            ``(10) Limited access is a hurdle faced by females seeking 
        jobs in mathematics, science, and technology.
            ``(11) Common recruitment and hiring practices make 
        extensive use of traditional networks that often overlook 
        females.

``SEC. 3163. PROGRAM AUTHORITY.

    ``(a) In General.--The Secretary is authorized to provide grants to 
and enter into contracts or cooperative agreements with local 
educational agencies to provide subgrants to elementary and secondary 
schools to encourage the ongoing interest of girls in science, 
mathematics, and technology and to prepare girls to pursue 
undergraduate and graduate degrees and careers in science, mathematics, 
or technology.
    ``(b) Application.--
            ``(1) In general.--To be eligible to receive a grant under 
        this subpart, a local educational agency shall submit an 
        application to the Secretary at such time, in such form, and 
        containing such information as the Secretary may reasonably 
        require.
            ``(2) Contents.--The application referred to in paragraph 
        (1) shall contain, at a minimum, the following:
                    ``(A) A specific program description, including the 
                content of the program and the research and models used 
                to design the program.
                    ``(B) A description of the collaboration between 
                elementary and secondary schools to fulfill goals of 
                the program.
                    ``(C) An explanation regarding the recruitment and 
                selection of participants.
                    ``(D) A description of the instructional and 
                motivational activities planned to be used.
                    ``(E) An evaluation plan.

``SEC. 3164. ELEMENTARY SCHOOL PROGRAM.

    ``(a) Selection.--Local educational agencies shall select 
elementary schools to provide services that--
            ``(1) encourage girls in grades 4 and higher to enjoy and 
        pursue studies in science, mathematics, and technology;
            ``(2) acquaint girls in grades 4 and higher with careers in 
        science, mathematics, and technology; and
            ``(3) educate the parents of girls in grades 4 and higher 
        about the difficulties faced by girls to maintain an interest 
        and desire to achieve in science, mathematics, and technology 
        and enlist the help of the parents in overcoming these 
        difficulties.
    ``(b) Uses of Funds.--An elementary school that receives a subgrant 
under this subpart may use such funds for the following:
            ``(1) Tutoring in reading, science, mathematics, and 
        technology.
            ``(2) Mentoring relationships, both in-person and through 
        the Internet.
            ``(3) To pay the costs of attending events and academic 
        programs in science, mathematics, and technology.
            ``(4) After-school activities designed to encourage the 
        interest of girls in grades 4 and higher in science, 
        mathematics, and technology.
            ``(5) Summer programs designed to encourage interest in and 
        develop skills in science, mathematics, and technology.
            ``(6) Purchasing software designed for girls, or designed 
        to encourage girls' interest in science, mathematics, and 
        technology.
            ``(7) Field trips to locations that educate and encourage 
        girls' interest in science, mathematics, and technology.
            ``(8) Field trips to locations that acquaint girls with 
        careers in science, mathematics, and technology.
            ``(9) Purchasing and disseminating information to parents 
        of girls in grades 4 and higher that will help parents to 
        encourage their daughters' interest in science, mathematics, 
        and technology.

``SEC. 3165. SECONDARY SCHOOL PROGRAM.

    ``(a) Subgrants to Secondary Schools.--Local educational agencies 
shall select secondary schools to provide services that--
            ``(1) encourage girls in grades 9 and higher to major in 
        science, mathematics, and technology in a postsecondary 
        institution;
            ``(2) provide academic advice and assistance in high school 
        course selection;
            ``(3) encourage girls in grades 9 and higher to plan for 
        careers in science, mathematics, and technology; and
            ``(4) educate the parents of girls in grades 9 and higher 
        about the difficulties faced by girls to maintain an interest 
        and desire to achieve in science, mathematics, and technology 
        and enlist the help of the parents in overcoming these 
        difficulties.
    ``(b) Uses of Funds.--A secondary school that receives a subgrant 
under this subpart may use such funds for the following:
            ``(1) Tutoring in science, mathematics, and technology.
            ``(2) Mentoring relationships, both in-person and through 
        the Internet.
            ``(3) To pay the costs of attending events and academic 
        programs in science, mathematics, and technology.
            ``(4) To pay 50 percent of the cost of an internship in 
        science, mathematics, or technology.
            ``(5) After-school activities designed to encourage the 
        interest of girls in grades 9 and higher in science, 
        mathematics, and technology, including the cost of that portion 
        of a staff salary to supervise these activities.
            ``(6) Summer programs designed to encourage interest in and 
        develop skills in science, mathematics, and technology.
            ``(7) Purchasing software designed for girls, or designed 
        to encourage girls' interest in science, mathematics, and 
        technology.
            ``(8) Field trips to locations that educate and encourage 
        girls' interest in science, mathematics, and technology.
            ``(9) Field trips to locations that acquaint girls with 
        careers in science, mathematics, and technology.
            ``(10) Visits to institutions of higher education to 
        acquaint girls with college-level programs in science, 
        mathematics, or technology, and to meet with educators and 
        female college students who will encourage them to pursue 
        degrees in science, mathematics, and technology.

``SEC. 3166. DEFINITIONS.

    ``In this subpart:
            ``(1) The term `local educational agency' has the same 
        meaning given such term in section 14101 of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 8801), except that 
        in the case of Hawaii, the District of Columbia, and the 
        Commonwealth of Puerto Rico, the term `local educational 
        agency' shall be deemed to mean the State educational agency.
            ``(2) The term `Secretary' means the Secretary of 
        Education.

``SEC. 3167. AUTHORIZATION OF APPROPRIATIONS.

    ``For the purpose of making grants and contracts under this 
subpart, there are authorized to be appropriated $50,000,000 for fiscal 
year 2000 and such sums as may be necessary for each of the 4 
succeeding fiscal years.''.

SEC. 5. SCHOOL SAFETY FOR GIRLS.

    (a) Sexual Harassment Prevention Training Grants.--
            (1) Short title.--This subsection may be cited as the 
        ``Sexual Harassment Prevention Training Grants Act''.
            (2) Findings.--Congress makes the following findings:
                    (A) Sexual harassment in schools is an illegal form 
                of discrimination on the basis of sex banned under 
                title IX of the Education Amendment of 1972.
                    (B) The vast majority of secondary school students 
                experience some form of sexual harassment.
                    (C) Girls are disproportionately affected by sexual 
                harassment.
                    (D) The American Association of University Women 
                Educational Foundation's 1993 survey of 8th through 
                11th grade students on sexual harassment in schools, 
                entitled ``Hostile Hallways'', found that--
                            (i) 85 percent of girls experienced some 
                        form of sexual harassment;
                            (ii) 65 percent of girls who have been 
                        harassed were harassed in the classroom; and
                            (iii) 81 percent of girls who have been 
                        harassed do not report the harassment to 
                        adults.
                    (E) A 1996 University of Michigan study showed that 
                sexual harassment can result in academic problems such 
                as paying less attention in class. The study found 
                that--
                            (i) 33 percent of girls do not want to go 
                        to school at all due to the stress and anxiety 
                        the girls suffer as a result of sexual 
                        harassment; and
                            (ii) nearly 1 in 4 girls report that 
                        harassment caused the girls to stay home from 
                        school or cut a class.
                    (F) Schools have not responded well to the issue of 
                sexual harassment.
                    (G) Few schools have or effectively enforce sexual 
                harassment policies.
                    (H) The least progress has been made in the area of 
                sexual harassment compared to any other gender equity 
                issue in education.
            (3) Statement of purposes.--It is the purpose of this 
        subsection to--
                    (A) train teachers and administrators in 
                identifying and preventing sexual harassment; and
                    (B) reduce the incidence of sexual harassment in 
                elementary schools and secondary schools.
            (4) Program authority; authorization of appropriations.--
                    (A) Program authority.--The Secretary is authorized 
                to carry out a program of awarding grants to eligible 
                grant recipients to enable the eligible grant 
                recipients to train teachers and administrators in 
                identifying and preventing sexual harassment.
                    (B) Eligible grant recipients.--The Secretary is 
                authorized to award grants under this section to State 
                educational agencies, local educational agencies, or 
                other private and public agencies and organizations for 
                the planning, developing, or carrying out the 
                activities described in paragraph (1).
                    (C) Authorization of appropriations.--There are 
                authorized to be appropriated to carry out this 
                subsection $10,000,000 for fiscal year 2000, and such 
                sums as may be necessary for each of the 4 succeeding 
                fiscal years.
    (b) ESEA Amendments.--Title IV of such Act (20 U.S.C. 7101 et seq.) 
is amended--
            (1) in section 4113(d)(2)(C)(ii) (20 U.S.C. 
        7113(d)(2)(C)(ii))--
                    (A) in subclause (VIII), by striking ``and'' after 
                the semicolon;
                    (B) in subclause (IX), by striking the period and 
                inserting ``; and''; and
                    (C) by adding at the end the following:
                                    ``(X) high rates of reported 
                                incidences of sexual harassment and 
                                abuse.'';
            (2) in section 4114(c) (20 U.S.C. 7114(c))--
                    (A) by redesignating paragraphs (10), (11), and 
                (12) as paragraphs (11), (12), and (13), respectively; 
                and
                    (B) by inserting after paragraph (9) the following:
            ``(10) developing and implementing strategies and programs 
        to greatly reduce the incidence of sexual harassment and abuse 
        and to encourage positive and respectful interactions between 
        girls and boys;'';
            (3) in section 4116(a)(1) (20 U.S.C. 7116(a)(1))--
                    (A) in subparagraph (B), by striking ``and'' after 
                the semicolon;
                    (B) by redesignating subparagraph (C) as 
                subparagraph (D); and
                    (C) by inserting after subparagraph (B) the 
                following:
                    ``(C) greatly reduce the incidence of sexual 
                harassment and abuse; and''; and
            (4) in section 4117(a)(2)(A) (20 U.S.C. 7117(a)(2)(A)), by 
        inserting ``, including sexual harassment and abuse,'' after 
        ``violence''.

SEC. 6. HIGH SCHOOL ATHLETIC PROGRAM DATA.

    (a) Findings.--Congress makes the following findings:
            (1) Girls who play sports have better physical and 
        emotional health than girls who do not play sports.
            (2) Involvement in sports leads to higher self-esteem, 
        positive attitudes toward school, and less destructive 
        behavior.
            (3) Sports build girls' confidence, sense of physical 
        empowerment, and social recognition within the school and 
        community.
            (4) Higher rates of athletic participation are associated 
        with lower rates of sexual activity and pregnancy. 
            (5) Physical activity is linked to lower rates of heart 
        disease, breast cancer, and osteoporosis in later life.
            (6) Girls in secondary school who participate in team 
        sports are--
                    (A) 40 percent less likely to drop out of school;
                    (B) 33 percent less likely to become pregnant; and
                    (C) less likely to smoke cigarettes.
            (7) By secondary school graduation, girls are less prone to 
        have elected physical education and are twice as likely to be 
        inactive as boys.
            (8) Girls who are not involved in physical activity by age 
        10 have only a 10 percent chance of being athletic when the 
        girls are 25.
            (9) Students involved in extracurricular activities, such 
        as secondary school sports, were 3 times as likely to perform 
        in the top quartile on mathematics and reading assessments.
            (10) 80 percent of female managers of Fortune 500 companies 
        have a sports background.
    (b) Amendments.--Section 404(a)(1) of the National Education 
Statistics Act of 1994 (20 U.S.C. 9003(a)(1)) is amended--
            (1) by redesignating subparagraphs (G), (H), and (I) as 
        subparagraphs (H), (I), and (J), respectively; and
            (2) by inserting after subparagraph (F) the following new 
        subparagraph:
                    ``(G) the participation, by gender, of secondary 
                school students in physical education and athletic 
                programs;''.

SEC. 7. DROPOUT PREVENTION FOR PREGNANT AND PARENTING TEENAGERS.

    (a) Findings.--Congress makes the following findings:
            (1) Five out of every 100 young adults enrolled in 
        secondary school in 1996 left school without successfully 
        completing a secondary school program.
            (2) In October of 1997, 3,600,000 young adults, or 11 
        percent of young adults between the ages of 16 and 24 in the 
        United States, were neither enrolled in a secondary school 
        program nor had the young adults completed secondary school.
            (3) Girls who drop out of school are less likely to return 
        and complete school than boys.
            (4) The United States has the highest teenage pregnancy 
        rate of any industrialized nation.
            (5) Almost 1,000,000 teenagers become pregnant each year 
        and 80 percent of the pregnancies are unintended.
            (6) Pregnancy and parenting account for half of the female 
        school dropout rate and for \1/4\ of the school dropout rate 
        for all students.
            (7) Two-thirds of girls who give birth before age 18 will 
        not complete secondary school.
            (8) The younger the adolescent is when she becomes 
        pregnant, the more likely it is that she will not complete 
        secondary school.
    (b) ESEA Amendments.--The Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6301 et seq.) is amended--
            (1) in section 5404(d) (20 U.S.C. 7264(d))--
                    (A) in paragraph (1), by striking ``and'' after the 
                semicolon;
                    (B) by redesignating paragraph (2) as paragraph 
                (3); and
                    (C) by inserting after paragraph (1) the following 
                new paragraph:
            ``(2) provisions that emphasize mentoring and other support 
        services for pregnant and parenting teenagers; and'';
            (2) in section 10905 (20 U.S.C. 8245)--
                    (A) by redesignating paragraphs (10), (11), (12), 
                and (13), as paragraphs (11), (12), (13), and (14), 
                respectively; and
                    (B) by inserting after paragraph (9) the following:
             ``(10) mentoring and other support services for pregnant 
        and parenting teenagers to encourage the teenagers to stay in 
        school.'';
            (3) in section 11001(a) (20 U.S.C. 8401(a))--
                    (A) in paragraph (2), by inserting ``teenage 
                pregnancy,'' after ``gang violence,''; and
                    (B) in paragraph (4), by inserting ``and so that 
                children will be discouraged from dropping out of 
                school'' before the period; and
            (4) in section 11004(c) (20 U.S.C. 8404(c))--
                    (A) in paragraph (1), by inserting ``and an 
                assessment of the needs of children requiring 
                specialized comprehensive services such as students who 
                are pregnant or parenting'' after ``foster children''; 
                and
                    (B) in paragraph (7), by inserting ``, or families 
                with pregnant or parenting children in school,'' after 
                ``families''.

SEC. 8. WOMEN'S EDUCATIONAL EQUITY.

    Part B of title V of the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 7231 et seq.) is amended to read as follows:

``SEC. 5201. SHORT TITLE; FINDINGS.

    ``(a) Short Title.--This part may be cited as the `Women's 
Educational Equity Act of 1999'.
    ``(b) Findings.--Congress finds that--
            ``(1) since the enactment of title IX of the Education 
        Amendments of 1972, women and girls have made strides in 
        educational achievement and in their ability to avail 
        themselves of educational opportunities;
            ``(2) because of funding provided under the Women's 
        Educational Equity Act of 1994, more curricula, training, and 
        other educational materials concerning educational equity for 
        women and girls are available for national dissemination;
            ``(3) teaching and learning practices in the United States 
        are frequently inequitable as such practices relate to women 
        and girls, for example--
                    ``(A) sexual harassment, particularly that 
                experienced by girls, undermines the ability of schools 
                to provide a safe and equitable learning or workplace 
                environment;
                    ``(B) classroom textbooks and other educational 
                materials do not sufficiently reflect the experiences, 
                achievements, or concerns of women and, in most cases, 
                are not written by women or persons of color;
                    ``(C) girls do not take as many mathematics and 
                science courses as boys, girls lose confidence in their 
                mathematics and science ability as girls move through 
                adolescence, and there are few women role models in the 
                sciences;
                    ``(D) the low number of girls taking higher level 
                computer science courses leading to technical careers, 
                and the low degree of participation of women in the 
                development of education technology, will perpetuate a 
                cycle of disadvantage for girls in elementary schools 
                and secondary schools as technology is increasingly 
                integrated into the classroom; and
                    ``(E) pregnant and parenting teenagers are at high 
                risk for dropping out of school and existing dropout 
                prevention programs do not adequately address the needs 
                of such teenagers;
            ``(4) efforts to improve the quality of public education 
        also must include efforts to ensure equal access to quality 
        education programs for all women and girls;
            ``(5) Federal support not only should address research and 
        development of innovative model curricula and teaching and 
        learning strategies to promote gender equity, but also should 
        assist schools and local communities to implement gender-
        equitable practices;
            ``(6) Federal assistance for gender equity must be tied to 
        systemic reform, involve collaborative efforts to implement 
        effective gender practices at the local level, and encourage 
        parental participation; and
            ``(7) excellence in education, high educational 
        achievements and standards, and the full participation of women 
        and girls in American society, cannot be achieved without 
        educational equity for women and girls.

``SEC. 5202. STATEMENT OF PURPOSES.

    ``It is the purpose of this part--
            ``(1) to promote gender equity in education in the United 
        States;
            ``(2) to provide financial assistance to enable educational 
        agencies and institutions to meet the requirements of title IX 
        of the Education Amendments of 1972; and 
            ``(3) to promote equity in education for women and girls 
        who suffer from multiple forms of discrimination on the basis 
        of sex and race, ethnic origin, limited English proficiency, 
        disability, socioeconomic status, or age.

``SEC. 5203. PROGRAMS AUTHORIZED.

    ``(a) In General.--The Secretary is authorized--
            ``(1) to promote, coordinate, and evaluate gender equity 
        policies, programs, activities, and initiatives in all Federal 
        education programs and offices;
            ``(2) to develop, maintain, and disseminate materials, 
        resources, analyses, and research relating to education equity 
        for women and girls;
            ``(3) to provide information and technical assistance to 
        assure the effective implementation of gender equity programs;
            ``(4) to coordinate gender equity programs and activities 
        with other Federal agencies with jurisdiction over education 
        and related programs;
            ``(5) to assist the Assistant Secretary for Educational 
        Research and Improvement in identifying research priorities 
        related to education equity for women and girls; and
            ``(6) to perform any other activities consistent with 
        achieving the purposes of this part.
    ``(b) Grants Authorized.--
            ``(1) In general.--The Secretary is authorized to make 
        grants to, and enter into contracts and cooperative agreements 
        with, public agencies, private nonprofit agencies, 
        organizations, institutions, student groups, community groups, 
        and individuals, for a period not to exceed 4 years--
                    ``(A) to develop model gender equity programs; and
                    ``(B) for the implementation of gender equity 
                programs in schools throughout the Nation.
            ``(2) Support and technical assistance.--To achieve the 
        purposes of this part, the Secretary is authorized to provide 
        support and technical assistance--
                    ``(A) to implement effective gender equity policies 
                and programs at all educational levels, including--
                            ``(i) assisting educational agencies and 
                        institutions to implement policies and 
                        practices to comply with title IX of the 
                        Education Amendments of 1972;
                            ``(ii) training for teachers, counselors, 
                        administrators, and other school personnel, 
                        especially preschool and elementary school 
                        personnel, in gender equitable teaching and 
                        learning practices;
                            ``(iii) leadership training for women and 
                        girls to develop professional and marketable 
                        skills to compete in the global marketplace, 
                        improve self-esteem, and benefit from exposure 
                        to positive role models;
                            ``(iv) school-to-work transition programs, 
                        guidance and counseling activities, and other 
                        programs to increase opportunities for women 
                        and girls to enter a technologically demanding 
                        workplace and, in particular, to enter highly 
                        skilled, high paying careers in which women and 
                        girls have been underrepresented;
                            ``(v) enhancing educational and career 
                        opportunities for those women and girls who 
                        suffer multiple forms of discrimination on the 
                        basis of sex and race, ethnic origin, limited 
                        English proficiency, disability, socioeconomic 
                        status, or age;
                            ``(vi) assisting pregnant students and 
                        students rearing children to remain in or to 
                        return to secondary school, graduate, and 
                        prepare their preschool children to start 
                        school;
                            ``(vii) evaluating exemplary model programs 
                        to assess the ability of such programs to 
                        advance educational equity for women and girls;
                            ``(viii) introduction into the classroom of 
                        textbooks, curricula, and other materials 
                        designed to achieve equity for women and girls;
                            ``(ix) programs and policies to address 
                        sexual harassment and violence against women 
                        and girls and to ensure that educational 
                        institutions are free from threats to the 
                        safety of students and personnel;
                            ``(x) nondiscriminatory tests of aptitude 
                        and achievement and of alternative assessments 
                        that eliminate biased assessment instruments 
                        from use;
                            ``(xi) programs to increase educational 
                        opportunities, including higher education, 
                        vocational training, and other educational 
                        programs for low-income women, including 
                        underemployed and unemployed women, and women 
                        receiving assistance under part A of title IV 
                        of the Social Security Act;
                            ``(xii) programs to improve representation 
                        of women in educational administration at all 
                        levels; and
                            ``(xiii) planning, development, and initial 
                        implementation of--
                                    ``(I) comprehensive institutional 
                                or districtwide evaluation to assess 
                                the presence or absence of gender 
                                equity in educational settings;
                                    ``(II) comprehensive plans for 
                                implementation of gender equity 
                                programs in State and local educational 
                                agencies and institutions of higher 
                                education, including community 
                                colleges; and
                                    ``(III) innovative approaches to 
                                school-community partnerships for 
                                educational equity for women and girls; 
                                and
                    ``(B) for research and development, which shall be 
                coordinated with each of the research institutes of the 
                Office of Educational Research and Improvement to avoid 
                duplication of research efforts, designed to advance 
                gender equity nationwide and to help make policies and 
                practices in educational agencies and institutions, and 
                local communities, gender equitable, including--
                            ``(i) research and development of 
                        innovative strategies and model training 
                        programs for teachers and other education 
                        personnel;
                            ``(ii) the development of high quality and 
                        challenging assessment instruments that are 
                        nondiscriminatory;
                            ``(iii) the development and evaluation of 
                        model curricula, textbooks, software, and other 
                        educational materials to ensure the absence of 
                        gender stereotyping and bias;
                            ``(iv) the development of instruments and 
                        procedures that employ new and innovative 
                        strategies to assess whether diverse 
                        educational settings are gender equitable;
                            ``(v) the development of instruments and 
                        strategies for evaluation, dissemination, and 
                        replication of promising or exemplary programs 
                        designed to assist local educational agencies 
                        in integrating gender equity in their 
                        educational policies and practices;
                            ``(vi) updating high quality educational 
                        materials previously developed through awards 
                        made under this part;
                            ``(vii) the development of policies and 
                        programs to address and prevent sexual 
                        harassment and violence to ensure that 
                        educational institutions are free from threats 
                        to safety of students and personnel;
                            ``(viii) the development and improvement of 
                        programs and activities to increase opportunity 
                        for women, including continuing educational 
                        activities, vocational education, and programs 
                        for low-income women, including underemployed 
                        women, unemployed women, and women receiving 
                        assistance under part A of title IV of the 
                        Social Security Act; and
                            ``(ix) the development of guidance and 
                        counseling activities, including career 
                        education programs, designed to ensure gender 
                        equity.

``SEC. 5204. APPLICATIONS.

    ``Each entity desiring assistance under this part shall submit to 
the Secretary an application at such time, in such manner, and 
accompanied by such information as the Secretary may require. Each 
application shall--
            ``(1) set forth policies and procedures that will ensure a 
        comprehensive evaluation of the activities assisted under this 
        part, including an evaluation of the practices, policies, and 
        materials used by the applicant and an evaluation or estimate 
        of the continued significance of the work of the project 
        following completion of the award period;
            ``(2) where appropriate, demonstrate how funds received 
        under this part will be used to promote the attainment of 1 or 
        more of the National Education Goals;
            ``(3) demonstrate how the applicant will address 
        perceptions of gender roles based on cultural differences or 
        stereotypes;
            ``(4) where appropriate, describe how funds under this part 
        will be used in a manner that is consistent with programs under 
        the School-to-Work Opportunities Act of 1994;
            ``(5) for applications for assistance under section 
        5203(b)(1), demonstrate how the applicant will foster 
        partnerships and, where applicable, share resources with State 
        educational agencies, local educational agencies, institutions 
        of higher education, community-based organizations (including 
        organizations serving women), parent, teacher, and student 
        groups, businesses, or other recipients of Federal educational 
        funding (which may include State literacy resource centers);
            ``(6) for applications for assistance under section 
        5203(b)(1), demonstrate how parental involvement in the project 
        will be encouraged; and
            ``(7) for applications for assistance under section 
        5203(b)(1), describe plans for continuation of the activities 
        assisted under this part with local support following 
        completion of the grant period and termination of Federal 
        support under this part.

``SEC. 5205. CRITERIA AND PRIORITIES.

    ``(a) Criteria and Priorities.--The Secretary shall establish 
separate criteria and priorities for awards under paragraphs (1) and 
(2) of section 5203(b) to ensure that funds under this part are used 
for programs that most effectively achieve the purposes of this part.
    ``(b) Criteria.--The criteria described in subsection (a) may 
include the extent to which the activities assisted under this part--
            ``(1) address the needs of women and girls of color and 
        women and girls with disabilities;
            ``(2) meet locally defined and documented educational 
        equity needs and priorities, including compliance with title IX 
        of the Education Amendments of 1972;
            ``(3) are a significant component of a comprehensive plan 
        for educational equity and compliance with title IX of the 
        Education Amendments of 1972  in the particular school 
        district, institution of higher education, vocational-technical 
        institution, or other educational agency or institution; and
            ``(4) implement an institutional change strategy with long-
        term impact that will continue as a central activity of the 
        applicant after the grant under this part has terminated.
    ``(c) Priorities.--In approving applications under this part, the 
Secretary may give priority to applications--
            ``(1) submitted by applicants that have not received 
        assistance under this part or under part C of title IX of this 
        Act (as such part was in effect on October 1, 1988);
            ``(2) for projects that will contribute significantly to 
        directly improving teaching and learning practices in the local 
        community; and
            ``(3) for projects that will--
                    ``(A) provide for a comprehensive approach to 
                enhancing gender equity in educational institutions and 
                agencies;
                    ``(B) draw on a variety of resources, including the 
                resources of local educational agencies, community-
                based organizations, institutions of higher education, 
                and private organizations;
                    ``(C) implement a strategy with long-term impact 
                that will continue as a central activity of the 
                applicant after the grant under this part has 
                terminated;
                    ``(D) address issues of national significance that 
                can be duplicated; and
                    ``(E) address the educational needs of women and 
                girls who suffer multiple forms of discrimination on 
                the basis of sex and race, ethnic origin, limited 
                English proficiency, disability, socioeconomic status, 
                or age.
    ``(d) Special Rule.--To the extent feasible, the Secretary shall 
ensure that grants awarded under this part for each fiscal year 
address--
            ``(1) all levels of education, including preschool, 
        elementary and secondary education, higher education, 
        vocational education, and adult education;
            ``(2) all regions of the United States; and
            ``(3) urban, rural, and suburban educational institutions.
    ``(e) Coordination.--Research activities supported under this 
part--
            ``(1) shall be carried out in consultation with the Office 
        of Educational Research and Improvement to ensure that such 
        activities are coordinated with and enhance the research and 
        development activities supported by such office; and
            ``(2) may include collaborative research activities which 
        are jointly funded and carried out with the Office of 
        Educational Research and Improvement.
    ``(f) Limitation.--Nothing in this part shall be construed as 
prohibiting men and boys from participating in any programs or 
activities assisted with funds provided under this part.

``SEC. 5206. REPORT.

    ``The Secretary, not later than January 1, 2004, shall submit to 
the President and Congress a report on the status of educational equity 
for girls and women in the Nation.

``SEC. 5207. ADMINISTRATION.

    ``(a) Evaluation; Dissemination; Report.--The Secretary--
            ``(1) shall evaluate, in accordance with section 14701, 
        materials and programs developed under this part;
            ``(2) shall disseminate materials and programs developed 
        under this part; and
            ``(3) shall report to Congress regarding such evaluation, 
        materials and programs not later than January 1, 2003.
    ``(b) Program Operations.--The Secretary shall ensure that the 
activities assisted under this part are administered within the 
Department by a person who has recognized professional qualifications 
and experience in the field of gender equity education.

``SEC. 5208. AUTHORIZATION OF APPROPRIATIONS.

    ``For the purpose of carrying out this part, there are authorized 
to be appropriated $5,000,000 for fiscal year 2000 and such sums as may 
be necessary for each of the 4 succeeding fiscal years, of which not 
less than \2/3\ of the amount appropriated under this section for each 
fiscal year shall be available to carry out the activities described in 
section 5203(b)(1).''.

SEC. 9. DEFINITIONS.

    The terms used in this Act have the meanings given the terms in 
section 14101 of the Elementary and Secondary Education Act of 1965 (20 
U.S.C. 8801).
                                 <all>